34 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f1108f558228568f618933cedc253ee7.pdf b33e8a4ceda6158ac680c9e50f586454 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_1_13 Title A name given to the resource St. John's Collegian, January 13, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-01-13 Description An account of the resource Vol. LIV, No. 2 of the St. John's Collegian. Published on January 13, 1939. 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/deeeafd701b01f50dda2bfb1509b994e.pdf ed60eee6c68e59e8c99f70bad7470f5f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_1_20 Title A name given to the resource St. John's Collegian, January 20, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-01-20 Description An account of the resource Vol. LIV, No. 3 of the St. John's Collegian. Published on January 20, 1939. 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/3c52a0f60624735143f5c351f60802c3.pdf d18903fcc8271b32b6e6b826fc305c21 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_2_10 Title A name given to the resource St. John's Collegian, February 10, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-02-10 Description An account of the resource Vol. LIV, No. 4 of the St. John's Collegian. Published on February 10, 1939. 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/0e7a1ea79ce62c1ee72e5cf22a94a367.pdf aa7c1980a25dcbbd791fb48bfa50ae3d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_2_17 Title A name given to the resource St. John's Collegian, February 17, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-02-17 Description An account of the resource Vol. LIV, No. 6 of the St. John's Collegian. Published on February 17, 1939. 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/67e333f42b6349b02156977f2dbe48a5.pdf dc20171fe46f46b6059331a556c1900d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_2_24 Title A name given to the resource St. John's Collegian, February 24, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-02-24 Description An account of the resource Vol. LIV, No. 7 of the St. John's Collegian. Published on February 24, 1939. 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/702317f1a6f34b96aeabc18dd98b22a8.pdf ea3634666534574b52f4b67c3490ddef Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_3_3 Title A name given to the resource St. John's Collegian, March 3, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-03-03 Description An account of the resource Vol. LIV, No. 8 of the St. John's Collegian. Published on March 3, 1939. 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/01b1d47c0f05eee78567066f8d5d8034.pdf 83d4cc818672d970b545a0d704a265df PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplement to the Bulletin ANNAPOLIS, APRIL, Founded as King William's School, 1696 MARYLAND 19 3 9 Chartered as St. John's College, 1784 �Cop ies of this Report may be had on request. Address: THE REGISTRAR St. John's College, Annapolis, Maryland Third Printing �Board of Visitors and Governors Chairman, DR. ROBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. Vice-Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. Secretary, RICHARD F. CLEVELAND, Baltimore Trust Bldg., Baltimore, Maryland, Lawyer. DR. AMOS F. HUTCHINS, 1227 N. Calvert Street, Baltimore, Maryland, Surgeon. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. PAULL. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. STRINGFELLOW BARR, President, St. John's College, · Annapolis, Maryland. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. COLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M. Loeb 8 Company, 61 Broadway, New York City. DR. SCOTT BUCHANAN, Dean, St. John's College, Annapolis, Maryland. BEARDSLEY RUML, Treasurer, R.H. Macy 8 Company, Broadway and 34th Street, New York City. HERVEY ALLEN, "Bonfield," Oxford, Talbot County, Maryland, Author. DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. The Governor of the State of Maryland, the President of the Senate, and the Speaker of the House of Delegates of the Maryland General Assembly and the Judges of the Maryland Court of Appeals are ex officio members of the Board. �4 REPORT OF THE PRESIDENT Report of the President Now that almost two years have passed since the St. John's Program was launched, it seems both possible and desirable that I render to the Board a more careful report of progress to date than has hitherto been made. The Program was designed to guarantee that there should again exist in America a college of liberal arts dedicated wholeheartedly and with singleness of purpose to furnishing young men with a liberal education, education of a sort which many American parents have been seeking for their sons in vain. We also hoped and believed that if St. John's College met this responsibility, other colleges of liberal arts would be heartened to meet it too. The response the Program has met among members of other college and university faculties in this country would not, I suspect, have been forthcoming a decade ago. But one thing has acted in our favor. The hour through which our civilization is passing is a dark one compared with the period during which our liberal arts colleges began to whore after strange gods ; and the darkness and uncertainty have reminded thinking men that these colleges are responsible for transmitting our civilization from one generation of men to the next. The crisis in world affairs has illumined the crisis in liberal education. Our primary task, however, was to set our own house in order. To do this, we had to make sure that every. decision the College made, in whatever sphere, should be made in the light of our single purpose. To envisage that purpose clearly and with constancy, our faculty have had to envisage likewise the kind of man St. John's must graduate if it is to meet squarely the responsibilities it has freely assumed. The fact that even our largest and wealthiest institutions are no longer graduating men of this kind was not significant, because these institutions have no longer a clear and single purpose in mind. It will be well to state here and now what sort of man this ideal graduate of St. John's is, before I report on the progress made towards that ideal by the undergraduates who have been �ST. JOHN'S COLLEGE 5 following the St. John's Program. For if these young men are not steadily approaching this ideal graduate, then we are failing and we should know it now. We cannot derive comfort where other colleges can, merely from the fact that our undergraduates are healthy and contented. Thanks to the elective system, our colleges have largely assumed towards their students the attitude a well-run department store assumes towards its customers. But St. John's has reverted to an earlier college pattern in assuming towards its undergraduates very much the attitude a doctor assumes towards his patients. It is offering them professional skill. But a good doctor's objective is not to .offer alternative nostrums for headache or fever, but to guide the patient towards achieving bodily health. And the task of St. John's College is a no less responsible and professional one: that of guiding its undergraduates towards intellectual health, intellectual health which, incidentally, will affect profoundly their moral and physical health as well. Let us suppose that one of the sophomores at St. John's, now nearing the end of his second year of the St. John's Program, stands before us on graduation day in June, 1941. Let us further suppose that in his case the Program has achieved its maximum success. What will such a man be like on that date? He will be able to think clearly and imaginatively, to read even difficult material with understanding and delight, to write well and to the purpose. For four years he will have consorted with great minds and shared their problems with growing understanding. He will be able to distinguish sharply between what he knows and what is merely his opinion. From his constant association with the first-rate, he will have acquired a distaste for the second-rate, the intellectually cheap and tawdry; but he will have learned to discover meaning in things that most people write ·off as vulgar. He will get genuine pleasure from using his mind on difficult problems. He is likely to be humorous: he will certainly not be literal-minded. He will not be a trained specialist in anything; but he will be in a better position to acquire such specialized training, whether in law, medicine, engineering, business or elsewhere, more quickly than it can be acquired by even the best American �6 REPORT OF THE PRESIDENT college graduates today. For he will know how to apply his mind to whatever he wishes to master. His appetites and his emotions will be under his control. not because he has had "character training" in the Hitler Youth or the Avanguardia but because he knows the reasons for selfcontrol, and, because of those reasons, has deliberately acquired the powers of self-mastery. Will he be a "success"? Well, he will on the whole be unlikely to make his million because a million is not readily made except by those who sacrifice to its making the very things this future graduate of St. John's will have learned to value more than wealth. On the other hand he will be likely to earn a good livelihood, if only because he knows how to use his head and has learned how to work during the very years which most college boys spent learning to loaf and dodge. When he is not working, he will be able to distinguish between leisure and idleness. He will be eminently practical, not because he "took" practical courses in college, but because he will have acquired the rare intellectual capacity to distinguish means from end. He will have learned to locate the problem, resolve it into its parts, and find a relevant solution. He will, in short, be resourceful. He will be concerned to exercise a responsible citizenship and he will be as much concerned with his political duties as with his political rights. He will cherish freedom, for himself and others, but it will be not merely freedom from concentration camps; it will be freedom from ignorance and passion and prejudice as well. For, in a quite genuine sense, he will himself be a free man. He will know something of the world he graduates into, not in the sense merely of a current events contest; but because he will know the background and development of the political institutions and economic practices he confronts. He will even have means of understanding the movements in contemporary thought. And he will be familiar with the basic scientific concepts that underlie modern technology. Not only will he be better prepared than his contemporaries to enter business or a professional school. Not only will he be �ST. JOHN'S COLLEGE 7 better prepared to fulfill his obligations as a citizen. He should make a better friend, a better husband, a better father : free men do. He will in short be better prepared to live; and, when his hour · comes, whether through illness or civil disaster or in an army trench, he will know better how to die: free men do. A glowing portrait? Yes, and it would be a remarkable achievement for a college of liberal arts actually to graduat e such a man. But any college of liberal arts that attempts less is betraying its trust and is doomed to graduate successive classes whose members less and less resemble this glowing portrait. It is to produce this sort of man that St. John's is operating. Whether it ever attains this standard is not important here. What matters is whether the work the sophomores and freshmen are actually doing is the sort of work that leads steadily, and as rapidly as may be, in that direction. I think it is. Such work used to ·be done in our colleges of liberal arts: it is being done now at St. John's. The race knows, or should know, by experience what kind of men such work produces. But in order to judge the success of the St. John's Program this month, we would do well to look at the students in it, to look at the work they have already done and at what they are doing, and to see how far these actually existing undergraduates have progressed towards the ideal graduate we have just imagined. The St. John's Program has been frequently referred to by the press as a "novel educational experiment."· It was, of course, not novel at all; what was novel was the elective system which has grown up in our colleges during the past few decades and confused the purpose of the liberal arts college. Nor was it an experiment. Those responsible for developing the Program were convinced that the perpetual experimentation wh ich has characterized our colleges during this century has been reckless, irresponsible, and professionally unethical. The St. John' s Program was not introduced to discover whether a student w ould benefit by reading Plato and Galileo and Shakespeare, more than through reading contemporary textbooks about these writers and the ideas they dealt with. On the contrary, there was quite enough experience within the tradition of liberal arts education to enable an educated man to reconstruct a well -rou nded curriculum. �8 REPORT OF THE PRESIDENT St. John's therefore abolished the elective system and put in its place a four-year all-required curriculum. Its basic requirement would be the reading, and discussing in seminar, of a hundred or so great books, the classics of our civilization, from the Greeks to the present. Some of these books deal directly with the liberal arts themselves, the arts of thinking, of reading, of writing, of reckoning. Others are magnificent examples of the successful practice of those arts. Appendix A of this report gives the list of these great books arranged by student years. Appendix B gives the same list arranged under the headings commonly used in a departmentalized elective system. An understanding of these books is the prime goal of the student during his four years' training. But to supplement his efforts, other teaching devices are used besides the seminar. Once or twice a week, he hears a formal expository lecture, a lecture in which the speaker makes no effort to talk down and in which the stude.nt' s obligation is not to take notes but to understand . Five times a week, in small classes or "tutorials, " the undergraduate studies language, although the language he studies varies each year. Five times a week he studies mathematics in the same way, beginning with Euclid's Elements of Geometry . Once a week, for three hours, he works in a scientific laboratory. This laboratory is mathematical and mechanical the first year ; physical, the second; it is a laboratory of physical chemistry, the third; of biochemistry, the fourth. It is closely correlated with the scientific works in the list of great books. St. John's is probably the only liberal arts college in America which requires four years of laboratory work of every student. T h e regimen here outlined continues for all four years for every student in the College. Unlike the elective system, it does not permit the student to ignore subject-matters he finds difficult : it ch allenges him to find out , under competent guidance , why subjects he thought "uninteresting" are actually nothing of the sort. He is not allowed to exploit his eccentricit ies and peculiarities, or his "personality" as it is· now frequently called, by cherishing his lamenesses and blindnesses and intellectual deformities. He is encouraged to think of his weaknesses as weaknesses and to set about correcting them as speedily as possi- �ST. JOHN'S COLLEGE 9 ble. He is encouraged to think of freedom, not as freedom to be ignorant, but as the trained capacities of his mind that will free it for any task. It was possible, and necessary, to lay down this curriculum before approaching the special problems of teaching staff and student body. This statement of course sounds doctrinaire to those who believe that, for him who seeks a liberal education, one subject is as much worth studying as another, one book is as much worth reading as another, that civilization is a matter of automobiles and radios, that we live in a brave new world, that our ancestors have nothing to teach us, and that it is cowardly not to start from scratch. St. John's is determined not to start from scratch, but to give its students access to the accumulated intellectual capital of their civilization, to see that they come into their cultural heritage, and to redeem them from the intellectual bastardy in which the average college graduate today rejoices. But a college, in addition to having something worth teaching, must have those who teach it; and these should be properly qualified. One of the most intelligent comments one ordinarily hears on the St. John's Program comes to us in the form of a troubled question: "This is undoubtedly what students should be getting in college; but where do you find men capable of teaching it?" It is a good question. It recognizes that, except for a few elderly men, there are no longer teachers in America who themselves possess a basic, general education, who indeed possess their cultural heritage. For our faculties are composed of men who are themselves the maimed products of a too-early specialization and therefore victims of the higher illiteracy. Even the elderly men, while frequently possessed of a genuine culture on the side of the humanities, have rarely assimilated to that culture the intellectual experience of our civilization which we call the scientific revolution. Where, then, get teachers capable of guiding students to these buried treasures? The simplest answer is that St. John's College has today the strongest faculty in America. Every American college or university faculty may be divided into those who wrote the books which the student is required to read and those who teach orally, �10 'I REPORT OF THE PRESIDENT into those whom we may call the authors and those whom we may call. not invidiously, the talkers. In other colleges the talkers do the teaching, and an increasing proportion of the authors are other talkers. talking members of neighboring college faculties. Both faculty groups are roughly of the same calibre, those who wrote the textbooks and those who give the lectures. At St. John's this is not true. The authors have been carefully selected from the writings of twenty-five centuries, selected for their clarity, their profundity. and their teaching capacity. This year's freshmen have been taught by such well known men as Plato. Thucydides, Aristotle. Aeschylus, and Euclid. The sophomores. who had already been taught by these men last year. have been listening to Tacitus, Plotinus, Dante, St. Thomas Aquinas, Ptolemy, Leonardo, and Copernicus. Next year they will "study under" Shakespeare, Cervantes, Moliere; Calvin, Francis Bacon, and Locke; Kepler, Harvey, and Newton. In their senior year and for their benefit Gibbon, Adam Smith, Marx, Bentham, James, Freud, Lavoisier, Darwin, Mendel, and other moderns will join our faculty. To aid them in understanding these great teachers. we have a " talking" faculty of teachers who do not preten4 to be as good as, or bett~r than, the authors they assign their students to read- a freq uent and justifiable pretension in most colleges today-but who conduct seminar discussions, tutor in language and mathematics, lecture rarely, supervise laboratory work, and, like the students, learn from the "authors" whom the whole College studies. As in other colleges, the talking faculty is on our pay-roll; the authors are not. The arrangement has proven workable. We of course face one constant danger: because of the bad academic habits which we members of the talking faculty have acquired from the current educational system, we display an intermittent tendency to usurp the functions of the author faculty, to substitute ourselves for them, to stand in their light when they are working, to over-interpret and even sometimesGod save the mark!- to patronize them a little. But then, we are the product of a system we are attempting to replace and we try manfully to curb our pedantry and pride. In an ordinary college course today, this is not the case. The best courses are usually built around the personality and intellectual interests of a professor. whose lectures are supported by a textbook manual. �ST. JOHN'S COLLEGE 11 Such a professor is likely to admit that the textbook manual he assigns and quizzes on is both boring and trivial. But he is convinced students <::an read nothing better: in fact they have difficulty "getting" this! In such a situation, the teacher's capacities limit the pupil's, and the quality of the reading causes dry-rot in both. Our author faculty have more than met their teaching responsibilities. Despite their differing intellectual backgrounds, they have transcended time and place, they have been clear expositors, imaginative artists, humble fellow.workers with us talking teachers and with the undergraduates. It is of course because of them, and not because of us talkers, that I report to the Board that our total faculty is by all odds the strongest in America. I ought to add that although some of our authors still teach at many American colleges it is not necessary in these . colleges to take courses under them. At St. John's one must study under all of them, and 411 have proven worth studying under. Even with our main faculty requirements brilliantly met, . there has still remained the problem of the talking staff, who fulfill a genuine function, even though with more humility than at our sister institutions. For unquestionably, the treasures our authors had written were for our generation partially buried. We needed men who wanted to help our students dig them up. · The best that we could do, the best indeed that could be done, was to call for volunteers, volunteers for a treasure hunt, remembering for our comfort that this treasure hunt has never wholly ceased during the intellectual history of our Western civilization. We were fortunate in that the faculty of St. John's College was already a better-than-average faculty, and freer than most faculties from the racketeer aspects of so-called research, racketeer aspects that have been fostered by the print-or-perish policies of our college and university administrations. We added to our faculty, in the summer of 19 3 7 and again in the summer of 1938, enough men who had already started the hunt aggressively elsewhere to plunge at once into active instruction, and we invited the rest of the faculty to join us and go to school again. During the session of 19 3 7 -3 8 Dean Buchanan held a �I2 REPORT OF THE PRESIDENT faculty seminar for the reading, or re-reading, of the great books. During the current session the majority of the faculty have helped teach freshman seminars. At times we have doubtless been guilty of reading these books with the narrowed gaze of the specialist, seeing in the books only those things we have been taught by secondary works to see. We are, after all, professors; and this is 1939. But the cure for pedantry has, I think, worked steadily and well. Our faculty is at least better prepared to teach the books on our list than any other American faculty would be: there has been that much headway anyhow. And our teaching capacities and versatilities are increasing rather than diminishing. Some members of our faculty, who felt themselves less adapted to this task than to the teaching of a specialty in a college department, withdrew last June, and several are withdrawing at the end of this session. The twenty-six who will be with us next session are extraordinarily well fitted for the arduous task that confronts us. We remember always that this task is indeed arduous, but we remember also that the real teachers of our undergraduates are the great minds of the past two thousand years, through the written works they left for men like us to read. They have met that task before; they are meeting it today at St. John's. We talking members of the faculty are trying to facilitate that reading, but at most we cannot hope, and should not wish, to do for the student what the books themselves can do. At St. John's today the quality of the reading steadily leads professor and student alike towards deepened understanding and improved capacities. For, while some of the books read at St. John's are difficult, none of them is either trivial or boring. In short, the routine undergraduate teaching at St. John's, instead of interrupting and stultifying the teaching staff, is steadily improving it. It is indicative of the renaissance of learning that the College has undergone that faculty members who have not studied mathematics since they were boys and who, in some cases, had hoped never to open a mathematical work again. have recaptured and developed their mathematical skills; while a number of them set to work for the first time on Greek and mastered it. The constant ideal of the faculty is that every man on it should eventually have read all the books on the St. �ST. JOHN'S COLLEGE 13 John's list, regardless of his chosen field. In assigning teaching tasks, special capacities are naturally exploited; but it is assumed that the right to teach a part of the Program depends ultimately on a knowledge of the whole of which one's part is a part. Only those who are familiar with the sort of specialists our present educational system has burdened us with, will know what courage a faculty must exhibit to set itself such a goal, or how excessively rare such courage is in the academic scene today. And what of the students? For this report is primarily concerned with the actual progress made to date by the actual students following the St. John's Program, progress which we are measuring in terms of the ideal St. John's graduate pictured above. Let it be said first that our initial assumption, or perhaps central faith, has been vindicated in daily practice. It is a credo without which it would appear idle to found, endow, or administer colleges of liberal arts. Yet we have in recent decades founded, endowed, and administered colleges without that credo ; and we have administered without it those which our ancestors founded with it. The medieval statement of that credo was that man has a rational soul and that it is therefore possible to appeal to his powers of reason, to awaken them, to move them, and to transform them into virtues or habits of the intellect. Note that the credo extends to all men and was intended to include even the as yet unborn American freshman. These powers may be stronger in some than in others; they may be blocked temporarily by fever or intoxication or permanently by certain diseases. But in the normal American . freshman they exist and may be developed. All of which leads to a second declaration of faith: that it is possible to teach. It is even possible to teach not merely the contents of a railway time-table, but how to think better, that is how to use the liberal arts freely and well. This is a tremendous article of faith , and one which the whole drift of American higher education has for two decades denied. Its denial would alone account for the rapid decay of liberal education in our country; and it is worth observing that, shortly after teachers lost the faith that it was possible to teach their pupils how to think better, they began to doubt whether it was really possible to teach an undergraduate anything, or anything �14 REPORT OF THE PRESIDENT of consequence. For where liberal learning droops, other forms of learning, even ordinary technology, sooner or later flag and fail. The students in the St. John's Program have read the books listed in Appendix A on schedule time to date. There were minor revisions of the freshman list this year over last year. The list is subject to constant revision and will be kept so. The performance in the freshman seminars has improved steadily, although, as in the case of last year's freshmen, there is wide variation in skills and in knowledge. On the whole, the freshmen are already exhibiting what the sophomores naturally exhibit to a much higher degree, the ability to speak clearly, to argue on the point, to make and understand distinctions, to distinguish abstractions from their concrete applications. On the whole, their capacity for sharp and orderly thinking has increased more rapidly than their powers of imagination. To attack this latter problem, we have had recourse in the field of extra-curricular activities to work in dramatics, to poetry reading, to music. The sophomores have improved considerably in their power to write; it is too early to make the same claim for the freshmen. The organization of the language tutorials is such as to develop that power. In the fall, the grammar, syntax, and vocabulary of a language are quickly mastered. For the freshmen the language is Greek, ·the language in which were actually written the books they are reading in English translation. For the same reason, the sophomores rapidly acquire, or refurbish, their Latin. In the winter term both ar~ constantly exercised in translations, literal, free, and stylistic. This, of course, is an ancient device for learning how to write one's mother tongue, a device that a number of our greatest English and American writers used. In the spring term, the students write original themes in English on the subject-matters contained in the great books. This rotation from a new language, through translation into English, to original English composition is beginning to develop writing powers, but we have still a long way to go. Fortunateiy, the most striking characteristic of the Program, superficially observed, is the acceleration with which learning proceeds. This has been perhaps best exemplified m the improved understanding of mathematics. \ �ST. JOHN'S COLLEGE 15 The sophomores, and to some extent even the freshmen, have developed powers of work extraordinary in American undergraduates. They have developed a courage in tackling really difficult tasks that promises well. At the beginning of the year our freshmen were quite candid about never having learned to work, and the Program pushed some of them pretty hard. But they are getting on top of their work, or most of them are, very ·satisfactorily. In a community where it is taken for granted that everybody is trying to learn, it is remarkable how many people end by learning. For me personally the most interesting experience the Program has yielded has been to watch the intellectual awakening, at different periods of the College session, of different members of the group. This intellectual awakening is sometimes so conspicuous as to be a matter of College gossip. It is as if a given undergrad~ate had come out from under anaesthetic. I think most of us had had a similar experience in watching an undergraduate suddenly cash in, in terms of athletic skill, on long drills and practices; it is even more exciting to watch when it occurs above the eyebrows. Students suddenly find themselves understanding lectures, where such lectures were before mere jumbles of unfamiliar words. They suddenly find themselves understanding the books in an unaccustomed fashion. And they show their new understanding in the way they use words themselves. There are no unique or "novel" teaching methods employed. All our methods, whether discussion, lecture, laboratory, or recitation and drill, have already been proven by centuries of experience. But it is almost unique, I think, in the contemporary educational scene, to find a faculty and a student body unconcerned w ith "credits," decreasingly concerned even with grades-old habits cling-and increasingly concerned with learning. The individual oral examination which each student is given three times a year by a group of his instructors has helped greatly to keep things in focus. Equally powerful, I think, has been a device we stole from English university practice, the device which British undergraduates term a "don-rag." During the past two years we have adapted it more nearly to our needs . It is w orth describing here. �16 REPORT OF THE PRESIDENT About a week after the oral examination, the student appears individually before a group of his instructors, a group of which his seminar leader serves as chairman. Each of the student's instructors reports briefly to the seminar leader on the student's capacities and deficiencies. The student's case is discussed among the instructors but in his presence. Occasionally, his advice may be sought. The purpose of the don-rag is not to read the student a curtain lecture or to give him his "grades"-the giving out of grades on this occasion is, on the contrary, discouraged. The don-rag is a clinic, at which the objectives are diagnosis and prescription. Its effect has been to help the student locate his own intellectual diseases and take responsible action, with the advice and aid, but not with the evangelical incitement or law-court recrimination, of the faculty. I have discussed in this report the educational purpose of St. John's College; its ideal product; the subject-matter it uses, the qualifications of its faculty, the progress of its undergraduates towards the College's ideal graduate. I wish to touch on two other topics before closing. First, something should be said of the learning environment which the College, always with its eye on the single purpose it has set itself, is slowly creating. This environment has involved a renovation and adaptation of its plant on the one hand and, on the other, the evolution of a community life capable of supporting real intellectual growthin short, the development of college activities, as they are commonly called, which will enrich instead of impoverishing, support rather than substitute. In the case of the plant, we have made some headway; but the growth of the student body which promises to begin next September means that we must start planning immediately how to get the fullest and best use out of our buildings and grounds, and what sort of buildings to add first. This planning is now going on. In the case of the community life, that also is slowly taking form. Our biggest strides this session have been the provision of more suitable common rooms in which the social life of the College community might find a focus. These common rooms include a College bookshop, a coffee-shop, a music room, and a reading room. Our next immediate move must be the provision of more adequate athletic facilities. As the Board will recall, last Fall the Col- �ST. JOHN'S COLLEGE 17 lege abolished intercollegiate athletics as of June, 1939, and is engaged in planning an expanded athletic program on an intramural basis. The reasons for taking this step were stated in one of my monthly radio addresses to our alumni, which I include in this report as Appendix C. But the immediate effect of this step, necessary as it was, is to precipitate the problem of expanding, as rapidly and as carefully as possible, the athletic facilities of the College. St. John's, like its sister institutions, has for many decades been "meshed in" with a system of intercollegiate athletics. This meshing in has had two effects, here as elsewhere. Its first effect was to orient athletic policy away from the pleasure and physical profit of the student and towards the pleasure of the public and the supposed profit of newspaper pub- · licity for the institution. The second effect sprang out of the first: it has proven impracticable here as elsewhere, through socalled intra-mural programs, to focus the mind of the staff on the real problem of providing sports faci1ities for all the students. Even where institutions have controlled the financial resources to do both things at once, the psychological orientation has proven fatal. Now that the red herring of intercollegiate schedules has been removed, we can see with painful clarity how much must be done if the Co Hege' s athletic facilities are to invite every incoming freshman to use his body as well as his mind, to discover the zest of playing outdoor games as well as the zest of holding one's own in rigorous discussion, to acquire physical skills as well as intellectual ones, to enjoy complete health of body and mind. We are determined that this problem shall be fully met. The word publicity suggests the second and last point I would touch on before closing. We Americans rarely do anything without an awareness of its "publicity value." Sometimes that awareness proves fatal to our proposed end. In the case of the St. John's Program, it was obvious from the start that any attempt to get back to fundamentals in a liberal arts college would turn the attention of the public towards that college. Our constant care has been to reduce the harm that irresponsible publicity, beyond our control, might do . On the whole, we have been moderately successful. Although much that has been written about the College-and it has for the past year been more written about than perhaps any other educational �18 REPORT OF THE PRESIDENT institution in America-has been silly and inaccurate, a good deal has been intelligent and restrained. But the real task of "public relations" remains to be accomplished, because it is a long-term task. It cannot be avoided: the relations of a public institution are naturally public. But in the case of St. John's, I do not think those relations will be properly discovered or defined until teachers in the secondary schools, both private and public, learn what ·the College is doing and guide the parents of their boys into learning it. Most of the newspaper publicity which has deluged the College has probably done as much harm as good. But if St. John's College is to attain its maximal usefulness to the State and the nation, the sort of usefulness envisaged by those who wrote its eighteenth-century charter, it must depend on the secondary school teacher and on its own graduates to act as intelligent consultants towards those students who propose to enter it. Meanwhile, the novelty, or apparent novelty, of the Program condemns it to wide discussion, unintelligent as well as intelligent, irresponsible as well as responsible. For the information of the Board, I attach to this report, as Appendix D, a partial bibliography of articles about the St. John's Program or mentioning it in significant context. These articles and the more diffuse publicity of general newspaper mention have apparently ensured that we shall have more applicants for next year's freshman class than we shall feel justified in admitting, but even the best of these comments are a less efficient medium than the secondary school teacher for guiding to St. John's the young man who really seeks a liberal education. As to what sort of young man this should be, I shall have more to say to the Board in the future. Suffice it to say now that it is the policy of the College, with regard to its admissions, to avoid too great a homogeneity in terms of geographical distribution, social background, economic status, or even in terms of apparent intellectual capacity. The description I gave of the don-rag earlier in this report indicated , I hope, that a good don-rag is not concerned with recriminations or felicitations but with pointing out unsolved problems and undeveloped potentialities. I should like to suggest here that the College administration, the College faculty , and �ST. JOHN'S COLLEGE 19 the Board of Visitors and Governors are equally liable with our undergraduates to frequent and thorough don-rags. We ought to ask ourselves constantly whether we are acting with all the wisdom and energy of which we are capable. I think it is true that St. Jol: n's today offers a young man a sounder liberal education than any other American institution, but its educational program is capable of much greater development than it has attained. For two reasons it must attain it. First, it must give the young men who enter it the best and strongest and soundest possible training with which to meet the vicissitudes of human life. Secondly, it already occupies in the minds of many men in academic life the position of model. If it would serve as a good model, for the restoration of liberal learning in America at an hour when liberal learning was never more sorely or more clearly needed, it must not content itself with a second-best solution at any point. I invite the Board to join the faculty and the present student body in meeting that challenge fully, a challenge that must appeal to all free men everywhere who love the sources of their own freedom and of the freedom to which their children are by nature heirs. STRINGFELLOW BARR. Annapolis, Maryland, April, 1939. �20 REPORT OF THE PRESIDENT APPENDIX A SCHEDULE OF READINGS BY YEARS First Year Languages and Literature Liberal Arts omer Plato Herodotus Aristotle hucydides Lucretius iEschylus Sophocles Euripides I'Aristophanes Plutarch Lucian / Mathematics and Science Hippocrates Euclid Nicomachus Aristarchus Archimedes Second Year Tacitus Virgil The Bible Justinian Dante Burnt Njal Song of Roland Chaucer Villon Cicero Plotinus Augustine Bonaventura Thomas Aquinas Nicholas of Cusa Apollonius Ptolemy Galen Copernicus Galileo Descartes R . Grosseteste Third Year Cervantes Shakespeare Milton Rabelais Corneille Racine Moliere Erasmus Montaigne Montesquieu Grotius Calvin Spinoza Francis Bacon Hobbes Locke Hume Kepler Harvey Gilbert Newton Huyghens Leibniz Boyle Fourth Year Gibbon Voltaire Swift Goethe Rousseau Adam Smith American Constitu ti on Federalist Papers Malthus Marx Fielding Zola Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Kant Schopenhauer Hegel Peacock Boole De Morgan Bentham Clifford Mill James Freud Poincare Hilbert Russell Fourier Lavoisier Dalton Hamilton Faraday Maxwell Joule Ostwald Darwin Virchow Bernard Galt on Mendel Cantor Dedekind Ri emann Lobachevski Gauss Veblen ~ Young �Literature Homer .IEschylus Sophocles Euripides Aristophanes Lucian Horace Virgil Bible Dante Burnt Njal Song of Roland Chaucer Villon Cervantes Shakespeare Milton Rabelais Racine Corneille Moliere Erasmus Montaigne Voltaire Swift Goethe Fielding Zola Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Philosophy Plato Aristotle Lucretius CicerO-Plotinus Augustine Bonaventura Thomas Aquinas Nicholas of Cusa Spinoza F . Bacon Hobbes Locke Hume Kant Schopenhauer Hegel Bentham Mill Poincare James History and Social Science Herodotus Thucydides Plutarch Tacitus Justinian Montesquieu Grotius Spinoza Calvin Hobbes Gibbon Locke Rousseau Galt on Bentham Mill Freud Adam Smith American Constitution Federalist Papers Malthus Marx Mathematics Euclid Nicomachus Aristarchus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Gauss Hamilton Fourier De Morgan Boole Riemann Cantor Dedekind Hilbert Russell Veblen ~ Young Natural Science Hippocrates Aristarchus Archimedes Ptolemy Galen R. Grosseteste Copernicus Galileo Kepler Harvey Gilbert Newton Huyghens Boyle Leibniz Lavoisier Fourier Dalton Clifford Faraday Darwin Maxwell Joule Ostwald Virchow Bernard Mendel Galton Freud James Laboratory Laboratory (three hours per week for four years) Graphical Construetions Instruments Crucial Experimen ts Concrete Problems and (Presented brought up to date in Laboratory Manuals) () r ). en en ;:; n .., ~ 0 z ). () () 0 :;i::I 0 z0 '"O>.., '"Otr! z 0 0 r :x .., t:C trl trl () < trl en c tJj c..... trl .., () ~ ). ..,..., m :;i::I rn ~ �22 REPORT OF THE PRESIDENT APPENDIXC ST. JOHN'S COLLEGE RADIO PROGRAMS . SERIES II, No . 3 By STRINGFELLOW BARR, President From Station WFBR in Baltimore I propose to discuss an important step which St. John' s College has taken within the past ten days. Many of those who are listening to me, incl uding alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. T hose who believed this statement should, it seems to me, be gravely distu rbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, bu t the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democrac y. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal col lege. I suppose I ought to have foreseen this. But I didn ' t . Certainly, there have been enough Carnegie reports, enough magazine articles by can did wri ters like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money ; with costly coaches and costl y quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be pos,ible to adapt intercollegiate athle tics to educational ends, to pare down schedules, to decline with thanks such games as Army and N . Y. U ., and to protect the coaches from criticism if they lost games by refusing to hire athletes . I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work . Yet I should have known this by analogy. I had known countless students who w ithdrew from intercollegiate athletics when they entered medical or other p rofessional w ork . They withdrew because they knew, aloµg w ith everybody else, that you have to study to earn an M.D ~ while ordinarily you don't have to study to earn a B.A. The undergraduate fills in his idle time with athletics, which at its most professionalized is a lot better thi~g to fi ll idle time with than some other things I know. But suppose there isn' t an y idle time? Suppose there is just enough leisure time for healthful outdoor gam ~ s? �ST. JOHN'S COLLEGE 23 Then every athletic trip becomes a crisis and not what is known as an "athletic excuse. For students who are really doing serious work know without being told that you can't "make np·' for something you should have learned but didn' t, by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignor~nce into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical school. But if it is a serious business, then it had better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won' t meet them had better keep out. That big business substitutes spectator psychosis for actual part1Clpation, cheering sections for playing teams, an orgy of sports-goods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natural antagonists, monotonous physical drill for learning to play by playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, these things are better than idleness. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its intramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities a good country club offers. Every game we now play we shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat ; we shall acquire five more. Finally, it is essential, not only that games be played at the College but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. �24 REPORT OF THE PRESIDENT Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. �ST. JOHN'S COLLEGE 25 APPENDIX D BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM 1937 ST. JOHN'S REVIVAL, Time Magazine, July 19, 193.7. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September 13, 193 7. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 193 7. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5 , 193 7. THE REVIVAL OF LEARNING , by W . A. P . Martin, The Commonweal, December 31, 1937. 1938 A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938 . Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S , by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S.J., America, April 23 , 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS . by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 19 3 8. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM. by Stringfellow Barr, The Virginia Spectator, December, 193 8. Reprints available. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. �26 REPORT OF THE PRESIDENT 1939 JOHN DOE GOES TO ST. JOHN'S , by Stringfellow Barr, Progressive Education, January, 1939. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 193 9. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan. The Washington Post. January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell. The Baltimore Evening Sun, January 23. 24, 25 . and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J . Adler, The Social Frontier, February, 19 3 9. HUTCHINS OF CHICAGO. Part I. "The Daring Young Man," and Part II. "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine. March and April, 19 3 9. SOCRATES CROSSES THE DELAWARE: St. John's College and the Great Books. by Milton S. Mayer, Harpers Magazine, June, 1939. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 27 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Supplement to the Bulletin of St. John's College, April 1939 Description An account of the resource Supplement to the Bulletin of St. John's College, "Report of the President." Published in April 1939. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1939-04 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_Supplement_1939_April President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b928282dfddc7ef10bb01f58be4b25a2.pdf a7db7a7464fb50b628dc8c17781e5408 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_4_1 Title A name given to the resource St. John's Collegian, April 1, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-04-01 Description An account of the resource Vol. LIV, No. 10 of the St. John's Collegian. Published on April 1, 1939. (Special "April Fools Day" issue.) 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/09d4777fa9e0d53e9fb15efa4e973991.pdf b836ede5cc9da78a72a1c982bd12f966 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_4_14 Title A name given to the resource St. John's Collegian, April 14, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-04-14 Description An account of the resource Vol. LIV, No. 11 of the St. John's Collegian. Published on April 14, 1939. 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/b13ab7b1247abe26e10938e4b21a97ed.pdf 5e0cc3e560174c3bb245b7f0901380a2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_4_28 Title A name given to the resource St. John's Collegian, April 28, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-04-28 Description An account of the resource Vol. LIV, No. 12 of the St. John's Collegian. Published on April 28, 1939. 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/242ba21529e2259b1381fb966b1596f8.pdf 7b50728feaa0ba719439bf26ad152ba1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_5_12 Title A name given to the resource St. John's Collegian, May 12, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-05-12 Description An account of the resource Vol. LIV, No. 13 of the St. John's Collegian. Published on May 12, 1939. 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/53090f4d55db151e413742fed262f110.pdf 7634ca93277b19dea966d8217f1e36e5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_5_26 Title A name given to the resource St. John's Collegian, May 26, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-05-26 Description An account of the resource Vol. LIV, No. 14 of the St. John's Collegian. Published on May 26, 1939. 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/b4a4abd96312def2a65249026543dc14.pdf 60fd52fbd87ae47d2ff7095cb6c8434e PDF Text Text ST. JOHN'S COl;LEGE ANNAPOLIS, MARYLAND 1696-1939 COMMENCEMENT ·EXERCISES Under the Liberty Tree TUESDAY, JUNE SIXTH NINETEEN HUNDRED THIRTY-NINE ELEVEN O ' CLOCK •f �Commencement Exercises PROGRAMME ACADEMIC PROCESSION FROM McDOWELL HALL lNVOCA TION • • The Rev. Edward D. Johnson, D.D. ANNOUNCEMENT OF PRIZES AND AWARDS • The President of the College ADDRESS TO THE GRADUATING CLASS Mr. Paul L. Banfield . Class of 1925 CONFERRING OF THE DEGREE OF BACHELOR OF ARTS The President of the College BENEDICTION • • The Rev. Edward D . Johnson, D.D. ACADEMIC PROCESSION TO McDOWELL HALL �CANDIDATES FOR DEGREES BACHELOR OF ARTS Magna cum Laude JOHN OTTO NEUSTADT. . ...... .. ..... . . .... .. . . . . ..... Annapolis B. JOHNSON TODD . .- . . . . ......... . ..... . .... . ......... . .. . . Hurlock IRVIN GORMAN HOYT . ... . .... ... . . . . . . ... .... ..... . .. .. . . ... Baltimore JOHN RANKIN BIRMINGHAM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Baltimore Cum Laude ROBERT CECIL KANODE . . .. . .. . .. .. . . .. .. .. . . . . ... . . ... . . ... Catonsville Rite JAMES EDWARD BOYLE. . ... . .... . ........ . ...... . ... Queen Anne FREDERICK ROBINSON BUCK .... .. ... . .. . . . . .. .. ...... . . .... . . Baltimore CHARLES SCHOCH CATHERMAN, JR ........ . ................. Cumberland CHARLES THOMAS CLAGETT, JR ... .. . . ..... Washington, District of Columbia GEORGE TYLER COULSON. . . . . . . . . . . .. . ..... . ..... Middletown, Delaware SAMUEL DA VIS FOSTER, JR.. . . . ...... . .. . . . . Pittsburgh, Pennsylvania HARRY LEE HAMIL TON, JR... . . .. .. .... Washington, District of Columbia JAMES FERDINAND HAYWARD, JR. . . . . . . . . . .. Baltimore EDWARD WILLIS HEARN ........... . .. ..... . ... .. . . .... . . . .... Baltimore EDWIN FREDERICK HEINEN. . . . . . . . . . . . . . . . ... Bay Shore, New York ROBERT FELTY HODGES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hagerstown WILLIAM JOSEPH HOPPS. . . ... . . .... . ....... . .. . . ..... · ... . . Baltimore WILLIAM JOSEPH KING. . ............... . ... . . . . ..... Annapolis JAMES RUSSELL MCQUEEN, JR ..... . .. . . .. . .. . ... . . .. . . . . ... Silver Spring WILLIAM DAVID MACMILLAN, JR. . . . . . .. Baltimore ERNEST LESLIE MEDFORD, JR . ........ ..... .. ... . . . .. . .... .... Annapolis GEORGE ROBERT MOWELL. ............ . ... . . . ........ Glencoe GRANT KENNETH SCHMICK. . . . . . . . . . . . . . . . . . . . . . . . . . Preston NELSON EARLE SHAWN .............. .. . ...... . ... . ...... West Annapolis NORMAN TRAVERSE SLATER. . . . . . . . . . . . . . . Port Chester, New York RICHARD WILSON SNIBBE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Baltimore ROBERT HENRY SPRINGER. . . . . . . . . . . . . . . . . . . . . . . . .. Emmitsburg LEROY WILLIAM STAYLOR ................... . .... Baltimore JAMES MIL TON TINDALL, JR.. . . . . . . . . . . . . . . . . . .... Waterbury BERNARD ANTHONY TUCKEY . . . . . .. . . .. . .... . . ... St. Alban' s, New York EDMUND HOWELL VOLKART. . . ....... . .. . ..... ... ...... Aberdeen WILLIAM BRA YSHAW WELLING, JR.. . . . . . . . . . . . . . . . . ....... . .. Sykesville STANLEY ALFRED WILKINSO~ .. . ..... .. . . .. .. ... . ... Hartford, Connecticut �HONORS AND PRIZES t......... ...JOHN OTTO NEUSTADT To the member of the Senior Class who has attained l the highest average in his four years' academic work, a gold medal. Offered by the Board of Visitors and Governors. J To the member of the Graduating Class, intending to l study medicine, who has the highest standing in I courses taken in the Division of the Sciences and Mathematics, a prize of $10 . Offered by the Sigma Alpha Epsilon Fraternity. J....... .JOHN RANKIN BIRMINGHAM To the student who, in the opinion of the Faculty, has} contributed most to the College during the year, a ........ HARRY LEE HAMILTON, JR. medal. Offered by the Phi Sigma Kappa Fraternity. To the student who has written the best essay on al subject taught regularly in the Division of the Social I Sciences and Philosophy, a prize of $27.50. Offered~ . . . . .... EDWIN FREDERICK HEINEN under the Will of the late Judge Walter I. Dawkins. J To the retiring President of the Student Council, a} gavel. Offered by the Beta Mu Chapter of the ........ EDWIN FREDERICK HEINEN Kappa Alpha Fraternity. To the member of the Senior Class who has excelled l generally in Athletics during his four years at St. ~ ... WILLIAM DAVID MACMILLAN, JR. John's, a medal. Offered by thePhiAlphaFraternity. J To the member of the Freshman Class who has made l most progress intellectually during the session, the I John Thomson Mason Award of $25.00. Offered} ..... WILLIAM ALBERT DARKEY. JR. by an anonymous friend of the College. J To the member of the Freshman Class who has ex- 1 hibited most all-around leadership during the session, the John Thomson Mason Award of $25.00. Offered by an anonymous friend of the College. J· As an award for high scholarship .in German, a set of Grethe's works is presented through the kindness of the Grethe Museum and the Freies Deutsches Hochstift in Frankfort on the Main, by the Department of German of St. John's College and the Carl Schurz Foundation. . THOMAS BANTA CAMPBELL l . JOHN RANKIN BIRMINGHAM l · J To a biology or pre-medical major who is properly prepared and who is recommended by the Biology Department at St. John's College, a tuition scholarship applicable to an approved course either at the . . .. . .. JOHN RANKIN BIRMINGHAM Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts. J The Hodgson Cup- for excellence in English. ~ .. . ......... . IRVIN GORMAN HOYT The J amison Cup- for excellence in Biology. L The Woodcock Cup-for excellence in Chemistry. ~ .......... . ... . B. JOHNSON TODD The Keene Cup-for excellence in Mathematics. ~ . . . . . . ....... .. B. JOHNSON TODD The Dearing Cup-for excellence in Econc;imics. ~ r.. ... . The Harrison Cup-for the best all -around student t . ( athletics, scholarship, and character). J Alumni T rophy- for excellence in Seamanship. {JOHN RANKIN BIRMINGHAM IRVIN GORMAN HOYT . .. . EDWIN FREDERICK HEINEN .FREDERICK ROBINSON BUCK ~ . . . CHARLES THOMAS CLAGETT, JR. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Commencement Program, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-06-06 Description An account of the resource Commencement Exercises Under the Liberty Tree. 1696-1939 Identifier An unambiguous reference to the resource within a given context Commencement 1939 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 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9fd714c2464e2c68bab2371f57b72f54.pdf ec750616fb63d519b5962b4c47382625 PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 1938-1939 ANNAPOLIS, MARYLAND JULY, 1939 Founded as King William'• School, 1696 Chartered as St. John's College, 1784 �ST. JOHN'S COLLEGE IN ANNAPOLIS �ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 1938-1939 ANNAPOLIS, MARYLAND JULY, 1939 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE COLLEGE CALENDAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 BoARD-OF V1s1T0Rs AND GovERNORS..................... 5 OFFICERS OF ADMINISTRATION......................... 7 8 FACULTY .............. ·............................. HISTORY .... , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 THE ST. JoHN's PROGRAM On College Catalogues . . . . . . . . . . . . . . . . . . . . . . . . . . . Why a College Education Should Be Liberal. . . . . . . . . The Liberal Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Classics as Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . Science and the Modern World .................... The Curriculum ................................. The Language Tutorial .................' . . . . . . The Mathematics Tutorial. . . . . . . . . . . . . . . . . . . . The Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Form.al Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . The Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Fa,culty .................................... The List of Great Books. . . . . . . . . . . . . . . . . . . . . . . . . . In Chronological Order ....................... By Years ................................... In Liberal Arts .............................. By Subject Matter. . . . . . . . . . . . . . . . . . . . . . . . . . . This catalogue contains a full official desc~iption of the St. John's prograi;n. It does not contain information concerning the regular elective program for 1938-39, which may be found in a supplementary bulletin obtainable on request from the College. The elective program is continuing at St. John's to allow the classes of 1940 and 1941 to complete their degree re, ' quirements, and is not open to freshmen. . I ·.I 19 19 22 23 26 27 29 30 31 32 33 34 35 38 38 40 41 42 ADMISSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 ACADEMIC STANDING ......... ' ................... ; . . . . 46 THE DEGREE OF BACHELOR OF ARTS. . . . . . . . . . . . . . . . . . . . 47 RESIDENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 FEES ............................................... 52 ScHOLARSHIPS AND STUDENT Am. . . . . . . . . . . . . . . . . . . . . . . 54 ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 BIBLIOGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM ...... 62 STUDENTS ENROLLED IN ST. JoHN's PROGRAM ............ 64 INDEX ..................................• ............ 66 �BOARD OF VISITORS AND GOVERNORS Chairman, RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. COLLEGE CALENDAR 1938 Vice-Cha·irman, DR. THOMAS PARRAN, JR., Surgeon General, U.S. Public Health Service, Washington, D. C. 1939 September 19 ... Examinations .............. September 18 September 20 ... Registration ............... September 19 September 21 ... Convocation ............... September 20 September 22 ... First Term begins ........... September 21 Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. DR. AMos F. HuTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. November 24 ... Thanksgiving: holiday ...... November 30 EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. December 17 ... First Term ends ............. December 16 FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. (Vacation begins 12 noon) 1939 PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. 1940 January 2 ...... Second Term begins ............ January 3 (Vacation ends 9 A. M.) February 22 .... Washington's Birthday ....... February 22 (Holiday) March 18 ...... Second Term ends .............. March 23 (Vacation begins 12 noon) March 27 ...... Third Term begins ................ April 1 (Vacation ends 9 A. M.) June 2 ......... Third Term ends ................. June 8 June 4 ......... Baccalaureate Sunday ........... .June 9 June 5 ......... Class Day ...................... June 10 June 6 ......... Commencement ................. June 11 RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. CoLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. ScoTT Buc:aANAN, Dean, St. John's College, Annapolis, Maryland. · BEARDSLEY RuML, Treasurer, R. H. Macy & Company, Broadway and 34th Street, New York City. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. DR ..WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. 5 �.. 6 CATALOGUE OF ST. JOHN'S COLLEGE MEMBERS EX OFFICIO President Ex Officio, His Excellency, HERBERT R. O'Co~oR, Governor of Maryland, Annapolis, Md. ARTHUR H. BRICE, President of the Senate, Betterton, Md. THOMAS E. CONLON, Speaker of the House of Delegates, Baltimore, Md. OFFICERS OF ADMINISTRATION PRESIDENT STRINGFELLOW BARR, B. A., M. A. ........ 12 McDowell Hall JUDGES OF THE COURT OF APPEALS CARROLL T. BoND, Chief Judge .............. Baltimore, Md. BENJAMIN F. JOHNSON, Associate Judge ....... Salisbury, Md. EDWIN S. DELAPLAINE, Associate Judge ....... Frederick, Md. W. MASON SHEHAN, Associate Judge ............ Easton, Md. T. ScoTT OFFUTT, Associate Judge ............. Towson, Md. WALTER J. MITCHELL, Associate Judge ......... LaPlata, Md. FRANCIS NEAL PARKE, Associate Judge ..... Westminster, Md. D. LINDLEY SLOAN, Associate Judge .... Cumberland, .Md. DEAN ScoTT BucHANAN, B. A., Ph. D ............ 11 McDowell Hall ASSIST.ANT TO PRESIDENT ]AMES S. MARTIN, B. A., J. D ............. 13 McDowell Hall .ASSISTANT DEAN RAYMOND N. WILBURN, B. S., M.A. ....... 14 McDowell Hall TREASURER JOHN WINTHROP WRIGHT, B. A. ........... 13 McDowell Hall AUDITOR WILL-A. CLADER, C. P.A. .. 57 William Street, New York City REGISTRAR MIRIAM STRANGE, B. A. .................. 11 McDowell Hall LIBRARIAN LuLu VrnLA EBAUGH ...................... Woodward Hall DIETITIAN GEORGIA MAE SMITH ........................ Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, B. A., M. D .................... Infirmary 7 �CATALOGUE OF ST. JOHN'S COLLEGE 9 FACULTY HERMANN BERNHARD ...................... 2 Taney Avenue FELLOW AND PRESIDENT Student, Universities of Petrograd, Wuerzburg, and Leipzig; Ph.D., University of Berlin, 1913. Assistant in Chemistry, Institute of Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in Chemistry, Swarthmore College, 1923-25; Assistant Professor of Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-39. Tutor, St. John's College, 1939-. .... Brice House STRINGFELLOW BARR. B. A., 1916, M.A., 1917, University of Virginia; B.A., 1921, M.A., 1927, Oxford University; diplome, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-. FELLOW AND DEAN FoRD KEELER BROWN ............... 243 King George Street B. A., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-. .. 139 Market Street RICHARD ScoFIELD ......................... 22 State Circle B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph.D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistfot Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-. B. A., 1919, M.A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English~ New Yor~ University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-. ScoTT BucHANAN. TUTORS GEORGE ALTHOFF BINGLEY ..................... Brice House B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner· Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD KuEHNEMUND .............. 235 King George Street Ph.D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's College, 1929-39. Tutor, St. John's College, 1939-. WILLIAM HENRY BAYLIFF ................ 82 Conduit Street B. A., 1924, M. S., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27; Assistant in Zoology, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St: John's College, 1930-39. Tutor, St. John's College, 1939-. GEORGE CLARENCE VEDOVA ................ 73 Conduit Street B.A., International College, Smyrna, 1913; M.A., Columbia University, 1925. Instructor in. Mathematics, International College, 1914-19; Assistant in Mathematics, Columbia University, 1925-27; Instructor in Mathematics, Columbia University, 1927-28; Instructor in Mathematics, St. John)s College, 1928-29; Assistant Professor of Mathematics, St. John's College, 1929-39; Instructor in Mathematics at the United States Naval Postgraduate School during the winter terms of 1937 and 1938. Tutor, St. John's College, 1939-. JoHN SPANGLER KIEFFER ........... 243 Prince George Street B. A., Harvard College, 1927, as of 1926; M.A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-. VERTREES JuDSON WYCKOFF ............ 13 Thompson Street B. A., 1920, Ph.D., 1923, Johns Hopkins University. Research Student at the Bethlehem Steel Company, 1923-24; Assistant Professor of Economics, St. John's College, 1924-26; Associate Professor of Economics, St. John's College, 1926-36; Professor of Economics, St. John's College, 1936-39. Tutor, St. John's College, 1939-. 8 GEORGE HAROLD McF ARLIN ..... : ...... Morrow Apartments B. A., 1925, M.A., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; Instructor in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931-39. Tutor, St. John's College, 1939-. �10 CATALOGUE OF ST. JOHN'S COLLEGE TENCH FRANCIS TILGHMAN ............ 36 Maryland Avenue B. A., 1928, M.A., 1930, Ph.D., 1933, University of Virginia. Instructor in English, University of Virginia, 1929-33. Instructor in English, St. John's CoJlege, 1934-39. Tutor, St. John's College, 1939-. GEORGE CoMENETZ ................ 182 Prince George Street B. S., College of the City of New York, 1930; M.A., 1931, Ph.D., 1934, Columbia University; Fellow, The Institute for Advanced Study (Princeton, New Jersey), 1935-37. Teaching Fellow in Physics, College of the City of New York, spring, 1930; Instructor in Mathematics, Columbia University, 1934-35; Tutor, St. John's College, 1937-. CATALOGUE OF 'ST. JOHN'S COLLEGE 11 }AcOB KLEtN .......................... 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of Marburg"Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow- of the Mendelssohn Stiftµng zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. EDWARD FLINT LATHROP, }R..... 187 Duke of Gloucester Street B. A., St. John's, College, 1938. Assistant Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-. Director of Athletics, St. John's College, 1939-. GEORGE GAINES LECKIE ....................... Brice House }AMES STEWART MARTIN ....................... Luce Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, University of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant Professor of History and Political Science, St. John's College, 1937-39; Treasurer and Assistant~to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-. Ro BERT CATES BY TALIAFERRO ....... 206 Prince George Street B. A. with Final Honors, University of Virginia, 1928; Certificat d'etudes superieures en philosophie generale, et certificat d'etudes superieures en histoire de la philosophie, Univ. de Paris, 1932; Ph.D. in philosophy (with minor in mathematics), University of Virginia, 1936. Assistant d'anglais au Lycee de Rochefort, France, 1928-29. Fellow in philosophy, University of Virginia, 1934-35. Assistant in philosophy, University of Virginia, 1935-36. Assistant to Professor Mortimer Adler in the special pre-legal course, University of Chicago,, and Member of the Committee on the Liberal Arts, University of Chicago, 1936-37. Tutor, St. John's College, 1937-. RAY STARR ALLEMAN .............. 179 Prince George Street B. A., 1933, M.A., 1934, Brigham You1;1g University; Ph.D., The Johns Hopkins University, 1939. Assistant in Physics, Brigham Young University, 1933-34; Junior Instructor in Physics, The Johns Hopkins University, 1934-38; Ultrasonics Research, The Harriet Lane Home, The Johns Hopki,ns Hospital, 1936-37; Assistant Professor of Physics, St. John's College, 1938-39; Tutor, St. John's College, 1939-. ' WILLIAM GoRMAN ......... ·: ........... 205 Hanover Street B. A., Chicago, Chicago, 1937-38. University of Michigan, 1932. Assistant in Law School,, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toro1;1to, Tutor, St. John's College, 1938-. B. S., 1928, M: S., 1929, Ph.D., 1933, University of Virginia. Instructor in Philosophy, University of Virginia, 1930-31, 1932-34., American-German Exchange Fellow, University of Hamburg, 1931-32. The Sterling Fellow in Philosophy, Yale University, 1934-35. Assistant in Philosophy, University of Illinois, 1935-36. Assistant Professor of Philosophy, University of Kentucky, 1936-37. Associate Professor of Philosophy, Elmira College, 1937-38. Assistant Professor of Philosophy, St. John's College, 1938-39. Tutor, St. John's College, 1939-. ERNST L. MIDGETTE ........................... Brice House B. S., 1932, M, S. in M. E., 1936, University of North Carolina. Teaching Fellow, Department of Mechanical Engineering, University of North Carolina, 1932-33. Mechanical E!lgineer, U. S. Rubber Reclaiming Corporation, Buffalo, N. Y., 1933-36. Instructor in Mechanical Engineering, The Johns Hopkins University, 1936-38. Tutor, St. John's College, 1938-. HERBERT T. SCHWARTZ ........................ Brice House B. A., University of Michigan, 1929; M.A., Columbia University, 1932; Ph.D., Columbia University, 1933. University Fellow in Philosophy, Columbia University, 1932-33. Tui:or, Department of Music, University of Chicago, 1934-35. Instructor, Department of Mu$ic, University of Chicago, 1935-38. Tutor, St. John's College, 1938-. ' RAYMOND NEIKIRK WILBURN .................. Brice House B. S., 1935; M.A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-. EDITOR CHARLES GLENN WALLIS ................ 205 Hanover Street B. A., University of Virginia, 1936. Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Tutor, St. John's College, 1937-38.• Editor, St. John's College, 1938-. �12 CATALOGUE OF ST. JOHN'S COLLEGE LECTURER MoRTIMER ADLER .............. 20 Cedar Street, Chicago; Ill. Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. PRESIDENT EMERITUS THOMAS FELL .......................... Ruxton, Maryland Graduate, King's College, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sydney College, 1889, University of Pittsburgh, 1912, William and Mary College, 1921; D. C.L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College, 1886-1923. PRESIDENT EMERITUS ENOCH BARTON GAREY .................. Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER ....... Bembe's Beach, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE S T. JOHN'S COLLEGE is a small liberal arts college for men. It is non-denominational, and has been so since its founding. It has never been co-educational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2. fol. 115. Dre~d Sovereign . . . . Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. PROFESSOR EMERITUS OF BIOLOGY REGINALD HEBER RIDGELY ................ 1 Murray Avenue B. S., 1895, M.A., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-39. PROFESSOR EMERITUS OF FRENCH ]ACOB BERNARD SEGALL ....................... Brice House B. L., and B_. Sc., Lycee of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow m Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French 1897-1900; Lecturer, Modern Languages, McGill University'. Cornell University, _ 1900-01; Instructor m French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be 13 �I I 14 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows: called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland; Session of ]'lily I-9, z696. William West, D.D. Thomas]. Claggett, D. D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase • John Thomas Thomas Stone • Alexander Hanson Thomas Jennings 1776 According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetu- · ate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and .advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance-1 upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, . or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by William Paca "" and others. •Signer of the Declaration of Independence. 15 ·l l I ~ I I ! .I ' James Brice John All,en Thomas Gustavus .R. Brown Edward Gantt Clement Hill Richa!d Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D. D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. To tke Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time , mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifeste!i in the morals and sdence of the youths who are favored with your care. GEORGE WASHINGTON ANNAPOLIS, April 17, 1791. " Signers of the Declaration of Independence. 2 I I �16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 17 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephew~ of George Washington, were also students at the College. 1835 Curriculum during the Principalship of Reverend Hector Humphreys. Fir,rt Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Mathematics Algebra Fourth Year Third Year Latin Greek Minor Poets Horace Natural Philosophy Latin Logic Tacitus Astronomy Mathematics Geology Applications of Trigonometry Civil Engineering American History Conic Sections Political Economy Chemistry Natural Philosophy Natural Theology Elements of Criticism English Composition and-Declamation in all four years. Modern Languages by special arrangement in addition. 1868 Curriculum during Principalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero !. -:jLivy Horace Mathematics Algebra Geometry English 19th Century Literature Third Year Greek Plato lEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Fourth Year Lectures in Philosophy Greek and Social Science on Plato Butler Aristotle Pascal Aristophanes Paley Demosthenes Adam Smith Latin Malthus Tacitus Mill Lucretius Plato Persius Aristotle Quintilian Thomas Aquinas English Bacon Authors of 13th, 14th, Descartes and I 5th Centuries Spinoza Mathematics Locke Analytic Geometry Kant Calculus Fichte Mechanics Hegel Natural Philosophy Montesquieu Astronomy . De Tocqueville Logic Augustine Evidence of Christianity Vico Bossuet Buckle Lecky �18 CATALOGUE OF ST. JOHN'S COLLEGE 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. 1. 2. 3. 4. Classical Course leading to the B. A. Degree Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of to-day. THE ST. JOHN'S PROGRAM I ON COLLEGE CATALOGUES T SEEMS WISE to begin with an observation on college catalogues in· general and a bit of advice to the reader of tl:iis catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in numbers of students, and the confusion of professional and trade schools have robbed the familiar phrases of their m~anings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of . them has been confused in the minds of administrators and teachers as well as in the minds of the people who want an education. It would be convenient and truthful to announce the New Program at St. John's College as the re-establishment of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length~ Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, 19 �,• 20 CATALOGUE OF ST. JOHN'S COLLEGE knowledge, and useful literature because such institutions are of the highest benefit to society. lln an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither fn;e nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need· for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are allowed to exercise students in their practice on the best materials. CATALOGUE OF ST. JOHN'S COLLEGE 21 Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should protect themselves from the drag of the immediate utilities and schools of vocational training which minister directly to them. Such institutions, together with the public schools, are the spiritual strongholds of the democratic state which watches over and insures the enterprises of free men. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the principle of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject ~atters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timiOly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system; that is a balanced liberal education. This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old �.., -------------~ , I I 22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE curriculum, but a modern equivalent. That is what St. John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which oi;dinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean young men who are capable of learning. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass orr the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy making the quadrivium. In the center and foreground stands a pair of chemical balances which represent the instruments of the modern scientific laboratory, where the liberal arts are being practised at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. We recognize the necessity of having special methods for special subject matters, and that is an elementary point in the teaching of the liberal arts, but the unity and organization of methods in the habits of a man and his intellectual and practical relations with the world are left to chance. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision and facility in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity must be introduced, and even subtler distinctions involving 23 THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of some hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at St. John's, subject to continual revision and criticism, will be found on page 38. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books have been chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list has been under criticism and testing by teaching and learning experience during this period, and that process continues under conditions set by the single all-required curriculum which all students at St. John's take. This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the. classics and classical education. The pre-elective liberal arts colleges understood and defined the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing languages and mathematics for reasons that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria emerge and provide a new understanding of the original motives ii'. ' ·~· . . ' I �24 \ i I 1 · CATALOGUE OF ST. JOHN'S COLLEGE in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of th~ liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criterion f~llows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a . classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others .to stand by its side and each supporting and complementing the others. ·It is the business of a liberal artist to construct such works and also to analyze and understand them. , The fourth criterion demands that a great book sqall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not. allow a false modesty or scepticism to excuse him from pushing 'reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form CATALOGUE OF ST. JOHN'S COLLEGE 25 and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of.readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all-European best sellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative· teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system lost, and the lack of which· we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without tradi- ! �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 27 and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the microscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiment in the history of science. All this is backed by a solid training in the mathematical techniques and symbolisms as far as differential equations. All this provides the material and intellectual background for the modern study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a generation of competent economists, political scientists, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross and agree that the proper study of mankind is man. This point is represented in many of the books, and also in the person of the college physician who not only cares for the physical well-being of the students, but who also teaches in the classes and directs the work of the laboratory toward a medical humanism. tions. They would have us as persons detach ourselves fr?m the tradition withiout knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be.saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transforming itself in most lively and important w~ys~ .This is happening in two ways primarily, one in mathematics, ano~her in the laboratory. St. John's College has more reqmred mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolu~ion in recorded history, parallelling the other great revolut10ns in religion morals politics and industry. No liberal, and there' ' . fore no citizen of 'a democratic 'country, can afford to b e ignorant of this change and its issues. It has redefined and tr~n~­ formed our whole natural and cultural world. Although it is not the only focal point around which the St. John's _curriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which d_rn~s not bear upon it. The last two years of the course exh1~1t completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks made modern mathematics and the laboratory possible s~ that now if we would follow the classical thread into the ~odern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For this purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is the production of good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for doing this in four thirty-week sessions of the college course. Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 38 to 42 the reader will find four listings of the books. The first shows the chronological order for books and authors, •,, I. �28 CATALOGUE OF ST. JOHN'S COLLEGE beginning with Homer and ending with Russell, Freud, Veblen and Young. This represents the required readings for the four years and implies further readings in secondary books as well as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four years of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, language~ and literature, mathematics and science on the one hand and on the other hand those books fewer in number which deal explicitly with the liberal arts and sciences. The third list classifies the authors according to the incidence of these books on the program of teaching in the liberal arts. Some of these books analyse explicitly the use of words, numbers, figures, instruments, and other symbols in thought. These are called expository of the liberal arts. Some are model products of the liberal arts whose excellence commends them for imitation by students. Still others present problem material for the student's analysis and criticism. The fourth list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This fourth list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. The St. John's student reads all of the list. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of .these diagrams to show the weightings of time or emphasis ·on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. CATALOGUE OF ST. JOHN'S COLLEGE 29 The ~ivision into four years has an interesting significance. Somethmg over two thousand years of intellectual history is c~vered .in the _first. two years; about three hundred years of history is studied m an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal ~rts; t~e second year contains books written for the most part m. Latm and covers t~e. Roman and medieval periods; the third year has books ongmally written in Romance languages for th.e most part although English has a large share; the fourth year mtroduces German works and concentrates on the nineteenth and the twentieth centuries. This arrangement was ~ade not. because o~ any underlying theory about recapitulat10ns of history, but it happens to catch any genuine values that such a theory may point out in practice. . T?e .main emphasis in teaching is on the writing and reading d~sc~plm.es, bu~ the actual teaching falls into five sharply d1stmgmshed kmds of teaching techniques. None of these are newly discovered or invented, but some of them have been in disr~pute for fairly long periods. We call them respectively Semmar, Formal Lecture, Language Tutorial Mathematics Tutorial, and Laboratory. The seminar and ~he laboratory come perhaps nearest to the immediate educational end which we are aiming at, while the tutorials and lectures make secondary contributions. The picture will be clearer if we take them up in inverse order. The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the mtellect touches human experience, but it cannot do its work if the imaginat!on is not pr~pared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfor~unately American habits with the mother tongue are for vanous reasons abnormal and we have babbling minds as a con~eq?-ence. Spe~ial attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always �30 CATALOGUE OF ST. JOHN'S COLLEGE known the powerful effects of foreign language in getting this kind of attention. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred bec~use it has its dangers. In our system these dangers are avoided by devices that force memory to carry it~ -proper load . of imagination and thought. The second term is concer!led w~th various kinds of translation from important texts -m which important things are being said and the grammar of the Ianguage is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic variations to abstra~t and conci~e -formulation of logical .content. The last term m each year is devoted to the writing of grammatical, rhetorical, and logical commentaries on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external P?Ssession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized· strategy. The effects are in sustained powers of imagination and therefore in -increased attention and powers of analytic thought. These tutorials meet in small classes, not over ten in a class, so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. CATALOGUE OF ST. JOHN'S COLLEGE '· ' , 31 many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if ii were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used· to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. Again the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties .on the operational level may have special remedial laboratory exercises prescribed for him. Thus hand-minded boys may discover the liberal dimensions of their skills. The Seminar The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing its most powerful practical and theore'tical extension. In view of our present scientific and inqustrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors cir leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, almost all of which are read in the first year,' set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. 3 �32 CATALOGUE OF ST. JOHN'S COLLEGE Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a · subject, and discussion starts where they leave off, following the argument where· it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and a.nswer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the l~vels of .language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. The seminars meet twice a week for two hours as the books are being read. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and· concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments rin other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler .of the University of Chicago, Mark. Van Doren of Columbia, and Edward Kasner of Columbia. Members of the College faculty give th,e rest, no singl<;! lecturer ' giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic CATALOGUE OF ST. JOHN'S COLLEGE 33 skill and sensitivity which are dulled and killed by the forced practice of the ordinary university class-room. Long preparation is ne.eded to free it from sophistry and empty personal rhetoric. Our lectures are not always succe,ssful, but when they are successful they might be given and· understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. The Laboratory The scientific laboratory is perhaps the most unique institution in the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that. Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of ·our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to take specialists in the sciences, to re'educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory is primarily in charge of an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-med)cal course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are math~matical constructions, the instruments and techniques of measurement, repetition of crucial experim~nts, and the combination of scientific findings in concrete problems. �35 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for ten minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are recorded in these don rags, but they are not the center of interest, as is shown by the fact that the student is invited to report on himself or to inquire about his case. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of June. The annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. 34 THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the stu_dents. of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the ,first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. There is a calendar for the four years divided according to subject matters and stages of learning; there is a calendar for the year, there is a calendar for the term and for the week. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first two years; in the last two , years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen -or twenty hours per week are spent in regular classes. The rest of the time is spent .in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. · The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the combination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. �I CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The faculty at St. John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves five or six learners. First in the learning line come the author-teachers, the writers of the great books, who are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: This represents the first line of research. The second line of research consists in the constant reinterpretation of the book list which occurs as an immediate by-product of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria: ~or members of the previous faculty at St. John's,,experience m teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanding of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them will be taken on as teaching assistants as soon as they are ready. 36 Hippocrates: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Gilbert: On the Magnet The following books have been translated for the first time into English by members of the faculty: Ptolemy: Almagest Copernicus: Concerning Revolutions Augustine: Concerning Music Bonaventura: Reduction of the Arts to Theology Kepler: Epitome of Astronomy 37 �38 ·CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE I. LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey. lEschylus: Oresteia. Herodotus: History. Sophocles: (Edipus Rex. Hippocrates: Selections. Euripides: Medea and Electra. Thucydides: History of the Peloponnesian Wars. Aristophanes: Frogs, Clouds, Birds. ' Aristarchus: On the Distances of the Sun and Moon. Plato: Dialogues. Aristotle: Organon, Poetics, Physics, Politics. Archimedes: Works. · Euclid: Elements. Apollonius: Conics. Lucian: True History. Plutarch: Lives. Lucretius: On the Nature of Things. Nicomachus: Introduction to Arithmetic. Ptolemy: Almagest. Cicero: De Officiis. Virgil: JEneid. Tacitus: Histories. The Bible. Galen: On the Natural Faculties. Plotinus: Enneads. Justinian: Institutes. Augustine: Confessions, De Musica, De M agistro. Scotus Erigena: De Divisione N aturae. Song of Roland. Saga of Burnt Nial. Grosseteste: De Luce. Bonaventura: On the Reduction of the Arts to Theology. Thomas Aquinas: On Being and Essence, Summa Theologica. Dante: Divine Comedy. Nicholas of Cusa: De Docta Ignorantia. Chaucer: Canterbury Tales. Villon: Le Grand Testament. Leonardo: Note Books. Erasmus: Colloquies. Rabelais: Gargantua. Copernicus: De Revolutionibus. Machiavelli: The Prince. Calvin: Institutes. Gilbert: On the Magnet. Harvey: On the Motion of the Heart. Kepler: Epitome of Astronomy. Galileo: Two New Scitmces. Descartes: Geometry. Francis Bacon: Novum Organum. Montaigne: Essays. Cervantes: Don Quixote. Shakespeare: Hamlet, King Lear. Grotius: The Law of War and Peace. Hobbes: Leviathan. Corneille: Le Cid. Milton: Paradise Lost. Pascal: Pensees. Moliere: Tartuffe. Racine: Phedre. Spinoza: Ethics. Leibniz: Mathematical Papers. Newton: Principia. Boyle: Skeptical Chymist. Montesquieu: The S.pirit of the Laws. Swift: Gullivet's Travels. Locke: Essay Concerning Human Understanding. Huyghens: Treatise on Light. Voltaire: Candide. Fielding: Tom Jones. Rousseau: Social Contract. Adam Smith: Wealth of Nations. Hume: Treatise of Humari- Nature. Gibbon: Decline and Fall of the Roman Empire. Constitution of the United States. Federalist Papers. Kant: Critique of Pure Reason. Lavoisier: Elements of Chemistry. Goethe: Faust. Hegel: Science of Logic. Schopenhauer: The World as Will and Idea. Bentham: Principles of Morals and of Legislation. Malthus: Essay on the Principles of Population. Mill: System of Logic. Marx: Capital. Balzac: Pere Goriot. Thackeray: Vanity Fair. Dickens: Dq:vid Copperfield. Flaubert: Madame Bovary. Dostoevski: Crime and Punishment. Tolstoi: War and Peace. Zola: Experimental N.ovel. [bsen: A Doll's House. Dalton: A New System of Chemical Philosophy. Clifford: The Common Sense of the Exact Sciences. Fourier: Mathematical Analysis of Heat. Faraday: Experimental Researches into Electricity. Peacock: Algebra. Lobachevski: Theory of Parallels. Darwin: Origin of Species. Mendel: Papers. · Bernard: Introduction to Experimental Medicine. Galton: Enquiries-into the Human Mind and its Faculties. Joule: Scientific Papers. Maxwell: Electricity and Magnetism. Ostwald: Selections. Boole: Laws of Thought. Hamilton: Quaternions. Riemann: The Hypotheses of Geometry. Dedekind: Essays on Numbers. Cantor: Transfinite Numbers. Virchow: Cellular Pathology. Poincare: Science and Hypothesis. Hilb.ert: Foundations of Geometry. James: Principles of Psychology. Freud: Papers on Hysteria. Russell: Principles of Mathematics. Veblen and Young: Projective Geometry. 4 39 �40 First Year Second Year Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST: JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Literature Liberal Arts Homer Plato Herodotus Aristotle Thucydides Lucretius 1Eschylus Sophocles Euripides Aristophanes Plutarch Lucian M atkematics :ind Science Euclid Hippocrates Nicomachus Aristarchus Archimedes Tacitus Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Villon Cervantes Cicero Plotinus Augustine Scotus Erigena Bonaventura Thomas Aquinas Grosseteste Nicholas of Cusa Apollonius Ptolemy Galen Leonardo Copernicus Galiled Descartes Gilbert Shakespeare Milton Rabelais Corneille Racine Moliere Erasmus Montaigne Machiavelli Pascal Montesquieu Grotius Fielding Gibbon Voltaire Swift Calvin Spinoza Francis Bacon Hobbes Locke Hume Kant Peacock Boole Kepler Harvey Newton Leibniz Boyle Huyghens Lavoisier Dalton Goethe Rousseau Adam Smith American Constitution Federalist Papers Malthus Marx Zola Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Schopenhauer Hegel Bentham Clifford Mill James Freud Poincare Hilbert Russell Fourier Hamilton Faraday Maxwell Joule Ostwald Darwin Virchow Bernard Gal ton Mepdel Cantor Dedekind Riemann Lobachevski Veblen & Young 41 III. LIST OF AUTHORS AS LIBERAL ARTISTS EXPOSITORY OF THE LIBERAL ARTS For Language and Literature For Mathematics and Science Plato Hume Euclid Boole Aristotle Kant Apollonius Cantor Augustine Bentham Grosseteste Poincare Bonaventura Mill Nicholas of Cusa Hilbert Thomas Aquinas Freud Galileo Dedekind Locke Descartes Russell Peacock EXEMPLARY MODELS In Language and Literature Homer 1Eschylus Herodotus Thucydides Aristophanes Plutarch Scotus Dante F. Bacon Pascal Cervantes Shakespeare Milton Fielding Calvin Rousseau Adam Smith Gibbon Marx Flaubert Dostoevski Tolstoi James In Mathematics and Science Nicomachus Dalton Aristarchus Darwin Galen Bernard Ptolemy Faraday Copernicus Joule Kepler Maxwell Huyghens Hamilton Newton Riemann Leibniz Lobachevski Fourier Veblen & Lavoisier Young MATERIALS FOR ANALYSIS AND PRACTICE In Language and Literature In Mathematics and Science Sophocles Moliere Hippocrates Boyle Euripides Corneille Lucretius Qifford Lucian Spinoza Archimedes Ostwald Virgil Racine Leonardo Galton Cicero Mendel. Hobbes Harvey The Bible Swilt Gilbert Virchow Tacitus Voltaire Justinian Malthus Plotinus Hegel Saga of Burnt Njal Schopenhauer Song of Roland Goethe Villon Balzac Chaucer Zola Machiavelli Thackeray Erasmus Dickens Montaigne Ibsen Montesquieu American Rabelais Constitution Grotius Federalist Papers �42 CATALOGUE OF ST. JOHN'S COLLEGE ADMISSION Obviously this program of studies implies certain changes in the present standards for admission. New standards should encourage a change in preparation. At present we can advise prospective students that they should have as much good elementary training in languages, mathematics, history, and science as they can get by selection of secondary-school subjects. Eventually we shall be able to state more explicitly our own standards for admission. For the present we are using the regular standards and rules for admission to other colleges. Application for Admission Application for admission should be filed by every candidate as early as possible in the year in which he hopes to enter. On the application forms, supplied by the Registrar upon request, the candidate should furnish the names of the schools he has attended, and the names of persons who can submit testimonials concerning his character. It is customary for the Registrar to write directly to the principal of each school for a recommendation of the student and a transcript of the student's record. The Registrar writes also to the other persons who can certify to the applicant's character and personality. As soon as all credentials have been secured the candidate's record is considered and appraised; and as promptly as possible thereafter the applicant is notified of the action taken concerning his admission. Since considerable time may be spent in securing the proper credentials, it is desirable that application blanks, fully filled in, should be filed early, preferably before June first. There is a matriculation fee of fifteen dollars, payable at the time of admission. For information about this and other fees, see page 52. Requirements for Admission The general requirement for admission is the standard fouryear high-school course, or its equivalent. More specifically, the requirement calls for ( 1) the recommendation of the school 43 �44 CATALOGUE OF ST. JOHN'S COLLEGE principal or headmaster, and (2) fifteen units of acceptable work of ,,,econdary-school level. A unit of entrance credit in any subject except English represents four or five school periods of work a week for approximately thirty-six weeks; in other words, a full year's work in a secondary school. In English a unit is more than a full year's work, four years of work being valued as three entrance units. For a list of the subjects and units specifically required see "Subjects Which May be Offered for Admission." ' Admission by Certificate Graduates of accredited high schools, private schools academies, and preparatory schools are admitted without e~amina­ tion if the transcripts of their records cover fully the fifteen units required for admission and they have the recommendations of their school principals or headmasters. Admission by Examination When _there is doubt about the adequacy of an applicant's preparat10n, he may be required to take entrance examinations. Candidates who present less than fifteen units of entrance cred~t ~ill .he required to complete the conditions for regular admiss10n m good standing by taking appropriate examinations. Candidates whose previous schooling has been interrupted or irregular, candidates who desire credit for private study ~r for vocational subjects, and candidates who graduated from high school a number of years before seeking admission, may be required to take examinations. Entrance examinations may be taken in June, under the College Entrance Examination Board, at any one of the many places where the Board examinations are given in the United States and abroad; or examinations may be taken at the College in September, on the days indicated in the College C:alendar. Students who expect to take the College examinations should communicate with the Registrar who will furnish information about them. Students who ex~ect to take the examinations of the College Entrance Examination Board should make application by mail to the Secretary of that Board at 431 West 117th Street, New York City. The Registrar of the College will be glad to help any student to arrange for either kind of examination. CATALOGUE OF ST. JOHN'S COLLEGE 45 Subjects Which May Be Offered for Admission For admission in good standing a candidate must present fifteen units of college entrance credit in the subjects listed below: English: Four years of work are required. This work counts as three units of credit. Foreign Language: G~eek, Latin, French, Spanish, German. At least two years of work (two units) in a single language are required. Not more than four can be accepted in any one language; but up to a maximum of eight units may be accepted in foreign languages. Mathematics: In algebra one and one-half years of work (one and one-half units) are required. An additional half-unit of advanced algebra may be accepted. In plane geometry one year of work (one unit) is required. An additional half-unit in solid geometry may be accepted. In trigonometry no work is required but one-half unit in plane trigonometry may be accepted, and one-half unit in spherical trigonometry. Social Science: In history one year of work (one unit) is required, and as many as six units may be accepted. In civics one year of work (one-half unit) may be accepted. In "Problems of American Democracy" one year of work (one unit) may be accepted. In economics one year of work (one unit) may be accepted. . In sociology one year of work (one unit) may be accepted. Science: One year of work (one unit) may be accepted in biology, b~tany, zoology, physics, chemistry, general science, physical geography, and (in special cases) in some other science. Miscellaneous: Electives totaling not more than three and one-half years of work (three and one-half units) may be accepted from the following schedule: Subject Amount of work accepted Music ................................ A half or a whole unit. Art ................................... A half or a whole unit. Typewriting ........................... A half unit. Stenography ........................... A whole unit. Commercial Arithmetic ................. A half or a whole unit. (Machine) Design ..................... A half or a whole unit. Shopwork ............................. A half or a whole unit. Bookkeeping .......................... A whole unit. Drawing (Freehand or Mechanical) ...... A half or a whole unit or two half units. ' �46 CATALOGUE OF ST. JOHN'S COLLEGE Admission with Advanced Standing from Other Colleges Students who wish to transfer to the new St. John's program must register as freshmen for the four-year course; no advanced standing in the new program is granted for other college credits. ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the "don rag" and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and it is made and reported for the purpose of advice and planning both for the ,teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, and there is ample room within it for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentativejudgment than in the regular elective system. It is assumed that each student has the r~quired capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled college exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 47 CATALOGUE OF ST JOHN'S COLLEGE 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Three hundred hours of laboratory training; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. In semester hours as recorded in the regular elective system this amounts to: Semester Hours ~~~~~--"-~~-______...., One Year Four Years Language and Literature. . . . . . . . . . . . . . . 10 40 Mathematics and Science ............... 10 40 Lectures on the Liberal Arts. . . . . . . . . . . . 4 16 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 (-!- actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters and in methods of instruction. The Association of Americ~n Colleges maintains through its federated regional associations rating or accrediting boards. There is such a board for the Middle Atlantic States. This Board cannot put a college on the approved list until its educational product can be judged. Since there will be no graduates of the new ad- �49 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE ministration and program for another two years, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate .and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendation will always be our most effective communication with the academic and practical worlds into which our students graduate; we are only meeting them on the basis to which they have been driven by the depression on one hand and the academic disorder of the last generation on the other. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal ~ducation for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make no stipulation of specific requirements beyond high school graduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long experience in preparing students for graduate work in these schools, and we have made a study of the maximum in the natural sciences. The curriculum represents on its science side the result& of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hours required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. 48 RESIDENCE St. John's College is situated on the edge of the seventeenthcentury seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men in St. John's College. A certain number of retired naval officers and men of business live in estates in Anne Arundel County surrounding the town. About half of the student body at St. John's comes from the Delmarva Peninsula, from Southern Maryland, from Baltimore, and from Western Maryland. The rest of the student body comes from eighteen other States. The College has ten buildings on a tract of thirty-five acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the college. These five buildings are now furnished as residence halls for students on a plan for �50 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE small unit college communities, each with a small-scale unit for student government, within the common life of the College. Student morals are a matter for concern in any scheme of liberal education, since intellectual habits depend upon justice, peace, and order as much as on a curriculum. The guiding prir~ciple in this training is the delegation of authority and freedom to the degree that students will recognize and accept the corresponding responsibilities. A college is an ideal community in which this progressive moral education can occur. It is assumed that each student will conduct himself as a gentleman and responsible member of the community. It is . assumed that each student organization will conduct its affairs as an integral part of the community. The general co-ordinating oversight of students, their common life, and their activities is delegated to the Student Council, whose members are elected by the student body. Any student who is unable or unwilling to abide by the regulations of the College may be asked by the administration to withdraw from the College at any time. All students not living at home are required to live in the College buildings and to take their meals in the College Dining Hall. Each dormitory room is provided with the necessary furniture, including a single bed with mattress and pillow, a chest of drawers, a study table, and chairs. Towels, bed linen, and blankets are ~o be supplied by the student, as are also such decorations ..as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective room-mate and his own good taste in planning room decoration. Old students should apply for rooms before they leave for the summer vacation. Application blariks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to thein tentatively as soon as their applications for admission have been accepted and their matriculation fee, of fifteen dollars has been paid. They should indicate in their applications for admission the names of any other stµdents with whom they would prefer to live. Assignment of new students to rooms is subject to change 51 after they arrive at College. As far as possible new students will be assigned to single rooms in the dormitories. Ro~ms in the dor~ito!ies ~ay not be occupied during any vacation. The dormitories will be open for occupancy from noon of the second day before the opening of College in September. The College maintains the care of the dormitories. There are stu~ent dorm~to~ managers whose duty it is to report complamts, to mamtam order and cleanliness and to enforce the following regulations concerning breakage' and damage to College property: I I Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student who occupies a room in a dormitory must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to· College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occ~pant or occupants, any dormitory room whose wall, cetlmg, or floor has been seriously · damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. THE DINING HALL The Dining ~all .is maint~ined by t~e Manager of the Dining f!all an~ Dormi~ories .. Special attent10n is given to a balanced di~t, an mterestmg variety of menus and reasonable cost. The Dinir_ig Halli~ closed. wh~n the Coll:ge is not in session, except for smgle holidays; it will be open from noon of the second d~y before the opening of College in September; only breakfast will be served on the morning of the first day of the Christmas recess, and o?ly supper will be .sei:ved on the day just preceding the resumption. Qf classes; a similar schedule will be observed before and after the Spring recess. I "J �53 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE INFIRMARY SERVICE 52 The fixed charges for attendance at St. John's are listed below. In figuring the budget for the academic year each student should include such additional items as books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $30.00 per year. A fully equipped Infirmary is maintained at the College. Ii is in charge of the College Physician, a trained nurse, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infirmary until discharged by the College Phys1c1an. The College Physician makes a daily report to the Dean. FEES COLLEGE FINANCES Few who pay college fees realize the actual cost of the educational services to which they are contributing; it is important that they know some of the facts. . Over a period of several decades the cost per student per year in American colleges has been rising; the average cost is now something over $1000 pei student per year .. St. John's runs slightly over that average at present but will continue to aim at this economical figure. What is true of colleges in general is true of St. John's: student fees cover only a portion of the actual cost; the remainder is made up partly by an appropriation from the State of Maryland, partly by income from endowment funds, and gifts. , Ideally, those who can should pay the full cost of their education, so that those who cannot may have the full advantage of the State appropriation and the income from endowment and gifts. The current practice is an approach to this ideal scheme. A standard fee is fixed at some figure below the actual cost. This is paid by all students. Students who are not able to pay in full from their own funds apply for scholarships or other forms of aid that involve work performed for the College. The College distributes its funds available for this purpose with due regard for the abilities and actual performances of the needy students. .. ' FIXED CHARGES Matriculation Fee For each new student a matriculation fee of $15.00 is payable to the College at the time of application for admission. This fee covers the expense of admitting and enrolling the student. Admission is not complete, and no dormitory room can be assigned or reserved, until it is paid. This amount is credited on the charge for tuition, but is not refunded if the candidate withdraws. Annual Fees For students entering the College in 1939 the total fixed charges for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . $400.00 Board and Room. . . . . . . . . . . . . . . . . . . . 400.00 Total .......................... $800.00 These fees are payable in two installments, $400.00 on registration in September and $400.00 on February 1. At each payment period, students must secure a Treasurer's card, showing that fees have been paid or suitable arrangements made, in order to be admitted to classes, dormitories, the dining hall, the library, the gymnasium, or the infirmary. Payment of Bills' Bills for College fees are presented directly to the student, and the student assumes responsibility for their prompt payment. In the case of tuition, board and room fees unpaid after 3 :00 P. M. of the fifth' day after the due date a fee of $5.00 is added. Caution Money Each student must make a deposit of ten dollars with the Treasurer on registration, subject to charges for laboratory �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE breakage and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Rules Governing These Awards 54 55 1. These scholarships shall be awarded annually by the Faculty on the recommendation of the Committee on. Scholarships and Prizes, and the awards shall be announced in September at the formal opening of College. 2. Either, or both, of these scholarships may be withheld, at the discretion of the Faculty, if the scholastic averages attained, though the highest in their respective classes, are not clearly excellent. 3. In cases of ties, or near ties, the Faculty reserves the right to consider the financial needs of the candidates, and their scholarship in its broader aspects, in making these awards. 4. The Faculty also reserves the right to disqualify a candidate on evidence of other forms of serious unworthiness. 5. Students whose tuition is already provided for by other scholarships are ineligible for these awards. 6. The decisions of the Faculty are final. Graduation Fees A diploma fee of $10.00 and a fee of $2.50 for the rental of an acadeniic cap and gown will be charged to all graduating students before Commencement Day. Students who wish to arrange for academic costumes otherwise than through the College should notify the Business. Office to this effect by May first. Deferred Payment of Fees As a Participating A~sociate of The Tuition Plan, Inc., the College is prepared to extend to parents or guardians the opportunity of paying tuition and other College fees in equal monthly installments during the academic year. The additional cost is 4 per cent of the amount of the fees covered by the arrangement. Adoption of this plan is optional and intended solely as a convenience. Further details will be furnished on request. THE PHILIP A. MYERS, II, SCHOLARSHIP To be awarded annually in tuition, the income of ten thousand dollars, the gift of Philip A. Myers, II. THE CLIFTON C. RoEHLE SCHOLARSHIP SCHOLARSHIPS AND STUDENT AID To be awarded annually in tuition, the income of six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clinton C. Roehle. Through scholarships, assistantships, student service, and prizes, a limited number of deserving students may be aided somewhat in meeting their college expenses. All students hold scholarships and other forms of student aid only on condition of maintaining good academic standing. THE FRIEDRICH JoNATHAN VON ScHWERDTNER SCHOLARSHIP To be awarded, in tuition, to some deserving student, the income of fifteen hundred dollars, offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. SCHOLARSHIPS AWARDED BY THE COLLEGE MERIT SCHOLARSHIPS To that student of St. John's College who in his Freshman year has maintained the highest academic standing, a scholarship providing free tuition for the following year. To that student of St. John's College who in his Sophomore year has maintained the highest academic standing, a scholarship providing free tuition for the following year. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of thirty dollars to be applied to the cost of tuition. s f'' �56 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE COLLEGE SCHOLARSHIPS Candidates for these scholarships, residing in Allegany, Anne Arundel Dorchester, Kent, Queen Anne's, or Washington Countie~ or Baltimore City, should apply to the Registrar of the Coll:ge for information regarding the competitive examination·· candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for laboratory fees, breakage fees, or caution money. A limited number of full scholarships covering all college fees are offered each year to deserving and needy students. A limited number of tuition scholarships covering only tuition are offered each year to deserving and needy students. These College Scholarships are available to both old and new students. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and schofarship and of established Confederate lineage. This scholarship covers tuition, board, and room rent, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIPS OF THE COLONIAL DAMES OF AMERICA In 1938-39, the Colonial Dames of America had the following scholarships at St. John's College: ' 1. A $150 scholarship given by the Paris Chapter. Awarded to Lawrence Hilgeman, Jr. 2. A $250 scholarship given by Mr. and Mrs. Arthur W. Butler in memory of their son, Arthur Butler, Jr. Awarded to Edward Willis Hearn. Applicants for these scholarships are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Application should be made to the Chairman of the Scholarship Committee of the Colonial·Dames of America: Mrs. Walter W. Price, 1 West 72nd Street, New York City. MARYLAND STATE SCHOLARSHIPS SENATORIAL SCHOLARSHIPS To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a "senat~orial scholarship"-providing free tuition, board, and room rentis given every four years. ·•· 57 TUITION SCHOLARSHIPS To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a "tuition scholarship"-providing free tuition-is given every four years. Candidates for these scholarships, residing in Allegany, Anne Arundel Dorchester, Kent, Queen Anne's, or Washington Countie~' . or Baltimore City, should apply to the Registrar of .. . the College for information regarding the compet1t1ve examination· candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for any fees other than regular tuition. STUDENT SERVICE A few upperclassmen are employed by the College each year in various positions. The stipend varies according to the type of service and the amount of time spent at work. The character and academic record of the applicant, as well as his financial need are considered by the committee making the appointmen;s. Application blanks may be obtained from the Registrar and should be filled out as completely as possible so that justice may be done in the individual case relative to other applications. The following types of service are regularly open: Laboratory Assistant Infirmary Assistant Library Assistant Gymnasium Assistant Waiter in the Dining Hall Student Dormitory Manager Athletic Scholarship �58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The National Youth Administration makes a yearly grant to the College. This is used to pay an hourly wage to students of good character and need, for irregular and occasional ~erv:ice · to the secretarial and manual work of the College. Apphcat10n for such work should be made on the regular student aid blanks which may be obtained from the Registrar. The students maintain an Employment Bureau which keeps a record of remunerative positions in Annapolis and canvasses the prospects for positions for students after graduation and during vacation. All students hold scholarships and other forms of student aid only on condition of maintaining good academic standing. directly prepared students for life after graduation. . Thus, extra-curricular activities fully exploited two fundamentals of the elective system, the election of courses, and utilitarian learning by practice. Student ac.tivities were gradually . a~­ sorbed into the curriculum and became the most charactenst1c parts of the elective system. The · stud~nt . activities whic? are still extra-curricular are so by convention, for there is no real distinction between electing study courses and e,lecting activities. The principle of free election is a valid one, and any sound educational plan must recognize it. The reorganization of the curriculum at St. John's includes the elective system where it operates to the greatest advantage, in extra-curricular activities. The educational problems of a college extend much beyond the class room. Al liberal arts college is functioning at high efficiency only when formal instruction is the center of a vital community. If the curricular core does not generate energies which are effective outside the context of formal instruction, it is probably dead. On the other hand, if the opportunities to apply these energies do not exist, whatever learning may be stimulated by the curriculum will be kill~d or wastefully dissipated. It is as necessary to make the connection between ' class room and club as between lecture and laboratory; and the connections are strikingly similar. The college community with its subsidiary organizations is an excellent laboratory. in which to test the curriculum, and the knowledge gained from making a test often throws light on shadows in the formal instructional pattern. Teachers, books, and laboratories are merely educational instruments, and their function is to make it possible for the student to learn. In the class room these instruments are used as stimuli to initiate and encourage the whole complex learning process, but they are specialized instruments creating and operating in a specialized environment. It is neither desirable nor possible to extend these special conditions to include more than formal instruction, but learning does not stop as the bell rings to end the class period. If the college community is alive, it assumes the instructional task of supplying the stimuli in a more general context than the class room can provide. And if the college community is unified, there are no gaps in SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS SCHOLARSHIPS IN ENGINEERING Three scholarships· in engineering are offered at the Johns Hopkins University to graduates of St. John's College. These scholarships are awarded by the ~acuity Committee · on Scholarships and Student Aid.. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole; , Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. ACTIVITIES As the elective system developed during the past century, extra-curricular activities came to have an increasingly significant place in colleges. Students learned that the principle of election was most operable in the sphere of student activities. Dramatic societies, newspapers, magazines, music, athletics, student government, and political clubs of all kinds were invitations for the students to practice what they chose, and ~to choose what they would practise. Because they were modelled upon the activities of the practical world, student activities 59 �,, ~~~~~~~~~~~~~~, ! CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE instruction between the most technical tutorial and the most general problem in student government. · As the student walks away from the class room, he should only be gradually changing the context of his learning, not discontinuing it until the next class meeting. And as in formal instruction, there are stimuli to learning in the college community itself, in the students and in student organizations. It is the purpose of extra-curricular activities to organize this co-operative teaching which students do, and to canalize the interests of the students into self-instruction. There are three organizations at St. John's specifically designed to pick up the immediate interests generated by but not satisfied by the formal instruction. The Law Club, the Science Club, and the Theology Club are groups of students and faculty members interested in a more elaborate exploration into the professions; for law, science, and theology, rega·rdless of the ways they have been interpreted by different cultures, are both historically and intellectually the matrices from which the professions in any age are drawn. The clubs meet in seminar fashion, with a paper reporting special research by a student or instructor serving as the center of discussion. The second line of extra-curricular instruction includes the activities most widely participated in by the members of a vital community, the activities which breed and feed a significant social life. At St. John's they are organized between two poles, music and athletics, which operate as. extremes among the artistic activities. The Glee Club, the Chamber Music Ensemble, the Madrigal Singers, and the Student Music Discussion Group are under the direction of a skilled musician. The Reverdy Johnson House on the campus is entirely given over to musical activities, and has a well stocked library of recordings available to members of the College. Instruction in both composition and performance is provided for students. A series of concerts of the kinds of music not often available on the radio or recordings will be initiated in 1939-1940 and tickets will be offered to students at special rates. Begi~rting in 1939-1940, athletics will be on an intra-mural basis. Excellence of performance in a wide variety of sports including sailing, fencing, tennis, handball, squash, swimming, baseball, basketball, and track will be the instructional ideal. A gymnasium and two athletic fields are provided with the .usual equipment and there is a College boathouse with four sailing dinghies. Participation in the athletic program is required only upon prescription by the College Physician. Between these two extremes of music and athletics lies a wide range of student activities. The St. John's Collegian is a weekly student newspaper which reports and editorializes on the events in the community. The St. John's Yearbook is a student-edited yearly publication which appeared for the first time this Spring in the form of a magazine recapitulating and interpreting the history of the College in the light of its present position. The King William Players serves as a center for the reading of drama and poetry in general, as well as for the activities of play production proper, the most recent presentation being T. S. Eliot's Murder in the Cathedral. For all these activities, there are faculty committees appointed to give expert advice and direction when needed. The third level of extra-curricular activity is student government in a most general sense. In one way, student government is the end product of all the other activities of the College, from formal instruction through athletics; in another way it controls them; It is here that the moral and intellectual ways cross in the most significant manner, for student government is the assumption by the students of the responsibility for their own welfare. Student government and student social life are merely different aspects of the same activity, and they react upon each other in a direct fashion. To support them, the College provides a complete social unit in McDowell Hall which consists of a Reading Room supplied with magazines and newspapers, a Music Room, a Coffee Shop, and a Book Shop for the use of the whole College, in addition to smaller social quarters in the residential units. A student council, now in the process of reformation, has the direct responsibility for the intelligent use of these social facilities. The College authorities can help the Council only by supplying adequate facilities. The use of these facilities is in the hands of the students. 60 J 61 �CATALOGUE OF ST. JOHN'S COLLEGE. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. REPORT OF THE PRESIDENT; SUPPLEMENT TO THE BULLETIN, by Stringfellow Barr, April, 1939. Reprints available. SOCRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BOOKS, by Mark Van Doren, The Nation, December 6, 1933. ST. JOHN'S REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM i17 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September· 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. CLASSICS OF THE WESTERN WORLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATI0N, by Scott Buchanan, The Amherst Gradu, ates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimote, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM Al.OST HERITAGE, by' George Bull, S.]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, Ju~e, _1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSI<;:S, by Philip . S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QUIET AT ST.. JOHN'S, by Francis Beirne, "Our Educational Correspondent,'' The Baltimore· Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia ~pectator, December, 1938. Reprints available. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education, January, 1939. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND,'' by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. 62 63 .j l; ., ,,. ' • ,,' I .· �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S PROGRAM, 1938-39 A list of students enrolled in the elective program at St. I ohn's is contained in special supplementary bulletin obtainable on request from the College. SECOND YEAR-CLASS OF 1941 Arthur Merriman Blackburn ................... Baltimore Paul Ringgold Comegys ....................... Millington William Wallace Grant, Jr...................... Oakland . Charles Duncan Leverich Harrison .............. New York, New York William Henry Hatfield ....................... Annapolis Thomas Landsdale Hill ........................ Baltimore Oscar Louis Lord, Jr.......................... Templeville Christian Hebble McGarry .................... East Orange, New Jersey John Otto Neustadt ..................•........ Annapolis Vernon Morse Padgett ........................ LaP!ata Henry Martyn Robert, 3d ...•................. Annapolis Herbert Brent Stallings ........................ Owings Charles Edwin Vayne ......................... Baltimore FIRST YEAR-CLASS OF 1942 John Edgar Ainsworth, Jr................•. "" •• Westminster Robert Alexander ............................ Annapolis Robert Child Allen ........................... Croome William Alexander Barr ......... , ........... ·... Proffit, Virginia Alva Eugene Basler ........................... Manchester Paul Theodore Beisser, Jr...................... Baltimore Bianco Massimo Bianchi ....................... Westhaven, Connecticut .. Robert Bofd Blackler ......................... Ric~mond, Virginia Andrew Michael Bohle ........................ Baltimore Warren Conklin Bomhardt.: ................... Baltimore Douglas Wickliffe Brashear, Jr.................. Richmond, Virginia Francis Elliott Burroughs ...................... Chaptico Thomas Banta Campbell ...................... Charlottesville, Virginia Walton Boswell Childs ........................ Baltimore Streit W. Cunningham ........................ Washington, District of Columbia William Albert Darkey, Jr...................... Cumberland Edward Francis Duggan ....................... Aberdeen Bruce Joly Edmonston ........................ Baltimore Paul Ehrlich ................................. New York, New York Robert Taylor Everett, Jr...................... Annapolis Richard Dinsmore Gill ........................ Patton, Pennsylvania J. W. Cameron Gray .......................... Annapolis Edgar Emil Heilprin .......................... East Orange, New Jersey Ernest Jean Heinmuller ........................ Easton Joseph Chrysostom Hofmann, Jr............•... Baltimore 64 65 Charles Hoyes ............................... Pittsburgh, Pennsylvania Gilbert Preston Hull, Jr..................••.... Hagerstown Walter Emory Hutson, Jr...................... Stoneleigh William Oscar Huttlinger ...................... Los Altos, California Bryce DuVal Jacobsen ......................... Towson Journet Gordon Kahn ......................... Baltimore Larry Herman Lavit .......................... Bridgeport, Connecticut Lee Marchant Mace ........................... Annapolis James Ratcliffe Murray ........................ Baltimore John Henry Mussetter, Jr...................... Germantown Hirsh Nadel ................................. Baltimore Thomas Parran, Jr............................ Washington, District of Columbia Albert Anthony Poppiti ........................ Wilmington, Delaware William Donald Rendall ....................... Eastport William Allen Ruhl, Jr......................... Baltimore Julius Blain Sherr ............................. Suffolk, Virginia Donald David Sperber ........................ Clifton, New Jersey Charles Robert Sutton ......................... Baltimore William George Thater ........................ Overlea Bernard Anthony Tuckey ..................... St. Albans, New York Alvin Chesley Wilson, Jr....................... Baltimore SUMMARY OF ENROLLMENT Second Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Total in St. John's Program.............................................. 59 Elective Program (Seniors, Juniors, Sophomores)........................... 69 Total in college ................................................. 128 �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absence, excuses for. . . . . . . . . . . . . . 46f Academic Standing ............ 35, 46 Activities . . . . . . . . . . . . . . . . . . . . . . 58££ Athletics ...................... 60 Clubs ......................... 60 Dramatics . . . .. .. .. . . . . . ... . . . . . 61 Music .......•................. 60 Publications ............... .. 58, 61 Student Col!ncil ............. 50, 61 Administration .. .. . . . . .. .. . . . . . . . 7 Admission . . . . . . . . . . . . . . . . . . . . . . 43££ Application . . . . . . . . . . . . . . . . . . . . 43 Requirements .. . .. . .. . . . . . .. . . 43f Cer#ficate ...........•......... 44 Examinations . . . . . . . . . . . . . . . . . . 44 Advanced standing . . . . . . . . . . . . . 46 Advanced Standing . . . .. . . . . . .. . . 46 Aid, student . . . . . . . . . . . . . . . . . . . . . 57 Applications Admission . . . . . . . . . . . . . . . . . . . . . 43 Student Aid ................ . 57, 58 Rooms ........................ 50 Scholarships . • . . . • • . . • • • • • • . • • 54ff Articles, magazines, on St. John's ... 62 Athletics . . . . . . . . . . . . .. . . . . . . . . . . . 60 Attendance Church ........................ 14 Classes ........................ 46 College exercises . . . . .. .. .. • . .. . 46 Board of Visitors and Governors .. . 5, 6 Books, list of great ........ 23, 27££, 37 Chronological . . . . . . . . . . . . . . . . . . 38 By years . . . . . . . . . . . . . . . . . . . . . . 40, In liberal arts. . . . . . .. . .. . . . . . . . 41 By subject matters .............. 42 Calendar, College .............. .4, 34 Campus ....... ·. . . . . . . . . . . . . . . . . . 49 Caution Money ............... 51, 53 Charges, fixed .. . .. . .. . . . . . . .. . .. 53 Charter of College. . .. . . .. . . . . .. . . 14 Of King William's School. . . . . . . . 15 Classics, new definition of. ..... 23££, 37 Clubs, College. .. .. .. .. . . . . .. .. . . . 60 College Calendar .............. .4, 34 Collegian . . . . . . . . . . . . . . . . . . . . . . . . 61 Credits · Entrance . . . . . . . . . . . . . . . . . . . . . . 45 Semester hours .......... ; . . . . . 47 For entrance to graduate schools .. 48 Transfer of . . . . . . . . . . . . . . . . . . . . 46 Cun;iculum Elective system . . . . . . . . . . . . . . . 21££ St. John's 1835 ................. 16 St. John's 1868 ................. 17 St. John's 1886-1923, block elective ......................... 18 St. John's '1923-37, open elective, 18, 27 Degree Requirements . . . . . . . . . . . . . 47 Dining Hall ...................... 51 Discipline . . . . . . . . . . . . . . . . . . . . . . . 50 Distribution, of students, geographic. 49 "Don Rags" ................. . 35, 46 Dramatics . . . . . . . . . . . . . . . . . . . . . . . 61 Elective Program ....... 2, 18, 2lff, 27 Engineering Scholarships at Johns Hopkins .. , . . . . . . . . . . . . . . . . . . 58 English, admission requirements. . . . 45 Enrollment . . . . . . . . . . . . . . . . . . . . . . 64 Summary ...................... 65 Entrance Examinations ........ .4, 44 Essays .......................... 35 Examinations Entrance ..... 1• • • • • • • • • • • • • • • • 4, 44 Oral .......................... 34f Written ....................... 35 Annual ...................•. .4, 35 State scholarship ................ 57 Excuses, for absence .......... ~ ... 46f Expenses . . . . . . . . . . . . . . . . . . . . . . . 52££ Faculty List . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Author teachers ............. 23, 3-6 Tutors . . . . . . . . . . . . . . . . . . . . . . . . 8 Fellows . . . . . . . . . . . . . . . . . . . . . . .. . 8 Research . . . . . . . . . . . . . . . . . . . . 3SH Re-education of .............. 35ff Appointments ....... ; .......... 37 Fees College finance . . . . . . . . . . . . . . . . . 52 Matriculation . . . . . . . . . . . . . . . . . . 53 Annual .................. ·...... 53 Tuition ....................... 53 Board and Room. . . . . . . . . . . . . . . 53 Payments • . . . . . . . . . . . . . . . . . . . . 53 Deferred· payment ............ , . 54 Caution money· . . . . . . . . . . . . . . . . 53 Graduation . . . . . . . . . . . . . . . . . . . . 54 With scholarships . . . . . . . . . . . . . . . 57 66 Foreign Language Admission requirements . . . . . . . . . 45 See Greek, Latin, French, German French .................... 29, 30, 45 Freshmen, list of .................. '64 Geographic Distribution, students. . 49 Grades .......................... 35 German ................... 29, 30, 45 Graduate Schools, preparation for. . 48 Greek ........................ 29, 30 History Of College . . . . . . . . . . . . . . . . . . . . . 13 Chronological order of classics .. 29, 38 In St. John's Program ........ 29, 42 Hygiene ...................... 52, 61 Infirmary Service . . . . . . . . . . . . . . . . . 52 Instruction Methods in St. John's Program ................. 27ff, 58 King William's School .......... 13, 15 Laboratory ................... 29, 33 Language, reasons for instruction in ......................... 29f Requirements . . . . . . . . . . . . . . . . . . 47 Tutorials . . . . . . . . . . . . . . . . . . . . . . 29 Classics in Language and Literature ....................... 40ff Latin .................. 29, 30, 45, 47 Law School, preparation ........ .48, 60 Lectures, formal ............... 29, 32 Liberal Arts and Sciences, 19ff, 22, 26, 41 List of Great Books, Classics ...•... 38ff List of Students. . . . . . . . . . . . . . . . . . 64 Literature, Language and ... .40, 41, 42 Location of College ............... 49 Marine Biology .. . . . . . . .. . . . . . . . . 58 Marks .......................... 35 Mathematics, reasons for instruction in .......................... 30 Admission requirements .. , . . . . . . 45 Requirements . . . .. . . . . . . . . . . . . . 47 Tutorials . . . . . . . . . . . . . . . . . . . . . . 29 List of Mathematical Classics. . . 38££ Matriculation Fee ................ 53 Medical Schools, preparation .... .49, 60 Music ........................... 60 · Natural Science ............... 42, 60 Occupancy of Dormitory Rooms. . . . 51 Officers of Administration . . . . . . . . . . 7 Philosophy . . . . . . . . . . . . . . . . . . . . . . 42 Physics .......................... 42 Political Science . . . . . . . .. . . . . . . . . . 42 Preparation For admission . . . • . . . . . . . . . . . . . . 43 For graduate schools. . . . . . . . . . . 48£ For life . • . . . . . . . . . . . . . . . . . . . . 19ff 67 President Former ....................... 13f Present . . . . . . . . . . . . . . . . . . . . . . . 7 Emeriti ....................... 12 Probation . . . . . . . . . . . . . . . . . . . . . . . 46 Promotion . . . . . . . . . . . . . . . . . . . . . . . 46 Reading Parties . . . . . . . . . . . . . . . . . . 35 Registration ................... 4, 43ff Regulations Admission . .. .. .. . . .. . .. .. .. .. 43ff Academic Standing . . . . . . . . . . . . . 46 Attendance ....... ·. . . . . . . . . . . . . 46 Degree Requirements . . . . . . . . . . . 47 Residence .. . . . . . .. . . .. .. . . . . . . 49 Religion Non-denominational ...... 13, 14, 60 Reports .....................•... 35 Requirements Admission .................... , 45 Attendance . . . . . . . . . . . . . . . . . . . . 46 Graduation . . . . . . . . . . . . . . . . . . . . 47 Languages ..................... 47 Mathematics . . . . . . . . . . . . . . . . . . . 47 Familiarity with Great Books. . . . 47 Residence . . . . . . . . . . • . . . . . . . . . . 50 Research . . . . . . . . . . . . . . . . . . . . . . . 35££ Residence . . . . . . . . . . . . . . . . . . . . . . . 49£ Rooms .......................... 50 For new students. . . . . . . . . . . . . . • 50 For old students. . . . . .. . .. . . . . . • 50 Furnishing . . . . . . . . . . . . . . • . . . . . 50 Occupancy .................... 51 Caution money ............... 51 Schedules Weekly ....................... 34 Term ........................ 4, 35 Years .................. .4, 29, 35 Payment of fees. . . .. . .. • . . . . . . . 53 Scholarships . . . . . . . . . . . . . . . . . . . . 54ff College . . . . .. . .. .. .. .. .. .. . 54, 56 State ......................... 56 Patriotic Societies . . . . . . . . . . . . . • 56 Athletic ....................... 57 At other ins titu tions . . . . . . . . . . . . . 58 Science Admission requirements . . . . . . . . . 45 In modern :world. . . .. . .. . . . . . . 26ff In St. John's Program ...... 26f, 40ff Laboratory .................... 26 Liberal .....................•.. 26 Classics in science ........ 40, 41, 42 Seminars ...................... 29, 31 Semester-Hour Credits Equivalent . . . . . . . . . . . . . . . . . . . . 47 Social Sciences ................ 27, 42 �---- 68 ---- ----- CATALOGUE OF ST. JOHN'S COLLEGE Sophomores, list of. . . . . . . . .. . . . . . . 64 Staff, administration . . . . . . . . . . . . . 7 faculty . . . . . . . . . . . . . . . . . . . . . . 8 medical . . . . . . . . . . . . . . . . . . . . . 52 Standing, academic ............. 35, 46 Student Activities Music ......................... 60 Clubs ......................... 60 Elective ..................... 58ff Student Council ............. 50, 61 Publications ................. 58, 61 Athletics . . . . . . . . . . . . . . . . . . . . . . 60 Dramatics ..................... 61 Student Aid ..................... Students List of ........................ Geographical distribution of ...... Theological Schools, preparation . .48, Transfer of credits ............ .46, Tuition ......................... Tuition Plan, Inc.. . . . . . . . . . . . . . . . . Tutorials Mathematics ................... Language . . . . . . . . . . . . . . . . . . . . . . Vacations ..................... .4, Year Book . . . . . . . . . . . . . . . . . . . . . . 57 64 49 60 48 53 54 29 29 35 61 � ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 1938-1939 ANNAPOLIS, MARYLAND JULY, 1939 Founded as King William'• School, 1696 Chartered as St. John's College, 1784 �ST. JOHN'S COLLEGE IN ANNAPOLIS �ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 1938-1939 ANNAPOLIS, MARYLAND JULY, 1939 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE COLLEGE CALENDAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 BoARD-OF V1s1T0Rs AND GovERNORS..................... 5 OFFICERS OF ADMINISTRATION......................... 7 8 FACULTY .............. ·............................. HISTORY .... , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 THE ST. JoHN's PROGRAM On College Catalogues . . . . . . . . . . . . . . . . . . . . . . . . . . . Why a College Education Should Be Liberal. . . . . . . . . The Liberal Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Classics as Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . Science and the Modern World .................... The Curriculum ................................. The Language Tutorial .................' . . . . . . The Mathematics Tutorial. . . . . . . . . . . . . . . . . . . . The Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Form.al Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . The Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Fa,culty .................................... The List of Great Books. . . . . . . . . . . . . . . . . . . . . . . . . . In Chronological Order ....................... By Years ................................... In Liberal Arts .............................. By Subject Matter. . . . . . . . . . . . . . . . . . . . . . . . . . . This catalogue contains a full official desc~iption of the St. John's prograi;n. It does not contain information concerning the regular elective program for 1938-39, which may be found in a supplementary bulletin obtainable on request from the College. The elective program is continuing at St. John's to allow the classes of 1940 and 1941 to complete their degree re, ' quirements, and is not open to freshmen. . I ·.I 19 19 22 23 26 27 29 30 31 32 33 34 35 38 38 40 41 42 ADMISSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 ACADEMIC STANDING ......... ' ................... ; . . . . 46 THE DEGREE OF BACHELOR OF ARTS. . . . . . . . . . . . . . . . . . . . 47 RESIDENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 FEES ............................................... 52 ScHOLARSHIPS AND STUDENT Am. . . . . . . . . . . . . . . . . . . . . . . 54 ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 BIBLIOGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM ...... 62 STUDENTS ENROLLED IN ST. JoHN's PROGRAM ............ 64 INDEX ..................................• ............ 66 �BOARD OF VISITORS AND GOVERNORS Chairman, RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. COLLEGE CALENDAR 1938 Vice-Cha·irman, DR. THOMAS PARRAN, JR., Surgeon General, U.S. Public Health Service, Washington, D. C. 1939 September 19 ... Examinations .............. September 18 September 20 ... Registration ............... September 19 September 21 ... Convocation ............... September 20 September 22 ... First Term begins ........... September 21 Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. DR. AMos F. HuTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. November 24 ... Thanksgiving: holiday ...... November 30 EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. December 17 ... First Term ends ............. December 16 FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. (Vacation begins 12 noon) 1939 PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. 1940 January 2 ...... Second Term begins ............ January 3 (Vacation ends 9 A. M.) February 22 .... Washington's Birthday ....... February 22 (Holiday) March 18 ...... Second Term ends .............. March 23 (Vacation begins 12 noon) March 27 ...... Third Term begins ................ April 1 (Vacation ends 9 A. M.) June 2 ......... Third Term ends ................. June 8 June 4 ......... Baccalaureate Sunday ........... .June 9 June 5 ......... Class Day ...................... June 10 June 6 ......... Commencement ................. June 11 RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. CoLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. ScoTT Buc:aANAN, Dean, St. John's College, Annapolis, Maryland. · BEARDSLEY RuML, Treasurer, R. H. Macy & Company, Broadway and 34th Street, New York City. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. DR ..WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. 5 �.. 6 CATALOGUE OF ST. JOHN'S COLLEGE MEMBERS EX OFFICIO President Ex Officio, His Excellency, HERBERT R. O'Co~oR, Governor of Maryland, Annapolis, Md. ARTHUR H. BRICE, President of the Senate, Betterton, Md. THOMAS E. CONLON, Speaker of the House of Delegates, Baltimore, Md. OFFICERS OF ADMINISTRATION PRESIDENT STRINGFELLOW BARR, B. A., M. A. ........ 12 McDowell Hall JUDGES OF THE COURT OF APPEALS CARROLL T. BoND, Chief Judge .............. Baltimore, Md. BENJAMIN F. JOHNSON, Associate Judge ....... Salisbury, Md. EDWIN S. DELAPLAINE, Associate Judge ....... Frederick, Md. W. MASON SHEHAN, Associate Judge ............ Easton, Md. T. ScoTT OFFUTT, Associate Judge ............. Towson, Md. WALTER J. MITCHELL, Associate Judge ......... LaPlata, Md. FRANCIS NEAL PARKE, Associate Judge ..... Westminster, Md. D. LINDLEY SLOAN, Associate Judge .... Cumberland, .Md. DEAN ScoTT BucHANAN, B. A., Ph. D ............ 11 McDowell Hall ASSIST.ANT TO PRESIDENT ]AMES S. MARTIN, B. A., J. D ............. 13 McDowell Hall .ASSISTANT DEAN RAYMOND N. WILBURN, B. S., M.A. ....... 14 McDowell Hall TREASURER JOHN WINTHROP WRIGHT, B. A. ........... 13 McDowell Hall AUDITOR WILL-A. CLADER, C. P.A. .. 57 William Street, New York City REGISTRAR MIRIAM STRANGE, B. A. .................. 11 McDowell Hall LIBRARIAN LuLu VrnLA EBAUGH ...................... Woodward Hall DIETITIAN GEORGIA MAE SMITH ........................ Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, B. A., M. D .................... Infirmary 7 �CATALOGUE OF ST. JOHN'S COLLEGE 9 FACULTY HERMANN BERNHARD ...................... 2 Taney Avenue FELLOW AND PRESIDENT Student, Universities of Petrograd, Wuerzburg, and Leipzig; Ph.D., University of Berlin, 1913. Assistant in Chemistry, Institute of Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in Chemistry, Swarthmore College, 1923-25; Assistant Professor of Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-39. Tutor, St. John's College, 1939-. .... Brice House STRINGFELLOW BARR. B. A., 1916, M.A., 1917, University of Virginia; B.A., 1921, M.A., 1927, Oxford University; diplome, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-. FELLOW AND DEAN FoRD KEELER BROWN ............... 243 King George Street B. A., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-. .. 139 Market Street RICHARD ScoFIELD ......................... 22 State Circle B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph.D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistfot Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-. B. A., 1919, M.A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English~ New Yor~ University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-. ScoTT BucHANAN. TUTORS GEORGE ALTHOFF BINGLEY ..................... Brice House B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner· Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD KuEHNEMUND .............. 235 King George Street Ph.D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's College, 1929-39. Tutor, St. John's College, 1939-. WILLIAM HENRY BAYLIFF ................ 82 Conduit Street B. A., 1924, M. S., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27; Assistant in Zoology, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St: John's College, 1930-39. Tutor, St. John's College, 1939-. GEORGE CLARENCE VEDOVA ................ 73 Conduit Street B.A., International College, Smyrna, 1913; M.A., Columbia University, 1925. Instructor in. Mathematics, International College, 1914-19; Assistant in Mathematics, Columbia University, 1925-27; Instructor in Mathematics, Columbia University, 1927-28; Instructor in Mathematics, St. John)s College, 1928-29; Assistant Professor of Mathematics, St. John's College, 1929-39; Instructor in Mathematics at the United States Naval Postgraduate School during the winter terms of 1937 and 1938. Tutor, St. John's College, 1939-. JoHN SPANGLER KIEFFER ........... 243 Prince George Street B. A., Harvard College, 1927, as of 1926; M.A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-. VERTREES JuDSON WYCKOFF ............ 13 Thompson Street B. A., 1920, Ph.D., 1923, Johns Hopkins University. Research Student at the Bethlehem Steel Company, 1923-24; Assistant Professor of Economics, St. John's College, 1924-26; Associate Professor of Economics, St. John's College, 1926-36; Professor of Economics, St. John's College, 1936-39. Tutor, St. John's College, 1939-. 8 GEORGE HAROLD McF ARLIN ..... : ...... Morrow Apartments B. A., 1925, M.A., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; Instructor in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931-39. Tutor, St. John's College, 1939-. �10 CATALOGUE OF ST. JOHN'S COLLEGE TENCH FRANCIS TILGHMAN ............ 36 Maryland Avenue B. A., 1928, M.A., 1930, Ph.D., 1933, University of Virginia. Instructor in English, University of Virginia, 1929-33. Instructor in English, St. John's CoJlege, 1934-39. Tutor, St. John's College, 1939-. GEORGE CoMENETZ ................ 182 Prince George Street B. S., College of the City of New York, 1930; M.A., 1931, Ph.D., 1934, Columbia University; Fellow, The Institute for Advanced Study (Princeton, New Jersey), 1935-37. Teaching Fellow in Physics, College of the City of New York, spring, 1930; Instructor in Mathematics, Columbia University, 1934-35; Tutor, St. John's College, 1937-. CATALOGUE OF 'ST. JOHN'S COLLEGE 11 }AcOB KLEtN .......................... 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of Marburg"Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow- of the Mendelssohn Stiftµng zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. EDWARD FLINT LATHROP, }R..... 187 Duke of Gloucester Street B. A., St. John's, College, 1938. Assistant Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-. Director of Athletics, St. John's College, 1939-. GEORGE GAINES LECKIE ....................... Brice House }AMES STEWART MARTIN ....................... Luce Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, University of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant Professor of History and Political Science, St. John's College, 1937-39; Treasurer and Assistant~to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-. Ro BERT CATES BY TALIAFERRO ....... 206 Prince George Street B. A. with Final Honors, University of Virginia, 1928; Certificat d'etudes superieures en philosophie generale, et certificat d'etudes superieures en histoire de la philosophie, Univ. de Paris, 1932; Ph.D. in philosophy (with minor in mathematics), University of Virginia, 1936. Assistant d'anglais au Lycee de Rochefort, France, 1928-29. Fellow in philosophy, University of Virginia, 1934-35. Assistant in philosophy, University of Virginia, 1935-36. Assistant to Professor Mortimer Adler in the special pre-legal course, University of Chicago,, and Member of the Committee on the Liberal Arts, University of Chicago, 1936-37. Tutor, St. John's College, 1937-. RAY STARR ALLEMAN .............. 179 Prince George Street B. A., 1933, M.A., 1934, Brigham You1;1g University; Ph.D., The Johns Hopkins University, 1939. Assistant in Physics, Brigham Young University, 1933-34; Junior Instructor in Physics, The Johns Hopkins University, 1934-38; Ultrasonics Research, The Harriet Lane Home, The Johns Hopki,ns Hospital, 1936-37; Assistant Professor of Physics, St. John's College, 1938-39; Tutor, St. John's College, 1939-. ' WILLIAM GoRMAN ......... ·: ........... 205 Hanover Street B. A., Chicago, Chicago, 1937-38. University of Michigan, 1932. Assistant in Law School,, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toro1;1to, Tutor, St. John's College, 1938-. B. S., 1928, M: S., 1929, Ph.D., 1933, University of Virginia. Instructor in Philosophy, University of Virginia, 1930-31, 1932-34., American-German Exchange Fellow, University of Hamburg, 1931-32. The Sterling Fellow in Philosophy, Yale University, 1934-35. Assistant in Philosophy, University of Illinois, 1935-36. Assistant Professor of Philosophy, University of Kentucky, 1936-37. Associate Professor of Philosophy, Elmira College, 1937-38. Assistant Professor of Philosophy, St. John's College, 1938-39. Tutor, St. John's College, 1939-. ERNST L. MIDGETTE ........................... Brice House B. S., 1932, M, S. in M. E., 1936, University of North Carolina. Teaching Fellow, Department of Mechanical Engineering, University of North Carolina, 1932-33. Mechanical E!lgineer, U. S. Rubber Reclaiming Corporation, Buffalo, N. Y., 1933-36. Instructor in Mechanical Engineering, The Johns Hopkins University, 1936-38. Tutor, St. John's College, 1938-. HERBERT T. SCHWARTZ ........................ Brice House B. A., University of Michigan, 1929; M.A., Columbia University, 1932; Ph.D., Columbia University, 1933. University Fellow in Philosophy, Columbia University, 1932-33. Tui:or, Department of Music, University of Chicago, 1934-35. Instructor, Department of Mu$ic, University of Chicago, 1935-38. Tutor, St. John's College, 1938-. ' RAYMOND NEIKIRK WILBURN .................. Brice House B. S., 1935; M.A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-. EDITOR CHARLES GLENN WALLIS ................ 205 Hanover Street B. A., University of Virginia, 1936. Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Tutor, St. John's College, 1937-38.• Editor, St. John's College, 1938-. �12 CATALOGUE OF ST. JOHN'S COLLEGE LECTURER MoRTIMER ADLER .............. 20 Cedar Street, Chicago; Ill. Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. PRESIDENT EMERITUS THOMAS FELL .......................... Ruxton, Maryland Graduate, King's College, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sydney College, 1889, University of Pittsburgh, 1912, William and Mary College, 1921; D. C.L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College, 1886-1923. PRESIDENT EMERITUS ENOCH BARTON GAREY .................. Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER ....... Bembe's Beach, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE S T. JOHN'S COLLEGE is a small liberal arts college for men. It is non-denominational, and has been so since its founding. It has never been co-educational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2. fol. 115. Dre~d Sovereign . . . . Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. PROFESSOR EMERITUS OF BIOLOGY REGINALD HEBER RIDGELY ................ 1 Murray Avenue B. S., 1895, M.A., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-39. PROFESSOR EMERITUS OF FRENCH ]ACOB BERNARD SEGALL ....................... Brice House B. L., and B_. Sc., Lycee of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow m Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French 1897-1900; Lecturer, Modern Languages, McGill University'. Cornell University, _ 1900-01; Instructor m French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be 13 �I I 14 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows: called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland; Session of ]'lily I-9, z696. William West, D.D. Thomas]. Claggett, D. D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase • John Thomas Thomas Stone • Alexander Hanson Thomas Jennings 1776 According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetu- · ate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and .advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance-1 upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, . or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by William Paca "" and others. •Signer of the Declaration of Independence. 15 ·l l I ~ I I ! .I ' James Brice John All,en Thomas Gustavus .R. Brown Edward Gantt Clement Hill Richa!d Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D. D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. To tke Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time , mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifeste!i in the morals and sdence of the youths who are favored with your care. GEORGE WASHINGTON ANNAPOLIS, April 17, 1791. " Signers of the Declaration of Independence. 2 I I �16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 17 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephew~ of George Washington, were also students at the College. 1835 Curriculum during the Principalship of Reverend Hector Humphreys. Fir,rt Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Mathematics Algebra Fourth Year Third Year Latin Greek Minor Poets Horace Natural Philosophy Latin Logic Tacitus Astronomy Mathematics Geology Applications of Trigonometry Civil Engineering American History Conic Sections Political Economy Chemistry Natural Philosophy Natural Theology Elements of Criticism English Composition and-Declamation in all four years. Modern Languages by special arrangement in addition. 1868 Curriculum during Principalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero !. -:jLivy Horace Mathematics Algebra Geometry English 19th Century Literature Third Year Greek Plato lEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Fourth Year Lectures in Philosophy Greek and Social Science on Plato Butler Aristotle Pascal Aristophanes Paley Demosthenes Adam Smith Latin Malthus Tacitus Mill Lucretius Plato Persius Aristotle Quintilian Thomas Aquinas English Bacon Authors of 13th, 14th, Descartes and I 5th Centuries Spinoza Mathematics Locke Analytic Geometry Kant Calculus Fichte Mechanics Hegel Natural Philosophy Montesquieu Astronomy . De Tocqueville Logic Augustine Evidence of Christianity Vico Bossuet Buckle Lecky �18 CATALOGUE OF ST. JOHN'S COLLEGE 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. 1. 2. 3. 4. Classical Course leading to the B. A. Degree Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of to-day. THE ST. JOHN'S PROGRAM I ON COLLEGE CATALOGUES T SEEMS WISE to begin with an observation on college catalogues in· general and a bit of advice to the reader of tl:iis catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in numbers of students, and the confusion of professional and trade schools have robbed the familiar phrases of their m~anings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of . them has been confused in the minds of administrators and teachers as well as in the minds of the people who want an education. It would be convenient and truthful to announce the New Program at St. John's College as the re-establishment of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length~ Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, 19 �,• 20 CATALOGUE OF ST. JOHN'S COLLEGE knowledge, and useful literature because such institutions are of the highest benefit to society. lln an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither fn;e nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need· for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are allowed to exercise students in their practice on the best materials. CATALOGUE OF ST. JOHN'S COLLEGE 21 Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should protect themselves from the drag of the immediate utilities and schools of vocational training which minister directly to them. Such institutions, together with the public schools, are the spiritual strongholds of the democratic state which watches over and insures the enterprises of free men. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the principle of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject ~atters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timiOly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system; that is a balanced liberal education. This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old �.., -------------~ , I I 22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE curriculum, but a modern equivalent. That is what St. John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which oi;dinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean young men who are capable of learning. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass orr the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy making the quadrivium. In the center and foreground stands a pair of chemical balances which represent the instruments of the modern scientific laboratory, where the liberal arts are being practised at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. We recognize the necessity of having special methods for special subject matters, and that is an elementary point in the teaching of the liberal arts, but the unity and organization of methods in the habits of a man and his intellectual and practical relations with the world are left to chance. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision and facility in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity must be introduced, and even subtler distinctions involving 23 THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of some hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at St. John's, subject to continual revision and criticism, will be found on page 38. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books have been chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list has been under criticism and testing by teaching and learning experience during this period, and that process continues under conditions set by the single all-required curriculum which all students at St. John's take. This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the. classics and classical education. The pre-elective liberal arts colleges understood and defined the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing languages and mathematics for reasons that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria emerge and provide a new understanding of the original motives ii'. ' ·~· . . ' I �24 \ i I 1 · CATALOGUE OF ST. JOHN'S COLLEGE in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of th~ liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criterion f~llows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a . classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others .to stand by its side and each supporting and complementing the others. ·It is the business of a liberal artist to construct such works and also to analyze and understand them. , The fourth criterion demands that a great book sqall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not. allow a false modesty or scepticism to excuse him from pushing 'reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form CATALOGUE OF ST. JOHN'S COLLEGE 25 and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of.readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all-European best sellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative· teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system lost, and the lack of which· we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without tradi- ! �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 27 and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the microscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiment in the history of science. All this is backed by a solid training in the mathematical techniques and symbolisms as far as differential equations. All this provides the material and intellectual background for the modern study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a generation of competent economists, political scientists, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross and agree that the proper study of mankind is man. This point is represented in many of the books, and also in the person of the college physician who not only cares for the physical well-being of the students, but who also teaches in the classes and directs the work of the laboratory toward a medical humanism. tions. They would have us as persons detach ourselves fr?m the tradition withiout knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be.saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transforming itself in most lively and important w~ys~ .This is happening in two ways primarily, one in mathematics, ano~her in the laboratory. St. John's College has more reqmred mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolu~ion in recorded history, parallelling the other great revolut10ns in religion morals politics and industry. No liberal, and there' ' . fore no citizen of 'a democratic 'country, can afford to b e ignorant of this change and its issues. It has redefined and tr~n~­ formed our whole natural and cultural world. Although it is not the only focal point around which the St. John's _curriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which d_rn~s not bear upon it. The last two years of the course exh1~1t completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks made modern mathematics and the laboratory possible s~ that now if we would follow the classical thread into the ~odern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For this purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is the production of good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for doing this in four thirty-week sessions of the college course. Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 38 to 42 the reader will find four listings of the books. The first shows the chronological order for books and authors, •,, I. �28 CATALOGUE OF ST. JOHN'S COLLEGE beginning with Homer and ending with Russell, Freud, Veblen and Young. This represents the required readings for the four years and implies further readings in secondary books as well as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four years of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, language~ and literature, mathematics and science on the one hand and on the other hand those books fewer in number which deal explicitly with the liberal arts and sciences. The third list classifies the authors according to the incidence of these books on the program of teaching in the liberal arts. Some of these books analyse explicitly the use of words, numbers, figures, instruments, and other symbols in thought. These are called expository of the liberal arts. Some are model products of the liberal arts whose excellence commends them for imitation by students. Still others present problem material for the student's analysis and criticism. The fourth list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This fourth list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. The St. John's student reads all of the list. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of .these diagrams to show the weightings of time or emphasis ·on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. CATALOGUE OF ST. JOHN'S COLLEGE 29 The ~ivision into four years has an interesting significance. Somethmg over two thousand years of intellectual history is c~vered .in the _first. two years; about three hundred years of history is studied m an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal ~rts; t~e second year contains books written for the most part m. Latm and covers t~e. Roman and medieval periods; the third year has books ongmally written in Romance languages for th.e most part although English has a large share; the fourth year mtroduces German works and concentrates on the nineteenth and the twentieth centuries. This arrangement was ~ade not. because o~ any underlying theory about recapitulat10ns of history, but it happens to catch any genuine values that such a theory may point out in practice. . T?e .main emphasis in teaching is on the writing and reading d~sc~plm.es, bu~ the actual teaching falls into five sharply d1stmgmshed kmds of teaching techniques. None of these are newly discovered or invented, but some of them have been in disr~pute for fairly long periods. We call them respectively Semmar, Formal Lecture, Language Tutorial Mathematics Tutorial, and Laboratory. The seminar and ~he laboratory come perhaps nearest to the immediate educational end which we are aiming at, while the tutorials and lectures make secondary contributions. The picture will be clearer if we take them up in inverse order. The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the mtellect touches human experience, but it cannot do its work if the imaginat!on is not pr~pared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfor~unately American habits with the mother tongue are for vanous reasons abnormal and we have babbling minds as a con~eq?-ence. Spe~ial attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always �30 CATALOGUE OF ST. JOHN'S COLLEGE known the powerful effects of foreign language in getting this kind of attention. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred bec~use it has its dangers. In our system these dangers are avoided by devices that force memory to carry it~ -proper load . of imagination and thought. The second term is concer!led w~th various kinds of translation from important texts -m which important things are being said and the grammar of the Ianguage is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic variations to abstra~t and conci~e -formulation of logical .content. The last term m each year is devoted to the writing of grammatical, rhetorical, and logical commentaries on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external P?Ssession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized· strategy. The effects are in sustained powers of imagination and therefore in -increased attention and powers of analytic thought. These tutorials meet in small classes, not over ten in a class, so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. CATALOGUE OF ST. JOHN'S COLLEGE '· ' , 31 many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if ii were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used· to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. Again the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties .on the operational level may have special remedial laboratory exercises prescribed for him. Thus hand-minded boys may discover the liberal dimensions of their skills. The Seminar The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing its most powerful practical and theore'tical extension. In view of our present scientific and inqustrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors cir leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, almost all of which are read in the first year,' set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. 3 �32 CATALOGUE OF ST. JOHN'S COLLEGE Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a · subject, and discussion starts where they leave off, following the argument where· it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and a.nswer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the l~vels of .language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. The seminars meet twice a week for two hours as the books are being read. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and· concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments rin other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler .of the University of Chicago, Mark. Van Doren of Columbia, and Edward Kasner of Columbia. Members of the College faculty give th,e rest, no singl<;! lecturer ' giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic CATALOGUE OF ST. JOHN'S COLLEGE 33 skill and sensitivity which are dulled and killed by the forced practice of the ordinary university class-room. Long preparation is ne.eded to free it from sophistry and empty personal rhetoric. Our lectures are not always succe,ssful, but when they are successful they might be given and· understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. The Laboratory The scientific laboratory is perhaps the most unique institution in the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that. Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of ·our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to take specialists in the sciences, to re'educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory is primarily in charge of an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-med)cal course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are math~matical constructions, the instruments and techniques of measurement, repetition of crucial experim~nts, and the combination of scientific findings in concrete problems. �35 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for ten minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are recorded in these don rags, but they are not the center of interest, as is shown by the fact that the student is invited to report on himself or to inquire about his case. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of June. The annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. 34 THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the stu_dents. of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the ,first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. There is a calendar for the four years divided according to subject matters and stages of learning; there is a calendar for the year, there is a calendar for the term and for the week. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first two years; in the last two , years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen -or twenty hours per week are spent in regular classes. The rest of the time is spent .in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. · The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the combination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. �I CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The faculty at St. John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves five or six learners. First in the learning line come the author-teachers, the writers of the great books, who are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: This represents the first line of research. The second line of research consists in the constant reinterpretation of the book list which occurs as an immediate by-product of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria: ~or members of the previous faculty at St. John's,,experience m teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanding of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them will be taken on as teaching assistants as soon as they are ready. 36 Hippocrates: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Gilbert: On the Magnet The following books have been translated for the first time into English by members of the faculty: Ptolemy: Almagest Copernicus: Concerning Revolutions Augustine: Concerning Music Bonaventura: Reduction of the Arts to Theology Kepler: Epitome of Astronomy 37 �38 ·CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE I. LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey. lEschylus: Oresteia. Herodotus: History. Sophocles: (Edipus Rex. Hippocrates: Selections. Euripides: Medea and Electra. Thucydides: History of the Peloponnesian Wars. Aristophanes: Frogs, Clouds, Birds. ' Aristarchus: On the Distances of the Sun and Moon. Plato: Dialogues. Aristotle: Organon, Poetics, Physics, Politics. Archimedes: Works. · Euclid: Elements. Apollonius: Conics. Lucian: True History. Plutarch: Lives. Lucretius: On the Nature of Things. Nicomachus: Introduction to Arithmetic. Ptolemy: Almagest. Cicero: De Officiis. Virgil: JEneid. Tacitus: Histories. The Bible. Galen: On the Natural Faculties. Plotinus: Enneads. Justinian: Institutes. Augustine: Confessions, De Musica, De M agistro. Scotus Erigena: De Divisione N aturae. Song of Roland. Saga of Burnt Nial. Grosseteste: De Luce. Bonaventura: On the Reduction of the Arts to Theology. Thomas Aquinas: On Being and Essence, Summa Theologica. Dante: Divine Comedy. Nicholas of Cusa: De Docta Ignorantia. Chaucer: Canterbury Tales. Villon: Le Grand Testament. Leonardo: Note Books. Erasmus: Colloquies. Rabelais: Gargantua. Copernicus: De Revolutionibus. Machiavelli: The Prince. Calvin: Institutes. Gilbert: On the Magnet. Harvey: On the Motion of the Heart. Kepler: Epitome of Astronomy. Galileo: Two New Scitmces. Descartes: Geometry. Francis Bacon: Novum Organum. Montaigne: Essays. Cervantes: Don Quixote. Shakespeare: Hamlet, King Lear. Grotius: The Law of War and Peace. Hobbes: Leviathan. Corneille: Le Cid. Milton: Paradise Lost. Pascal: Pensees. Moliere: Tartuffe. Racine: Phedre. Spinoza: Ethics. Leibniz: Mathematical Papers. Newton: Principia. Boyle: Skeptical Chymist. Montesquieu: The S.pirit of the Laws. Swift: Gullivet's Travels. Locke: Essay Concerning Human Understanding. Huyghens: Treatise on Light. Voltaire: Candide. Fielding: Tom Jones. Rousseau: Social Contract. Adam Smith: Wealth of Nations. Hume: Treatise of Humari- Nature. Gibbon: Decline and Fall of the Roman Empire. Constitution of the United States. Federalist Papers. Kant: Critique of Pure Reason. Lavoisier: Elements of Chemistry. Goethe: Faust. Hegel: Science of Logic. Schopenhauer: The World as Will and Idea. Bentham: Principles of Morals and of Legislation. Malthus: Essay on the Principles of Population. Mill: System of Logic. Marx: Capital. Balzac: Pere Goriot. Thackeray: Vanity Fair. Dickens: Dq:vid Copperfield. Flaubert: Madame Bovary. Dostoevski: Crime and Punishment. Tolstoi: War and Peace. Zola: Experimental N.ovel. [bsen: A Doll's House. Dalton: A New System of Chemical Philosophy. Clifford: The Common Sense of the Exact Sciences. Fourier: Mathematical Analysis of Heat. Faraday: Experimental Researches into Electricity. Peacock: Algebra. Lobachevski: Theory of Parallels. Darwin: Origin of Species. Mendel: Papers. · Bernard: Introduction to Experimental Medicine. Galton: Enquiries-into the Human Mind and its Faculties. Joule: Scientific Papers. Maxwell: Electricity and Magnetism. Ostwald: Selections. Boole: Laws of Thought. Hamilton: Quaternions. Riemann: The Hypotheses of Geometry. Dedekind: Essays on Numbers. Cantor: Transfinite Numbers. Virchow: Cellular Pathology. Poincare: Science and Hypothesis. Hilb.ert: Foundations of Geometry. James: Principles of Psychology. Freud: Papers on Hysteria. Russell: Principles of Mathematics. Veblen and Young: Projective Geometry. 4 39 �40 First Year Second Year Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST: JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Literature Liberal Arts Homer Plato Herodotus Aristotle Thucydides Lucretius 1Eschylus Sophocles Euripides Aristophanes Plutarch Lucian M atkematics :ind Science Euclid Hippocrates Nicomachus Aristarchus Archimedes Tacitus Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Villon Cervantes Cicero Plotinus Augustine Scotus Erigena Bonaventura Thomas Aquinas Grosseteste Nicholas of Cusa Apollonius Ptolemy Galen Leonardo Copernicus Galiled Descartes Gilbert Shakespeare Milton Rabelais Corneille Racine Moliere Erasmus Montaigne Machiavelli Pascal Montesquieu Grotius Fielding Gibbon Voltaire Swift Calvin Spinoza Francis Bacon Hobbes Locke Hume Kant Peacock Boole Kepler Harvey Newton Leibniz Boyle Huyghens Lavoisier Dalton Goethe Rousseau Adam Smith American Constitution Federalist Papers Malthus Marx Zola Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Schopenhauer Hegel Bentham Clifford Mill James Freud Poincare Hilbert Russell Fourier Hamilton Faraday Maxwell Joule Ostwald Darwin Virchow Bernard Gal ton Mepdel Cantor Dedekind Riemann Lobachevski Veblen & Young 41 III. LIST OF AUTHORS AS LIBERAL ARTISTS EXPOSITORY OF THE LIBERAL ARTS For Language and Literature For Mathematics and Science Plato Hume Euclid Boole Aristotle Kant Apollonius Cantor Augustine Bentham Grosseteste Poincare Bonaventura Mill Nicholas of Cusa Hilbert Thomas Aquinas Freud Galileo Dedekind Locke Descartes Russell Peacock EXEMPLARY MODELS In Language and Literature Homer 1Eschylus Herodotus Thucydides Aristophanes Plutarch Scotus Dante F. Bacon Pascal Cervantes Shakespeare Milton Fielding Calvin Rousseau Adam Smith Gibbon Marx Flaubert Dostoevski Tolstoi James In Mathematics and Science Nicomachus Dalton Aristarchus Darwin Galen Bernard Ptolemy Faraday Copernicus Joule Kepler Maxwell Huyghens Hamilton Newton Riemann Leibniz Lobachevski Fourier Veblen & Lavoisier Young MATERIALS FOR ANALYSIS AND PRACTICE In Language and Literature In Mathematics and Science Sophocles Moliere Hippocrates Boyle Euripides Corneille Lucretius Qifford Lucian Spinoza Archimedes Ostwald Virgil Racine Leonardo Galton Cicero Mendel. Hobbes Harvey The Bible Swilt Gilbert Virchow Tacitus Voltaire Justinian Malthus Plotinus Hegel Saga of Burnt Njal Schopenhauer Song of Roland Goethe Villon Balzac Chaucer Zola Machiavelli Thackeray Erasmus Dickens Montaigne Ibsen Montesquieu American Rabelais Constitution Grotius Federalist Papers �42 CATALOGUE OF ST. JOHN'S COLLEGE ADMISSION Obviously this program of studies implies certain changes in the present standards for admission. New standards should encourage a change in preparation. At present we can advise prospective students that they should have as much good elementary training in languages, mathematics, history, and science as they can get by selection of secondary-school subjects. Eventually we shall be able to state more explicitly our own standards for admission. For the present we are using the regular standards and rules for admission to other colleges. Application for Admission Application for admission should be filed by every candidate as early as possible in the year in which he hopes to enter. On the application forms, supplied by the Registrar upon request, the candidate should furnish the names of the schools he has attended, and the names of persons who can submit testimonials concerning his character. It is customary for the Registrar to write directly to the principal of each school for a recommendation of the student and a transcript of the student's record. The Registrar writes also to the other persons who can certify to the applicant's character and personality. As soon as all credentials have been secured the candidate's record is considered and appraised; and as promptly as possible thereafter the applicant is notified of the action taken concerning his admission. Since considerable time may be spent in securing the proper credentials, it is desirable that application blanks, fully filled in, should be filed early, preferably before June first. There is a matriculation fee of fifteen dollars, payable at the time of admission. For information about this and other fees, see page 52. Requirements for Admission The general requirement for admission is the standard fouryear high-school course, or its equivalent. More specifically, the requirement calls for ( 1) the recommendation of the school 43 �44 CATALOGUE OF ST. JOHN'S COLLEGE principal or headmaster, and (2) fifteen units of acceptable work of ,,,econdary-school level. A unit of entrance credit in any subject except English represents four or five school periods of work a week for approximately thirty-six weeks; in other words, a full year's work in a secondary school. In English a unit is more than a full year's work, four years of work being valued as three entrance units. For a list of the subjects and units specifically required see "Subjects Which May be Offered for Admission." ' Admission by Certificate Graduates of accredited high schools, private schools academies, and preparatory schools are admitted without e~amina­ tion if the transcripts of their records cover fully the fifteen units required for admission and they have the recommendations of their school principals or headmasters. Admission by Examination When _there is doubt about the adequacy of an applicant's preparat10n, he may be required to take entrance examinations. Candidates who present less than fifteen units of entrance cred~t ~ill .he required to complete the conditions for regular admiss10n m good standing by taking appropriate examinations. Candidates whose previous schooling has been interrupted or irregular, candidates who desire credit for private study ~r for vocational subjects, and candidates who graduated from high school a number of years before seeking admission, may be required to take examinations. Entrance examinations may be taken in June, under the College Entrance Examination Board, at any one of the many places where the Board examinations are given in the United States and abroad; or examinations may be taken at the College in September, on the days indicated in the College C:alendar. Students who expect to take the College examinations should communicate with the Registrar who will furnish information about them. Students who ex~ect to take the examinations of the College Entrance Examination Board should make application by mail to the Secretary of that Board at 431 West 117th Street, New York City. The Registrar of the College will be glad to help any student to arrange for either kind of examination. CATALOGUE OF ST. JOHN'S COLLEGE 45 Subjects Which May Be Offered for Admission For admission in good standing a candidate must present fifteen units of college entrance credit in the subjects listed below: English: Four years of work are required. This work counts as three units of credit. Foreign Language: G~eek, Latin, French, Spanish, German. At least two years of work (two units) in a single language are required. Not more than four can be accepted in any one language; but up to a maximum of eight units may be accepted in foreign languages. Mathematics: In algebra one and one-half years of work (one and one-half units) are required. An additional half-unit of advanced algebra may be accepted. In plane geometry one year of work (one unit) is required. An additional half-unit in solid geometry may be accepted. In trigonometry no work is required but one-half unit in plane trigonometry may be accepted, and one-half unit in spherical trigonometry. Social Science: In history one year of work (one unit) is required, and as many as six units may be accepted. In civics one year of work (one-half unit) may be accepted. In "Problems of American Democracy" one year of work (one unit) may be accepted. In economics one year of work (one unit) may be accepted. . In sociology one year of work (one unit) may be accepted. Science: One year of work (one unit) may be accepted in biology, b~tany, zoology, physics, chemistry, general science, physical geography, and (in special cases) in some other science. Miscellaneous: Electives totaling not more than three and one-half years of work (three and one-half units) may be accepted from the following schedule: Subject Amount of work accepted Music ................................ A half or a whole unit. Art ................................... A half or a whole unit. Typewriting ........................... A half unit. Stenography ........................... A whole unit. Commercial Arithmetic ................. A half or a whole unit. (Machine) Design ..................... A half or a whole unit. Shopwork ............................. A half or a whole unit. Bookkeeping .......................... A whole unit. Drawing (Freehand or Mechanical) ...... A half or a whole unit or two half units. ' �46 CATALOGUE OF ST. JOHN'S COLLEGE Admission with Advanced Standing from Other Colleges Students who wish to transfer to the new St. John's program must register as freshmen for the four-year course; no advanced standing in the new program is granted for other college credits. ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the "don rag" and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and it is made and reported for the purpose of advice and planning both for the ,teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, and there is ample room within it for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentativejudgment than in the regular elective system. It is assumed that each student has the r~quired capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled college exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 47 CATALOGUE OF ST JOHN'S COLLEGE 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Three hundred hours of laboratory training; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. In semester hours as recorded in the regular elective system this amounts to: Semester Hours ~~~~~--"-~~-______...., One Year Four Years Language and Literature. . . . . . . . . . . . . . . 10 40 Mathematics and Science ............... 10 40 Lectures on the Liberal Arts. . . . . . . . . . . . 4 16 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 (-!- actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters and in methods of instruction. The Association of Americ~n Colleges maintains through its federated regional associations rating or accrediting boards. There is such a board for the Middle Atlantic States. This Board cannot put a college on the approved list until its educational product can be judged. Since there will be no graduates of the new ad- �49 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE ministration and program for another two years, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate .and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendation will always be our most effective communication with the academic and practical worlds into which our students graduate; we are only meeting them on the basis to which they have been driven by the depression on one hand and the academic disorder of the last generation on the other. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal ~ducation for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make no stipulation of specific requirements beyond high school graduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long experience in preparing students for graduate work in these schools, and we have made a study of the maximum in the natural sciences. The curriculum represents on its science side the result& of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hours required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. 48 RESIDENCE St. John's College is situated on the edge of the seventeenthcentury seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men in St. John's College. A certain number of retired naval officers and men of business live in estates in Anne Arundel County surrounding the town. About half of the student body at St. John's comes from the Delmarva Peninsula, from Southern Maryland, from Baltimore, and from Western Maryland. The rest of the student body comes from eighteen other States. The College has ten buildings on a tract of thirty-five acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the college. These five buildings are now furnished as residence halls for students on a plan for �50 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE small unit college communities, each with a small-scale unit for student government, within the common life of the College. Student morals are a matter for concern in any scheme of liberal education, since intellectual habits depend upon justice, peace, and order as much as on a curriculum. The guiding prir~ciple in this training is the delegation of authority and freedom to the degree that students will recognize and accept the corresponding responsibilities. A college is an ideal community in which this progressive moral education can occur. It is assumed that each student will conduct himself as a gentleman and responsible member of the community. It is . assumed that each student organization will conduct its affairs as an integral part of the community. The general co-ordinating oversight of students, their common life, and their activities is delegated to the Student Council, whose members are elected by the student body. Any student who is unable or unwilling to abide by the regulations of the College may be asked by the administration to withdraw from the College at any time. All students not living at home are required to live in the College buildings and to take their meals in the College Dining Hall. Each dormitory room is provided with the necessary furniture, including a single bed with mattress and pillow, a chest of drawers, a study table, and chairs. Towels, bed linen, and blankets are ~o be supplied by the student, as are also such decorations ..as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective room-mate and his own good taste in planning room decoration. Old students should apply for rooms before they leave for the summer vacation. Application blariks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to thein tentatively as soon as their applications for admission have been accepted and their matriculation fee, of fifteen dollars has been paid. They should indicate in their applications for admission the names of any other stµdents with whom they would prefer to live. Assignment of new students to rooms is subject to change 51 after they arrive at College. As far as possible new students will be assigned to single rooms in the dormitories. Ro~ms in the dor~ito!ies ~ay not be occupied during any vacation. The dormitories will be open for occupancy from noon of the second day before the opening of College in September. The College maintains the care of the dormitories. There are stu~ent dorm~to~ managers whose duty it is to report complamts, to mamtam order and cleanliness and to enforce the following regulations concerning breakage' and damage to College property: I I Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student who occupies a room in a dormitory must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to· College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occ~pant or occupants, any dormitory room whose wall, cetlmg, or floor has been seriously · damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. THE DINING HALL The Dining ~all .is maint~ined by t~e Manager of the Dining f!all an~ Dormi~ories .. Special attent10n is given to a balanced di~t, an mterestmg variety of menus and reasonable cost. The Dinir_ig Halli~ closed. wh~n the Coll:ge is not in session, except for smgle holidays; it will be open from noon of the second d~y before the opening of College in September; only breakfast will be served on the morning of the first day of the Christmas recess, and o?ly supper will be .sei:ved on the day just preceding the resumption. Qf classes; a similar schedule will be observed before and after the Spring recess. I "J �53 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE INFIRMARY SERVICE 52 The fixed charges for attendance at St. John's are listed below. In figuring the budget for the academic year each student should include such additional items as books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $30.00 per year. A fully equipped Infirmary is maintained at the College. Ii is in charge of the College Physician, a trained nurse, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infirmary until discharged by the College Phys1c1an. The College Physician makes a daily report to the Dean. FEES COLLEGE FINANCES Few who pay college fees realize the actual cost of the educational services to which they are contributing; it is important that they know some of the facts. . Over a period of several decades the cost per student per year in American colleges has been rising; the average cost is now something over $1000 pei student per year .. St. John's runs slightly over that average at present but will continue to aim at this economical figure. What is true of colleges in general is true of St. John's: student fees cover only a portion of the actual cost; the remainder is made up partly by an appropriation from the State of Maryland, partly by income from endowment funds, and gifts. , Ideally, those who can should pay the full cost of their education, so that those who cannot may have the full advantage of the State appropriation and the income from endowment and gifts. The current practice is an approach to this ideal scheme. A standard fee is fixed at some figure below the actual cost. This is paid by all students. Students who are not able to pay in full from their own funds apply for scholarships or other forms of aid that involve work performed for the College. The College distributes its funds available for this purpose with due regard for the abilities and actual performances of the needy students. .. ' FIXED CHARGES Matriculation Fee For each new student a matriculation fee of $15.00 is payable to the College at the time of application for admission. This fee covers the expense of admitting and enrolling the student. Admission is not complete, and no dormitory room can be assigned or reserved, until it is paid. This amount is credited on the charge for tuition, but is not refunded if the candidate withdraws. Annual Fees For students entering the College in 1939 the total fixed charges for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . $400.00 Board and Room. . . . . . . . . . . . . . . . . . . . 400.00 Total .......................... $800.00 These fees are payable in two installments, $400.00 on registration in September and $400.00 on February 1. At each payment period, students must secure a Treasurer's card, showing that fees have been paid or suitable arrangements made, in order to be admitted to classes, dormitories, the dining hall, the library, the gymnasium, or the infirmary. Payment of Bills' Bills for College fees are presented directly to the student, and the student assumes responsibility for their prompt payment. In the case of tuition, board and room fees unpaid after 3 :00 P. M. of the fifth' day after the due date a fee of $5.00 is added. Caution Money Each student must make a deposit of ten dollars with the Treasurer on registration, subject to charges for laboratory �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE breakage and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Rules Governing These Awards 54 55 1. These scholarships shall be awarded annually by the Faculty on the recommendation of the Committee on. Scholarships and Prizes, and the awards shall be announced in September at the formal opening of College. 2. Either, or both, of these scholarships may be withheld, at the discretion of the Faculty, if the scholastic averages attained, though the highest in their respective classes, are not clearly excellent. 3. In cases of ties, or near ties, the Faculty reserves the right to consider the financial needs of the candidates, and their scholarship in its broader aspects, in making these awards. 4. The Faculty also reserves the right to disqualify a candidate on evidence of other forms of serious unworthiness. 5. Students whose tuition is already provided for by other scholarships are ineligible for these awards. 6. The decisions of the Faculty are final. Graduation Fees A diploma fee of $10.00 and a fee of $2.50 for the rental of an acadeniic cap and gown will be charged to all graduating students before Commencement Day. Students who wish to arrange for academic costumes otherwise than through the College should notify the Business. Office to this effect by May first. Deferred Payment of Fees As a Participating A~sociate of The Tuition Plan, Inc., the College is prepared to extend to parents or guardians the opportunity of paying tuition and other College fees in equal monthly installments during the academic year. The additional cost is 4 per cent of the amount of the fees covered by the arrangement. Adoption of this plan is optional and intended solely as a convenience. Further details will be furnished on request. THE PHILIP A. MYERS, II, SCHOLARSHIP To be awarded annually in tuition, the income of ten thousand dollars, the gift of Philip A. Myers, II. THE CLIFTON C. RoEHLE SCHOLARSHIP SCHOLARSHIPS AND STUDENT AID To be awarded annually in tuition, the income of six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clinton C. Roehle. Through scholarships, assistantships, student service, and prizes, a limited number of deserving students may be aided somewhat in meeting their college expenses. All students hold scholarships and other forms of student aid only on condition of maintaining good academic standing. THE FRIEDRICH JoNATHAN VON ScHWERDTNER SCHOLARSHIP To be awarded, in tuition, to some deserving student, the income of fifteen hundred dollars, offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. SCHOLARSHIPS AWARDED BY THE COLLEGE MERIT SCHOLARSHIPS To that student of St. John's College who in his Freshman year has maintained the highest academic standing, a scholarship providing free tuition for the following year. To that student of St. John's College who in his Sophomore year has maintained the highest academic standing, a scholarship providing free tuition for the following year. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of thirty dollars to be applied to the cost of tuition. s f'' �56 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE COLLEGE SCHOLARSHIPS Candidates for these scholarships, residing in Allegany, Anne Arundel Dorchester, Kent, Queen Anne's, or Washington Countie~ or Baltimore City, should apply to the Registrar of the Coll:ge for information regarding the competitive examination·· candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for laboratory fees, breakage fees, or caution money. A limited number of full scholarships covering all college fees are offered each year to deserving and needy students. A limited number of tuition scholarships covering only tuition are offered each year to deserving and needy students. These College Scholarships are available to both old and new students. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and schofarship and of established Confederate lineage. This scholarship covers tuition, board, and room rent, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIPS OF THE COLONIAL DAMES OF AMERICA In 1938-39, the Colonial Dames of America had the following scholarships at St. John's College: ' 1. A $150 scholarship given by the Paris Chapter. Awarded to Lawrence Hilgeman, Jr. 2. A $250 scholarship given by Mr. and Mrs. Arthur W. Butler in memory of their son, Arthur Butler, Jr. Awarded to Edward Willis Hearn. Applicants for these scholarships are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Application should be made to the Chairman of the Scholarship Committee of the Colonial·Dames of America: Mrs. Walter W. Price, 1 West 72nd Street, New York City. MARYLAND STATE SCHOLARSHIPS SENATORIAL SCHOLARSHIPS To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a "senat~orial scholarship"-providing free tuition, board, and room rentis given every four years. ·•· 57 TUITION SCHOLARSHIPS To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a "tuition scholarship"-providing free tuition-is given every four years. Candidates for these scholarships, residing in Allegany, Anne Arundel Dorchester, Kent, Queen Anne's, or Washington Countie~' . or Baltimore City, should apply to the Registrar of .. . the College for information regarding the compet1t1ve examination· candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for any fees other than regular tuition. STUDENT SERVICE A few upperclassmen are employed by the College each year in various positions. The stipend varies according to the type of service and the amount of time spent at work. The character and academic record of the applicant, as well as his financial need are considered by the committee making the appointmen;s. Application blanks may be obtained from the Registrar and should be filled out as completely as possible so that justice may be done in the individual case relative to other applications. The following types of service are regularly open: Laboratory Assistant Infirmary Assistant Library Assistant Gymnasium Assistant Waiter in the Dining Hall Student Dormitory Manager Athletic Scholarship �58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The National Youth Administration makes a yearly grant to the College. This is used to pay an hourly wage to students of good character and need, for irregular and occasional ~erv:ice · to the secretarial and manual work of the College. Apphcat10n for such work should be made on the regular student aid blanks which may be obtained from the Registrar. The students maintain an Employment Bureau which keeps a record of remunerative positions in Annapolis and canvasses the prospects for positions for students after graduation and during vacation. All students hold scholarships and other forms of student aid only on condition of maintaining good academic standing. directly prepared students for life after graduation. . Thus, extra-curricular activities fully exploited two fundamentals of the elective system, the election of courses, and utilitarian learning by practice. Student ac.tivities were gradually . a~­ sorbed into the curriculum and became the most charactenst1c parts of the elective system. The · stud~nt . activities whic? are still extra-curricular are so by convention, for there is no real distinction between electing study courses and e,lecting activities. The principle of free election is a valid one, and any sound educational plan must recognize it. The reorganization of the curriculum at St. John's includes the elective system where it operates to the greatest advantage, in extra-curricular activities. The educational problems of a college extend much beyond the class room. Al liberal arts college is functioning at high efficiency only when formal instruction is the center of a vital community. If the curricular core does not generate energies which are effective outside the context of formal instruction, it is probably dead. On the other hand, if the opportunities to apply these energies do not exist, whatever learning may be stimulated by the curriculum will be kill~d or wastefully dissipated. It is as necessary to make the connection between ' class room and club as between lecture and laboratory; and the connections are strikingly similar. The college community with its subsidiary organizations is an excellent laboratory. in which to test the curriculum, and the knowledge gained from making a test often throws light on shadows in the formal instructional pattern. Teachers, books, and laboratories are merely educational instruments, and their function is to make it possible for the student to learn. In the class room these instruments are used as stimuli to initiate and encourage the whole complex learning process, but they are specialized instruments creating and operating in a specialized environment. It is neither desirable nor possible to extend these special conditions to include more than formal instruction, but learning does not stop as the bell rings to end the class period. If the college community is alive, it assumes the instructional task of supplying the stimuli in a more general context than the class room can provide. And if the college community is unified, there are no gaps in SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS SCHOLARSHIPS IN ENGINEERING Three scholarships· in engineering are offered at the Johns Hopkins University to graduates of St. John's College. These scholarships are awarded by the ~acuity Committee · on Scholarships and Student Aid.. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole; , Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. ACTIVITIES As the elective system developed during the past century, extra-curricular activities came to have an increasingly significant place in colleges. Students learned that the principle of election was most operable in the sphere of student activities. Dramatic societies, newspapers, magazines, music, athletics, student government, and political clubs of all kinds were invitations for the students to practice what they chose, and ~to choose what they would practise. Because they were modelled upon the activities of the practical world, student activities 59 �,, ~~~~~~~~~~~~~~, ! CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE instruction between the most technical tutorial and the most general problem in student government. · As the student walks away from the class room, he should only be gradually changing the context of his learning, not discontinuing it until the next class meeting. And as in formal instruction, there are stimuli to learning in the college community itself, in the students and in student organizations. It is the purpose of extra-curricular activities to organize this co-operative teaching which students do, and to canalize the interests of the students into self-instruction. There are three organizations at St. John's specifically designed to pick up the immediate interests generated by but not satisfied by the formal instruction. The Law Club, the Science Club, and the Theology Club are groups of students and faculty members interested in a more elaborate exploration into the professions; for law, science, and theology, rega·rdless of the ways they have been interpreted by different cultures, are both historically and intellectually the matrices from which the professions in any age are drawn. The clubs meet in seminar fashion, with a paper reporting special research by a student or instructor serving as the center of discussion. The second line of extra-curricular instruction includes the activities most widely participated in by the members of a vital community, the activities which breed and feed a significant social life. At St. John's they are organized between two poles, music and athletics, which operate as. extremes among the artistic activities. The Glee Club, the Chamber Music Ensemble, the Madrigal Singers, and the Student Music Discussion Group are under the direction of a skilled musician. The Reverdy Johnson House on the campus is entirely given over to musical activities, and has a well stocked library of recordings available to members of the College. Instruction in both composition and performance is provided for students. A series of concerts of the kinds of music not often available on the radio or recordings will be initiated in 1939-1940 and tickets will be offered to students at special rates. Begi~rting in 1939-1940, athletics will be on an intra-mural basis. Excellence of performance in a wide variety of sports including sailing, fencing, tennis, handball, squash, swimming, baseball, basketball, and track will be the instructional ideal. A gymnasium and two athletic fields are provided with the .usual equipment and there is a College boathouse with four sailing dinghies. Participation in the athletic program is required only upon prescription by the College Physician. Between these two extremes of music and athletics lies a wide range of student activities. The St. John's Collegian is a weekly student newspaper which reports and editorializes on the events in the community. The St. John's Yearbook is a student-edited yearly publication which appeared for the first time this Spring in the form of a magazine recapitulating and interpreting the history of the College in the light of its present position. The King William Players serves as a center for the reading of drama and poetry in general, as well as for the activities of play production proper, the most recent presentation being T. S. Eliot's Murder in the Cathedral. For all these activities, there are faculty committees appointed to give expert advice and direction when needed. The third level of extra-curricular activity is student government in a most general sense. In one way, student government is the end product of all the other activities of the College, from formal instruction through athletics; in another way it controls them; It is here that the moral and intellectual ways cross in the most significant manner, for student government is the assumption by the students of the responsibility for their own welfare. Student government and student social life are merely different aspects of the same activity, and they react upon each other in a direct fashion. To support them, the College provides a complete social unit in McDowell Hall which consists of a Reading Room supplied with magazines and newspapers, a Music Room, a Coffee Shop, and a Book Shop for the use of the whole College, in addition to smaller social quarters in the residential units. A student council, now in the process of reformation, has the direct responsibility for the intelligent use of these social facilities. The College authorities can help the Council only by supplying adequate facilities. The use of these facilities is in the hands of the students. 60 J 61 �CATALOGUE OF ST. JOHN'S COLLEGE. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. REPORT OF THE PRESIDENT; SUPPLEMENT TO THE BULLETIN, by Stringfellow Barr, April, 1939. Reprints available. SOCRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BOOKS, by Mark Van Doren, The Nation, December 6, 1933. ST. JOHN'S REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM i17 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September· 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. CLASSICS OF THE WESTERN WORLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATI0N, by Scott Buchanan, The Amherst Gradu, ates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimote, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM Al.OST HERITAGE, by' George Bull, S.]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, Ju~e, _1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSI<;:S, by Philip . S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QUIET AT ST.. JOHN'S, by Francis Beirne, "Our Educational Correspondent,'' The Baltimore· Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia ~pectator, December, 1938. Reprints available. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education, January, 1939. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND,'' by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. 62 63 .j l; ., ,,. ' • ,,' I .· �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S PROGRAM, 1938-39 A list of students enrolled in the elective program at St. I ohn's is contained in special supplementary bulletin obtainable on request from the College. SECOND YEAR-CLASS OF 1941 Arthur Merriman Blackburn ................... Baltimore Paul Ringgold Comegys ....................... Millington William Wallace Grant, Jr...................... Oakland . Charles Duncan Leverich Harrison .............. New York, New York William Henry Hatfield ....................... Annapolis Thomas Landsdale Hill ........................ Baltimore Oscar Louis Lord, Jr.......................... Templeville Christian Hebble McGarry .................... East Orange, New Jersey John Otto Neustadt ..................•........ Annapolis Vernon Morse Padgett ........................ LaP!ata Henry Martyn Robert, 3d ...•................. Annapolis Herbert Brent Stallings ........................ Owings Charles Edwin Vayne ......................... Baltimore FIRST YEAR-CLASS OF 1942 John Edgar Ainsworth, Jr................•. "" •• Westminster Robert Alexander ............................ Annapolis Robert Child Allen ........................... Croome William Alexander Barr ......... , ........... ·... Proffit, Virginia Alva Eugene Basler ........................... Manchester Paul Theodore Beisser, Jr...................... Baltimore Bianco Massimo Bianchi ....................... Westhaven, Connecticut .. Robert Bofd Blackler ......................... Ric~mond, Virginia Andrew Michael Bohle ........................ Baltimore Warren Conklin Bomhardt.: ................... Baltimore Douglas Wickliffe Brashear, Jr.................. Richmond, Virginia Francis Elliott Burroughs ...................... Chaptico Thomas Banta Campbell ...................... Charlottesville, Virginia Walton Boswell Childs ........................ Baltimore Streit W. Cunningham ........................ Washington, District of Columbia William Albert Darkey, Jr...................... Cumberland Edward Francis Duggan ....................... Aberdeen Bruce Joly Edmonston ........................ Baltimore Paul Ehrlich ................................. New York, New York Robert Taylor Everett, Jr...................... Annapolis Richard Dinsmore Gill ........................ Patton, Pennsylvania J. W. Cameron Gray .......................... Annapolis Edgar Emil Heilprin .......................... East Orange, New Jersey Ernest Jean Heinmuller ........................ Easton Joseph Chrysostom Hofmann, Jr............•... Baltimore 64 65 Charles Hoyes ............................... Pittsburgh, Pennsylvania Gilbert Preston Hull, Jr..................••.... Hagerstown Walter Emory Hutson, Jr...................... Stoneleigh William Oscar Huttlinger ...................... Los Altos, California Bryce DuVal Jacobsen ......................... Towson Journet Gordon Kahn ......................... Baltimore Larry Herman Lavit .......................... Bridgeport, Connecticut Lee Marchant Mace ........................... Annapolis James Ratcliffe Murray ........................ Baltimore John Henry Mussetter, Jr...................... Germantown Hirsh Nadel ................................. Baltimore Thomas Parran, Jr............................ Washington, District of Columbia Albert Anthony Poppiti ........................ Wilmington, Delaware William Donald Rendall ....................... Eastport William Allen Ruhl, Jr......................... Baltimore Julius Blain Sherr ............................. Suffolk, Virginia Donald David Sperber ........................ Clifton, New Jersey Charles Robert Sutton ......................... Baltimore William George Thater ........................ Overlea Bernard Anthony Tuckey ..................... St. Albans, New York Alvin Chesley Wilson, Jr....................... Baltimore SUMMARY OF ENROLLMENT Second Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Total in St. John's Program.............................................. 59 Elective Program (Seniors, Juniors, Sophomores)........................... 69 Total in college ................................................. 128 �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absence, excuses for. . . . . . . . . . . . . . 46f Academic Standing ............ 35, 46 Activities . . . . . . . . . . . . . . . . . . . . . . 58££ Athletics ...................... 60 Clubs ......................... 60 Dramatics . . . .. .. .. . . . . . ... . . . . . 61 Music .......•................. 60 Publications ............... .. 58, 61 Student Col!ncil ............. 50, 61 Administration .. .. . . . . .. .. . . . . . . . 7 Admission . . . . . . . . . . . . . . . . . . . . . . 43££ Application . . . . . . . . . . . . . . . . . . . . 43 Requirements .. . .. . .. . . . . . .. . . 43f Cer#ficate ...........•......... 44 Examinations . . . . . . . . . . . . . . . . . . 44 Advanced standing . . . . . . . . . . . . . 46 Advanced Standing . . . .. . . . . . .. . . 46 Aid, student . . . . . . . . . . . . . . . . . . . . . 57 Applications Admission . . . . . . . . . . . . . . . . . . . . . 43 Student Aid ................ . 57, 58 Rooms ........................ 50 Scholarships . • . . . • • . . • • • • • • . • • 54ff Articles, magazines, on St. John's ... 62 Athletics . . . . . . . . . . . . .. . . . . . . . . . . . 60 Attendance Church ........................ 14 Classes ........................ 46 College exercises . . . . .. .. .. • . .. . 46 Board of Visitors and Governors .. . 5, 6 Books, list of great ........ 23, 27££, 37 Chronological . . . . . . . . . . . . . . . . . . 38 By years . . . . . . . . . . . . . . . . . . . . . . 40, In liberal arts. . . . . . .. . .. . . . . . . . 41 By subject matters .............. 42 Calendar, College .............. .4, 34 Campus ....... ·. . . . . . . . . . . . . . . . . . 49 Caution Money ............... 51, 53 Charges, fixed .. . .. . .. . . . . . . .. . .. 53 Charter of College. . .. . . .. . . . . .. . . 14 Of King William's School. . . . . . . . 15 Classics, new definition of. ..... 23££, 37 Clubs, College. .. .. .. .. . . . . .. .. . . . 60 College Calendar .............. .4, 34 Collegian . . . . . . . . . . . . . . . . . . . . . . . . 61 Credits · Entrance . . . . . . . . . . . . . . . . . . . . . . 45 Semester hours .......... ; . . . . . 47 For entrance to graduate schools .. 48 Transfer of . . . . . . . . . . . . . . . . . . . . 46 Cun;iculum Elective system . . . . . . . . . . . . . . . 21££ St. John's 1835 ................. 16 St. John's 1868 ................. 17 St. John's 1886-1923, block elective ......................... 18 St. John's '1923-37, open elective, 18, 27 Degree Requirements . . . . . . . . . . . . . 47 Dining Hall ...................... 51 Discipline . . . . . . . . . . . . . . . . . . . . . . . 50 Distribution, of students, geographic. 49 "Don Rags" ................. . 35, 46 Dramatics . . . . . . . . . . . . . . . . . . . . . . . 61 Elective Program ....... 2, 18, 2lff, 27 Engineering Scholarships at Johns Hopkins .. , . . . . . . . . . . . . . . . . . . 58 English, admission requirements. . . . 45 Enrollment . . . . . . . . . . . . . . . . . . . . . . 64 Summary ...................... 65 Entrance Examinations ........ .4, 44 Essays .......................... 35 Examinations Entrance ..... 1• • • • • • • • • • • • • • • • 4, 44 Oral .......................... 34f Written ....................... 35 Annual ...................•. .4, 35 State scholarship ................ 57 Excuses, for absence .......... ~ ... 46f Expenses . . . . . . . . . . . . . . . . . . . . . . . 52££ Faculty List . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Author teachers ............. 23, 3-6 Tutors . . . . . . . . . . . . . . . . . . . . . . . . 8 Fellows . . . . . . . . . . . . . . . . . . . . . . .. . 8 Research . . . . . . . . . . . . . . . . . . . . 3SH Re-education of .............. 35ff Appointments ....... ; .......... 37 Fees College finance . . . . . . . . . . . . . . . . . 52 Matriculation . . . . . . . . . . . . . . . . . . 53 Annual .................. ·...... 53 Tuition ....................... 53 Board and Room. . . . . . . . . . . . . . . 53 Payments • . . . . . . . . . . . . . . . . . . . . 53 Deferred· payment ............ , . 54 Caution money· . . . . . . . . . . . . . . . . 53 Graduation . . . . . . . . . . . . . . . . . . . . 54 With scholarships . . . . . . . . . . . . . . . 57 66 Foreign Language Admission requirements . . . . . . . . . 45 See Greek, Latin, French, German French .................... 29, 30, 45 Freshmen, list of .................. '64 Geographic Distribution, students. . 49 Grades .......................... 35 German ................... 29, 30, 45 Graduate Schools, preparation for. . 48 Greek ........................ 29, 30 History Of College . . . . . . . . . . . . . . . . . . . . . 13 Chronological order of classics .. 29, 38 In St. John's Program ........ 29, 42 Hygiene ...................... 52, 61 Infirmary Service . . . . . . . . . . . . . . . . . 52 Instruction Methods in St. John's Program ................. 27ff, 58 King William's School .......... 13, 15 Laboratory ................... 29, 33 Language, reasons for instruction in ......................... 29f Requirements . . . . . . . . . . . . . . . . . . 47 Tutorials . . . . . . . . . . . . . . . . . . . . . . 29 Classics in Language and Literature ....................... 40ff Latin .................. 29, 30, 45, 47 Law School, preparation ........ .48, 60 Lectures, formal ............... 29, 32 Liberal Arts and Sciences, 19ff, 22, 26, 41 List of Great Books, Classics ...•... 38ff List of Students. . . . . . . . . . . . . . . . . . 64 Literature, Language and ... .40, 41, 42 Location of College ............... 49 Marine Biology .. . . . . . . .. . . . . . . . . 58 Marks .......................... 35 Mathematics, reasons for instruction in .......................... 30 Admission requirements .. , . . . . . . 45 Requirements . . . .. . . . . . . . . . . . . . 47 Tutorials . . . . . . . . . . . . . . . . . . . . . . 29 List of Mathematical Classics. . . 38££ Matriculation Fee ................ 53 Medical Schools, preparation .... .49, 60 Music ........................... 60 · Natural Science ............... 42, 60 Occupancy of Dormitory Rooms. . . . 51 Officers of Administration . . . . . . . . . . 7 Philosophy . . . . . . . . . . . . . . . . . . . . . . 42 Physics .......................... 42 Political Science . . . . . . . .. . . . . . . . . . 42 Preparation For admission . . . • . . . . . . . . . . . . . . 43 For graduate schools. . . . . . . . . . . 48£ For life . • . . . . . . . . . . . . . . . . . . . . 19ff 67 President Former ....................... 13f Present . . . . . . . . . . . . . . . . . . . . . . . 7 Emeriti ....................... 12 Probation . . . . . . . . . . . . . . . . . . . . . . . 46 Promotion . . . . . . . . . . . . . . . . . . . . . . . 46 Reading Parties . . . . . . . . . . . . . . . . . . 35 Registration ................... 4, 43ff Regulations Admission . .. .. .. . . .. . .. .. .. .. 43ff Academic Standing . . . . . . . . . . . . . 46 Attendance ....... ·. . . . . . . . . . . . . 46 Degree Requirements . . . . . . . . . . . 47 Residence .. . . . . . .. . . .. .. . . . . . . 49 Religion Non-denominational ...... 13, 14, 60 Reports .....................•... 35 Requirements Admission .................... , 45 Attendance . . . . . . . . . . . . . . . . . . . . 46 Graduation . . . . . . . . . . . . . . . . . . . . 47 Languages ..................... 47 Mathematics . . . . . . . . . . . . . . . . . . . 47 Familiarity with Great Books. . . . 47 Residence . . . . . . . . . . • . . . . . . . . . . 50 Research . . . . . . . . . . . . . . . . . . . . . . . 35££ Residence . . . . . . . . . . . . . . . . . . . . . . . 49£ Rooms .......................... 50 For new students. . . . . . . . . . . . . . • 50 For old students. . . . . .. . .. . . . . . • 50 Furnishing . . . . . . . . . . . . . . • . . . . . 50 Occupancy .................... 51 Caution money ............... 51 Schedules Weekly ....................... 34 Term ........................ 4, 35 Years .................. .4, 29, 35 Payment of fees. . . .. . .. • . . . . . . . 53 Scholarships . . . . . . . . . . . . . . . . . . . . 54ff College . . . . .. . .. .. .. .. .. .. . 54, 56 State ......................... 56 Patriotic Societies . . . . . . . . . . . . . • 56 Athletic ....................... 57 At other ins titu tions . . . . . . . . . . . . . 58 Science Admission requirements . . . . . . . . . 45 In modern :world. . . .. . .. . . . . . . 26ff In St. John's Program ...... 26f, 40ff Laboratory .................... 26 Liberal .....................•.. 26 Classics in science ........ 40, 41, 42 Seminars ...................... 29, 31 Semester-Hour Credits Equivalent . . . . . . . . . . . . . . . . . . . . 47 Social Sciences ................ 27, 42 �---- 68 ---- ----- CATALOGUE OF ST. JOHN'S COLLEGE Sophomores, list of. . . . . . . . .. . . . . . . 64 Staff, administration . . . . . . . . . . . . . 7 faculty . . . . . . . . . . . . . . . . . . . . . . 8 medical . . . . . . . . . . . . . . . . . . . . . 52 Standing, academic ............. 35, 46 Student Activities Music ......................... 60 Clubs ......................... 60 Elective ..................... 58ff Student Council ............. 50, 61 Publications ................. 58, 61 Athletics . . . . . . . . . . . . . . . . . . . . . . 60 Dramatics ..................... 61 Student Aid ..................... Students List of ........................ Geographical distribution of ...... Theological Schools, preparation . .48, Transfer of credits ............ .46, Tuition ......................... Tuition Plan, Inc.. . . . . . . . . . . . . . . . . Tutorials Mathematics ................... Language . . . . . . . . . . . . . . . . . . . . . . Vacations ..................... .4, Year Book . . . . . . . . . . . . . . . . . . . . . . 57 64 49 60 48 53 54 29 29 35 61 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1938-1939 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 68 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1938-1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-07 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1938-1939 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8dae82fba0e7f6ce26cec1abf9238b40.pdf 4e8afb6083812bdb4828a6acb99021ef Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_9_22 Title A name given to the resource St. John's Collegian, September 22, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-09-22 Description An account of the resource Vol. LV, No. 1 of the St. John's Collegian. Published on September 22, 1939. 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/a53548e3534c703fdbe5666635e8a23e.pdf 1b97deb8e6afa444ee9979a217caa224 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_10_6 Title A name given to the resource St. John's Collegian, October 6, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-10-06 Description An account of the resource Vol. LV, No. 2 of the St. John's Collegian. Published on October 6, 1939. Creator An entity primarily responsible for making the resource Padgett, V. M. (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/1cdf0c2479a6173dadbfffbb8657d742.pdf 17a1142db3dc1f08e81705e98f688881 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_10_13 Title A name given to the resource St. John's Collegian, October 13, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-10-13 Description An account of the resource Vol. LV, No. 3 of the St. John's Collegian. Published on October 11, 1939. Creator An entity primarily responsible for making the resource Padgett, V. M. (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/54db40bb753b23ddbaaabd9e05f2d239.pdf 654002d37e73eedc372e48c731299dfb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_10_20 Title A name given to the resource St. John's Collegian, October 20, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-10-20 Description An account of the resource Vol. LV, No. 4 of the St. John's Collegian. Published on October 20, 1939. Creator An entity primarily responsible for making the resource Padgett, V. M. (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/3ba72c46e044f7953433985bcf69541f.pdf 8c4914d80289ea1a809d24b34d33d625 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_10_27 Title A name given to the resource St. John's Collegian, October 27, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-10-27 Description An account of the resource Vol. LV, No. 5 of the St. John's Collegian. Published on October 27, 1939. Creator An entity primarily responsible for making the resource Padgett, V. M. (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/076f58ef676386556d0c36a8b7bb4e5b.pdf d7d51876245cd47041df4f9a8a6f6cbf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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_1939_11_3 Title A name given to the resource St. John's Collegian, November 3, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-11-03 Description An account of the resource Vol. LV, No. 6 of the St. John's Collegian. Published on November 1, 1939. Creator An entity primarily responsible for making the resource Padgett, V. M. (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