35 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d86baf357422c67f12a97cd7f0ae7b9c.pdf 199a61f0bb51f3381570493b2f56d9ff Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1939_11_10 Title A name given to the resource St. John's Collegian, November 10, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-11-10 Description An account of the resource Vol. LV, No. 7 of the St. John's Collegian. Published on November 10, 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/58d44212621d77737c64cdbea0791e8a.pdf 2a1816788af5fcb1efbf9a2cc6447faf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1939_12_1 Title A name given to the resource St. John's Collegian, December 1, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-12-01 Description An account of the resource Vol. LV, No. 8 of the St. John's Collegian. Published on December 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/afe76fd13608d0f7f3ac3a1862c91907.pdf d8be470e525a67d9366703fc208e18d1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1939_12_8 Title A name given to the resource St. John's Collegian, December 8, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-12-08 Description An account of the resource Vol. LV, No. 9 of the St. John's Collegian. Published on December 8, 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/0cb5cc330a8ff8b147150635f8c58370.pdf 935bf8d2bb7c2b5785bd67a2d63e0291 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1939_12_15 Title A name given to the resource St. John's Collegian, December 15, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939-12-15 Description An account of the resource Vol. LV, No. 10 of the St. John's Collegian. Published on December 15, 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/09d3fcade9fd7c1765d180de51cf47c1.jpg 4a1f02bdcefcc54b2abe68eef5cac533 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0852 Title A name given to the resource Portrait of Dr. Joseph Weisskopf, St. John's College Physician Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939-1940 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Physicans. Physicians Weisskopf, Joseph Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/cbedc4414fcba9ad33d6bb05cc70d3ca.jpg 2f0d4c0dd6cb0b7105d626a9467e946e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0853 Title A name given to the resource Henry M. Robert III Plays Chess with Paul T. Beisser Jr. in The Infirmary, while Dr. Joseph Weisskopf, Nurse Hopkins and George L. McDowell Look On Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939-1940 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Students. St. John's College (Annapolis, Md.). -- Infirmary St. John's College (Annapolis, Md.). -- Physicans. Physicians St. John's College (Annapolis, Md.). -- Nurses. Nurses Robert, Henry M. III McDowell, George L. Beisser, Paul T. Jr. Weisskopf, Joseph Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/90cb280d0a507780083b72bb86f5b6e7.jpg 1a8275ee8c04e629122bdfd7f9328575 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0980 Title A name given to the resource Men's Football Game on Back Campus, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939-1940 [circa] Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0668a54da5c2198628191f5c7069f446.jpg 77c331f17dc7f4535897072eb9bcb30c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0166 Title A name given to the resource John W. Wright Seated at Desk, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939-1941 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Wright, John Winthrop Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/24c519631aa366afb9199ad891b33315.jpg 87ed6303040b0b8f9a73ae5a4763b817 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 15 x 10 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0167 Title A name given to the resource John W. Wright Seated at Desk, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939-1941 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Wright, John Winthrop Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e99ee7d531f4d92d629f0acc786fae0f.jpg db9bdb0c47a276c842a318be99e92276 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 15 x 10 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0168 Title A name given to the resource John W. Wright Seated at Desk, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939-1941 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Wright, John Winthrop Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2c347fd048bf9f0d8dd87ed02b3f6a38.jpg 2a231ea747f738f33785bffbba3eb982 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 9 x 11 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0177 Title A name given to the resource Tench Francis Tilghman Walking outside near Pinkney Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Tilghman, Tench Francis. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Honorary Alumni Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1e286eafc5f0994e3ce136b6fdbc6991.jpg 0794d89b29b677803f7e79876f15cf74 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 9 x 10.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0178 Title A name given to the resource Robert Catesby Taliaferro Walking outside near Pinkney Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Taliaferro, Robert Catesby Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/40b1f820259f07c9fda3868fc9fc3a27.jpg 7a3be410cd051e2219b767dd106b286e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 9 x 11 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0179 Title A name given to the resource George G. Leckie Walking outside near the Chase-Stone House, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Leckie, George Gaines Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bb991bce64c6fd9285d1780eebf0234c.jpg 8b0886196fa38034020424b7b9e1f6cf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0865 Title A name given to the resource Ollie H. Thompson and Other Students Playing Football on Back Campus, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939-1943 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Thompson, Ollie H. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7e19416095c3bed987e421bfae8a6ad4.jpg a7c6c706c031a283212895a32fe20c80 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 18.5 x 25 cm. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0011 Title A name given to the resource Stringfellow Barr and Scott M. Buchanan on the Steps of McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1940 Creator An entity primarily responsible for making the resource Unknown Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource St. John's College (Annapolis, Md.). -- Presidents St. John's College (Annapolis, Md.). --Deans. St. John's College (Annapolis, Md.). -- Curricula. Barr, Stringfellow, 1897-1982. Buchanan, Scott Milross, 1895-1968. Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Deans McDowell Hall Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a599ec86b2dfab8c7c5e65e088464f50.jpg c6760018c53857119707dec3c0535b8b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0198 Title A name given to the resource Albert Jaeggin with Andrew C. Sherrard in the Student Employment Bureau in Pinkney Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print Date A point or period of time associated with an event in the lifecycle of the resource 1940 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Student Employment Bureau. Pinkney Hall (St. John's College, Annapolis, MD) 1940. Jaeggin, Albert Sherrard, Andrew Cameron Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4cee1d21bdb067b67eca02b597337b83.jpg 3c6260d8d8a3b5eef8e5f8551fcdd2d4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0199 Title A name given to the resource Albert Jaeggin Ringing Bell by Student Employment Bureau, Pinkney Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print Date A point or period of time associated with an event in the lifecycle of the resource 1940 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Student Employment Bureau. Pinkney Hall (St. John's College, Annapolis, MD) 1940. Jaeggin, Albert Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Pinkney Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/967f3936b6243005e918489886aedce8.pdf b211156d58409cf42a778e41567334e9 PDF Text Text �This Year at Saint John's College �LIFE "CONVOCA TUM EST" 4 maa a.:::£ 11 c. �earbook St. John's Collegey Annapolis, Md. . Contents for Year 1940 Barr and Buchanan . Yearbooks The Tutors . . . . . . . . . . Music at St. John's 6 . . . . . 7 8 . . . . . . . . . . 10 . . 20 . . . . . . . . The Four Classes . . . . . . . . . . . . . . The Intermediate Activities The New Intramural System . . The College Community . . . . . . . . . . . 23 26 34 Editor: Charles E. Vayne; Business Manager: Paul Sachs ; Photography Editor: Henr y M. Robert, III; Associate Editors: Albert Jaeggin, N. Atwood Garis, Vernon Padgett, T. Lansdale Hill; Contributors: Francis Mason, Robert Hunter, Louis Hedeman, Thomas Parran, Jr., Joseph Hoffman, Arthur Stillings, Paul Ehrlich, J. B. Scherr. The yearbook is published by the Junior Class of St. John 's College: Stringfellow Barr, President; Scott Buchanan, Dean; Raymond Wilburn, Assistant Dean; James S. Martin, Assistant to the President ; John W. Wright, Treasurer; Seward & Monde, C. P. A.: Auditors; Miriam Strange, Registrar; Lulu V. Ebaugh, Librarian; Margaret Matthews, Assistant Librarian; Marian E. Alexander, Dietitian; Dr. Joseph Weisskopf, College Physician; Edward Lathrop, Jr., Director of Athletics. BOARD OF VISITORS AND GOVERNORS Chairman, Dr. Thomas Parran, Jr., Surgeon General U. S. Public Health Service; Vice-Chairman, Francis Pickens Miller; Secretary, Richard F. Cleveland; Dr. Amos F. Hutchins; Mr. Edwin Warfield; Mr. PaulL. Banfield; Mr. Robert 0. Bonnell; Dr. Robert M. Hutchins; Mr. Stringfellow Barr ; Mr. Clarence W . Stryker ; Mr. Colby M. Chester; Mr. Harold F. Linder ; Dr. Scott Buchanan: Mr. Beardsley Ruml ; Mr. Hervey Allen; Dr. William T French. . 5 �Stringfellovv Barr and Scott Buchanan . . . have In the past three years set up at Annapolis the only liberal arts college In the United States. This book describes what they have done; It 1s a tribute to what they are. Mr. St. in the M R. Barr and 1937 Buchanan came their John's College of the summer of to put into effect answer to one to major problems in liberal ed ucation today-the problem of how so many people can go to college for four years, become bachelors of arts, and still be uneducated. Their answer is the now famous St. Johns Program, which consists principally in the study and discussion of the works of about one hundred and seventeen authors in the W estern tradition. From the beginning one of Mr. Barr's chief functions as President of the college has been to explain the St. John's Program to the general public. He has mad e innumerable speeches to assorted Rotary clubs, chambers of commerce, groups of educators, and domestic clubs; has written magazine articles, has started and carried on a series of radio programs describing activities at the college, and in general has played the role of public spokesman for the college-a role to which his congenial and somewhat spectacular personality is well fitted. Just as important has been his work to keep the college from falling off the financial brink it has been teetering on for the past several years. Yet even though he is kept very busy performing as college politician and master of money matters, Mr. Barr still finds time to conduct a lively sophomore seminar in the New Program and to teach History 26, the most popular course in the Old Program. Perhaps his most engaging characteristic from the student point of view is the fact that he knows most of them wdl mough to address them by their firBt names. Mr. Buchanan as Dean of the college has necessarily had to concern himself with the internal affairs of the college . His main task has been to arrange the actual working structure of the curriculum, to determine the subject matter and sch ed ule of classes, to provide the order and locus in which the various parts of th e program function-in short to guide and co-ordinate the work actually done on the great books. Besides his work on the curriculum he serves as a referen ce point for disciplinary matters, and, in confer·ence with m embers of the administration, faculty, and student body, determines th e great policies on which St. John 's operates. Aside from his administra ti ve duties Mr. Buchanan acts as the leader of the Junior seminar. Even though separatel y th ey have different functions as administrative men, both 1-11r. Barr and Mr. Buchanan are essentially teachers, are working for the same end , and as a team are makin g St. John 's a liberal arts coLlege which, oddiy enough, teaches and practices the liberal arts. 6 �Yearbooks . . like colleges sometimes lose sight of the function they perform. Here 1s a discussion of what the 1940 Yearbook is about and what 1t attempts to do. place, that give them a knowable value. These forms are stated in general by the college catalogue and, accordingly, this yearbook attempts to complement the college catalogue by showing to what extent the program theoretically described tl1ere for prospective students is actually put into practice by those who are already members of the college. The contents of the 1940 Yearbook are divided into tluee m ajor parts. The first part is about the students of the college and is in turn divid ed into two parts: the first, which takes as its subject those older students with greater experience in the liberal arts who also teach, i. e., the tutors; and the second, which is about the younger students who make up the freshman, sophomore, junior and senior classes. The second m ajor division concerns itself with the elective activities known as the extra-curriculum. This section begins with a statement of the new emphasis on music at St. John's, moves through a discussion of intermediate activities such as the Collegian, the Yearbook, and the King William Players, and ends with a description of how the new intramural athletic program is operating. The third and las t major part is a single article on the St. John's community that goes into such matters as the present residential set-up, the dining hall, fraternities, dances, and tl1e community in general. This year the realization of a concept characteristic of the St. Jolm's Program has brought about a different understanding of the relation of the Yearbook to it. This concept is continuity. In elective colleges the connection between succeeding school years is pretty vague. There are carry-overs of course but they only slightly approach the strength of the ties that bind togetl1er the separate years of the all-required four year course of study at St. John's. Although the New Program school years are temporally separate, they are held together in substantial unity by a constant concern with certain persistent and universal problems of human nature, and by the power of several great intellectual currents, such as the Platonic, Aristotelian, and Christian traditions, which move through the whole of European and American thought, and are embedded in th~; book5 of the curriculum. On~; indication of thi~ Gontinuity in the N ew Program is the fact that tl1e third term exams ordinarily given in June are instead given at the beginning of school in the following September. In order to reflect tl1is continuity the 1940 Yearbook staff h as had portfolio covers made for the Yearbook. These covers are large enough to hold four issues of the Yearbook and have been made so that the separate issues can be inserted into the cover one by one as they are published. With tlus arrangem ent a student can start in his freshman year with the first issue and can add each succeeding issue to it until at tl1e end of his college career he has a single book in four volumes describing his four years at St. John's. To summarize, the 1940 Yearbook takes as its reason for being, the progressive description of this year at St. John's College, attempting with words and pictures to show what actually goes on at St. John's by describing tl1e students as students, as participants in tl1e extra-curriculum, and as m embers of the community. The present issue fits into a whole of which it is a fourth part. This yearbook obviously does not reach the degree of perfection that is possible, but the staff can say, with Editor Smith, that "We do feel we are on the right track." Jack Smith, the T HE 1940 Editorial Staff agreesin withintroduction Editor ofbook 1939 Yearbook when he says his the '39 to that most old-style college annuals fail to perform their functions as effectively as they could. Too many annual staffs have been content to accept and rehash the hackneyed formats of their predecessors, giving little thought to the nature of the job they had to do, so that their products have degenerated into what is now called the "old-style" yearbook. By "old-style" is m eant the kind of yearbook whose subject matter is chopped up into tl1e old trite departments; whose text is eitl1er a h aphazard prosaic recitation of accumulated facts and names or a sentimental recollection of "memorable" events in the collective life of the students; whose photographs freeze a bunch of formal groups into a stiff, static representation of who participated in what. Too often this kind of yearbook serves only to embalm the graduating class with smooth paper and bury it in padded covers. Two factors led last year's staff to make a radical change in the format of its book. In the .first place the staff was well aware of the defects of the kind of yearbook described above and wanted to avoid that sort of thing as much as possible. This awareness, combined with the fact that it had to produce a good book with a greatly reduced budget, caused the '39 staff to reflect upon the kind of job it had to do, forced it to look around for another way of accomplishing its purpose, and led it .finally to adopt the magazine Fortune's format as a model for its publication. As a consequence the 1939 Year book was a beautiful, well balanced book, and the wisdom of the staff's choice has been amply confirmed by the admiration and praise the book's unusual format has received from everyone who has seen it. The 1940 Yearbook staff was faced with the question of whether or not to continue the use of the Fortune format. The affirmative answer was given for several reasons. In the beginning it was decided tl1at the yearning for originality which motivates so many yearbook staffs is sometimes a good thing but that it is a false motive when it causes staffs to neglect the contents of the books and ~On\;~ntrat~ tlu;ir ~ffom armmd th~ 5hallow de5ir~ to produce something different regardless of how pointless that difference might be. With this opinion as a premise it was then decided that the Fortune format should be used again for the following reasons. First, it provides a ratio of text space to picture space just right to allow the pictures needed for sufficient illustration to correlate with tlie text at the right pace. Second, the continuous narrative style of writing serves well as a m edium to describe tl1e flow of college life as it happens. Third, the large page size and large clear type lend dignity and clarity to the book as a whole and provide a spacious harmonious atmosphere for the text and pictures to occur i.n. So, physically, this year's book is th e same as last year's. The common purpose of the 1939 and 1940 Yearbooks is to present and describe the members of the college, both as separate individuals having unique personalities and as participants in the common activities of the college as a whole. With Editor Smith, the '40 staff believes that the Yearbook should be a living thing, that it should reflect, even be, the soul of the moving, ever-cha nging bod y of the college. Yet, accompany ing this variability are certain samenesses in the nature of the college, certain matrices or categories, in which the diverse activities of college life take 7 �The Tutors . are the mean terms between the books and the students. In tutorials, semmars, and labs they form the necessary condition for understanding the works of the faculty. the unique function tutors T HE perspective that illuminates St. John 's is provided by the have in the educational set-up at interpretation, the tutor can obtain a quicker and more fundamental insight into the meaning of the text being considered. By following excerpt from the college catalogue. "The typical learn- habitually practicing these arts in the tutorial and by imposing their ing situation at St. John 's involves five or six learners. First in the methodical discipline on the students, the tutor attempts to develope learning line come the author-teachers, the writers of the great the same interpretative skill in them. The tutorial is really a group books, who are talking in most cases at the high point of their own of students working together on a text of one of the author-teachers. learning. Next comes the reading and talking teacher who is One of the students, possessing more expert interpretative faculties a member of the faculty: his stage of learning is somewhere between and therefore a greater degree of learning, is authorized by that the author and the best student. There then follow the other learning to lead the other students up to his level of understanding. Besides their primary job of conducting tutorials, the tutors students at distances proportional to their degree of understanding. " The real faculty of the college consists of the approximately have a secondary line of work as translators. A number of our one hundred and seventeen men who wrote the great books that great faculty members have not received the same attention in preSt. Johnnies study. Few colleges, if any, can boast of such illus- vious centuries that they are now receiving at St. John's. The work trious faculty members as Plato, Virgil, Thomas, Aquinas, Descartes, of some have gone out of print; others have never even been transFaraday, and Russell. All of these men have produced books lated into English. To make them available to modern Englishwhich testify to the integrity of their intellectual character by the reading students, some have been reprinted and many have been permanent position the books have found in the literature of the translated for the first time. The reprinted authors include Hippoworld. These books are the literature of the \¥estern world; they crates, Archimedes, Aristarchus, Nicomachus, Lucian, Villon, Gilare the "classics," the "great books. " They record the varied analyses bert, Dalton, and Lavoisier. Mr. Charles Wallis, the college editor, has played a rna jor role and understandings of man and the world he lives in conceived by the authors, and serve as instruments for bringing about a similar in the job of translating. He has translated into English for the first time ever the following works: Copernicus, " On the Revoluunderstanding in other men. However in many cases the books themselves are difficult to tions of the Celestial Spheres"; Kepler, "Epitome of Copernican interpret and without some extra help a student would be lost. Thus Astronomy", Books IV and V; St. Bonaventure, "On the Reducarises the need for a secondary or auxiliary faculty who serve as in- tion of the A1-ts to Theology",· Grosse teste, "On Light"; Thomas of termediaries between the books and the students. This faculty is Hereford, "On the Modes of Signifying"; and Pico della Mirandola, composed of the tutors, whose function is as the name "tutor" im- " On the Dignity of Man". In addition to this impressive list of first plies, to protect the student from misunderstanding the book being translations, Mr. Wallis has also retranslated Aristotle's "Lectures on the Science of Natures"; Porphyry's " Introduction (Isagoge )" read. Because of his greater experience in the arts of reading and BINGLEY VEDOVA KUEHNEMUND KIEFFER TILGHMAN McFARLIN F. K. BROWN SCOFIELD 8 BERJ\.TI-IARD BAYLIFF MIDGETTE ALLEMA �COMENETZ J\llARTIN LECKIE KLEIN to the "P,-edicaments" of Aristotle; and Plato's "Meno ." Mr. R. Catesby Taliaferro, tutor, has made the first English translation of Ptolemy's "Almagest", Books I through V; and St. Augustine's dialogue "Concerning Music"; he has also made the first literal translation of Apollonius' "T1'eatise on Conic Sections". Books VII to IX of Ptolemy's "Almagest" have been translated by Mr. George Bingley, tutor. Mrs. Charleen Schwartz, wife of one of the tutors, has put into English for the first time Scotus Erigena's "On the Division of Nature". Mr. George Leckie, who published translations of parts of Saint Thomas before coming to St. John's, is planning a new translation of Aristotle's "Posterior Analytics" and his "Politics" . A different sort of thing has been done by Mr. George Comenetz, math tutor, in writing three tutorial manuals to aid in the tutorial teaching of the more difficult mathematical books. These manuals are called "Real Numbe1'S and Trigonomet1-y'', u Analytic Geometry'', and " Calculus, Integral and Diffe1'ential". A book to be called "The Foundations of Am·onomy" is on the publishing list of Random House for 1941. This book will be patterned after the two-volume editions by Random House of " The Dialogues of PLato" and "The Complete Greek Drama", with which all St. John's freshmen are familiar. It will contain the complete " Almagest" of Ptolemy, edited by Mr. Taliaferro ; and the complete " On the Revolutions of tl1e Celestial Spheres" of Copernicus, and Books IV and V of Kepler's "Epitome of Coper·nican Astronomy" , both edited by Mr. Wallis. Also on the Random House publication schedule are the complete works of Descartes done into English by Mr. Jacob Klein, and a revised edition of Williamson's 1788 translation of the "Elements" of Euclid, to be edited by Mr. John Neustadt. Fourteen tutors are carrying the double burden of teaching in both the Old and New Programs. Most of them are men who have been reappointed as tutors on the present faculty from their former positions as m em - SCHWARTZ GORMAN NEUSTADT D. T. BROWN bers of pre-'37 faculty. They are still giving their elective subjects for the remaining members of the Old Program and at the same time are gradually re-educating themselves for their New Progam jobs by teaching and learning in the tutorials. The force of the transition is indicated by the fact that several great books are appearing as texts in the Old Program classes. Three new faculty members have been appointed this year. Mrs. Helen Hill Miller has become the first woman ever to teach a course at St. Johns. She is giving an Economics course that takes up contemporary economic and governmental questions, a job for which she is well qualified by her practical experience in farm and labor problems gained while working for Henry Wallace in the Department of Agriculture at Washington. Before joining the faculty, Mrs. Miller was well known at St. John's E TSENSTA E D T -PT X - Cowrtesy of LIFE ma(lo=illr. CHARLES wALLIS- Em TOR through her frequent talks to the Law and Politics club. The second new member is Mr. John Wright, the college Treasurer, who is giving a seminar course in Economics. Mr. Wright uses for his text a great book, Adam Smith's " Wealth of Nations" . The third new faculty member is Mr. David T. Brown who, with Jack Neustadt, enjoys the distinction of being both a tutor and a member of the student body. Dave, who graduated from the University of Virginia, is a freshman here this year and is tutoring Greek. Jack Neustadt is studying with the present Junior class and is also tutoring sophomore math. Their double roles are an explicit expression of the du al function of all the tutors, who, as both teachers and learners, provide the condition that allows the wisdom of the authors to illuminate the minds of the student-l earners through the great books. E ISENSTAEDT-PJX-·Co" r/cs.l" "FROM I-TOMER TO RUSSELL" of LfFE '""'rw=i"''· �The Four Classes . wnte about what they have done m their own words. How they say 1t shows what they are like. ment which they rightl y deserved as "rats'", they early objected (in principle) to running the gauntlet, and immed iately decided that when tiley received from fa ltering hands the well-worn belts, they would not initiate the new incoming class with blows, but with books and balances. They declined to participate in the traditiona l bull sessions, frowned on meaningless conversations on sex, the international situation and the Iv y League. I: ((The Newcomers-" St. last September, the C OMING to hadJohn's in their eyes. The m embers of the Freshman Class stars stars illuminated even the deepest recesses of the dormitories, where the beginners gathered of an evening to discuss in serious and dignified manner the great books. They indulged in what might be called seminars previous to their initiation into the real thing. Even those who were later to rebel against such sessions were drawn into d1is maelstrom of classical hysteria. They talked of the omnipotence of Greek before they had learned the definite article for d1e feminine gender; each day they awakened to the rosy-fingered dawn to contemplate d1e beauty bare of the assigned propositions of Euclid. After regular classes d1ey separated to read the great Book-of-the-Moment, and later assembled in small groups to delve deeply into the divine density of Homer (afterward s to be replaced by Aristotle). They were profound skeptics, questioning every detail. One couldn't talk with them and not define one's every term. Sophomores were frightened to come into tile bookstore and greet a freshman with a kind "H ello", and receive the interested reply: "What do you mean 'hello ?'" Every night they retired to their virgin couches chanting the prophecies of Mr. Walter Lippman and Miss Dorothy Thompson in the manner of a chorus by T. S. Eliot. The Freshman Class was, as a whole, the most entlmsiastic incoming group the N ew Program at St. John's had yet attracted. No one could ask too much of tl1em; what they could do was all too little, for here before them lay the accumulated wisdom of the world, which d1ey had determined would be theirs, even though sans teeth, sans eyes, sans tas te, sans every thing . They were serious and contemplative, sadly shaking their wise old heads at the amazing frivolity of the upper-classmen. Spoiled by the laxity of the trea t- Slowly they learned that the supposed lack of seriousness on tile part of the sophomores was in reality a saner and more proportionate existence than th eirs. No t only did tl1ey begin to appreciate this attitude, but they adopted it to a limited degree. Some of them at last resented, perhaps mutinously, tl1e tag of "fru strated intelligentsia", and fell into tl1 e ways of the world, much to the disgust of the remaining piously ineffective moralists. Their days of revelry were not long, how ever. Us ually a member of tl1e freshman class manages to be incarcerated in the local pokey during the first two weeks of college. With this class it was much later, but it finall y came. About this sam e time, inflamed with his new-found powers, one freshman was snuffed out in tile frigid waters of College Creek after invad ing the lu xurious sophomore apartments. This had no deterrant effect on his contemporaries, for co me Thanksgiving, they united to defy even the autl1ority of their beloved administration by inaurgurating a petition dem anding an extended holiday. The petition was accepted, considered, reconsid ered and ultimately approved by the powers that be, thereby raising the freshmen in the estimation of the upper-classmen. The reverse was not true, however, for some of the freshmen, de termined to ignore the ill-repute cast on Dr. Adler by the sophomores, viewed with alarm clocks hidden in th e Great Hall on the occasion of his first lecture, and were not amused when the clocks rang, breaking tl1e tension, at the time limit. THE BALANCES get a chance at the freshmen in an experiment on the measurement of weight. . In their activities1 the freshman class was equally surprising and inconsistent. The intra-mural system was not as revolutionary to them as had been feared, for only a few of them had had experience with inter-collegiate athletics. They took to the system like ducks to water, although som e of them were slow in coming out. The plan has met with general accord, even in so lackadaisical a residence as Rand all Hall. I11 many ways, however, Randall was tl1e ideal of the intra-mural system in that, if and when the boys played, it was for the sake of the game rather than the vaunted laurel of victory. In contrast to these boys were the tenants of Pinkney Hall, across the greensward, where so m any were desirous of victory that they entered two teams in m any of the sports. The freshmen more than met their match in competition with the upper classes, who, though outnumbered, defeated the newcomers by their longer association with th e games. On the whole, tl1e reaction of the freshmen to tl1e new program in sports was ex tremely gratifying to the administration and d1e coaching staff. Where musical passivities were concerned, tl1e freshmen showed themselves extremely acti ve. They composed the majority of IO �the audiences at the nightly recorded concerts in tl1e Great Hall, willing to listen to both the music they know and that which they had not previously heard. But this marked the limit of their passion for music. In the literary field, however, the freshmen were definitely prolific, although there was a distinct slackening tendency at the end of the college year. They came out for the Collegian, which was then in the pangs of rebirth. Their labors were largely responsible for that paper's survival. Despite innocent criticism, they feel that their work of this year will serve as a stable basis for the Collegian of the future. Early in the year there was, too, an as yet unproductive attempt to found a literary review, but the amount of work required to maintain life in the old was such as made impossible the birth of tl1e new. The literati therefore concentrated their talents on the Collegian, to the delight of tl1at publication. The King William Players' first production this year, Moliere's "Tartuffe", had Monte Bourjaily, a freshman, portraying the title role with considerable ability. "The Night of January r6th", the next play, had more members of the class in its cast. As technical assistants they were also unusually cooperative. Eighteen freshmen became members of the Cotillion Club, while a large portion of the others were by no means slack in their attendance at the dances, and were in a great measure responsible for the comparatively brilliant social season this year. An extraordinary number of the entering class had former! y attended other colleges and universities, and had a distinctly balancing influence on the others. The average age of the original class of fifty-four was twentyone years. Two boys in the class entered later than the others. Burton Armstrong was stranded in Europe and couldn't make it in time. Adrian Mayer, the Englishman, came after Christmas, and has somehow managed to amuse everyone ever since, even with his oboe. In the death of Norman Lipscomb in January the class suffered its single tragedy. His loss willlong.be felt by those who knew him. The freshman class experienced other, less severe losses, in the withdrawal of Roth, Maidat, Spencer, Eckhart, and Mairata. This is a small ratio compared to the customary resignations in other colleges. One of the divisions of those who remained was the so-called coffee-shop clique, whose pertinent and cosmopolitan observations were a source of delight to those who were in this group purely for their own amazement. The ranks of the pious ineffective moralists remained unserried. Though there are several well-defined divisions in the class, it is really impossible to put any two freshmen in the same category. Few of them came to St. John's without a knowledge of the Program, but the methods of attack varied considerably. The diverse publicity which ushered them into the college and the unhaltered publicity by which they make their first exit has not had the disastrous effects on them that might be supposed, even with the photogenity of the college campus. Some of them entered having read Joyce before Homer, Eugene O 'Neill before Aeschylus, Van Loon before Herodotus and Mother Goose before Aristotle. They know now that chronology is THE FRESHMAN CLASS II THE FRESHMEN (above) vers us Plato; (belo w) versus Glen Miller. not to be ignored. Socrates had definitely crossed the Delaware for some, while he is bridging the gap for others. They have enjoyed classifying themselves with the books tl1ey have read: the fatalists, the Platonists, the Aristotelians and the skeptics. Today they are a house divided; they shall not fall. �THE SOPHOMORE CLASS II: ccThe Group Remaining-" THE Class of 1942, forty-six strong, arrived in September, 1938, perhaps the most diverse group on the campus. Our ages ran from the middle teens to the middle twenties, and our personalities covered an even wider range. For all this diversity, and despite the fact that we carne from man y different towns and states, we soon discovered that we had much in common. \""Te were all here to stud y the New Program, and almost all of us stood in awe of the Hundred Great Books that we had h eard so much about. In addition to this we soon found ourselves united by the clash of Freshmen and Sophomores . All of Randall H all rallied to the colors and as a body ignored the "Rat-Rules" imposed upon us by the second year men. In all we made oursel ves very uncooperative, and the culmination of this was the refusal to "shoot the cannon ", as the traditional belt-swinging activity is called. Although we held out for a long time, in the end we ran the gauntlet of upper-classmen, and deep in our souls were glad that we h ad done it. As soon as these initial difficulties were ironed out, we realized th at we were deep in our school work. For m an y of us it was more than we had bargained for, but we managed to stick by it. As we went along strange n ew terms began to creep into our conversations, and even into the bull-sessions that had already become an important part of our existence. Aristotle and Plato had begun to cast their deadly spell over us, and try as we did, we could not avoid them. But do not think that our life was all spent in study and philosophical m editation : that was far from the case. W e had free time in the afternoons, and most of it was used up in playing six-ma n football in the fall, and after that was over, in playing varsity ball. Three of us m ade the varsity squad, and the res t turned to th e fal l softball league. When it was over we found ourselves on the top of the list. That w~ter we had cluee men on the basket-ball "A" squad, an d t1 1ree on tl1e "B" squad. Five of the boys engaged themselves in the royal sport of fencing, and the rest played intra-mural basket-ball. In the spring we had three on the tennis squad and five on the lacrosse squad, and a number of those who played on the varsity teams were letter men in their respective sports. In addition to the regul ar sports we took part in the spring track m ee t, and walked off with second place. Several of th e lads showed ~ o m e ability in the different events. THE E l S ENS T A EDT-PI X -Cuurtt'S)' of Ll FE '" "!1a=i 11 c. SOPHOMORES get an insight into Justinia n and Roman law by means ot 1'1I. iVIa rtin . 12 Let it not be thought, however, that our activ ities were limited to those above. Many of us were fill ed with the desire to express ourselves in a musical manner, and as a result there was a bigger and better Glee Club that year. The playing of the recorder attracted the attention of some of the boys, �and the feeble piping could be heard at all hours of the day and night. The need for some sort of social life on the week-ends was at least partially met by a group d1at called themselves the German Club. Their sole purpose in life was to give Sunday afternoon tea dances; 'though only a few were given, they were acclaimed a huge success. One of the least popular of the activities was the King William Players, but a few of the boys took part in the performance of "Murder in the Cathedral". Aside from these organized curricular and extra-curricular activities there were many other events that took place. A continual source of diversion was our feud with Pinkney Hall. This bit of campus rivalry reached a new high in a water battle that is still spoken of with respect. The hall of old Randall ran inches deep, -and the plaster in the dining hall below dropped from the· ceiling. One enterprising member of our noble group armed himself with his trusty blunderbuss and staged a counter-attack on the other dormitory. It was a bit disappointing, for he was quickly disarmed and sent back. After this episode the feud lost its old spark, and only occassionally flared up again. On the quieter side of our monastic dormitory life were several parties of a very informal nature that were given on Saturday nights; many were the brews quaffed, and many the tall tales told. In addition to these parties we attended several held by the fraternities, notably during pledge-week and again at June Week. Before our summer vacation we all went through the throes of term paper writing, and very trying days those were. The weather was warm, the town full of fair damsels, and incentive for work was at a very low ebb. Everyone despaired of ever finishing, but somehow, as the dead-line arrived, they were all completed. A mass sigh of relief was breathed, and we all turned our thoughts toward the very welcome vacation. After the three months of comparative rest and pleasure we returned to school, ready for anything. Several familiar faces were missing, and we all missed their owners, but the little group remaining brave! y faced tl1e future. Perhaps the greatest and most important thing that occupied our attentions was the advent of our final exams. The three months just past had completely purged our minds of any knowledge or even opinion of our first year's work, and it was with some interest that we took our exams. By some quirk of fate we all managed to get through, and turned our interest elsewhere. The first thing that we saw was the size of the new freshman class and the age of some of its members. We began to feel almost juvenile in comparison, but we gradually out-grew this; tl1e first step was to exert our rights as sophomores. This seemed to be a good idea until we started to apply it. We discovered that the rebellious attitude which marked our class was ae-ain in evidence, and to a much greater degree. The few rules that we set up were completely ignored, and it was only after much pleading that we were able to continue the old tradition of the cannon shooting. On Homecoming Day several of the boys distinguished themselves in various sports. " Jarrin" Joe Hofmann and "Ducky" Jacobsen walked off with the badminton doubles, and Ducky won the SOJvffi SOPHOMORES contemplate the um verse vta Mr. Vedova and Ptolemy. EISENSTAEDT-PIX- C01wt esy of LIFE ma.yaoi11c. THE SOPHOMORES ve ri fy Galilee's proposition that the path of a projectile is a parabola-almost. singles in addition. That night Ernie Heinmueller, pinch-hitting for Bill Ruhl, who was unable to fight, slugged his way through three rounds with freshman Herb Stern to win the 135 pound boxing title. It might be mentioned that later on Joe and Ducky were runners-up in the hand-ball doubles. One of the most popular sports on the campus was sailing, and several members joined the Boat Club. By their second year many of the boys had gotten as high as a skipper's rating. So much for the athletic side of our life. As far as the social side of life at the school was concerned, the year 1939-40 saw great improvements over the year before. Our German Club was absorbed bodily by the Cotillion Club, and though it may have been purely coincidental, the Cotillion dances improved greatly, and for the first time in years were acclaimed as social successes. This second year of our life at St. John's was marked by much the same pranks as the first. Feather-scattering by some members of the freshman class resulted in the forced bathing of one of that group, and tl1at despite the fact that the College Creek tradition seemed almost lost. At other times a sign or two was removed from its proper place in the town, much to the consternation of the towns-people, but otherwise nothing of a very serious nature was disturbed by the boys. The clapper of the College bell atop McDowell Hall disappeared one night, and efforts were made to remove the bell itself. Whether or not these activities can be truly blamed on our claBB iB a matter for drbatG at any rat~ WI'; WI';II'; i under considerable suspicion. Perhaps some day the true story will out, and we shall all know what happened; at least we know that after much anonymous correspondence with tl1e Administration tl1e clapper was returned to its place, and quiet again reigned. This almost completes the two year story of our class, but perhaps it might be advisable to mention a few of the members of our little group who are noted for some peculiarity or other. On_e of the first is "Old Chesley" Wilson. Ches is best known for lus boundless imagination and his "circle theory" of existence. Everything happens in a circular manner, and that's about all we know of it: even Ches isn't quite sure of himself. Then there is "Silent Logician" Kahn, one of us who has become a philosopher and metaphysician. (It is hoped that he will not resent tl1at last . .. ) Jo hnny Ainswortl1 fancies himself quite the follower of The Philosopher, and his passion for defining terms has been the cause of insanity in many of his associates. Then also there are Bill Ruhl, who even publicly holds that bodily pleasure is man's last end: Angel" Jacobsen, otherwise known as "Ducky", who claims to be St. John's first angel ; and many others. They are all more or less eccentric, but a complete list would be too great an undertaking. Even at its best the value of public opinion and acclaim is doubtful. Half of our course here in college is over. So far it has been about as we expected, some "ups", some "downs", but an answer for all problems showing up sooner or later. We hope that the rest of our years here will go the same way. If they do, we shall be both surprised and over-joyed. �III: ((The Old And The New" JT is hardly believable that any of the members of the Freshman Class entering in the fall of 1937 realized when they came to St. John's the dramatic setting which they were entering and in which they were to take part. This class, which matriculated in conjunction with the New Program of education based on the hundred or so great books of Western civilization can in many ways be taken as representative of the subsequent events which took place in the whole college. The Freshmen in '37, being the first to enter after the Buchanan-Barr administration took over in the summer of that year, were given the choice of enrolling either in the old elective system which had been used at St. John 's since the beginning of the century or to enter the newly introduced New Program. Out of the total number, thirty-eight students elected to take the Old Program while twenty-three including several upperclassmen chose to be the first to embark on the radicall y different type of education offered by the New Plan. The Old Program part of the Class immediately fell into the established order of things at the college. These students started on the same path that St. John's Freshmen had for years; they in general took the same courses that the Freshmen of former years had taken; many of them attended the same classes as some of the upperclassmen. In brief, they were in the eyes of the older members of the college the normal type of freshman. But a different story has to be told abo ut the other division of the class, the New Programmers. Somehow from the very first these boys were taken as anomalies; their class hours were different, their instructors for the most part were new men, and what they were stud ying was entirely different from anything that had been studied here before. At the same time the New Programmers, besides feeling somewhat detached from the other undergraduates of the community, began to strike a common bond with the new instructors who came to teach the N ew Program . During the first part of this coll ege year these attitudes or feelings were in no way explicit and it was not until the end of the fi.rst semester that an incident occurred which acted as an agent to bring these hidden emotions to the surface. This incident, which will long be remembered as the "February Purge", was unusually drastic because at that time the college was making every effort to regain its standing as an accredited institution and therefore had to make sure that each stud ent was on sound academic footing. Under the previous administration numbers of students had been allowed to stay at school with unacceptable grades. When the new administration saw that it could no longer tolerate this condition an exceptionall y large number of students were dropped from registry. Although the act was justified of course, it was very easy for the student body, especial! y the older m embers, to believe that the dismissed stud ents had been unfairly treated by a new unsympathetic administration. A resulting feeling somewhat akin to malice on the part of the Old Program students was not only entertained toward the administration but also was gradually transferred to the New Program Freshmen because of their closeness to the Administration. In this way the Class of '4r portrayed both the contesting parties in the internal struggle at St. John's which persisted and MR. BUCHANAN illustrates a po int m his Junior seminar. THE JUNIORS dissect a cat. heightened itself during the remainder of the college year 1937-38 and through the year 1938-39. What served to intensify this struggle between the Old Program students and the new element, including both the administration and the New Program students, were two decisions made by the administration: one, to abolish intercollegiate athletics; and two, to withdraw the use of the college buildings from the fraternities, and change them into general residential units. Throughout, the struggle taking place in the whole college was reflected m the Class of '4r as it alone comprised m itself both of the "jarring sects". During the first year of the Class's history it did the things expected of every freshman class. The annual Hopkins football game bonfire was built and guarded by the class. A touch of added excitement occurred when a delegation from Hopkins, which came down to set the bonfire off ahead of schedule, was captured and made the victims of several very diligent but crude tonsorial artists. That year the Freshmen contributed th.~ir sh~r~ e>f m~t~f·i~J M th ~ fMtb~ll, b~s ketball and lacrosse squads, including several players of outstanding ability in each of these sports . D ur ing the first part of the freshman yeaJ~ members of the Class turned out in large numbers for the Collegian, weekly student publication, journalism apparently being the primary vocational interest of the Class at that time. During the succeeding year it appears that the vocational interest must have und ergone revision as very few members of the Class remained with the staff. However in the Junior year Vernon Padgett became the editor while three other Juni ors took charge of the Sports, Feature and Business Departments of the paper. The King William Players also attracted a proportionately large number of the Class in the first year for its play "The Tempest" by Shakespeare. At the �THE JUNIOR CLASS beginning of the next year Paul Comegys became the President of the Players and took the leading role in that year's production, "Murder in the Cathedral " by T. S. Eliot. Other clubs such as the Pre-medical and Pre-law also drew new m embers from this Class in its fresluhari year. As most of the ene'rgy of the Class of '4r, as well as that of the College, has been devoted to the St. John's Program itself, the odyssey of the so-called "guinea pigs" in the "Great Books" course will probably reflect the development of the whol ~ class, and the development that has taken place in the practical administration of the new Program, better than other considerations of the Class would . All the way through the stud ents of this class have faced, willingly or not1 the same difficulties that have beset th e Administration in the execution of the Program. At the beginning of the first year, the tutors began having the stud y of Plato's Dialogues supplemented by lectures. Soon after however the policy was sharply changed and Plato became strictl y a seminar book, a policy which has become intrenched since then. A lso the original idea of sandwiching writing tutorials between the language tutorials was tried with the class arrd fourrd impractical. This led to incorporating the writing practice within the language tmorial, a method which has been continued si nce. The greatest difficulty this class h as met so far in connection with the curriculum has been the laboratory. After the class had roam ed aiml ess! y for a year or so in its lab work a m ethod of instruction has been developed that runs mu ch more smoothly and is being better correlated with th e rest of the Program. Another "rough spo t" of this kind con- nectecl with formal lectures has been ironed out since by virtue of the class's reaction to the original m anner in which they were cond ucted. In the freshman year lectures usually ran from two to two and a half hours. Since then the limit has been reduced to one hour and a h alf. Perhaps the most striking thing that happened that year in connection with lectures was what is now termed the "Adlerian invasion". Dr. Mortimer J. Adler, a Chicago man closely involved in getting the New Program starteel here, gave a series of lectures on the works of Aristotle. Although none of th e later years of the N ew Program has had, or probably will have, the effect the freshman year has had on the m emories of th e members of the class, each has served to round out and fill 111 th e general story of their whole college experience. The Sophomore year of the class was characterized, at its height, by the conflict which resulted from the abolition of intercollegiate athl etics, and virtual abolition of fraternities. The Junior year was significant as being the first year in which the n ew ed ucational order at St. John's mad e itself felt in aspects of the college other than the curriculum. This order in the extra-curriculum has not ye t been completel y es tablished by any means but it is to be hoped that, before the present Juniors graduate, the community as a whole w ill have been establish ed in a form that will be perfect! y co mpatible with and complementary to the St. John's Program itself, and th at the '4r Class will h av e played a major part in setting it up. EISE NS T A E D T -T' I X - Cou·rt cs}' vf L TFE !viR. TALIAFERRO reads Racine's "Phaedra" in fr ench with rhe Jwliors. IS maga:iac. �IV: ttA Bare Handful Of Us-" SEPTEMBER 23, 1936-a bunch of scared Freshmen meeting each other and being frightened-feeling unimportant. Registration-we are si.xty strong and swell the enrollment to 285meeting advisors and professors-impressions of Sophomoresthose Tuesday and Thursday rat meetings-Football-the cool breeze fanning the reddening sun-swept field. September 26-our first college dance-we fearfully drag, though blind dates are plentiful-the snake dance and horse-trough dipping-boy, did we get ratted-what a fight-the administration forbids more ratting-no bonfire-we get mad and start to worksoon the wood starts pouring in and we have the biggest bonfire ever-cold as hell standing guard-Hopkins guys almost set the woodpile off-finally we light it-getting sticky from that oil-we visit Hopkins, and paint their stadium-we give Hopkins a terrific shellacking in football. A never-to-be-forgotten pajama parade downtown-pledgingwe're rushed off our feet-then elections, officers: Forbes, Lenmark, Carter, Ritter, and Hoyt-what a week-d1e class goes crazy, and almost forgets why-soon basketball, and those wild, yelling nights at the gym-the year is moving fast-water battles in Pinkneymid-years-a week of hard study-half the class on probation-we get a new Dean-the weekend of weekends-Washington's birthday-then we start to grind-soon Easter, and the bull-sessions after we get back-now we are friends with the new faces of the midyear. Navy hops, and more late dates with the Navy's drags-fraternity dances-the last Rat-Tat pictures-clubs, and going down to the Sugar Bowl after nine-thirty at night-now we're in the grindcramming for mid-terms-we've become experienced in kidding Profs, and try the grease-some of d1e boys leave probation-some don't. Lacrosse-its bumps and spills-bruises and black eyes. No baseball this year-the team is sore as a, boil-the:spring sneaks up on us-and we are still waiting for winter-swimming in the College Creek-cool winds on our wet suits-we are suddenly aware EISENSTAEDT- PI X-Co~<·rt es,, of L IFE m aga, ,:.Hc. THE SENIORS do some research work in the Library. that we have a golf team in our midst-why, we wonder-those fishing parties-gosh June week is here-wasn't the Hobo dance swell ? -first we date, and then have double dates-we dance and danceafter a while we don't know with whom-some of us have flunked -they drown their sorrows-the rest of us celebrate our passingsoon we'll be sophomores, big shots-but all is not as rosy as it seems -Captain Howard resigns, President Woodcock resigns-the college loses its rating-what else could happen? The sad distinction of the class of 1940 is that it has had more troubled history than any other class within memory. In almost every action of the class as a whole there has been some unfortunate result, yet the group has managed to retain its integrity and to contribute to the college. About twenty of us out of our original enrollment of sixty returned to Annapolis in the fall of 1937 for our sophomore year. W e found a new President and Dean in office. Mr. Stringfellow Barr has been elected to the presidency and with him came Scott Buchanan in the capacity of Dean. With the coming of these men came the New Program which meant the cessation of the elective system and the beginning of the so-styled "liberal education." This marked the decline and fall of the Old Empire. The administration struck a fatal blow to our fraternal organizations by refusing to allow them to use houses owned by the college as their base of operations and by refusing them the right to operate off campus. This crippled the fraternity group and reduced their activities to nothingness. Because of this decisive action on the part of our administrators we felt keenly as though we were out of the scheme of things; that we were being unduly and thoughtlessly pushed all over the place. There are those among us now who do not harbor the most sympathetic thoughts toward the New Program heads, but the majority of us realize that the measures taken were in some way necessary to the smooth functioning of the college in general. Of course, there was a corresponding decline in "ye olde school spirite" in that there was little ratting and frosh baiting. There were approximately 20 New Program students in the college at this time, but we realized that d1ere was a definite line of demarcation teams between the two factions. W e were still producing good teams for intercollegiate competition in football, basketball and lacrosse but we gradually became aware of a different attitude on the part of the administration with respect to sports, social life and practically everything we were doing. It was in our sophomore year that we witnessed and suffered from the famous "February Purge", which put a serious dent not only in our class but in the whole student bod y. The new administration cleaned house with a free hand ; never before had we witnessed such drastic action and d1ere was not a single night that we we didn't toss about with J1e uncom~ortable tear that perhaps we would be the next to go. Well, we came back for our junior year with the knowledge that the total enrollment was a mere hundred and fifteen. There were many new faces and we felt as though we were either lost or had been absorbed by the new group who, by this time, had grown in number and power. The whole picture was getting more and more complicated and bewildering. There were so many new professors that we wondered if we had not come back to find St. John's transplanted to some other distant clime and, in its stead, a new organization. It was hardly the same place. There was no more frosh · baiting; no more bonfire. Then came the crowning stroke from the offices of our new lords: INTERCOLLEGIATE ATHLETICS WERE ABOLISHED! That meant that we could not enter into competition with other colleges under the intercollegiate system. That marked the decline and fall of our teams and squads. Basketball, football, tennis, fencing, and lacrosse were finished as far as any big-time activity was concerned and we were left with the small consolation of a more vigorous and "integrated" intramural system. On top of all these events June Week turned out to be a flop. 16 �This was probably the inevitable result of the chaos and disorder that had existed all through the year in the fraternal and social se t-up of the college. Eternal strife existed in its worst form between the OLD and the NEW. The crux of the problem was whether or not fraternities were to continue in existence at St. John's and many discussions were held between the fraternities and the administration. The result of these meeting were well stated by Jack Smith in the 1939 YEARBOOK. "In the fall of 1938, beginning the current academic year, the second under the New Administration, it was suggested that representatives of each fraternity meet with a representative of the Administration, in order to arrive at a clearer set of rules than those issued by the Administration during the previous summer. These later rules, superseding the ones given in the spring of last year, took away the right of self-government in which fraternities had taken great pride. Long discussions among this group followed, with a definite split in opinion between fraternity men and college authorities . No conclusion was reached, each side thinking the other unreasonable in its demands. No compromise could be reached. . . . Discussions came to an end on a bitter note. A copy of new rules was sent to each fraternity. The Administration, as tired of bickering and discussing as were the fraternities, had prescribed its own rules of conduct, and these were to be followed by the students. The Administration had won; nothing could be done by the fraternal groups affected. These rules left open the drinking question, but prohibited feminine guests from entering fraternity houses except at formally scheduled parties, at which Administration-approved chaperones should be present ... . Fraternity men and college officials were at odds, dislike being shown on both sides. It seemed equally clear that the Administration did not like fraternities in the~ past and present form ; almost, it seen1ed, in any form." A bare handful of us returned to complete our requirements for graduation. We now numbered only fourteen among the hundred and twenty-five students registered in the college. With the three lower classes all taking the New Program, the whole college was distinctly a New Program affair and the part we played in the college picture this year has been a secondary one. Most of the principal offices in the extra-curricular activities were taken over by the New Programmers and most of the people participating in the activities were New Programmers. Since the majority of the students were New Programmers, practically all of the changes in policy and improvements in scholastic and physical fields were THE SENIOR CLASS made with their benefit in mind and with little consideration for our welfare or opinion. Naturally, witl1 the odds against us, the social picture this year was relatively quiet. None of the controversy that marked our sophomore year and particularly our junior year has been in evidence this year. The wrinkles have been ironed out by the passage of time which has given the New Program Administration the numerical and physical advantage that makes any policy they adop t the right policy. Fraternity houses have disappeared, the fraternities themselves will probably vanish with our graduation since pledging this year was practically nil. Intercollegiate sports have gone and we now have the new intramural system. We have of course participated in the intramural sports and have done our best to make a success of them but there is still the feeling that something is lacking. Our history has indeed been a troubled one. Our graduation, as the last completely Old Program class, marks the end of the elective system at St. John's. We regret its passing, but at the same time we make no judgment on the New Program. Whether or not it is the right system of education for St. John's, or all colleges, is a question we will not attempt to answer. Let time decide. We do know that the introduction of the liberal arts has had a profound influence on our own college careers in one way or another. Perhaps the truth is that our living through this critical period in the history of St. John's College has made our college experience a deeper and more memorable thing here than it would have been if we had spent four undisturbed vears in the I7 midst of the ivy of some other campus. Regardless of what has happened, or will happen, to our little Crabtown college, we will always be proud to say that we are graduates of St. John's. THE SENIORS take it easy Ln the Stone House . �ADDISON STUART ARCHIE, JR. Lacrosse, "B" squad r, varsity 2, 3; varsity football 2, 3; Athletic assistant 4; Boat Club 2, 3, Commodore 4; Student Council 4; Kappa Alpha . DONALD HANKS BRIGHTBILL Football r, 2, 3; Basketball m anager I, 2, 3; Orange & Black Society 2, 3; Boat Club I, 2, 3; Collegian 3; King William Players 2. HERMAN COOPER Orange & Black Society 2, 3; T ennis m anager 2, 3; Erlenm eyer Chemistry Club I; Glee Club 4 ; Phi Alpha. CHARLES ARMSTRONG FORBES, JR. Football r, 2, 3; F encing I, 2, 3, 4; Orange & Black Society 3; Class President I, 3; Student Council 3; Alpa Kappa Pi. WILLIAM ALLEN CARTER Intramurals I, 2, 3, 4; L acrosse 3; Football manager I, 2; Orange & Black Society I, 2, 3; K. W. P. Business manager 4; Boat Club I, 2, 3, 4 ; Class secretary & treasurer I vice president 2; Student Council 3, President 4; Who's Who in American Coileges 4; Phi Sigma Ka ppa, President 4· GEORGE EDWARD HUGG Foo tball I , 2, 3; Basketball, Varsity 2, 3; In tram urals I, 2, 3, 4; Class Historian 3; ColLegian 2, 3; Kappa Alpha. r8 WARREN WYNNE CLEMENTS "B" squad basketball I ; Intramurals I , 2, 3, 4; Orange & Black Society I, 2, 3; Stockroom manager r, 2, 3; K appa Alpha. �GEORGE TAYLOR LYON, JR . Football 3; Basketball r, 2 , 3; T ennis 3; Intramurals r , 2 , 3, 4; Boat Club 3, 4; Glee Club r, 2, 3, 4; Phi Sigma Kappa. WILLIAM McCLELLAND, JR. Basketball, " B" squad 2; Football manager 3 ; Orange & Black Society 3; Glee Club 2; Sigma Alpha Epsilon . WILBUR MATZ Basketball, "B" squad r, Varsity 3 ; Lacrosse, " B" squad 2, Varsity 3 ; lntramurals I, 2, 3, 4; Collegian 3; Business Manager of YEARBOOK 3; Cotillion Board 2, 3, Chairman 4; Boat Club 3, 4; Who's Who in American Colleges 4; Phi Alpha. CHARLES ARTHUR STILLINGS Collegian 4; Glee Club 4; at Univ. of Md.: Cartoonist, Old L ine magazine; Orchestra; Spanish Club ; Diam ond Back ,· Lambda Chi Alpha. ROBERT HAROLD R EYNOLDS Lacrosse 2, 3, 4; Basketball 3; In tram urals 2, 3, 4 ; Collegian 2; J. H . U. N ews-Letter; Kappa Alpha. GEORGE THOMAS WESCHLER Boat Club r, 2, 3, 4; Oraoge & Black Society 2, 3; Class Treasurer 4; Sigma Alph a Epsilon. ANTHONY FRANK MILETO Cross country team I ; Erlenmeyer Chemistry Club r, 2; College carpenter. �Music At St. . . met with a crisis this year. John~s Student apathy starved some of the musical acttv- 1t1es to death; they have since reorganized and are now following an effective, closely-knit plan. ETHER should be taught to all to some W Hstudents is musicfocal point of the questionorofonly place of the the musical education at Saint John's. Saint John's as a crucible for the judicious mixing of the liberal and fine arts, this year presented music to both groups. It is not a simple matter to teach a fine art in a liberal arts college, even if it is recognized to be necessary. The Greeks recognized the place of music in the liberal ed ucation . What part does it play? t Music and the Liberal Education Plato, in the RepubLic, gives his attention to the musical mod es that are suitable to good citizens, and to the kind of music that is apposite for leading the youth into free manhood. The problem is ours; even if we are not concerned with pre-selecting the music to be heard; whether it is classical, romantic, or otherwise. Our problem in getting a liberal edu ca tion is to be lifted, and to raise ourselves, to the point where eac h one can choose for himself the right form of music or other art work. Partly, that is what is meant by being free. In doing this, music plays a major role. There is a relationship between tl1e kind of discipline and insight given by musical training and experience and that found in the liberal arts. There is a mutual illumination between them. Plato understood tl1is. So did Aristotle. In the Politics, he said: "There are four customary branches of education ( r) reading and writing (2) gymnastics (3) music (4) drawing .. . of music, it shou ld be pursued for its own sake as an ennobling use of leisure . . . there seems to be in us a sort of affinity to harmonies and rhytl1ms." In tl1e last statement he gives the key to the real problem of the place of music at Saint John's. Aristotle says that music is an action of leisure, an extra curriculum; but he says that it is something more than that, because "in us there is a sort of affinity to harmonies and rhythm s". It would not be too occult to say that to become aware of this affinity to harmonies and rhythms within himself and outside of himselt-in other men and in nature itse1 -is one ot the chiet objectives of the student of the liberal arts. This realization would assist in knowing and in und erstanding, to find the right proportion between such things as the mysteries, what are not known, on the one hand, and science, what is known, on the other. Thus, for example, when it is said that nothing is known about God , it is important to see that tl1is is because of the lack of proportion between the knower and the object to be known. Prud ence, justice, temperance, in the same manner are determ ined by finding right proportion. Music helps ~he stud ent understand this as, perhaps, does no other art. In learning and listening to music, the harmonies and the proportions that are both within and without becom e skills or disciplin es, tools tl1at can be used in learning and living. These skills are latent in the great books, in mathematics, particularly in the laboratory. The laboratory is concerned with measurement-music in the meaning it has as one of the quadrivium . To weigh air is to find a proportion; but it is using external and arbitrary yardsticks even if the student sets up his own scales. Music differs in that the ratios of the intellect and body itself are the scales. Thereby the kind of co-naturality that actually exists between the knower and the thing known can penetrate and be allowed to crystallize into a useful way of thinking. The conaturality is tl1e same in the great books but it is more difficult to get at. Through the relatively simple instruments of tone and rhythm the disciplines are achieved and remain but to be transferred to tl1e other subject matters. Since music plays such a major role in a liberal education it becomes a matter of some moment to determine how it is to be taught. It has to be decided whether it should be or is the kind of thing that can be taught to every student. It has been argued that because music is sought for its own sake it should be extra-curricular. The foregoing argument has shown in what manner it is also useful as a means. But, again, things sought for their own sake even if they are implicitly means to other things are often pursued with more zeal. It is the weighing of thege V!llues th!lt w111 determine tht ultim~t~ p6lity (")t musit~l edu ca tion at Saint John 's. In th e m eantime much has been done toward bringing music to the campus. Music at Saint John's In the fall of 1938, Mr H erbert Schwartz, former! y of the University of Chicago, came to Saint John 's to dev elop the music department. His work and his problem was to bring music to the school botl1 as an entertainment and as a serious study. What has been done since then makes an interesting story. The first steps in bringing about these ends were to provide music for listening and to organize practice and theory groups. Recen tl y brought to the campus and renovated, tl1e historic Reverdy Johnson House was chosen as the scene of musical activities and stocked with recordings and music of all periods. Classes were formed to teach basic musical theory and harmon y. Some stud ents sang English madrigals, others songs of a more popular type, in the Glee Club. A number of stud ents were given personal instruction on the piano. The recorder, a flute type instrumen t of the classical period, once obsolete but now regaining LEON ELZI N, NEW YORK THE NEW YORK PHILHARMONIC STRING QUARTET 20 �favor, was introduced and as man y students Comp any came on March 17th. The Sixth as would were encouraged to learn it. An- concert of the series was given by Y ella other group met to listen to music and to · Pessl, harpsichordist, on April 22nd. The discuss it in its esthetic meanings and its N ew York Chamber Music Guild, an enrelationships with the other fin e arts and the semble of fiv e pieces: piano, clarinet, violin, liberal arts. Nightly after dinner recorded cello, viola gave the last concert in the series concerts were transmitted to the Great Hall on Sund ay, May 12. from the Reverdy Johnson House. Students All the concerts presented music of all came to the Johnson House to listen to periods. No one artist was encouraged to music in their spare time. All such activities play the music for which he found personal were offered strictly as extra-curricular. preference. For this reason, the concerts The Saint John 's College Music Club was were an artistic and educational success. organized to integrate the activities of these Commonly heard music is found on the variou s groups. Membership was open to radio nightly ; it is a rare privilege to hear all who participated in musical activities. music of the quality and kind the concerts The club's function was to unify the musical presented in a community of the size of efforts of the college community and to imAnnapolis. pose some requirements of attendance and action on the various groups. Natural MR. SCHWARTZ'S MUSIC LECTURES tendencies to shun unenforced effort, and the necessity to have the drill and discipline Preceding each concert, Mr. Schwartz of the tutorials in the achievement of skills, gave a lecture to explain something of the prompted this. This can be seen to mak e nature and background of tl1e music to be participation mandatory. Actually, it is presented. The lectures were integrated . Tokind of mean. Once in, the stud ent had to ge ther they formed an analysis th at facilibe responsible for attendance and assignm ents, oth erwise no progress could be made. The advantage h ere was that the students were controlling themselves. As histor y has it, the authority of the Music C'\ub was not enough, athl etics and other ac tivities beckoned too loudl y; so no one of these groups was emin entl y successful in accomplishing what it had set out to do; however, the cumulative value of these enterprises was not n egligible. The students had been exposed to music and musical teachings. Much of it stuck . A greater interes t was shown. But as ye t there was no school-wide realization of the importance of music in school and in life: the kind of general appreciation that athletics or, say, dialectic find s. tated the und erstanding of music gener all y and of the particular period under scrutiny. Mr. Schwartz divided musical expression into a number of distinct groups: preclassical, classical, romantic, impressionistic and modern. H e showed that a piece of music was as it was because the artist was the kind of man he was; and in turn because the times religiously and socially were as they were. There is a direct relf!tionship between artistic expressions and the gropings and accomplishment of any generation. Coming down to the particular, the tendencies of the music itself to resolve or to parry the emotions were shown to have just this correspondence with the other art forms of the period . One period can be understood only in terms of the preceeding one. To see the movement of mod ern music is to see its sources. : These lectures, though excellent, were poorl y attend ed by the stud ent body. The concerts themselves were not given the spontaneous support from the student body that they so richly deserved. This Year THE CONCERT SERIES The study of music find s inspiration and sta nd ards of excellence from competent artists. With this prime moti ve the Music Club sponsored a series of concerts by outstandin g ensemble and solo musicians . Mr Schwartz together with Mr. William Gorman were able to schedule a series of seven concerts of unusual and varied interest. Admission was by subscription and the Annapolitans and Midshipmen were invited to participate. They did . Because of this the concert series were a cultural success in bot h the civic and the coll ege co mmunity. The first concert, held on November 19th, was given by the New York Philharmonic String Quartet. On D ecember r o t h , Bernardo Segall, pianist, pupil of Novaes came to the college. The n ext concert on Janu ary 28th, brought Miss Susan ne Bloch, daughter of the composer, Ernest Bloch, playing the virginal, lute and recorder. On Febru ar y nnd, the girls' choir of the Pius X school gave a p rogram of Gregorian Chants and other early church music. Mack Harrell, baritone of the Metropolitan Opera THE GLEE CLUB, before its dissolution, sang weekly under the direction of Mr. Ableman. THE MUSIC CLUB is keeping mus1c alive at work on all phases o£ mu sic. St. John's by its new plan oE concentrated �STUDENTS enjoy a concert coming over the radio tn the Music Room, McDowell Hall. THE END THE RECORDED CONCERTS are given nightly at J:I5 in the Great H all. Students can hear such composers as Beethoven, Brahms, Bach, W ag ner, T schaikowsky and Mozart. This spring tl1ey have been made eve n more pleasant by being given outdoors on th e rear portico of McDowell Hall. AND REBIRTH In spite of these concerts and an increasing tendency to listen to music passively, interes t in the serious aspects of the study waned . The story of the previous year was repeated. Attendance at the meetings not being required, diversions and other interests displaced what must have been an actual, though undisciplined interest in music at the beginning of the year. Toward the middle of the year, attendance began to drop. The Glee Club, directed ably by Mr. R . S. Alleman, first folded up and disbanded for the season in spite of recitals scheduled. As a practicable working policy this course could be follow ed to give a few students a fine musical background , allowing the passive musical activities to awaken enough interest in each student to want to be recruited into the intense musical program. Naturally, this cannot be for every student. So, the problem of having the light of musical training play upon the work of each stud ent in the curriculum proper is again encountered. Finally, convinced of the inefficacy of the system of musical education current, Mr. Schwartz announced the "death" of musical activities on the campus other than the nightly and periodic concerts. It was incumbent upon the students themselves to organize and to draw up any program of serious musical study, that they had enough real interest in to be willing to wor at. At a meeting of the Music Club, the members pledged their interest and collaborated with Mr. Schwartz. Out of this there developed an effective plan for certain select students which may eventualize What the solution will be cannot now be determined. What has been don e in a short time is significant and tangible. At the close of this year, the picture is bright. Sporadic engagement in the music study groups and in simple listening has established musical curiosity in m any students who are not in the select group. This is good. If the means of converting this wholesome curiosity into studiousness can be provided it will be better. ~n[o a permanent policy. Certain students, five or six, were chosen to follow an intense musical program: theory and harmony ; madrigal singing for voice training ; the learning of two instruments, one being the piano (a few chose the recorder as the second instrument) ; discussion and analysis of the es thetic phases of music; participation in a student ensemble. Requirements for selection were the ability and desire to work, some talent, sufficient time for the activity. In short, these stud ents could be termed extra-curriculum "majors" in music. Sufficient time has elapsed since this plan began to strongly indicate that the students "majoring" in music will get to be sound aJ1d competent musicians. One striking instance is that of the student who beginning his musical education as a freshman last year already has considerable theoretic knowledge and is competent enough on the recorder to play in the ensemble. 22 SA INT JO H NNIES listen closely as a New Program seminar is broadcast. �The Intermediate Activities . . . have had motley careers in recent years. The recent critical period has helped purge them of some misconceived ideals and has redirected them to ends that justify and give meanmg to their means . • M IDWAY between the two recreative extremes of music and athletics are found six organizations which properly belong in a distinct group; The ColLegian, The King William Players, THE YEARBOOK, and the Law, Science and Theology Clubs. These groups could scarcely be placed at either of the two poles of extra-curricular activities, but they have in common with all activities that they are "proving grounds" for the classroom, they absorb those energies which are generated and liberated by the curriculum. And like those activities, and all of St. John's, these six organizations have experienced a certain amount of change and reconstruction during recent years. Three are old, three are new; all are progressive. The St. John's Collegian celebrated its fiftieth anniversary last year as the official student publication; this newspaper appears weeki y throughout the College year and is intended to serve as a reportorial and editorial review of life in the community. To the Collegian the student brings whatever skill he may have in " reading, writing and reckoning", together with the knowledge that it exists as a definite asset to the resources of the community. From the Collegian, the student derives an intimate reduced budget made a change in format advisable, and with this, experimentation with type faces and makeup. Thus the staff has met the exigencies of the tabloid newspaper size, in an attempt to discover the most favorable form which the ColLegian must eventually assume, with the hqpe that it will in the future become self-supporting. The unsettled conditions accompanying such a reconstruction have left the Collegian with neither profit nor policy; amid the confusion of change, precedents have been neglected, es tablished organization has been overlooked. The Editor nominally is supposed to occupy his position for a period of time covering ten issues, but few have done so in recent years. J. 0. Neustadt, '39, edited twenty-six issues in that capacity, and V. M. Padgett, '41, has at the time of this writinot:> completed eighteen. Padgett, who assumed the editorship in tl1e late Spring of '39, seems likely to keep his job for some time, as he has no logical successor. The burden of this activity accordingly falls to a few individuals, who probably spend an unjustified amount of tim e and labor on what should properly be a means of r ecreation, and a means of recreation which does not place exhorbitant demands upon the abilities of any one student. However, it is just to note that the ColLegian has iliis year been favored with more enthusiastic participation by the student body, and particularly, the freshman class. The newspaper attracts most of its staff from the freshman and sophomore divisions; older St. Johnnies show less interest in the publication. And as the collective student support declines during the course of four years, so the individual student support declin es during the course of a single year. Personal zeal in an extra-curricular activity is regrettably liable to diminish as time passes, so that tl1e student, instead of remaining active, becomes passive; September enthusiasm developes into April lassitude. These constitute the most pressing problems immediately facing those responsible for the CoLlegian, and it is in tl1ese channels of reconstruction that their efforts hav e been directed. To say that they have been partial! y successful is true, for tl1e Collegian at present is probably on a firmer basis than it has been for some time. The concept of a newspaper at St. John's that will be solidl y sup- acqualntance w~th the myr;ad problems associated with the publication of a newspaper, and explores the diverse appLications of the manual and intellectual skills involved in journalism. But the Collegian is not yet on solid ground, either financially or with regard to its support by the student body. The formal and substantial change which occurred at St. John's in the Autum of 1937 has been reflected in the extra-curricular phase of our life as well as in the curriculum, and the Collegian is no exception to this observation. Dependent financial! y upon the college the newspaper exists at present on1 y by a yearly appropriation and the support of the Alumni Association. The restrictions of a THE COLLEGiAN STAFF creates a newspaper . "J"l -.) �and h as left the KWP consistently in the red. It is on the same financial plan as are the other activities, an d suffers acutely from th e general inability to balance budgets. One at tempt to solve this difficulty is an increase in the number of plays given each year; the season '39-'40 found the Players producing two, Moliere's "T artuffe" and the more modern melodrama "The Night of Januar y 16th". The latter selection represents a departure from es tablished practices of giving older, more classical, dram as. Th ·~ choice was the resu lt of a decision r each ed by the Players in mid-March of this year, following the presentation of "Tartuffe." The KWP cl aim s no one director ; four successive productions have seen four different people acting in that capacity. These includ e: Dr. Ford K . Brown, Mrs. Stringfellow Barr, wife of the President of the THE KING WILLIAM PLAYERS put on Moliere's famo us comedy, "Tartuf-Ie." College; John 0 . N eustadt, '39 ; and Mrs. D . ported by the Community, and that will reputation of being am ong the m aJOr. C. Walton, wife of Comdr. W alton, U.S.N. serve its purpose both as a n ewspaper and as social events of Annapolis life. Since then, The two las t directed the plays given during a successful financial unit, seem s an achiev- a sh arp decline in the student enrollment, this school year, and it is hoped that the able end, which may perhaps be realized plus the deterring effect of Old Program- production sch edul e will be even further within the next year. New Program friction and th e indefinite expanded in the future, to enable the annu al The College dramatic organization, the reaction of the citizens of Annapolis . to a presentation of three plays. One suggestion King William Players, has had a career "New" St. John 's, have left the P layers at under considera tion is that the tri-annual even more erratic than that of the Collegian. low ebb. For the past three years, the num- presentations sh all occur at the end of each The KWP knew its best days several years ber of people attracted by the group 's pres- of th e three terms, i.e., at Christmas, Easter, ago, when its productions enjoyed the entations has been far from enco uragmg, and Gradu ation. By means of these policies, The King Williams Pl ayers hope to reestablish the group's former enviabl e position, both in the College and Town Communities. It is their problem to achieve this goal without losing sight of the primary purpose of a college dramabc society; ill a sense, the question in volved is anoth er expression of the "town-gown" relationship, but in the esth etic, rath er th an the political, realm . THE 1940 YEARBOOK STAFF The third in the group of the three old er activiti es at St. John 's is tl1e YEARBOOK, and it is this activi ty th at has experienced the m ost profound change in recent years. Form erly called th e "Rat-T at", the YEARBOOK is the annual publication, edi ted by the Junior Class, and devoted, as is the ColLegian, to the reporting and editing of college life. The distinction is drawn between the two publications, however, in that the YEARBOOK operates on a year-byyear basis· the Collegian week-by-week. �THE COTILLION BOARD TARTUFFE makes love to Organ's wife as Organ gradually explodes under the table. Peculiar among this middle group of extra-curricular activities are the Law, Science, and Theology Clubs. The distinctions between these three organizations and the older type of activity arises from the widely varying degree of similarity to the curricular form which both types exhibit; the three Clubs may be thought of as extensions of the classroom, conducted on classroom patterns, and exporing the same materials as the classroom, whereas the Collegian, the King William Players, and the YEARBOOK definitely have formal characteristics more remote from the curriculum. In addition to this similarity between classroom and club, the Law, Science, and Theology Clubs have been established on the principle that "law, science, and theology, regardless 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 present Law and Politics Club this year evolved from the previous Law Club, which had in the past been directed primarily towards the interests of pre-legal students. It was the practice of the Club to consider contemporary problems and situations related to that profession; this year an expanded program, indicated by d1e new name, was adopted in order to make the interests of the Club available to a greater number of students. Under the guidance of James S. Martin, of the faculty, the Law and Politics Club instituted two kinds of meetings which would enable the members to explore some phases not only of law and politics, but of economics and affiliated social sciences as well. A series of lectures was given under the auspices of the Club, d1e speakers including President Barr, Mr. Martin, and Mrs. Helen Hill Miller, who is associated with the Dep't. of Agriculture. The lectures were designed, in addition to their individual value, to display the interests and function of the Club to the student body, and alternated with the second type of meeting, the informal discussion. This carried over from the curriculum d1e seminar technique, placing this familiar manner of study in the extra-curricular realm. Youngest among the three Clubs is the Theology Club, founded in the Spring of '39· It is, of course, different from the Law and Science Clubs bod1 in function and purpose, although the stories of the rise and decline of all three are distressingly similar. The theory that promoted the Theology Club is that all intellectual endeavor gravitates in the direction of theology; if you push any single problem found in the St. John's Program far enough, you will finally be confronted with theology. This is as applicable to th e labors of the carpenter and newspaperman as it is to the labors of the madlematician and philosopher. To d1is end, students interested in d1ese problems instituted a series of informal discussions, based on the seminar plan, :1t which papers written by the various members were read and discussed. This procedure proved generally stimulating during the first quarter ot the present term, and is the proposed pattern for the Club's future activities. At mid-term of the present year, a group of formal lectures on various phases of theology was presented, under the auspices of the Theology Club. The talks were given by members of d1e faculty and several outside speakers. Because their subject matter was closely allied to that of the Theology Club, these lectures, with short discussion periods afterwards, took the place of club meetings. Last of the three "seminar" clubs is the one devoted to science; like the Law and Politics Club its past form has been changed in order to attract a larger portion of the student body. The members do not devote d1eir efforts to any particular branch of science, the centers of interest are diverse and flexible. The group shows organizational ideas parallel to those of the two other clubs, in that d1ere are no officers, patterned activities, or membership restrictions. The original Science Club was of value chiefly to the pre-medical student, but at present is directed to the entire Community. By this token, the faculty m embers are the strongest supporters of the organization, outnumbering the student members-a condition in extra-curricular activity peculiar to the Science Club. These six activities, the three vocational and d1e three seminar groups, are in a mean position between the extra-curricular extremes of music and athletics. They provide a means of expression for tl1e level of student ~nterest whlch lles between the hne arts, exemplified by music, and the physical arts, practiced and developed in the new intramural system. 25 Tl'-IE SCIENCE CLUB �The Ne\V Intramural System .. has been well received and supported by the students. . The emphasis on healthful fun instead of victory has made athletics enjoyable and profitable for everyone. When the present administration began functioning at St. John's, it was presented with a great problem when the athletic situation was discussed. The inter-collegiate program as it existed wasn't feasible, yet some form of athletics was essential. Finally an all-intramural program was determined upon. Athletics, as performed genera lly throughout the country, have come far in the last two decades. That is, far from being "sports." In the first place, entire departments have for the administration of the athletic activities. the athletic officials are regular professors. But This immediately takes the department out activities, and places a special emphasis on it. been set up, solel y In some few cases, this is not general. of extra-curricular Then the athletic officials move into high powered activity. By precedent, or otherwise, the security of their posts seems to depend upon the grade of team manufactured, not the quality of the student. In the "manufacturing" of a winning team, all the processes of successful commercial enterprises are emplo yed. EDvVARD LATI-IROP-DmEcTOJ{ oF ATHLETi cs The advertising is handled by a press agent. His duty is to spread the praises of the teams, and see that enough advertising is placed in the proper spots so that a paying crowd of "consum ers" will come to see the product on exhibition. Of course the product has to be good. Therefore it becomes necessary to secure high priced producers. Naturally it is best to have the best man in each line. So a different coach is selected for almost ever sport. But it isn't practical to attempt the making of a good product without first class material. The next step is to subsidize students for the sole purpose of increasing the caliber of the ball club. By this tim e the setup is strictly a big business, and to attempt applying a halter would be disastrous. So the school enters in the swim. The great teams are used as strong procurement arguments. Classes are suspended to allow stud ents to play or watch certain games. Long trips are scheduled to spread the fame of the school a little further. In many cases the scholastic standing of a student is overlooked in favor of his valiant work on the field of battle. These are several of the faults of the present intercollegiate system. Even from the student's standpoint alone, this is bad. A false sense of proportion between the curriculum and the "extras" is built up. In many instances, in the minds of the undergraduates, the classroom becomes entirely subservient to the football field. There are "speciality" schools for men who really want to pursue their education along those lines. But it disrupts the functioning of a liberal arts college. Not only do the regularly sched ul ed scholastic activities suffer within the school, but it places a certain dependence on other schools. That is, the requirements and privileges of a school have to be approved by several other institutions, before an athletic contest can be sched ul ed. Th~ Jdrninim~tion r~cogniQ.ed these dmwb~cks, but !lt the same time realized the value of athletics. There are several very obvious reasons for the necessity of some form of sports in the life of a college student. For instance, the desirability of having sound bodies. A well regulated schedule of exercise enables a student to form sound bodily habits . Then, as with any form of recreation, this helps the student to tackle his studies with a clear head. Practice for intercollegiate games usually leaves a man too tired to do effective studying. A certain amount of discipline is necessary to play any sport successfully. This, and the ease of making contacts and personal alliances on the athletic field, carry over to the undergraduate social life. A healthv respect for personal and public belongings is fostered. In some ways, this recreational life is a decided help to the regular curriculum. In college classes here, there is a marked leaning toward theory. When the problem of putting the theory This is the fint year that St. John's has had an all-intramural athletic program. Consequently, a preamble will probably aid 111 in the reading of and appreciation of the following section. �£icie nt in any sport. In the intercollegiate system, this is usually hampered by coaches. A sn1dent in most universities can't try out for a team, usually, unless he is invited by the coach of that sport, and if he is invited, he can't play any other game that th e coach may think will hurt his effectiveness in that particular coach's sport. Also, this system doesn't call for a different coach for each sport. If there are a fewer number of men working in the athletic department more unity can be instill ed into the program. Each man should be able to instruct in the majority, if not all, of the activities. COACH LATI-IR O P talks ove r athletic problems Mike \rchie, and Joe Silhavy . into execution arises, many students encounter great difficulty. Athletics aid in bridging this gap. For games start with theory also. But the principles are not as hard to convert into practice. Thus, valuable experience is gotten which will assist the student in putting his theories into action. An intra-mural program contains the majority of the advantages of athletics, and, at the same time, eliminates most of the detrimental aspects of the intercollegiate sys tem. with his three student assi sta nts; Chris McGa rry, From the standpoint of the classroom, the intramural program is better also. Classes are not missed or interrupted by contests. There are no long trips which carry men away from school for clays at a time. If a student is lagging behind in his studies, he can lighten his gymnastic activities without disorganizing a team. The head of this branch of the school is not dependent on winning teams. His job is to provide ample means of recreation to the greatest number of students, to arrange teams and tournaments, and to h elp instill the confidence necessary in applying the liberal arts. Then there is a certain independence gained with respect to other schools. The intramural system and schedule can be planned and executed without consulting, and possibly making concessions to, other colleges. It is not desirable for the general welfare of a community to have an outside influence exerted on its routine. Subsiclation is eliminated. There is no need for high grade athl etes, for the reputation of the school isn't at stake. Consequently more men have an opportunity to perfect their prowess, so they can be pro- The administration feels that the allintramural program may not be the best answer to the athletic problem, but it is at least better than the present intercollegiate There are no unreasonably gruelling games or compulsory daily practices which often leave a player in a stale or injured condition. AmJn gets tired to wmc mtun.l degree after intramural exercise, but he is not left with a general weariness which carries over until he gets some sleep, and often keeps him from sleeping. Paralleling the case drawn up against an intercollegiate set-up, consider the departmental frarne of an athletic policy within the school. The director of athletics is a regular m ember of the teaching staff. Any assistants that he might need are drawn from the student body. Tllis is also helpful to the und ergraduates, because it provides scholarships. And this financial aid is given so that it is health y for both the school and the man. That is, he is not getting paid to play on a team sponsored by tl1e school. fT'S A I-1TT! A mom ent of action in an intramural so ftball game. 27 �DANNY HILL hits the dirt to chalk up a run. card, and far better than eliminating all athletics. For the post of athletic director, Edward F. Lathrop was selected. This was an ideal choice. "Ned" had two years of coaching experience under "Dutch" Lentz and had been an honor student in school. In addition to his gymnasium position, Mr. Lathrop is a tutor in Math and in a Sophomore Seminar. His athletic background is imposing. In New London, Connecticut, where he attended high school, Lathrop, who was junior backstroke champion of Connecticut, coached swimming. He also played football for three years. "Ned" first became interested in St. John's when he attended a prep school in Annapolis, for the Coast Guard Academy. That's when he first played lacrosse, long a Johnnie speciality. At the Coast Guard Academy he played football for three years and was the heavyweight on the boxing team. Lathrop left the Academy after two and a half years and came to St. John's to finish his education. Here, he played football and lacrosse for two years, gaining an All-Maryland selection in football for the final year. Stuart Archie, the senior assistant, also has had a long athletic preparation. At the Severn prep school, "Mike" won acclaim as an All-Maryland tackle. Then he entered the Naval Academy and made the plebe football team. Archie transferred to St. John's in his sophomore year and has played football and lacrosse ever since. He also has been a member of the boat club for three years and it is in this capacity that he serves the athletic department best. Chris McGarry got his start in the East Orange High School, where he played football and basketball and ran on the track team. At Carteret Prep he extended his activities to the baseball diamond. Since coming to this school, Chris has gained letters on the gridiron, and on the basketball and tennis courts. Streit Cunningham was the sophomore member of th e staff, but he left school m February. Joe Silhavy, a freshman, replaced him. He played all three major sports in high school. He attended the University of Toledo for one year, and while there, played basketball and baseball. The physical plant, although not vast, was in good shape. The gymnasium was conditioned and the tennis courts resurfaced. After several months' work, a n ew track was completed. In addition, much work was done to improve the ground of the two playing fields. Due to the kindness of alumni and friends, the school has an ample fleet for the enjoyment of the students. There is, of course, the two story Boat House, built by the alumni for the college. The first floor of this structure is used for the storing, construction, and repairs of the boats. The top floor is used for social purposes and has a large balcony overlooking the water, which provides and excellent vantage for the viewing of sailing activities. There are six dinghies. Two are leftovers from last year, and were given to the school by the alumni and Mr. William Labrot. The other four were received as gifts this year. Miss Julia Rogers of Baltimore donated two to the club and Harvey Allen, of Anthony Adverse fame, gave one. The other was given by Mr. Tom Langan and Major A. E. Atterbury. The latest addition to the fleet is a twenty eight foot motor launch. This was given to the school by the Boat Club's staunch friend, Mr. Langan. There is a lot of work to be done by the club on this gift. The whole hull has to be rebuilt as does the motor. But this gives valuable experience and technique to the members. The sailors are hopeful of securing some larger craft, for they are extremely desirous of giving the more advanced members an opportunity of learning the necessary tactics for the handling of such ships. This wquld allow greater freedom of the smaller clinghies for the beginners. Lathrop's big task, at the start, was to arrange teams within "CHEZ" WILSON tries a right end run in a game of six-man touchball. the school and to make up a schedule which would allow everybody to participate in some form of exercise. To accomplish the first aim he composed a league consisting of a team from each house. This gave the two upper classes one team each, and the others, two apiece. In certain sports it was found feasible to combine two houses or to make two teams out of one. One attractive feature that Lathrop innovated was that the m embers of the faculty could pia y on any team. But team sports didn't complete the roster. Throughout the year, there was always at leas t one individual sport, such as handball or squash. The awards for team sports and individual winners in track and swimming are basically the same as the old intramural awards. that is, little charms, with the respective sport pictured on it. However for the winner of an individual tournament there is a Handsome Blazers with the college seal notable change. emblazoned on the breast pocket are given to the victors in boxing, badminton , handball, squash, sailing, to the high point scorer in �the track and swimming meets, high point scorer for the year, and each man on the house team which compiles the most points from September to June. Softball The fall season started off with softball. The Chase House team, the Juniors, captured the championship in a close race. With an outstanding defensive combination together with a sharp batting attack, Chase garnered five straight victories, and it appeared as if they would win in a walk away. But the freshmen club from Pinkney Hall, which was coming along fast after a bad start, tacked a lacing on them and closed the gap. Joe Silhavy, Al Slafkosky and Ed Kramer paced the Pinkeyites in his victory . Chase lost their next game and the league was tied up. Then Paca, one of the sophomore teams, nosed out the freshmen in a slugfest 14-13. This eliminated Pinkey and left Chase and Paca deadlocked for the top spot. But the juniors proved their mettle by swamping Paca, 17-3 in the final and decisive contest. Team w L Chase . .6 2 ·75° 5 3 .625 5 3 .625 3 5 ·375 Randall ... . . . . . . . . . .. I 7 .125 Paca . . . . . . . . Pinkney Carr-Stone • • • 0 • • • • Pet. Brent "Foxy" Stallings, slugging Chase out fielder, led the batting parade with an imposing average of .609. A teammate, Danny Hill, followed at .563. The stellar freshman pitcher, Marty Andrews won four games without a defeat. However, Page Ball, the champion's dependable hurler, won the most number of games, six, while dropping two. The junior outfit also placed most men on the All-Star team selected for the Collegian by representatives of each house. Chase placed six men on the first team and two on the second. All three men that Paca placed on the first team, Bill Ruhl, Joe Hoffman, and "Ducky " Jacobsen were picked unanimously. Page Ball and Danny Hill of Chase were also placed by every selector. IT'S ANY M AN 'S BALL in the Chase-Stone championship ga me. Ston e won . Player, House Pos Player, House Stern, Pink C Huttlinger, Carr-St C . Heinmiller, Paca Lewis, Chase Ball, Chase P Andrews, Pink Ruhl, Paca . P Clements, Carr-St Kramer, Pink . 1b Matz, Carr-St . 2b . Garis, Chase Jacobsen, Paca .. . ss . Slafkosky, Pink Hill, Chase McDowell, Chase 3b Lipscomb, Pink Hoffman, Paca . . rf . Silhavy, Pink Lyon, Carr-St . .. . cf Cubbage, Chase rf . Campbell, Paca Williams, Chase Stallings, Chase .... sf Cooley, Rand Touchball Touchball followed and it was a close race from tl1e start. Paca and the CarrollStone combination rolled along, each losing but one game . They met twice and each club won once. But m the final week, Paca hit a stumbling block. First, Pinkney, led by Marty Andrews and Ed Kramer, �A LITTLE BADi\tUNTON "Ducky" Jacobsen . ACTION betwee n D ave Cubbage an d stepped up in the role of giant killer and knocked the sophomores out of the lead. Then Chase, who had played three successive scoreless ties with the Carroll-Stone outfit, beat Paca 3-0. Danny Hill 's field goal and Page Ball's running featured this triumph. The victory for Chase gave the sophomore-senior combine a clear road to the titl e. Team W L T Pts. . . . . . . . . . . . . . . . . . . . . . . . . . . .6 I 3 6Yz Carr-St Paca . ·5 3 o 5 4 3 3 4 Yz Chase . . Pinkney ...... ·3 4 I 3Yz Randall ......... . ... . .... o 7 I Yz "Ducky Jacobsen, rangy P aca star, led the individul scorers with thirty-one points, amassed on five touchdowns and one extra point. Tom Campbell, also from Paca, came n ext with four touchdowns and a lone con version for tw enty-five points. The winners placed seven m en on the Collegian All-Star squ ad, CH ARLIE VA YNE chases th e ball in a Ston e-C hase ba sketball game. one more dun their second place rivals. However tl1e champions had fiv e men picked for tl1e first team as compared to two for Paca. Chase was second in this respect, with three first team nominations. Six men were honored by being named on every ballot. They were: Bill Huttlinger and Tad Lyon of the winning Carroll club, Paul Comegys and Danny Hill, Chase, "Ducky" Jacobsen, Paca, and Ed. Kramer of Pinkney. Player, House Pos . Player, House Poppiti, Paca Jacobsen, Paca . . . . . . . . LE . Lyon, Carr-St .. LT . Abbott, Rand . . LG . .. . . ..... . Andrews, Pink Comegys, Chase Barr, Carr-St . . . . . . . . . . . . . C . . .. . ... . Grubb, Pink Childs, Carr-St Wilson, Carr-St . . . RG ........ . Kramer, Pink . . . . . . . . . .RT .... . . ... . . . Parran, Paca Campbell, Paca Matz, Carr-St .. RE . Rulli, Paca Hofman, Paca . QB . Hill, Chase . HB . Street, Rand Slafkosky, Pink Ball, Chase . . HB Huttlinger, Carr-St . . FB . Reynold s, Carr-St Soccer One round o£ soccer finished up the team sports for the first third of the intramural league. As in touchball, the Carroll-Stone booters and Paca battled for tl1e top rung. Paca went through their four games unbeaten, so they gained the championship. The two teams were tied until the final game, when the winners turned back their opponents I-0. The champs, paced by Joe Hofman, Ernie Heinmiller, and "Ducky" Jacobsen, bottled up the soph-senior's two stars, Luigo Mairata and Tad Lyon, and were able to push through the deciding goal in the last few minutes for the victory. Team Paca Carr-St Chase Rand Pink THE SHUTTLECOCK starts on its way back game. ll1 a do ubles badmi nton w L Pet. . ...... . 4 . ·3 0 I.OOO I . .. .. .. .... . .. .. 2 2 ·75° ·500 .200 4 .200 4 Hofman and Lyon each scored four field goals to lead the point makers. .. .. . . . . . . . . . . . . . . . . . . . . .. . .. . . . ... . I .. .. . I �Strangely enough, the team in the runner-up spot placed more men on the Collegian All-Star squad than Paca did. Carroll-Stone garnered eight spots on the two teams, while the titlists were able to get but five. However each team had the same number, four, on the first club . Chase secured four places, Pinkney, three, and Randall the remaining two. Ed Kramer, Pinkney, and Tad Lyon and Luigo Mairata of Carroll-Stone were picked for the honorary team unanimously. P layer, Team Pas Kramer, Pink G . . Clernents, Carr-St Childs, Carr-St . FB Matz, Carr-St Parr an, Paca . FB . .Ruhl, Paca Jacobsen, Paca . LH Abbott, Rand . . . CH . Baltzell, Rand Padgett, Chase .. RH .. Comegys, Chase Lyon, Carr-St . . ... .. ... OL Storey, Pink . .. . .. .. IL Basler, Carr-St . . . CF . .. Leffel, Pink ... .. . ... ... ... IR . . Wilson, Carr-St Hofman, Paca Rendall, Carr-St . Heinmiller, Paca . Hill, Chase . Mairata, Carr-St OR Player, Team .... . Gorman, Paca-Ch CHASE AND PACA teams fight for victory in a volleyball session . Al Slafkosky, Pinkney A, led the scorers at the end of the first half. He was followed closely by Danny Hill, Chase, and "Ducky" Jacobsen of Paca. The basketball league opened the winter semester. This developed into the best campaign of the year. Four teams were in the thick of the battle, and the championship wasn't decided until the final clay. Stone, displaying a veteran cast of seniors, led by Will Matz, swept through the first round with six straight victories. P aca stayed in the running by winning four successive games, but they lost to Stone and Pinkney A in their last two tests. Pinkney was likewise undefeated until the final game, when the seniors handed them a smashing defeat. Chase followed the leaders by breaking even in six contests. Randall, Carroll, and Pinkney B each won but one game. The second round brought the heavy fireworks . First, Chase, led by Jim Clark and Hill, upset Stone 25-2I. Then Stone bounced back to defeat the vastly improved Paca outfit. Matz, Warren Clements, and "Bo" Reynolds starred for the seniors. The following day, Chase eliminated Paca in another upset. Then Paca, with Jacobsen and Joe Hofman acting as pacesetters, knocked Pinkney A out of the unbeaten class with a decisive victory over the freshmen. This left the juniors on top of the heap with but one game left. But in this clash, Pinkney A gained a tie for the lead as they swamped Chase 32-r6. Hal Maidat, Joe Silhavy, and All Slafkosky were the leading lights in the freshmen 's triumph. The result of this test necessitated a playoff for the second round title. Pinkney, by virtue of their previous triumph, was a heavy favorite. But Chase, at top form, caught the first year men off guard in the initial stanza, held on through the second, and won out in an extra period. ERNIE HEINMILLER pins one on H erb Stern's chin in a pra ctice bout. TI-lE F OILS CLASH in a duel between Charlie Forbes and Bill Barr. Basketball �Jacobsen and Cubbage were again opthe success of such a program. Many thought that the former Johnnies would ponents in the doubles final. The singles feel that the competition would not be of a champ was paired with Joe Hoffmann, while high enough caliber to make the events in- Paul Sachs had Cubbage for his partner. teresting to those who did not know the The Hofman-Jacobsen outfit won in three participants. But when the day was over, straight sets, but each one was bitterly conthe universal opinion was that Mr. Lathrop tested . The scores were rs-6, I5-I2, and and his assistants had planned and executed r6-14. a diversified and highly satisfying schedule. The afternoon spotlight was focused on The undergraduates who carried out the the basketball battle for the school champshow, put on a performance of great credit ionship. Sharing the bill, were Stone, fir st and quality. round winner, and· Chase, victor in the Badminton was the feature of the morn - second. The senior club won in a low scoring. The finalists in the singles tournament ing contest 19-13. were "Duck y" Jacobsen and Dave Cubbage. George Hugg started the scoring for the Both had traversed hard paths to the finals. winning team, when he successfully conJacobsen, who was playing the game for verted two foul shots. Paul Sachs made the first time, defeated such favorites as Paul good on a charity toss, but Hugg made two Sachs and Joe Hoffmann. Cubbage beat War- more free throws to give Stone a 4-1 lead. ren Clements, the pre-tourney favorite, in Danny Hill sank a shot from midcourt and a gruelling semi-final match, and Paul Beis- "Big Jim" Clark made a charity toss to tie ser among others. up the game. Then "Bo" Reynolds got Cubbage started off strongly and captured loose for a snowbird and the period ended the first set 15-12. But Jacobsen, gaining with the first half champs on the long end strength as the match progressed, reeled off of a 6-4 count. This first canto was marked by very close defensive play. The Stone Cowrtesy of the Baltimore Su.n the next three games in a row, IS-9, rs-8, WESCHLER AND RUHL coax a little speed out of a listless breeze. and rs- 4, to win. outfit returned to their early season form Hill, Clark, and Dave Cubbage paced the victors. It was Hill's goal, two seconds before the end, which brought the gonfalon to the juniors. Both Jacobsen and Hill passed Slafkosky, during this round , in the race for individual scoring honors. The Paca center was just one point shy of a ten point average as he made II9 markers in twelve contes ts. Hill's average was slightly over nine, wid1 103 points in one less game. Slafkosk y was next with 88, also for eleven tests. Pinkney A which just missed out in both halves, placed five men on the Collegian All-Star outfit. This was one more than the champion Stone team secured. Paca and Chase filled the other three positions, all first team spots. Seven men were chosen for the second team because of the closeness of the voting. Jacobsen, Paca, and Hill of Chase, were the only men picked by every selector. Second Team First team Player Team Player Team Pos Hill, Chase . . F . . Slafkosky, Pink A . . Stern, Pink A Hoffmann, Paca .... F . . Reynolds, Stone F. Jacobsen, P aca .... C . . .Kramer, Pink A Silhavy, Pink A G. Matz, Stone ... G . . . . Clements, Stone . Lyon, Ston e Maid at, Pink A . . . G Homecoming On January the twenty seventh, the college entertained returning alumni in a homecoming celebration. As this was the fir st homecoming in which no varsity sport was featured, much speculation arose as to Co:trlcsy of tile Baltim ore Sn11 AINSWORTH AND HOOVER take a starboard tack across College Creek . �CUBBAGE, STOREY, HILL AND LEWIS strain for the lead m the roo yard dash. COMMODORE ARCHIE helps Skipper Run yan launch a dinghy . and kept close tab on the junior's main scoring threats, Clark and Hill. Will Matz and Tad Lyon turned in particularly good jobs. In the second hal£, after Dave Cubbage and Warren Clements had matched fouls, Hill sank another long shot to dead lock the fray. But Matz and Reynolds combined to send the winners in front to stay. Goals by Sachs and "Foxy" Stallings closed the gap, but not enough to overcome the sally by Matz and Reynolds . The second stanza also produced stellar defensive work. The whole Stone contingent bottled up the junior's attack, while Charlie Vayne, Sachs and Hill vainly paced the losers. Following the court game, an exhibition badminton match was held b-: twee n the alumni and the und ergraduates. The high light of homecoming came at night when the finals of the boxing tournament were held. A good crowd of "town and gowners' turned out for the events and tl1ey were rewarded with a good show. Perhaps the class of the competitors was a little below par, but the spirit and enthusiasm of the participants was definitely on a high level. The results of the bouts were as follows: 125 lb-Bob Storey defeated Bo Reynolds, decision. 135 lb-Ernie Heinmiller defeated H erb Stern, decision. 145 lb-Dave Cubbage defeated Danny Hill, decision. 155 lb-Bill Huttlinger defeated Paul Comegys, decision. r65 lb-Burt Armstrong defeated Ches Wilson, Technical K. 0., 2nd round. 175 lb-Hal Maidat knocked out Bud Lord, 2nd round. The fencing club went to Baltimore next, and absorb':d a 14-3 lacing from the Hopkins swordsmen. After this, Virginia was payee! a return visit. The southerners won this contest r6 Yz -ro Yz. Again Forbes and Parran led the Johnnie forces . Billy Barr and Hirsch Nadel won three bouts apiece as the club lost its fourth straight match. They lost to the Baltimore Y. M. C. A . r6 Yz -ro Yz . Two days later the St. John 's fencers met Hopkins for the second time. This time they gave the Blue and Black more trouble before bowing 15 Yz-I I Yz . Forbes won seven bouts out of nine, and Bob Thompson captured two for three. BOAT CLUB As long as the fair weather remained in the fall , the Boat Club held forth each cla y at College Creek . Most of tl1is first session was spent with instructions in seamanship, racing and the construction of the boats. Stuart "Mike" Archie, Commodore of the Boat Club, was the leader in these classes. Two practice m ee ts were held in the fall . Botl1 were with Navy and resulted in a tie and a loss for the Johnnies. VOLLEYBALL Volleyball was the only team sport played between homecoming and Spring vacation. The sophomore team from Paca won this competition in fine fashion . They won ten games without a setback. FENCING The St. John's fencing club was formed mainly through the efforts of Charlie Forbes, a ve teran competitor. The club held six informal matches,- tying the first and losing the other five. The initial start was against the University of Virginia. Forbes won five bouts without a defeat and Tom Parran took three out of fiv e as the score end ed rr-rr. W estern Maryland nosed out the Orange and Black in an abbreviated match, 5-4- Forbes, Parran and Bob Thompson accounted for all the points. P ARRAN AND JACOBSEN chase the ball in an intramural lac rosse game. 33 �The College Community 1s 1n an unsettled state at present. The transition from the Old Program to the New has been quick and turbulent, and the elements of order are only gradually being restored. liberal arts college is functioning at high efficiency only when formal instruction is the center of a vital community," says the catalogue. Right now St. John's is not a vital community. In fact, it is regretfully lifeless and confused. However a lot of this confusion is due to the fact that this is a critical transitional point in the life of the college, not a calm moment in a smooth, uninterrupted way of life. Just as it is customary for power in all political bodies at critical times such as this to converge into a few hand s, so here at St. John's the control of the community, which is a political body too, is wielded by a smaller group of people. Ideally and normally the ruling power should be the respon sibility of all the students equally, in true d emocratic fashion. The people who have the power now recognize this truth of course and would gladly shift their responsibilities to the students if the latter would and could assume them. Doubtless in a few years the students will be self-ruling but at present the circumstances have put the rulin g nower in the hands of four peo ple. A Mr. Wilburn, Assistant Dean, is the practical administrator of the college community. His job is to execute the general laws according to which a college government functions. The residenti al problem is his to solve. His res ponsibility also includes the success of the college publications, such as the Collegian, YEARBOOK , and Bulletin and he serves as general advi ser to all other activities going on on the camp us. Mr. Wilburn takes care of disciplinary m:J.tters which require administrative attention and with Mr. Wright, supervises the maintenance of the ground s and repairs to the buildings. Mr. Wright, the Treasurer, controls the pursestrings of the college. His job is to see that th e bills get paid , both by the students to the college and by the college to others. Among the good things he has done is to put into effect a general campus improvement campaign that has made -the campus look like people actually live here again. Mr. Wright is assisted in his many affairs by a large staff of typists, stenographers, and filers. Miss Strange, the Registrar, keeps tabs on who wants to come to St. John 's, who is at St. John's, and where he is. In addition she is the every-ready and inexhaustible source of general information about the college, past and present. The most important job, from the student point of view, is that held by Miss Alexander, who has succeeded Miss Georgia May Smith as Dietitian. The outstanding event so far in her tenure of office has been the inauguration of the new dining hall system. Breakfasts continue as usual in cafeteria style but lunches and suppers have been changed to individual service from 12:30 to I :30 and from 6 to 7 :I5 P. M. The advantage of this lies in the fact that a student can come into the dining hall at any time between those limits and be served individually. This plan avoids the brutal, bone-crushing rush into the dining hall that invariably occured when everyone ate at the same time. The plan has been received variously by the students. Naturally all like the greater leeway in time. Some however still gripe abou t the food, which is as good as, perhaps even a little better, than it ever was. The main difficulty seems to be the waiters, some of whom seem to believe that the division of labor m eans the avoidance of labor. A second line of community activity is carried on by the infirmary, the library, and the Student Employment Bureau. The new college physician, Dr. Joseph Weisskopf, came to St. John's JOHN WRIGHT-TREASURER RAYMOND WILBURN-AssiS TANT DB.K 34 �fromCzechoslovakia, where he had a private practice and lectured at the University of Masaryk. He was also vice-commander of the Civilian Air Raid Defense just before leaving for America . Dr. W eisskopf holds his primary function h ere to be preventive of disease, rather than curative, but at the same time he is always ready to handle any case that comes his way, with the aid of his nurse, Miss Miriam Hopkins, and two student assistants, Lewis McDowell and Paul Beisser. Dr. W eisskopf also acts as consultant for the Junior class biology laboratory. The librar y is run by Miss Lulu Ebaugh and Mrs. Margaret Matthews. Many of the books in the library are textbooks which were frequently used as material for research and collateral reading under the old regime, but are now falling into greater and greater disuse; however the nucleus of a N ew Program library of great books has been started and is being rapidly added to. At presen t there are more than soo volumes in it. The library serves as the setting for many lectures not given in the Great Hall , and has a seminar room in which th e Junior seminar, among others, takes place. MISS ALEXANDER, the di etiti a n has cha rge of the Dining H all, and the mai ntenan ce of th e residential units. H er new individual service system in the Dining Hall has re placed the old syste m of simulta neo us ea tin g pictured below . The Studen t Employment Bureau is operated by Albert Jaeggin, a Junior. Many stud ents avail themselves of the opportunity to pick up some odd change, and even more, by going out to work on one of his odd jobs. The ser vices h e rend ers run all the way from tutoring of all kinds and piano instruction, through typ ing, minding children, and posing, to guiding and barbering. Most of the jobs are short ones found in and around Annapolis, but the Bureau also acts as an agency for securing summer time work and even an occasional permanent job here and elsewhere. El S E KSTA EDT-PI X- Cou i'ICSJ 35 of LiFE ma g az in e. �The two regular events in which the whole community, both students and tutors, participates are the weekly convocations and lectures. Nearly every Thursday afternoon right after lunch a convocation is held in the Great Hall. These convocations give the administration an opportunity to bring to the attention of all the students any problem or item of business which requires general consideration and discussion. Mr. Barr, Mr. Buchanan, and Mr. Wilburn all use the convocations to explain and analyse administrative acts which affect the community as a whole. They serve as a means to bring about a common understanding between the administration and the students, to prevent the growth of the fear and distrust that would inevitably occur if d1e administration made its moves in the dark and did not have in operation such an agency as the convocation to explain itself. Administrative men like Mr. Wright, Mr. Wilburn, Mr. Schwartz and Dr. Weisskopf, and also several students, have taken advantage of the convocations to report to the community on the kinds of work they have been doing. The second and more important common event in which the whole college community participates is the weekly forma l lecture. These lectures are given every Friday night in the Great Hall and and are attended principally by the students, the tutors and their wives-sometimes, if the speaker is well known, by a few town people. The lectures are, of course, part of the curriculum and therefore deal principally with the great books, d1 eir authors, or the subject matter contained in them. Although some of the lectures are given by members of the St. John's faculty, most of them are given by men from other colleges and universities who are interested in some wa y in the St. John's Program. The most frequent speaker at St. John's is the official MISS MIRIAM STRANGE, REctsTRAR college lecturer, Mortimer J. Adler, Professor of Law at the University of Chicago. Mr. whelmed the college about once a mond1 Adler at present is pressmg Oscar Levant closely for non-fiction, best-selling honors with lectures covering many fi elds of knowlwith his latest book on "How To Read a edge, all based on principles and methods Book". This fact, combined with his derived from the works of Aristotle and marvelously impeccable style of delivery on Aquinas, whose minds as well as names he the lecture platform, makes him probably seems to have made his own. Mr. Adler the most prominent and provocative man started lecturing at St. John's in the fall of who has lectured here. Mr. Adler, alias 1937 to the first class to take th e New Aquinas, alias Aristotle, has, for the past Program. Those lectures left the freshmen three years, regularly invaded and over- in a pretty baffled state of mind but since DOCTOR WEISSKOPF THE PATIENT, Hemy Robert, eojoys a chess game with Paul Beisse r as Dr. We isskopf, Miss Hopkins, and Louis McDowell look on . �John 's faculty have usually been directly about some part of the curriculum or about the various liberal arts. Lectures of the latter type have been given by Mr. Buchanan, Mr. Martin and Mr. Wilburn. Lectures of the former type have been given principally by Mr. Klein, in his series on the history of algebra; and by Mr. Taliaferro in his series on Ptolemaic astronomy. TI-IE LIBRARY ASSIST ANTS, under Mrs. Mat thews' directions, put new books through the mill and place them on the shelves of the library. then, either because of a decrease in intensity on his part or an increase in understanding on the part of the students, his lectures have become more and more interesting and enjoyable. This year his lectures have taken on an unusually contemporary tone that has been well received by his listeners. Another Chicago man, Mr. Richard McKeon, Dean of Humanities, has also lectured here this year. The second most frequent lecturer has been Edward Kasner, Professor of Mathematics at Columbia University. Mr. Kasner is very popular. Although he has always chosen pretty complex mathematical subjects for his talks, he has given them in such a friendly, informal and witty style that he has been accepted by the students as one of their the clarifying power of his analytic, analogical method of criticism. This spring he returned to give two more lectures drawing parallels between the works of some of the great authors, and the works of artists contemporary with them. Many others have come to St. John's to talk. Among them have been such notable persons as Heinrich Bri.ining, ex-Chancellor of Germany; Allen Tate, novelist and poet; Albert J. Nock, political writer; Clifton Fadiman, literary critic for the New Yorker; and Jacques Maritain, the French philosopher. Lectures given by members of the St. $f~tdt>lft .£ 111 (;{().11'" en . ,. p t ·: '· dJuNOII- favorite lecturers and has made mathematics an almost human and tolerable science in their minds. Another steady lecturer has been Mark Van Doren, well-known modern poet, who also has a position as Professor of English Literature at Columbia University. Mr. Van Doren has confined his lectures to poets and poetry on the list of books. During the two years previous to this, he lectured on Homer, Virgil and Dante. This year he has been writing a poem of his own and has had time to give only one lecture, on Milton. Probably the most unusual speaker to visit St. John's this year was Dr. Edgar Wind of the Warburg Library in London. Dr. Wind gave several lectures in which he used with startling effect the m ethod of his specialty, the analysis of symbo lism in paintings. Early in the school year he gave lectures on Raphael and Michelangelo, illustrated with slides, in which he demonstrated by practice After the lectures each Friday night the custom is to go downstairs to the Coffee Shop, get some coffee or other refreshments and gather in groups around the tables in the Tiffin Room to discuss the lecture, the lecturer, and eventually everything else under the sun. The Coffee Shop has become a thriving business tl1is year. It has developed from the small dispensary of cokes and ice-cream cones it was several years ago into a pretty complete light lunch service, emphasizing coffee of course, but also serving other beverages, a variety of sandwiches, ice cream in various forms and flavors, and a sideline of nickel candies, cakes, and pies. Cigarettes and tobacco are also on sale. Members of the college working staff and the tutors find the Coffee Shop's lunch service very convenient because of its location in the same building in which they work. Much of the new vitality of the Coffee Shop is due to the energies of Mrs. McCarthy, who took charge of the shop about the middle of the year and is now running it very smoothly and successfull y witll the help of several student assistants and two colored boys. One pleasantly n ew food feature that she introduced is tl1e sale of homemade cakes and cookies made principally by herself, and occasionally by tl1e faculty wives. What was formerly a pool room in the ALBERT JAEGGI r, head ol: the Student Emp:oyment Burea u, talks over bu siness with hi s assistant, Cameron Sherrard. 37 �perversely sol ved in the semin ars. The "r eal dope" is the center of attention and the leading question in these coffee conversations is for exampl e, " Come now, Mr. Subtle, what do you really think about this angel busin ess?' Then too there are earnest disccussions among the students them selves about the essential nature of ever ything. In the Tiffin Room on other nigh ts one find s the diligent student starting a java jag in order to survive another ten pages of an undoubted ly great, but som ehow soporific, book. Adjacent to the Tiffin Room are the two social rooms, called separately the Reading Room, and the Music Room. The Reading Room is space decora ted with upholstered furniture, curtains and a huge fir eplace, and momentarily supplied each week with too popular copies of L ife , The New Yorker, and Time. The New York T imes manages toremain a little longer-a day or so. The Reading Room, with th e furniture pushed back, is the scene of the tea dances occasionally put on by th e Cotillion Board. The Music Room is also equipped with uphol stered furniture and fireplace, with the add ed attraction of a good radio and turntable for playing records. Only a few nondescript jazz records remain of the collection that was originally provided for the turntable so that it gets most of its use from boys who bring their own records over to play. In the h eyday of the Gl ee Club its rehearsals were held here to th e accompaniment of the upright piano. But now they are no longer, and the piano get used principally by occasional idlers or practicing musicians. El S ENS T A EDT-PI X -Co11 rt es~' of L I FE m aoa=i11 c. AFTER THE LECTURE the students lea ve the Great H all . . . . .. and seek refreshment at THE COFFEE SHOP. basem ent of McDowell H all has been transformed into the Tiffin Room. The primary function of the Tiffin Room is to provide space for the consumption of edibles bought in the Coffee Shop and accordingly it is quipped with several small attractive tables, each cozily embellish ed with a little lamp. During the course of a day the spirit of the place changes in rem arkable fashion. In the morning one finds tutors seated at the little Lables n ervoJslv cramming coff ee arrd knowledge in preparation for the imminent tutoria1• At noon, one find s the tutors, in an easy and jocular mood, eating their lunches; also m embers of the business staff. In the aftern oon on e find s lab students desperately drink in g coffee with the hope that the r es t of the afternoon will perhaps not be quite as blank. Every seminar night at about ro :30 th e Tiffin Room is the scene of great excitement and feverishly dialectic. One find s stud ents equipped with coffee and questions swarming around tutors at tables in order to get the lowdown on problems unsolved or �The Bookstore completes the picture of McDowell H all's basement. The Bookstore has com e far since it was started three years ago und er student man agership. Now it is a thriving business that during part of this year was under the direction of Mrs. Lathrop, and is now being managed by Mrs. Wilburn, with the aid of three or four ~ tud e nt assistants. The Bookstore of course principally sells copies of the great books that are used in the curriculum. Most of them are in fair! y chea p editions that make them well w ithin the reach of every stud ent. In addition some secondary books on th e great great books are for sale as well as the books of well-known authors who have lectured at the college such as Mortimer Adler, Van Doren, A llen Tate, and Jacques Martain. Some general mod ern nonfi ction and fiction is also on hand and a sideline of stationery, lab supplies, and art prints is carried. The Bookstore Hcts as an agency for getting any book in print it doesn't h ave, includmg Loeb Classics and books prin ted in foreign countries. It also cooperates with the Mimeographing D epartment in publishing the paperbound editions of the original St. John's translations, most of which are unusually valuable as the first and only translations of the original texts. These are used principall y by the stud ents at the college but a demand for them is developing outside the college. In fact, since th e publication of the L ife article on St. John's this spring, the Bookstore staff has bee n constantly busy mimeographing and m ai ling out booklets to the thousa nds of inquirers about the books th at have kept writing in. The chief virtue of the Bookstore from the stud en t point of view is the fa ct that it sells most of the books at prices below the usual list prices and even provides an arrangement whereby each stud ent can bu y a whole year's books in bulk at an especiall y low single price. The social rooms, together with the Coffee Shop, Tiffin Room , and the Bookstore, form the physical core of the new residential and social scheme that has been put into effect th is year at St. John's. Around them revolves all-as much as there is-of the social vitality of the community. An article on social life in the 1939 YEARBOOK presented the social situation of the college at that time in its h eading which read "Social life at St. Joh11's centers around fraternities, clubs, cotillions and the Student Union. While the first is losing, the last is gaining. \.Vhich will come out on top? " The answer to th at question h as been given by the history of the present year. The fraternities h ave los t-but the Student union has not yet won. After a grea t deal of discussion, some of it rather heated, between members of the fraternities on the cam pus and members of the ad ministration, about whether fraternities were going to continu e as active organizations at St. John's, the administration resolved the impasse that had been reached in the dispu te by deciding, for a number of reaso ns, to deprive the fraternities of any further use of the college-owned fraternity houses and to convert the houses into units in a gen eral housing plan. The pros and cons of the fraternity argument were amply presented in the social life article in last yea r's book. This article was written in two parts by two people; the first part, written by a fraternity m an, gave the argument in favor of fraternities, pointing out how only fratern ities could supply the social and intellectual surround in,gs n eeded to round out the character of a coll ege m an and prepare him for living in the best way in the prac- MR. BARR, behind the coke, gives hi s point of view to students Alle n, Mayer, Scherr, E hrli ch and Novak. tical world; the second part, written by an administrative officer gave the case, not against the fraternities in themselves, but against their continuance at St. John's at the present time. Those arguments need not be reprod uced here. Suffice it to say, that the decision, as stated above, was m ade against the fraternities and the effect it had on them was what would naturally be expected. :MR. BUCHANAN practices a little dialectic with Tiffin Room. 39 �IN THE BOOK STORE Mrs. Wilburn sells a copy of the Bible to Johnny Ainsworth, as Hirsch Nadel and Dan Fleming look over some of the other great books. The fraternities themselves of course were not, could not be, abolished by the college. The remaining members of the five old fraternities are still living on the campus and some of them are still holding meetings and maintaining some sort of minimal formai organization. However, as fraternal groups, they are taking an increasingly less important part in the general activities of the college community. Without houses the fraternities were without their chief attraction for new members-the offer of more luxurious living quarters-so that only a few freshmen were pledged during Rush Week this year. Consequent! y, with the graduation of the present members of the fraternities, these old organizations that have seen some glorious days in their time and have profoundly influenced the lives of many St. Johnnies will probably fade completely out of the St. John's picture. This need not necessarily happen though, and the situation may work out quite differently if the fraternity men can devise a scheme that will allow the fraternities to cooperate with and supplement, instead of deter, the primary tunction of St. John 's as a liberal arts college. In place of the fraternities, a house plan for residence, similar to the kind in use at Barvard and several other colleges, has been set up. The faternity houses have been changed into dormitory units and the house plan, consisting simply in dividing up the students according to classes and placing them a classes in these various dormitory units, has been established. This year the plan worked well in a physical way because the numerical ratios of the classes were approximate! y proportional to the capacities of the available dorm units. However, this situation will worked out on the basis of inter-house competition. According to the theory of the new housing plan, all the social activity of the college community is concentrated in and arranged around the central common rooms in the basement of McDowell H all . H ere are centered such social factors as refreshments, the radio and victrola, magazines, and freedom to bring in female guests, all of which concur to make possible the full realization of social values in the personal lives of the students. Secondary social rooms, one in each dormitory units, are provided for the social convenience of the students in the separate houses. The practice of the students has not lived up to, or at least has not made itself equal to, the theory that brought the social rooms into existence. Neither the McDowell social rooms nor the separate social rooms hav e been used to the extent that was expected. The McDowell rooms of course have been used fairly constantly but, in the mind s of many students, they are much too large and public to provide the comfortable atmosphere that was provided, for instance, by the old fraternity social rooms. Some of the secondary social rooms have been wellused, in Pinkney and Paca for instance; but the others have not. It is hard to decide what the difficulty in this problem is: whether it lies in the quality of the social rooms, or in the nature of the students, or in a combination of the defects of both. It can be said, in the first place, with some degree of truth, that the quality of the social rooms is partly to blame. The criticism of the rooms in McDowell has just been made: they are too large and too public. P erhaps the trouble with the other social rooms is that they are not equipped with radios and current magazines. These two factors probably not be true next year and in the fol- SENIORS enjoy the sun on th e fron t steps of the Ston e Hou se. lowing years, so that it will be necessary to modify the present plan to fit the changing numbers and conditions. As it was this year, the Freshmen were in Pinkney Hall and Randall Hall; the Sophomores were in the Paca House and the Carroll House; the Juniors in the Chase House and the Seniors in the Stone House. A similar plan has already been tentatively adopted for next year. The principle on which the intellectual success of this arrangement is based is that all the boys in any particular class will always all be studying the same book and same subject matter at the same time and that consequent! y common interest and friendly argument will cause a better reading of the book. This common interest carries over into athletics and accordingly the schedules of all the intramural team sports are JUNIORS talk things over at the Ch ase Hou se door. �the physical welfare of the residential units. The primary function of the dorm managers is to maintain order and cleanliness in the college buildings and to enforce certain regulations concerning college property. They meet every other Tuesday night with Mr. Wilburn and Miss Alexander to discuss their common problems. THE DORMITORY MANAGERS discuss residential Miss Alexander and Mr. Wilburn. problem s with contribute largely to the popularity of the McDowell rooms. Of course the answer to why these improvements are not made is that the college is not financially able to maintain all the social rooms in that style, but it still remains true that that, or something like that, must be clone before the secondary social rooms can be successful. In the second place, it can be said truthfully that some of the trouble lies with the students themselves. The general morale of the student body during the past two years has been low. Undoubtedly the primary cause of this was the decision made by the college with respect to fraternities and intercollegiate athletics. That decision practically stopped the social momentum that had been sustained vigorously by the fraternity men and left the present student body without any of the strong social currents that formerly picked up students and whirled them away in the glamorous way characteristic of St. John's during the early thirties. Too often these currents flowed away from, or rather inundated, the primary function of the college and made college life the sort of thing that the movies love to present as typical. The present student body has been left with the job of re-creating the social vitality of the college community in correlation with the new curriculum and the new way of living. The attempt is to make the community a unified, well-integrated whole with all its parts properly re lated and subordinated to the primary job of instruction. A great deal of redirection of interests and shifts in understanding has had to accompany the change from the Old to the New and the transition has been by no means easy or untroubled. But some progress has been made. This progress has been reflected in the change in the quality of the formal dances that have been given this year. The first few dances early this year were moderately successful but they lacked the spirit that goes to make the dance the happy, exciting event it should be. Later dances improved . The Spring Formal, in particular, was unusually successful: a good orchestra and a large attendance combined with a general spirit of gayety made it the best dance that has happened at St. John's in a long time. At the time of this writing, June Week is still in the future but the Cotillion Board under the leadership of its chairman, Danny Hill, has drawn up a playtime schedule featuring a series of parties and dances from June 8 to rr that promises to make this June Week the b"': st planned and most enjoyed event that St. John's has experienced in recent years. Returning to the housing plan, one of its principal elements is a group of student dormitory managers through whom the practical administrators of the college distribute their responsibility for During the course of these meetings this year the dorm managers have gradually assumed a secondary function as a student discussion group by going into general problems that do not lie within the scope of their original responsibilities . This extension of function has been due to at least two reasons : first, that discussion by the dorm managers of their particular residential and disciplinary problems naturally lead into a consideration of general student problems in order to get an understanding of the locus in which the particular problems occurred; and second, that there exists no other formal group of students through whom administrative officers can approach the collective opinion and will of the students themselves. This latter fact, which is the more important of the two reasons, is a statement of the status of student government at St. John's at present. The old Student Council, whose chief function it seems was to wrangle over its powers and privileges, expired last year. In its place this year an Emergency Council with Bill Carter at its head was set up to formulate plans for a new form of student government. Several plans were drawn up and presented to the students at convocation but no action on them was taken by anvone. Since then the Emergency Council has been inactive and no .other plans have been put forth, so that at present there is no formal student government at all. On the occasions this year when the administration had to consult the students, student policy committees were appointed by the administration. These committees were dissolved upon solution of the particular problems they were convoked to handle. They worked well and a permanent student policy committee is being considered as a possible form of student government for next year. One comment on the present situation is that, if there were any need for a student government, there would be one; and, since there is none, there is no need for one. This statement is partially, �but not completely true. Not completely, because it is possible, and even probable, that the students do not realize either that there is a need or what it is, even though it reall y exists. The basic units in a college community are not scholars but individual human beings. Accordingly the students are subject to two different kinds of authority: one with respect to their intellectual, and the other with respect to their social or political, nature. As far as the curriculum is concerned, the students obviously acknowledge the authority of those who know over those who don't know, but the same type of authority does not carry over into the political picture. Here the communal character of the community compels consideration of the forms of government and the adoption of the best form known. Self-rule is generally conceded, in America at least, to be the best form of government and accordingly the students should rule themselves. It is only in this way that the principles which St. John's students read about in the great books can attain any practical validity and truth, and make the college community a vital and successful enterprise. As the '39 catalogue has it: "Student government is the end product of all the other activities of the college ... it is here that the moral and intellectual ways cross in the most significant manner." It can safely be assumed that mature college students are reasonable people; that they can make sound d ecisions by themselves, and handle their own governmental problems. They should exercise the political rights that they do, and of right should, have; they should rule themselves, and should not submit like children to the loose paternal system that now prevails. St. John's is not only a community in itself but also a community within a community. In previous years St. John's students in general, because of the actions of some St. John's students in particular, were anathema in the minds of many Annapolitans. That attitude is rapidly changing and the change is being caused in great measure by a new awareness on the part of the college of the value of the town-gown relation. This awareness has been made manifest by several things that have been done by the college under the inspiration of Mr. Barr and Mr. Buchanan. The most prominent tiling that the college has done this year has been to sponsor town meetings, modeled after the old New England plan. These meetings were held in the college gym. Another tl1ing was the concert series in which the whole community of Annapolis was invited to participate. On a more general level, the college has cultivated its external relationships by inviting the National Policy Committee and the Maryland Association of Biologists to convene at the college. Both invitations were accepted. On a still more general level, the adult education classes and the radio programs sponsored by the college are putting St. John's back into the public mind in a big way. To record the present members of the St. John's community and to reflect the fact that St. John's students are both members of the college community and members of other communities at the same time, a registry of all stud ents who attended St. John's this year, together with their home addresses, is appended to this article. Registry of Students ALEXANDER ScoTT ABBOTT . . . . . . . . . ...... . ....... Box r82; Oconomowoc, Wisconsin JoHN EDGAR AINSWORTH . r87 Pennsylvania Avenue ; Westminister, Maryland RoBERT CHILD ALLEN . . . ....... ....... .......... . . 7070 Bradley Boulevard; Bethesda, Maryland MARTIN ANDREws ............................ ....... . ....... Lake View; New York ADDISON STUART ARcHIE, JR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III Beach Street; Westerly, Rhode Island BuRTON ARMSTRONG ..... .. ........ River-road; Scarborough, New York RoLLIN PAG BALL . E . .. II7 West Street; Easton, Maryland RALPH LEvi BALTZELL . . . . . . . . . . . . . . ....... . . . .. . . . . . . . . . .. . . . . . ....... . Union Bridge; Mary land WILLIAM ALEXANDER BARR . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................. . ....... . Proffit; Virginia ALVA EuGENE BAsLER . ........ . ...... Manchester, Md. DAVID JEROME BEACH ........ . ........ 6327 Meadow Lane; Chevy Chase, Maryland PAu L THEODORE BEISSER, JR. ........ ......... .. ............. 707 Evesham Avenue ; Baltimore, Maryland ARTHUR MERRIMAN BLACKBURN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5905 York Road ; Baltimore, Maryland CARL BENJAMIN BLAKER . ........ . ... Macedon Center, New York WARREN CoNKLIN BoMHARDT . ........ . .. . .. 2836 E. Baltimore Street; Baltimore, Maryland MoNTE FERRIS BoURJAILY, JR. . . . . . . .. . . . . . . . .. . . . . .. .. . ................ Valley Mill Farm; Berryville, Virginia DouG LAS WicKLIFFE BRASHEAR, JR.. ................ 2 Stratford Crescent; Richmond, Virginia DoNALD H. BRIGHTBILL .............. ... . 1403 Hampden Boulevard; Reading, Pennsylvania McKEEN EccLEs BRIMHALL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2I2I New York Avenue, N. W.; Washington, D . C. DAVID TucKER BROWN, JR. . ... .... . . .. Box 668; Alexandria, Virginia DouGLAs Bu cHANAN . . . . . . . . . . 139 Market Street; Annapolis, Maryland THOMAS BANTA CAMPBELL ........ .. ................ . .... ·55 West Range; University, Virginia THoMAs LINwooD CARTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . ............ Arnold, Maryland WILLIAM ALLEN CARTER ........ . .......................... . Dagsboro, Delaware WALTON BoswELL CHILDS . ......... . . II North Potomac Street; Baltimore, Maryland JAMES HAMILTON CLARK . ........ ........ ............ . ..... . Mt. Tabor, New Jersey WARREN WYNNE CLEMENTS .... ... . .... .. . . .. . . .. . . .. . . . .. .. . . . . . ... 2803 Lawina Road; Baltimore, Maryland PAUL RINGG OLD CoMEGYS . ......... . . Millington, Maryland WALTER LAWSON CooLEY Aberdeen, Maryland HERMAN CooPER ..... .... ....... ............. .. . ror Main Street; Annapolis, Maryland �NoRMAN THoMAS CRANDELL ..... . ...... . ..... . . . . . . ...... .. .. .. ... . 346 South Stricker Street; Baltimore, Maryland HENRY DAvE CuBBAGE .... ............ ... . .. Brandywine, Maryland STREIT W. CuNNINGHAM . .................... .. .. . . . . . . . .. 2045 Park Road, N. W.; Washington, D. C. WILLIAM ALBERT DARKEY . . ..... . . . . .. . .. . . . . . . . ..... . ... . 6r9 Lynn Street; Cumberland, Maryland HARVEY DuBINSKY . . . . . . . . . . . . . ...... ....... . . .. rr7 Edgewood Street; Hartford, Connecticut ALAN DALE EcKHART. . ........ . .. ... .. ............ . 1025 Pine Street; Winnetka, Illinois PAUL EHRLICH . . . ..... ... ........ . . . 56 7th A venue, New York City FRANCIS THOMAS EvANS, ]R. . . . . . . . . . . . . . . . . . ... ..... .... . ... ... ... ... West Springfield. New Hampshire RoBERT TAYLOR EvERETT, ]R.. . . ... . . . . ... . . . . . ... ... .. .. . . . . ... . . ... 123 Charles Street; Annapolis Maryand GLENN ALLEN FEARNOW . . . . 237 Cushaw Avenue; Williamsport, Maryland DANIEL BERNARD FLEMING . . . . . . . . . . .. 1701 E. 33rd Street ; Baltimore, Maryland CHARLES ARMSTRONG FoRBES, ]R. . .. . . . . .... . ....... 216 Midhurst Road; Baltimore, Maryland ERNEST C. FRIEss . ....... ....... ............. ......... . ................. Oakley, Maryland NoRMAN ATwooD GARIS .... ..... ....... . . .. 28 Oakland Place; Summit, New Jersey J. W. CAMERON GRAY . . ..... . .. 164 West Street ; Annapolis, Maryland EDWARD HANSON GRUBB . . . . . . . . . . . . ..... . .... . ... 2310 Broderick Street; San Francisco, California NoRMAN GLYN GzowsKr. . . . . . . . . . ........ . ... . . .. . ... rroo Bishop Road; Grosse Pointe, Michigan WILLIAM TRUEMAN HART . . . . . . . . . . . . . . . .. . . . . .. . .... .... .. . . . . ..... . . 15 Filkins Street; Fairport, New York WILLIAM HENRY HATFIELD . . .... . . . .. ..... . . . . . . .. ... ... . . .... . . . . . . ... 1204 West Stree t; Annapolis, Maryland JoHN Lours HEDEMAN . . ....... . ... . 3315 Echoclale Avenue; Baltimore, Maryland ERNEST JEAN HEINMULLER . . . . . . . . . . . . . . Washington Street; Easton, Mary land STANLEY WILLARD HENSON, ]R. . ... .. .......... . . r62 West Street ; Annapolis, Maryland JoHN WILBUR HILDEBRAND ...... . . . . .. . . . .. . . . .. . .. . . . .. . . . . . . .. . . . . . . . ... 67o8 4th Street, N. W .; Washington, D . C. THOMAS LANSDALE HILL ....... .. . . . ..... .. . 50I8 Norwood Avenue ; Baltimore, Maryland JosEPH C. HoFMANN, ]R.. .. . .. ... . .. . ... . . . .. 3610 Hudson Street; Baltimore, Maryland JoHN FRANK HooVER . . 46 William Street ; Ossining, New York CHARLES HaYES . .......... . . 4043 Windsor Street; Pittsburgh, Pennsylvania GEORGE EDWARD HuGG ....... .. . . .. . . . . . . . . ... .... . .. . .. . . . . . . .. . . . . .. .. 910 Ridgewood Street ; Annapolis, Maryland RoBERT HUNTER .... . . . . . . . . . . . . . .. Spring Hill ; Mobile, Alabama WALTER EMORY HuTsoN . ................ . 6ro Hatherleigh Road; Baltimore, Maryland WILLIAM OscAR HurrLINGER ...... ........ . . . . . . . . . P. 0 . Box 85; Los Altos, California PETER HuNTINGTON jACKSON . . . . . . . . . . .. . . .. .. .. .. . .. .. . . . Fletcher, North Carolina BRYCE DuvAL JAcOBSEN ........ . . .............. .. ........ . ... Aigburth Road; Towson, Maryland ALBERT HuLDREICH ]AEGGIN . ........ . . rrr2 N. Calvert Street; Baltimore, Maryland JouRNET GoRDON KAHN . . . . 1805 N. Pulaski Street; Baltimore, Maryland OGDEN W. KELLOGG -SMITH . .......... . ...... Chestertown, Maryland EDwARD KRAMER . ................ .......... ............... . . 340 Orange Road; Montclair, New Jersey CLAUDE SPENCER LEFFEL . . . ................. .Woodbine, Maryland IRVING SELWYN LEWIS ....... . . .... 16r6 Ruxton Avenue ; Baltimore, Maryland JoHN FuLTON LEWIS . . . . ......... . ... Briar Cliff on Severn; Arnold, Maryland NoRMAN WINN LIPSCOMB ... . ... . .. . .. . ..... . .. . . . .. .. .. . . .. .. .. .. .. . .... ·49 Clinton Avenue ; Montclair, New Jersey OscAR Lours LoRD, ]R. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... ..... ....... Templeville, Maryland GEoRGE TAYLOR LYoN, ]R. . ... 827 S. Washington Street; Havre de Grace, Maryland WILLIAM McCLELLAND, ]R. . ... 214 Goldsborough Street; Easton, Maryland GEORGE LEwis McDowELL . ....... . . ... .. .. .... 914 College A venue; Rock Hill, South Carolina CHRISTIAN HEBBLE McGARRY ..... . . . ... . 0. 0 0 •• 0 0 . 0 • • 0 0 • • ••• • 0 •• 0 0 ••• ••••• 98 North 19th Street; East Orange, New Jersey LEE MARCHANT MAcE . . ................... ..... .. . . 104 Prince George Street ; Annapolis, Maryland HAROLD J. MAIDAT ....... .. . r65 Bruce Avenue; Yonkers, New York Lurs ALBERTO MAIRATA. . . . . . . . . . . . . . . . . . . . .. .. .. .. . . . . Arica 95; Iquitos, Peru RrcHARD TAYLOR MALLON . . . . . . . . . . . . . .. . The Kennedy-Warren; W ashington, D . C. FRANCIS MAsoN, ]R. . . ... . . . ..... .... . 0 . . . . . . .. . . . . . . . 5535 Pulaski Avenue; Germantown, Pennsylvania WILBUR MATZ . . . ........ . 35 N . Patterson Park Avenue; Baltimore, Maryland ADRIAN CURTIUS MAYER . The Lombardy, I I East 56 Street; N ew York, New York ANTHONY F. MILETO . .Box 479; Annapolis, Maryland ]AMEs RATCLIFFE MuRRAY .. ....... .. . .4300 Wickford Road; Baltimore, Maryland JoHN HENRY MussETTER, ]R.. .. . .. .. . . .. . . .. . . ................ . .Germantown, Maryland ............ . . .. . ... .. . . 0. . .. . .... .. . . ....... . . . . . 2448 Lakeview Avenue; Baltimore, Maryland HmsH NADEL JoHN Orro NEUSTADT . . . . . . ..... 248 Prince George Street; Annapolis, Maryland RicHARD AuGUST NovAK . ........ . .... . . . . . . 801 N. Patterson Park Avenu e; Baltimore, Maryland VERN ON MoRSE P ADGETI . . ..... .. La Plata, Mary land THOMAS PARRAN, ]R. ................. . ... . . . .. . . . .. ·3734 Oliver Street, N. W. ; Washington, D . C. MILTON PERLMAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........ . . 41 N. Bellevue Blvd.; Memphis, Tennessee ALBERT ANTHONY PoPPITI . . 1026 duPont Street; Wilmington, Delaware HENRY CLAY PRESTON . .. . .. .. 0 . . . . 417 East Joppa Road; Towson, Maryland 0 • • • 43 • �WILLIAM DoNALD RENDALL ........ 530 First Street; Eastport, Maryland RoBERT HARoLD REYNOLDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Cathedral Street, Annapolis, Maryland HENRY MARTYN RoBERT, 3RD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Southgate Avenue; Annapolis, Maryland JoHN RocK ... . . . . . . . . . . . . . . . . . . .......... . . ... . 2 South Drive; Plandome, New York EDWARD WILFRED Ross, JR. . ......... .... .. . . .. 514 Walnut Street; Pocomoke City, Maryland LEo CARL RoTH . . ........... . ......... 2221 18th Street C; Moline, Illinois WILLIAM ALLEN RVHL, JR. . . . . . . . . . . . . . . . . . . . . . . . . . .2906 Evergreen Avenue; Baltimore, Maryland THoMAS MERCEIN RuNYON ............ .558 N. Bristol Street; Los Angles, California PAuL AARoN SAcHs . ......... . .. 8 Murray Avenue; Annapolis, Maryland JuLius BLAIN SHERR . . 540 Secono Avenue ; Suffolk, Virginia ANDREW CAMERON SHERRARD, JR. . ..... ..... .... .............. . Port Deposit, Maryland JosEPH JoHN SILHAVY, JR. ... ........... 422 E. Oak Street; Wauseon, Ohio ALEx LEoNARD SLAFKOSK Y. . ........ ........ . . . . 722 Hillside A venue; Bethlehem, Pennsy1 vania RicHARD BENNETT SPENCER, JR. . ........ . . 619 Tunbridge Road ; Baltimore, Maryland HERBERT BRENT STALLINGS . ......... . . Owings, Maryland RoBERT LEE STERLING . ....... .......... 49 Asbury Avenue; Crisfield, Maryland HERBERT WILLARD STERN . . . . . . . . ... . .. . . .. .... ..... .. ... . ...... . . .. A5 North 40th Street; Philadelphia, Pennsylvania CHARLEs ARTHUR STILLINGS . ...... ... ........ . 3109 Southern Avenue; Baltimore, Maryland RoBERT AuBREY STOREY . ... .. .. . .. . ... . .. ... . . .. . .. .. . . .. . . .. McHenry, Maryland DINuNcro BARBARA STREETT . . . . . . . . . ....... . ......... . ... 15 W. Biddle Street; Baltimore, Maryland CHARLES RoBERT SuTToN . . .... ..... . ..... .. . .. ... .. 1500 Bradd ish A venue; Baltimore, Maryland OLLIE HAMMOND THOMPSON, JR. . .......... ........ . ... Hurlock, Maryland RoBERT STEARNS THOMPSON . . . . . . . . . ........ ......... . . Box 156; Scarborough, New York THOMAS ORVILLE UsiLTON . . . . . . . . . . . .. ... .. .... . . Centreville, Maryland CHARLES EDWIN VAYNE . ......... . . . . . . . . 1027 Riverside Avenue; Baltimore, Maryland JAMEs IRA W ARANCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... A Randall Court; Annapolis, Maryland JoHN WEBER, JR.. ........ ............... .... .4140 Pearl Road, Cleveland, Ohio GEoRGE THOMAS WESCHLER . ..... .... .. . .... . .. Pearson, Maryland FRANCIS PHILLIPS WILLIAMS . ........ ..... .. ............. . . . . 307 Pine Street; Delmar, Maryland ALVIN CHESLEY WILSON, JR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... . . .. . .. 324 St. Dunstans Road; Baltimore, Maryland HAROLD WEBSTER ZEBLEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................... . Newark, Delaware CARVEL HALL The Daily Record Hotel UNDERWOOD ELLIOT FISHER Typewriters, Accounting Machines, Di1·ectly Opposite Naval Academy RooMs FRoM PB Adding Machines, Carbon Papers Ribbons and other Supplies ONE PARK AVENUE New York, N. Y. And Why You Should Read It EVERY DAY ON KING GEORGE STREET It is a daily newspaper containing news of Luncheon Dinner From 65c From $1 COCKTAIL LOUNGE MARINE Sales and Service Everywhere interest from all parts of the world, fur- nished by the United Press and other services. GRILL The news selected for this valuable paper is ROOF TERRACE selected by editors trained for that particular purpose. The largest and most modernly equipped printing establishment in Maryland-excluding Baltimore City . . . prints The DAILY RECORD also publishes each day, decisions of the federal and state courts of Maryland and many other interesting items. A wide range of commercial and financial news of the activities of the various state and "The St. John's Collegian" municipal departments. The Capital Gazette Press $1.00 per month or $10.00 per year (Since 1721) 3 Church Circle Call PLAZA 3849 Annapolis, Maryland 44 �PASTEURIZED MILl( Of Laboratory CoQ.trolled Quality • Produced, Bottled and Distributed Under Rigid, Exacting Supervision. • THE ANNAPOLIS DAIRY PRODUCTS COMPANY Phone 2345 Visitors Alu• Welcome ays 4'5 �COMPLIMENTS OF LARGEST SELECTION OF RECORDS IN TOWN Victor, Bl uebird, Columbia Brunswick, Vocall ion, & D ecca lndividual L istening Booth s THE CLAIBORNE ANNAPOLIS RECORDS MADE FOR ALL OCCASIONS Amplifiers Rented and Sold Sound Motion Pictures Rented Expert Radio Service FERRY COMPANY ALBRIGHT'S Sound Service Phone 4781 THE J. F. JOHNSON LUMBER CO. nThe Home of Good Lumber and Millwork" PHONE: Annapolis 2337 PHONE: Glen Burnie 99-100 ANNAPoLis, MD. Plaza 0969 GLEN BuRNIE, MD. --------~-------- SATISFIED CUSTOMERS OUR SUCCESS The Phone: Plaza 6739 Annapolis Flower Shop HAMMANN'S Compliments of "Trade With Trader" Music Store RYAN & BENSON CORPORATION 68 MARYLAND AvENUE A Reliable and Dependable Store Where You Can Buy Anything 2701 Falls Road ANNAPOLIS, NfARYLAND Telephone 399r ~~MUSICAL" Flowers delivned by wire in any city 1:n the world within a few hours time. Phone: VERNON 4272 206 North Librety Street BALTIMORE, Mn. RICE'S B. & N . NASH MOTORS Phone 2696 Lafayette Avenue and West Street USED CARS - Annapolis, Md. College Ave. and King George St. Phone 9867 ESSO SERVICE STATION Phone 9765 Washington and West Sts. KEYSTONE SERVICE * "A PLA CE TO EAT AND SAvE Mo NEY" * HOT DOGS, STEAKS a nd CHOPS * Tony Sterago, Prop. FARM & HOME SUPPLIES ( Since r88o) Dial 2655 COAL - CoNTAINS INDISPENSABLE FooD ELEMENTS ALL NATURAL FooD No "TRicK" INGREDIENTs ---~--- ). D. BAm- PHONE 4145 W . S. BRANDENBURG- PHONE 4287 E. E. GELrrAes- PHONE 2243 All One Organization-Complete Auto Service COLLEGIATE LUNCH NEW SCHOOL LUNCH BREAD ESSO SEVERN SERVICE STATION One Stop Service BALTIMORE, MARYLAND FUEL OIL THE HENRY B. MYERS GO. 45-49 West S'treet ANNAPOLIS, MD RICE'S BAKERY " Y and E"* has been a pioneer in advancing the cause of more livable Offices, D e s k s , Tables, Chairs, Files, Systems and Supplies, all are designed to meet the needs of modern business. *YAWMAN AND ERBE MANUFACTURING Co. THE PRICE CO. Baltimore, Md. �THE ST. JOHN'S BOOKSTORE IN ANNAPOLIS, MARYLAND Headquarters for the Purchase of THE GREAT BOOKS (Pictured on Page 9) CARRIED REGULARLY IN STOCK THROUGHOUT THE YEAR • Sole distributors for books published by ST. JOHN'S COLLEGE Importers of British and Continental Publications ---·--A Price List of the Great Books can be Obtained Free of Charge by Writing ST. JOHN'S BOOK STORE MCDOWELL HALL St. John's College Annapolis, Md. 47 �THE ARUNDEL CORPORATION BALTIMORE, MD. DREDGING - CONSTRUCTION - ENGINEERING DISTRIBUTORS OF SAND - GRAVEL - STONE and COMMERCIAL SLAG St. John's College Make Full Use of Our Complete Service COFFEE SHOP Checking Accounts - Safe Deposit Boxes Loans Savings Accounts Serving Certificates of Deposit Light Lunches and Shott Orders Foreign Exchange RUN RIGHT TO READS For All Your Drug Store Needs 176 Main Street Phone Annapolis 2356 Travellers' Cheques Christmas Club Collections Member of The Federal Deposit Insurance Corporation THE ANNAPOLIS BANKING & TRUST COMPANY Main Street at Church Circle Annapolis, Md. �ROEBUCK BOOKS Qua/lt!f-the most modern equipment, the highest quality of materials combined with !IJ ~ = = += = ... ~ -... ~ !IJ ·~ master craftsmanship in production account for the popularity of Roebuck Annuals. Service -personalized assistance together with complete layout and design facilities give the effectively stylized appeal desired on every campus. Oriqinafib; -new ideas portrayed in college annuals with clean cut simplicity and design all in accord with today's typographic ~ tastes. !IJ [xperience -guided !IJ printing school and college annuals-we know ~ 1'\ -- ·~ = ~ by twenty years of how to produce the outstanding book popular today. H. G. Roebuck & Son 119 W. M ulbePPYStPeet Balfimor>e, Md. 49 �so �Majestic Studios 342 NORTH CHARLES STREET (Ground FLoor) VERNoN 5621 Official Ph otographers For The ST<JOHN'S COLLEGE YEARBOOK OUR REPUTATION IS FOUNDED ON HIGH QUALITY WORK IN VARIOUS TYPES OF PHOTOGRAPHY AND THE DESIRE TO BE OF GRATIFYING SERVICE TO ALL WHO FAVOR US WITH THEIR PATRONAGE. SPECIALIZING IN SCHOOL AND COLLEGE PHOTOGR A PHY �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Yearbooks Description An account of the resource This collection contains yearbooks from St. John's College in Annapolis, MD. Yearbooks are sometimes referred to as the "Rat Tat", "Cicerone", or "Canvas". This collection includes all published yearbooks since 1896. Please note that yearbooks were not published every year. Holdings: 1896 v. 1 1898 v. 2 - 1899 v. 3 1901 v. 4 – 1912 v. 15 1914 v. 17 – 1918 v. 21 1920 v. 22 – 1945/1946 1947 – 1951/1953 1957 1982 1986 – 1990/1991 1992 – 2001/2002 2015/2016 – 2017/2018 2021/2022 - 2024/2025 Click on <a title="Yearbooks" href="http://digitalarchives.sjc.edu/items/browse?collection=21">Items in the Yearbooks Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context yearbooks Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper (bound book) Page numeration Number of pages in the original item. 51 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Nineteen Forty Yearbook Description An account of the resource St. John's College Yearbook for the year 1940. Creator An entity primarily responsible for making the resource Vayne, Charles E. (Editor) Publisher An entity responsible for making the resource available H. G. Roebuck & Son Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Baltimore, MD Date A point or period of time associated with an event in the lifecycle of the resource 1940 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 1940 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/07412662068f8c2818e9c0537d61ddef.jpg 1480f146e45f042a7c319734e3349e26 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 28.8 x 35.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJCO-P-0087 Title A name given to the resource Stringfellow Barr and Scott M. Buchanan on the Steps of McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1940 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Barr, Stringfellow, 1897-1982 Buchanan, Scott Milross, 1895-1968 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Deans Honorary Alumni Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/febb7a92881b96697a4df4b01c09da23.jpg 585c15b9184c7145497e4446c8077281 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 24.5 x 19.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0828 Title A name given to the resource A Bookshelf with Great Books of the New Program at St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1940 Creator An entity primarily responsible for making the resource Eisenstaedt, Alfred Subject The topic of the resource Great books of the Western world St. John's College (Annapolis, Md.) Curricula. Books Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph.