39 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/64871f09b66f47b899983bfd245795e0.mp3 c4447503911387712def05e394802cdc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem 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 Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:42:16 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 Divided souls : an introduction to The Merchant of Venice Description An account of the resource Audio recording of a lecture given on August 25, 2017 by Matthew Davis as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Davis, Matthew K. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-25 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Shakespeare, William, 1564-1616. Merchant of Venice Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014380 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a07955ed3f8038ad13c71c08ce1ae875.mp3 8f66bbe15e790589f9a6dc4cf04d3164 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem 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 Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:17:43 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 Speaking of the dead : Plato's Menexenus Description An account of the resource Audio recording of a lecture given on October 28, 2016 by Michael Davis as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Davis, Michael, 1947- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-10-28 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Plato. Menexenus Funeral orations Language A language of the resource English Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9a9e411e5ac88af862812b60145d331f.mp3 a5666272a9ebc58b72c06614dd980968 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem 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 Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:27:07 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 There's No Place Like Home—in Plato's <em>Republic</em> Description An account of the resource Audio recording of a lecture given by Michael Davis on October 3, 2025 as part of the Dean’s Lecture &amp; Concert Series. The Dean’s Office has provided this description of the event: "Those living in the various versions of the best city described in Plato's <em>Republic</em> are to feel perfectly at home, but none of those present for the description is at home. The education of the philosophers who are to rule in the best of these versions of the city is to include solid geometry although we are told that it has yet to be discovered. We are to read the 'big letters' of justice in the city as a way to read the 'little letters' of justice in the individual. This proves to mean looking at something on the outside so as to see what is on the inside. But if we can see the inside, is it still the inside? Can we ever see the inside of a human being? These questions, at first not obviously connected, all point to the need to read the <em>Republic</em> as self-critical, with a surface revealing a depth that, despite the ancient quarrel between poetry and philosophy, becomes available to us poetically." Creator An entity primarily responsible for making the resource Davis, Michael, 1947- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2025-10-03 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Plato. Republic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_DavisM_There's_No_Place_Like_Home—in_Plato's_Republic_2025-10-03 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/64106a6bef0f645217cd0a6f595e544e.pdf 966e3164ed6329b17c6422ca8b7b5003 PDF Text Text �.. 'I'm sure I'll take you with pleasu re !' the Queen said. 'Twopence a week, and jam every other day.' Alice couldn't help laughin g, as she said, 'I don't want yo u to hire me- and I don't care for jam.' 'It's very good jam,' said the Queen. 'Well, I don't want any to-day, at any rate.' 'You couldn't have it if you did want it,' th e Queen said. 'The rule is, jam to-morrow and jam yesterday - but never jam to-day.' 'It must come sometimes to "j am to-clay",' Alice objected. 'No, it can't' said the Que en. 'It's jam every other day: to-clay isn't any other day, you know. ' 'I don't understand yo u,' said Alice. 'It's clrea clfully confusing!' LEWIS CARROLL Through the Looking Glass �ST. JOHN'S COLLEGE YEARBOOK 1949 ANNAPOLIS, MARYLAND Table of Contents Th e Yea rbook is publi she d by tho Junior Class &f St. John ' s Coll ege: Editor Patrick D. Davi s Photogra phic Editor Ch ar les D . Lewis Jr. Bu sin ess M anag er J erome G. Lansn er Contributing Editors: D ougl as G. Boyl e . Philip A. The Electric Clock --------------------------Mathematics ----------------------------------Language ------------------------------------------La bora tory -----------------------------------------Seminar ------------------------------------------- THE DAY Camponeschl, Jerome H. Cantor, Bernard S . Cl or ety, Edm ond E . di Tullio, Rich · ard T . Ed elman, Matso n G. Ewe ll , Herb ert S . Feinberg , W. Bernard Fl e isc hm a nn, H . Fram e. Robert L. Goldbe rg , Ri chard S. Ha rri s. John P . Hayd e n, Th eodor e W . He ndricks Jr .. He nry B. Higman . L. Don ald Koontz. Cl arenc e J . Kram er . Jerom e Jam es THE WEEK Monday Tuesday Lans nor. Charles D. Lew is Jr.. C. Ranl et Lincoln . L. Stuart Linton Jr. . Th eodore J . Otteson. P a tri cia Parslow . L awrenc e H . Sherman . Thoma s K. Simpson . John Sterrett. Henry Wise Wednesday PhO'tog raph s by : All e n P. Hoffman . Harry Kl s levitz . Ch a rles D. Lewis . Rob ert S. Parslow , Jo.hn Sterre tt Thursday Special Ph otogra ph s by Marion E. Warre n of Annapoli s Friday • BOARD OF VISITORS AND GOVERNORS Chairman: Richard F. Cl e vela nd; Vi ce Chairm a n : Fran cis P . Mill er: Secretary: W i lli am Le ntz : Dr . Thoma s Parran Jr. ; Dr. Amos F . Hutchin s ; Edwin Wa rfi e ld Jr. : Paul L. Banfi e ld ; C.lare nce W . Stryker; Herv ey All e n ; Dr. Willi a m J . Fre nch ; Mark Van Doren ; Ri chard Scofi e ld : John S. Ki e ff er ; Brig . Ge n. William C. Purn e ll ; Judg e Levi n C. S alley; Ra ymond N. Wilbu rn : John T . Harri son : Bromwell Ault; Robert Oti s Jon es; Willi a m J . Gor man: Re ub e n A. Hold e n : J . Vin ce nt J a mi so n Jr. ; Carl e ton M Itch e ll ; Stewart C. Stackhouse. • OFFICERS OF ADMINISTRATION John S . Ki eff er. Pr esi d e nt : Jac ob I( loi n. Acti n!] Dea n : Lou is Graff. Acti ng Ass istant D ea n ; Captain W a lte r Sharp (S. C.. ) , U . S. N ., Rot .. Treas ur er ; Miriam S tr a ng e. Re gi s trar: Charlotte Fl etc he r . Librarian; J oh n G. Gree ne, DirectCH" of the Adult Program ; Vict or Zu ckerka nrtl , DIr ector of Mu s ic: Al exa nd e r L. Slafkosky, Director of Athleti cs; Edward F . Lathro p Jr ., Alum,! S ec r e tary ; J. Oliver Purvi s. M. D., College Ph ys ici a n ; Be ll a Di skin , Di etitian : Archibald McC-ourt. Sup erinte nd e nt of Bulldinqs and Grounds; Jam es A. Councilor a nd Comp a ny, A uditor . Saturday Sunday THE TERMS Fall Winter Spring THE YEAR 4 6 8 10 12 The Court ---------------------------- ______________ Athletics ----------------------------------------Catholic Study Group --------------~--------Bible Classes ---------------------------------~---Fine Arts ---------------------------------------------- 14 14 16 16 16 18 19 Music ------------------------------------------------Folk Dance Group -------------------------------poIi ty _________________________________________________ __ Boat Club ------------------------------------------Chorus ------------- ---------------_______________ _ Concerning the Lectures ___________________ Concert Season ----------------------------------Films, Finance and the RAM ____________ _ Drama in the College _______________________ __ Cot iII ion CIub _________________________________ _ 20 21 22 22 24 .25 27 27 Radio Program ------------------------------------ 28 Sunday Evening Meetings ___________________ 28 Convocation ----------------------------------------The Crisis --------------------------------------1 ne Week ----------------------------------------u The Seniors -----------------------------------------Adult Education --------------,----------------Coli e gia n --------------------------------------------The Admin is tra tion _________________________ __ 29 30 32 37 49 49 52 The Fa cuI ty ------------------------------------ 54 The Bookstore ------------------------------- 57 The Library ------------------------------------ 58 The Wood Shop _______________________________ _ 58 The Back Campus -------------.-------------The Fresh men --------------------------------The Sophomores -------------------------------The Juniors ------------------------------------Senior names and addresses ____________ __ Apology ------------------------------------------------ 59 60 61 62 63 64 �The electric clock 1 H E ST. JOHN' S Progra m has fo re ver been a subj ect of deep con ce rn to both advocate a nd c ritic. It has initiated so und and im agin a tive disc ussions abo ut th e value an d co ntent of liberal educa tion, and provo ked violent a rgumen t a bo ut its purpose and direc tio n . Th e essen ce of th e Progra m has n eve r been strictl y defin ed . It has been in consta nt m otion w ith va ryin g speed an d direc tion. D espite m a ny a n ad ve rse circumstance, th e Program has searched fa r into t he r ealiza tion of its o wn "con scio usn ess." It is the heart of th e C ollege . But, like all hearts, it depends fo r its fl o urishin g existence on th e beha vior of subse rvient o rgan s. O ne of th e m ost important of these o rga ns is th e C ollege administration a nd th a t administration's policy . It is her e th a t th e Progra m faces its first obstacle. It is here th a t th e Prog ra m , thro ug h n o fa ult o f its own, is subjected to a real con t radiction between the th eo retical a nd th e prac tical coll ege. A pa rt fr om the Program , th e administra tive prin cipl es of Mr . Buchan an's C ollege present a chronic and o ft entim e ac ute dilemma to th e practical college . This dilemm a is of a subtler sort than th e usual discrepan cy between tho ug ht and ac t . Th eo reticall y, St. J ohn's was a vigorous n ega tion of th e convention al prin cipl es unde r which most othe r prac tica l coll eges operated. But w hat is even more impo rtant, th e th eo retical college w as also a n ega tion of its o wn ph ysical co unte rpa rt. St. J ohn's had to be unde rstood not onl y as a positive eel ucation al r eaction to atrophy and in ertia ; it had also to be und erstood as a coll ege with a problem pa rticul a rl y its o wn . It had also to discove r so me n ew w ay of dealin g with th e pr<tctical con sequ ences of its o wn id ea, which in th eo ry it see m ~ d to oppose . 'The prac tical coll ege had to he h eld strictly in h ~ ncllest it inte rfere with th e tru e a nd idea l purpose of th e th eo retical college . Tw o brief propositio n r efl ectin g th e surroundin g substa nce of each of th ese colleges will perhaps se r ve to illu stra te and distin g uish th e dil emm a. learn . L earnin g, tho ug h a diffi cult a nd som e tim es ago niz in g aff air, was so m ething th at had to be desired by th e stud ent. No a m o unt of exte rnal, appa rent disc iplin e co uld substitute fo r th e true inn er disciplin es of th e mi n d . Co nsequ entl y, acquirin g th ese disciplin es was almost entirely th e· student's ow n affair. A ltho ug h so m etim es un stable, th e st udent w as n everth eless ass um ed to be a f ree and respo nsibl e individu al, fo r fr ee dom was a n ecessary prerequisite to lea rnin g . Tim e was n ot a se rio us problem to th e student o r th e teacher. As a m atter of fac t, it wasn ' t a problem at all. L ea rnin g w as a n etern al process of d iscove rin ~ clisca rclin 0 and rediscoverin b ' e:, ooand this process had little r espect fo r con ve ntion al tim e. W ith som e n atural an d reason able lim ita tio ns th e stu de nt was all owed, if not en co uraged, to p ursue dog~eclly a problem until he had un ea rth ed th e spa n of its r amifi cation s, until he had un cove red its inna te contrad iction . A nd contradictions, pa radoxes a nd dilemmas fl o w ed thick. Such is th e th eo retical college, such th e "Gold en A ge" revolution , th e undisciplin ed unrul y era of stimulatin g t ho ug ht. But such a coll ege , co urageo usly con ceived as it w~s, _co uld no t continue to exist on such ed uca tion all y n aive pnn c1pl es. It bega n to die, slowly a t first, in 1937 . YV_e now com e to o'ur second proposition , tha t of the T o begin almost imm edia tely, entran ce reqlllrem ents o£ som e so rt were n ecessa ry, despite th e nicely s~run g toge th e r truth th at educa tion was fo r all m en , espeCially th ose w ho we re on th e low er run gs of th e education al ladde r. Th en of co urse, th ere had to be g rad es, if only as a sm all con cessio n to th e o utsid e wo rld a nd to those prac tical m inded peopl e wh o th o ug ht such m atte rs co unted . H ere th e th eore tical college face d a minute a nd pa rtic ul a r description of th e la rger dilemm a. Th e th eoretical coll ege n ega ted grades . T hey we re useless a nd unim po rta nt ; no m easure of the stud ent's progress and ac hie vem ent. But there had to be grade_s. Consequ ently, som e ela bo ra tely vag ue system of m a rkmg was In stituted, suffi cientl y loose to satisfy everyon e an d no one. Th e degree, thoug h a con ve ntion al stupidity, prac ~ JCa l coll ege. Ideally, and in its very ea rly yea rs, St. J ohn 's w as co nsid ered o nl y an occasion to begin o r co ntinu e som e se rio us thinkin g and learnin g . It was a place yo u ca m e to, rega rdless of education al a nd social bac kg ro und , w hen you felt yo u wanted to lea rn som ethin g, a nd left w hen yo u tho ug ht yo u had. This, in cid entall y, was don e w ith som e degree of regul a rity in the ea rly cl ays of " Th e G olden Age." Suc h beha vior w as ·n ot fr ow ned upon by th e less conventio nall y disc iplin ed fa c ulty, th e student bein g rega rd ed as a so mew hat un sta ble learnin g anim al see kin g to acquire so m e roo ts a nd tru e intern al disciplin e. Th e pertin ent qu estion s, to facu lty and stud ent alike, we re ' H ad th e lea rn in g process begun 1 was it bein g stim ulated 1 ' N hat we re its o bstacles in gene ral and w ith respect to a pa rtic ul a r stud ent ?' Acqu irin g t he discipl in es of th e respec ti ve a rts was n ot a job th at required such questionabl e extern al stimuli as com petiti ve test. , r ul es for a ttend ing classes a nd the like . It was co nceived to be a r idic ulous propositio n th at one co td d fo rce a stud ent to had to be g ranted, if not to sa tisfy the in creasin g scep ticism of ga mblin g pa rents, th en a t least to calm th e cries of o-raclu"' ate schools and g radu ate sc hool stud ents. Th en of co urse , m oney had to be raise d and intelligentl y spent. This problem raise d a number of oth e rs. Th e g rant fr om the Sta te m ad e it delica tely diffi cult to admit a Neg ro stud ent and althou o-h this was n ot the tru e o bstacle to his admission, 'it neve rth el:S had to be con sider ed. Stud ents had to be solicited and th e alumni beca lm ed. N ew a nd va rio us reason s had to be imagin ed to quiet the vicio usly no rm al c rav in g for a razzm a-tazz foo tball team. L est I appea r to slig ht th at n oble and in spired institution , the Acc red ita tion Committee suffice . . ' 1t to m ent1on th at ties and clea n shirts we re con side red in o rd er. Tha t on ce deliciously fruit ful in stitution , "The Crisis" beca m e an occasion fo r de risive laug hter, fru stra tion a n d ind ec ision , in stea d of a healthy sig n of progress. Time beca me a vital probl em; so vital a n electric cloc k n ow stands a t th e foo t of th e first lan d in g o f steps in McD owell H all. A wo rd for th e Boa rd o f Visito rs an d Gove rno rs. T he prac tical college was co min g into its ow n . H eaving occasio nal sig hs of relief and an occasional ou tbu rst of a n o-e r . b ' th e th eore ti cal coll ege was slowly m ee tin g its m a ker . T he necessa ry tra nsitio n fr om th e a rt of lea rn ing per se to t he a rt o f at tendin g a good libe ral a rts sc hool was slow ly ta kin opl ace . "' Horseplay Pinkney Hall Stone House Conse rvatory Th a t suc h a co nflict is n ecessa ry, n o on e can de ny. T o reso lve th e conflict is to dissolve th e Coll ege . No am o un t of co mpl ai nt, however appa ren tly justifi able, ca n eradicate t he n ecessary shena nigan s th a t a college ad ministrator must painsta kin gly obse r ve precisely beca use h e is a colleo-e ad . . "' llllllJStrato r. Na turall y, th e re a re "extents to which" an ad ministratio n can go. It ca n eith e r m inimize t he impo rta nce and power o f th e prac tical coll ege, or emph asize it. As the adm inistra tio n chooses, so go th e fo rtun e of th e P roe: ram ~ and its fo ll owe rs. �THE Before and after Math Mathematics THE TRADITIONAL arrange m ent of the St. John's prog ram is often portrayed with tutorials, laboratories and lectures revolving about th e seminar as a focus. "The Seminar is th e focus of th e liberal arts" is an oft-repeated phrase. As both heart and hea rth of the program, the semin ar rightly occupies the central position. The seminar demands on this account t_ e greater part of th e student's inh tellectual activity. Y et as we know from C opernican astronomy, the ultim ate justification for placing the sun at the center rests upon the the ory of th e planets. The seminar, likewise, if it is to be th e focus of a liberal edu ca tion, must not only shed light on its planetary tutorials but be sustained and upheld by them. Mechanically speaking, th e program is a system operating under certain laws of mutual attraction. If just proportions of attractive force are not maintain ed betwe en the parts, th e system becomes chaotic: an anti-system . Simply in the n ature of its system atic arrangement, the program is in danger of becomin g unjust: first within itself, and second within the "student-observer." Th e first species of injustice com es about from the original irregularity of som e of th e planets. In tryin g to regularize its orbit, one of the planets m ay exercise an undue influence upon th e others. In stead of leading to further harm ony and justice, catastrophe may r esult . Th e second kind arises out of a n atural n ecessity. Planets only show th eir brilliance an d cla rity when th e focus is obscu re. C onversely, the planets m elt into obscurity when th e focus is at its brightest. Thus, to work and observe in eith er ph ase alone prevents a proper understandin g of the whole. Th e program suffers much from Six part-time observation, losin g its unity and system. Th e m eans whereby the student persuades necessity is in adhering strictly to the 'IUY. 'r'IJIJ·cpov. . Of these two injustices which are now present in the program and its students, the first appea rs the worst and in part acco unts for the second. Th e present stat_ of injustice in th e program has ca use d e a disturbance in th e circulations of what was probably th e most orderly and properly adjusted planet in th e system, the m athematics tutorial. The planetary labo ratory, in tryin g to find its proper orbit, has encountered th e math em atics tutorial. And the m ath ematics tutorial responded to the irresistible attrac tion of the laboratory to its sorrow. Strictly, w e cannot say th e whole laboratory has been the cause, but rather that par t of it whose theoretical base is in mathematics. It seems that the gr eatest intelligibiliy of the science of modern physics is brought out with the methods of the calculus. Since th e laboratory has chosen to make a more equitable distribution of physics within th e junior and se nior years, the burden falls on the math em atics tutorial to supply th e calculus-tool · in th e junior yea r. But this r esults in a squeezing of part of th e second year in to the first, and part of th e third into the second . This causes some editin g to relieve the pressure of the squeeze. It is very questionable how prudent th ese procrustean ac tivities ar e. A ce rtain amount of editin g is reasonable onl y if ca re is taken to m aintain continuity. W e might take several examples. Th e number books in E uclid were badly affected . This in turn hinders a clea rer und erstandin g of Nichom achus, wh ich further adversely a£- DAY fects a fru itful co mparison of Greek number theory with of the scien ce. Attention to the m eth ods involved in the algebra and m odern number th eo ry in D ede kind. There solutions of the k ey problem s as are given in th e m ath em atica n be no doubt th at has te will r equire forego in g any care- cal classics contributes m ore tow ard th e developm en t of fu l readin g and disc ussion of th e locus problem at th e en d analytical powers th an this hit-an d-run problem solvin g now of th e third book of Apollonius. With out this one can easily infesting th e m ath em atics tutorials. Besides bein g bad pedaimag in e the confusion which will result when D esca rtes uses gogy, the latter species of problem solvin g points up a poor th e loc us problem as th e crucial test of his application of alge- understandin g of analysis in general, and the proper uses to bra to geom etry. This of course assumes th a t D escartes will which it can be put. Its present use reminds one of the be more th an thumbed throug h. A ristarc hus' book on th e cookbook co urse in th e qualitative analytical chemistry labSizes and Distances of the Sun and Moon will go, if it has oratory. not already gon e by the boa rd. The fact th at it is one of th e It is comm on practice to point th e acc usin g finger at archetypal scientifi c treatises, combinin g demonstration, obHumphries H all whenever anythin g goes wrong with th e servation and m easurem ent, providing th e soundest appre- oth er parts of th e program. It would be foolish to deny ciation of th e laboratory and its m ethods will probably hardly th at th e laboratory has been in bad shape. It wo uld be just be consid ere d. This, all clone for th e sa ke of th e laboratory. as foolish to say that in making a sin ce re attempt at rectiWe could continu e to enumerate th e ha rmful effects of this fi cation th e laboratory has n ot collided with th e math em atics sq ueeze. tutorial. It see ms to us th at most of th e difficulty comes The general effect of m ovin g th e calculus to th e third from a lack of any clear statement abo ut th e ultim ate aim s of year was to crea te an in consid era te ed itin g and heighten ed th e labo ratory and m ath em atics tutorials sepa rately, and th e feeling for racing aga in st tim e to cover th e required material, two in combin ation. This indefiniteness can not be mainthereby ruling out necessarily tim e consumin g discussions tain ed constantly with th e oversimple answe r th at th e qu arrel which are th e sine qua non of clarifying insig hts. between Humphries and McDowell is one of th e perennial To show their unbound ed zeal for th e calculus, some problem s in the infinite sc heme . tuto rs in r ecen t yea rs have found it desirable to turn NewC ertain directiv e principles a re implicit in usin g the g reat ton's Prin cipia into m odern analytical form for th e edifica scientifi c boo ks as textbooks in tutorial s an d laborato ries. tion of th eir students. ' Ne adm ire this J ac k H orner feat Th ey a re not simply goo d m aterial fo r th e attainmen t of but feel that tim e would be m ore thoughtfull y spent if som e operational facilities. · They are solutions in which insights effort were m ade at elicitin g N ewton's r elation to Aristotle, ar e precipitated. Ordinary textboo ks a re merely th e developPtolemy, Copernicus, K epler and Galileo. vVe r ealize th e ments of th e in sig hts. They tend to obscu r e the solutions in tediousness of th e geo metrical m ethod, but it offers no which th e precipitation took place . To recover th e insights serious difficulty of any amount if ca re is taken with E uclid and precipitatin g solutions is th e rationale of r eadin g the and Apollonius. This kind of r econversion would be acceptorigin al contribution s and perform in g th e cru cial experiab.le and make a good deal of sense if it w ere actually co upled ments. R eadin g books like Apollonius, G alileo and D eso-e Wlth the gr eat books in m odern analysis like Lagran b ' F oun.er and Maxwell. As it is, th ese boo ks remain un- cartes and performing experim ents like those in music and some of th e freshman and junior laboratory exe rcises attests touched and the reconversion goes on. to a non-con ve ntional understanding of th e functions of th e T l1 e old argum ents for oper ational facility see m to have math em atics tutorials and laboratory. Th e problem is one won th e clay over to additional pressure of th e laboratory. of makin g th ese implicit principles quite explicit. If th ese In. .c: rtam of th eir r elations to th e labora tory, operational principles collide too harshly with th e facts, th ey should be ab1llt!es of necessity have to be inculcated within th e mathehonestly dropped, and m or e intelligible principles established. m atics tutorials. One would hardly push these particular It is becomin g m ore and m or e difficult to see how the prescases to th e point where they affect the teac hin g in m ost of th ~ ot~e r parts of math ematics. Oper ational facility consists ent principles are g uidin g and directin g th e m eans; the clay pnmanly Ill the ease with which the student solves problems. to clay fun ctions of the laboratory and m athematics tutorial. Granting th e new endeavours of th e laboratory in rightin g We don't a rg ue against problems per se. Th e solutions of its irregular orbit, w e still feel th e presen ce of an enervatin g problems a re at the heart of Euclid Apollonius D esca rtes Newton, et al. But in th ese boo ks ~h e pro blem~ have rele~ and stagnatin g hostility between the aims of the College and vance, and are the m eans orcle rin o- th e whole dem onstrati ve th e laboratory and m athem atics tutorials. This state of ind' b 1 scourse. vVhat pass currently for problems a re usually th e justice, unless it is r ectifi ed, leads to an in stability and disrandom gath erings from examin ations pl ace d at th e end of harm ony th at only a nother r evolution is capable of r em edy~he chapter 111 m ost textboo ks. T o say th e least, th ey are ing . In a dem ocratic system r evolutions are som etimes to be Inno~uous and sufferabl e; to say th e most, th ey are harmful heartily welcomed . But in this case, th e turnin g would land and Irrelevant. '_[hey have a tend en cy to be m er ely exerc ises th e C ollege back into familiar trac ks of present liberal arts l11 formula pacldm g, and detractors fron'il- th e real problems institutions. Seven �Language A CRITIQUE o f th e teac hin g of la ng uage du rin g the past academic ye ar is m ade very difficult for two reason s. First, it h as ceased to be clear wh at the purpose of th e lang ua ge tutorials is - we w ill th erefore scrap all re fe ren ce to the catalog ue. Secondly, th e ac tual teachin g based itself on so m any di ffe rent theories th at it wo uld be useless to attempt a recr eation of orignal purpose from it. Criticism of this state of affa irs is by n ecessity Aristotelian, n ot an alytically Aristotelian because ther e is not much to an alyz e, but of a kind w ith the " G en eration of A nimals," pure classification by the onlooker. A fter this h as been acco mplished, th e critic will attempt to create the id ea of a on e out of w hat was shown to th e eye . H e w ill, I predict, close with that n ote of optimism which Plato first saw throug h and A dam Smith has tem porarily left with us. Th e tutors to wh ose ca res th e teac hin g o f lang uage was confided, condu cted their classes in roug hly fi ve diffe rent m ann ers : th e divinely m ad, th e philosophical, the phil ological, th e th eological and th e unliter ate manner. Of th e last category, very little should be said . H appily, only on e or two tutors fitted into it - it is a rare avis and mig ht die out. A tutorial of that class is a place where, after a prelimina ry stud y of gramm a r-text, th e assig n ed rea din g of the yea r is begun - and stays at the beginnin g . Th e students who come to such a class with the intention of applying themselves, study gr ammar with tempo and hope that on ce th e "real r eadin g " sta rts, things mig ht look up. But then th ey see that th e tutor in cha rge is n ot in teres ted in this eith er - and turn s out to ha ve onl y a slig ht kn owledge of the lan g uage to be taug ht. A t this point, eve n the best students cease to prepa re th eir work - a mutual pac t sprin gs up between tutor and stud ents, and th e class becom es a m illpoint of gripes, parlour co nve rsation, cigare ttes and bore dom w hich ends on th e don-rag's lyin g note o f brass. Such classes exist everywhere. Th e only trenchant criticism of this unliterate level at St. J ohn's is that it a! ways exists in so me fr eshman tutorials. H eterogen ous groups of un edu cated boys are entrusted to th e ca res o f m en wh o are n ot interested in teaching them , wh o do n ot kn ow what th ey are suppose d to teach. This situ ation brin gs about disappointm ents and fosters a cynicism which, fo r so me fr eshmen, dies hard. As has bee n said, th e dan ger of such instruction is compa ratively small - even th e dullest student becomes a ware of the inco mpetent path of th e tutorial. A much grave r peril, on the oth er hand, is prese nted by the tutors of th e philological school. It is probable that wh en these m en j oin ed th e St. J ohn's faculty, th ey we re shocked by th e n ews th at Gree k w as to be taug ht her e in two years, and Fren ch and G erman w ere given on e yea r each. Th ey remember that it took them very lon g to master th e intricacies of eac h lang uage at some N ew E n glan d G erman university m any years before. Th e student who com es to them is se rve d up g rammatical minutiae and told that here he w ould lea rn "just Gree k." The assign ed text is cut into fra gm ents and submitted to an an alysis so close that the m ea ning of the w ords is lost. Stud ents leave th e tutorial with stagge ring loads of hom ework in w hich th ey can see n eith er rhym e n or reaso n and are kept at by shee r pedantic pressure. As th e year passes, howe ver, they construct a rational fr am ework of belief for th em selves th at w ill make se nse of th eir purposeless activity. Th ey have so mu ch to do eac h nig ht that they cr eate a co mpensation for their hard lab; ur - th e praise and r eward of th e philological teacher becom e real, his rebuke is taken se riously. At th e end of th e year, by clint of disciplin e, he has won his students over. H e has m ade them see that lan g uage is th e lifeless fl at brick ten ement th at he has presented and th ey h ave acc ustomed them selves to living in its squa re rooms. Their knowledge is a chec kerboard, a gam e w hich they w ill or w on ' t fo rget - an experience with out depth and f ull of reason. The philologist has shown th em th e nin eteenth century r ealm of " g ramm ar" wh ose up wa rd dialec tic is th e empty r oot of so und . W e n ow procee d to th e th eologians. As such mig ht be classifi ed all those lan guage tutors whose teachin g aim is m ainly m oral. They hope to m ake th eir students .i nto better m en ove r and above th eir knowin g G erman, G ree k and F ren ch. In th e tutorial, all religious texts are emphasize d and th e discussion of th e oth ers is centered on extrac tin g m oral val ue fr om them. v\Then th e am oral laws of g ramm ar are studied - and g ramm ar is em phasized here because th e good man cr eates onl y secondaril y and thinks last - m emorization of th em is consid ered a m oral good. The ac tion is made to be what the co ntent cann ot offer. The don-rag of th e theological lan g uage tutor is a m oral se rmon, made all th e m ore strikin g because th e student's life and his study of lan g uage a re subj ec ted to an eth ical judgm ent on th e same m oral plan e. Even if one we re to g rant the id entity of ethics and aesth etics which such teachin g assumes, it is highly doubtful wheth er any on e system of morals m ay be written into this hig h equation. "'That th e th eological lan g uage tutor forge ts is that he is th e most subj ective teacher of all in allowing his subj ect-matter to be identifi ed with his person al beliefs. Should H oly Writ or the T almud control th e true approach to Plato, G oe th e or F laubert l A s far as th e opinion of this critic is co nce rn ed, it is th e philosophical lan g uage tutors who have don e the best teachin g job las t year. This g roup of m en , wh o w ere m ainly centered in th e G erman part o f th e prog ram, all had th e advantage of a good education with an emphasis on the literary and historical values . Th ey w ere able to fit their gen eral education into the lin g uistic schem es th ey attempted to impart with out diffi culty. Th eir teaching o f th e lan guage as such was fl awless sin ce they kn ew its intricacies and th e brid ges th at lea d fr om it to En glish. Their r eadin g of literary and philosophical texts was well coo rdin ated w ith se min ar rea din gs and th ey had , at th eir disposal, en oug h inform ation to accelerate th e process of intelligibility for the student. It m ight be sa id, by w ay of criticism, that these philosophical tutors we re som ew hat too well edu cated for th e purposes of ge neral in struction, i.e . thj t they did n ot confine th emselves to th e context of th e syllabus alon e but furnished information that only toucl1 ed it tan gentiall y. T o th e student for wh om even th e elementary ph ases of th e wo rk to be acco mplished w ~ re unclea r, this w ealth of auxiliary in sig hts was m or e a hmdran ce th an a help in th at it se rve d to confu se him even m ore. E qually, th e amount of wo rk to w hich the st_ udent wa ~ subj ected in th ese classes w as, at tim es, excessive. But If one takes the give n probl em of teachin a en ough G erman to r ead K ant and G oe the in a yea r int~ ac~o unt, _h e_ work of th e tutorials co nducted al on g formally t philosophiC lm es was th e best in th e C ollege this pas t yea r. Th e w ork of th e divin ely m ad lang uao·e tutors is the hard est to criticize. On th e on e hand, th e st~clen t finds himself compelled to exe rcise his intell ec t in a trem endous ra n ge of Id eas. On th e oth er hand , th ese id eas a re alm ost n ever f~ rmul a t~ d with th e precision and distin ction proper to th em . Smce ~lnl oso ph y rests on lan g uage as its onl y m ea ns of expressiOn , It should be fo rmulated, as far as it is effa bl e, in exac t terminology. "'Then it becom es in effa bl e it should be disc usse d in th e provin ce of relig ion or th e fin e a rts. The divin ely mad lan g uage tutors should ta ke this distin ction into acco unt (which th eir beloved Pl ato has m ade so many tim es) and con vey It to th e1r stud ents. For oth erw ise, th ese will begin to believe th at w hat th ey utter under the spell of E ros and Bacc hu s IS really truth , even w hen it is un acco mpanied by that bea uty which th eir divin ely mad tutor l1 as taug ht th em to despise . Th ey will - an d have - com e to love th e in e~a ble and sublim e and to despise th e bea utiful , a path ological pa radox which is th e specialite de La maison at St. J ohn's. A lso it is to be criticized that th e divin ely m ad tutors o_ften_ forgo t th e l ~a rnin g of th e pa rticul ar lang uage in qu estiOn ."1 th e1r fr antiC race towa rds th e form L ang uage . Y et, d~sp1te th ese draw bac ks, th e divin ely m ad lang uage tutorial still kept on e fea ture that place d it above th e oth ers. It alon e all ows for th e pl ay of spontan eous feelin g , th e crea ti ve impulse, th e involven: ent o f th e w hole human path ology w hich have been produ ctive 111 th e formation of th e Grea t Boo ks. If the di vin ely m ad lan g uage tutor and his stud ents we re all g rea t poe ts and thinkers, this tutorial w ould stand out as an excellent teac hin g experiment. But then it wouldn't be necessary. If o n e . accepts th e classifi cation of lang uage tutors and tuton a1s, 1t remains to be seen how an ideal tutorial w ould look, providin g th at th e sa m e tutors wo uld rem ain and could lea rn fr om one an oth er. It would seem that th ere is n o thin a to be lea rn ed fr om th e unliterate classes except their leisure~ A ll lea rnm g must be made clea r to be und erstood an d, for most m ortals, cl arity m eans slown ess. F rom th e ))hil oloa ists b ' . we ca n I ea rn g rammati ca l pr ec isen ess and be reminded th at a rea din g kn owledge of a lang uage im plies so me substan ce , ~l o t onl y form . The th eological tutors m ay teach us th at all In stru cti On is f utile if it does n ot take th e en d of m an into acco unt. The larg e fund of litera ry- historical kn owled ae ':hich th e philosophical tutors possess brin gs us to the realiz~­ tiOn th at bea uty is n ot easy an d sim ple, but difficult and co mplex - a truth that is often for aotten here. A t last the divin ely mad tutors should be imit~ ted by th eir coll eag~es in on e way - th ey alon e ta ke into acco unt th e notion th at !ang uage is alive, th at it is a flu id substan ce and, as all life, IS bo rn , co nveys love, and dies . Thu s it beco mes appa rent th at, w hile th e teachin g of lan g uage at St. J ohn's off ered little succo ur to th e individ ual stu~ent of 1948-4 9, it co uld improve n ext yea r if th e expe n en ces o f th e fac ulty were pooled and amalgam ated into a co mbm ecl un1fi e_d d irec tion. Or better still, th e re-appea ran ce of an 1mposs1ble m an (o ne of a few) w ho co mbin es th e best parts of all th e ca tego ries and elud es th em all - a aood :eac her in oth er wo rds, mig ht brin g abo ut this re-integr; tion 111 a more forceful w ay. Th e end of th e pas t yea r has given us so m e glim pses of such an event, and prospec ts fo r th e next yea r see1 even mo re prop itious. Th e teachin g of lang uage _ n IS a main stay of CIVIli ze d existen ce- as such a 110 1 . · . . 0 1we ll' s " Nm eteen E ig hty- Fo ur" oug ht to show us. veIt as is here at St. J ohn 's th at it should rem ain ali ve . Kant made easy Eight N ine �Laboratory THIS H A S BEEN a yea r fo r not criticiz in g the la boratory. We hope t his relative sil en ce on th e subj ect does n ot m ark a decrease in th e restless inter est w hich th at active discussion used to demonstrate. It ce rtainly does n ot mea n th at a solution has been fo und to th e ge neral probiem of the pl ace of scien ce in th e program , although th ere ha ve been interestin g developments in the laboratory this year. T he debate of a yea r ago made it clea r that th e " labo ratory" problem is really th e "scien ce" problem, and that it is much broader than th e qu estion , "What are we to do at the w orkbench in Humprh ey 's/" O ur aim is to brin g the li beral arts in th eir fullest possible sco pe to bear on natural ph enomen a, and on th e ph en om en on of n atural scien ce itself. W e ao-ree in this but to wh at extent and in wh at manner this is b ' to be done in th ose two a ftern oon s eac h wee k re mains at present an open question . T he old term " laboratory arts" was misleadin g because it suggested th at th e labo ratory was the plac~ w here we de veloped skill s w ith our han ds and th e obser vatlonal powe rs of our senses. \ Ve had come to think of th e laborat ory as a place w here we contac ted nature directly, and con sequently did n ot speculate. VIe hound ourselves to a sharp distinction of th ought and its obj ect w hich perh aps tended to m ake our semin ars barren , and ce rtainly cast an unn ecessary, or unn ecessarily localized, obsc urity over th e laboratory. With the music prog ram th is year an d, in gen eral, perh aps a m ore rece ptive attitude tow ard the fin e art of rh etoric w hich after all r elies heavily on our observa tion al and imagin ative powe rs, we are m ovin g aw ay from that prejudice. T here is a n opposite danger, which eve ryon e recognizes and som e ve ry much fea r, th at we w ill violate real distin ction s an d fo rce th e program into a co mic pattern, in which all fits togeth er in a " grand synth esis." This con cern probably acco unts for th e ten acity o f th e opin ion th at th e laboratory is an a bsolutely unique and insc ruta ble ele ment of the program. Both a desi re to integrate the laboratory into our oth erwise liberal program, and a. basic mistrust of such efforts, have influen ced recent developm ents in th e laboratory. Those who are suspicious o f integration urge that in the laboratory w e face the un yieldin g fac ts of m atter, w hich we must th ere deal w ith in th eir own terms. It is of course clear th at th e liberal arts are operati ve, but the ratios and syllogisms an d images are out of our co.ntrol, as if th ey dictated themselves to us. Or, if n ature does n ot so simply disclose herself Te1t Fres hma n Bio logy - Cat l ab to us, we must at least accept and learn modern theo ry of n atural scien ce , w hich has becom e a phen om enon in its own right in our w orld . Only after we have esca ped from these two hard m asters into th e comforta bly sterile air of th t> se min ar, w ill it be proper fo r us aga in to asse rt oursel ves. Th e objecti ve of our six hours in Humphrey' s becom es th at of presenting con venient n atu ral ph enom en a in the clearest and m ost di rect way, an d of developing fr om th em in a straig htforwa rd and logical mann er current th eo ries of scien ce. To do this well in volves care ful plannin g, wellw ritten texts and lectures, and modern laboratory equi pmen t. Every effo rt is bein g m ade to supply th ese for th e St . J ohn's la boratory. T he improvem ent io equipment has been evident durin g the past three yea rs ; th e most strikin g example is in th e fi eld of physics, w here, fo r in stan ce , reso urce ful use of w ar-surplus equipm ent has prov id ed du al-tube ca th ode ray oscillogr aphs for th e stud y of alternatin g current th eo ry. This summer a group of th e fac ulty w ill be .at wo rk rew ritin g th e texts in physics an d chemistry; th e aim w ill probably be continuity of thought and clarity of presentation, w ith out any m ajor chan ges in plan . The summer should also see a n ew series of exercises in physical chemistry fo r th e third year. It is an official hope th at n ext yea r's laboratory tutors will be spared mornin g tutorials, leavin g th eir time free for adva nce study of th e subj ect and the equipment, and alleviatin g the ear - to-m outh routin e which has bee n extremely difficult for tutors n ot already trained in the science they a re teaching . P erhaps th e best om en of all is the promised elimination of th e tradition al h aze of poor mimeograp hin g, w hich is to be dispelled by a n ewly acquired vrn-i-type machin e, an electrically impelled device for w ritin g good lab m anuals. It is fair to say that physics and chemistry a re pre tty w ell established in this conservati ve pattern . There are usually one or two hours o f con vention al lecture each w ee k, with th e r em aind er of th e time spe nt at th e ben ch. It has become axiomatic that all th e scien ce studied in the fo ur yea rs must be swea ted out sooner or later at the wo rkbench ; possibly we all ow th e term labor atory to tyrannize over us. This is not to say th at th e texts n ever raise thought-provokin g questions, or that the labo ratory exercises are n ever acco mpanied by readings from th e great auth ors: but the burde n of attem ptin g to m ee t scien ce in its own terms, learnin g scientifi c th eory and techniqu es, gen erally preclud es not only speculation beyo nd the imm ed iate problem , but often even refl ection on th e immed iate problem itself, and it actually alm ost entirely eliminates any possibility of genuin e experience in th e indu ctive m ethod . The St. J ohn 's physics and chemistry laboratories do not diffe r essentially from th e con ve ntion al college la boratory, except in scope and possibly rigo r in reasonin g; the objecti ve, to lea rn scien ce and labo ratory skill as well as possibl e, is essentially th e sa me. \ V hatever is uniqu e a bout the St. J ohn's a pproach to science is, in this view, rese r ved fo r another part of th e program . Ano th er attitud e, which see ks to give our minds free access to the labo ratory, h as it th at this broa der co nsideration of sc ientifi c meth od and n atural ph enomen a is ac tuall v not taken up ade quately anyw here else in th e prog ram , and ~o just gets left out. Se min a rs fail to conn ec t with th e laboratory, beca use we have fa il ed to understand th e signifi can ce of th e laborato ry as we wo rked . Th ere is no esse ntial discontinuity; sem in ar and labora tory oug ht to be sensitive to on e an oth er. Som e such belief is embodied in th e new text fo r freshm <tn biology, written by Mr. L oga n and introduce d this yea r. The obj ecti ve of th e se ries of exe rcises is " to ena ble the student to fo rmulate, investiga te, and think intell igently abo ut pe rennial problems in biology." To organize laboratory work towa rd such an end, it is necessary to disco ver so me so rt of sc heme in terms of w hich th e qu estions can be raised and thinkin g stimulated and to so me ex tent g uided . T he scheme w hich M r. L ogan had adopted is a statement of fo ur broad ca tego ries, under w hic h he believes most of th e problems of biology ca n be grouped . H is catego ries: T he biological rela tion ( 1) betwee n part and w hole ; (2) betwee n fo rm and fun ction ; ( 3) he tween homology Sop homore Chemist ry - Electro lysis of water Se nior Ph ysics - El ectro nics and an alogy; ( 4 ) be tween indi vidu al a nd en vi ronm ent. For exampl e, und er the first come anatomy and embryology; un de r th e seco nd, th e organs and system s of digestion , sensa tion, etc.; under th e third, classifi catio n ; und er th e fo urth , adap tation. Th e term is divid ed into th ese four pa rts, and eac h laboratory exer cise begin s with th e statement of certain broad sub-problem s wit h which it w ill be pa rticularly conce rned. O f equal impo rtance wi th th e wo rk in th e laboratory are readin gs fr om Gree k a uthors, chiefl y A ristotle, but in cl ud ing also G alen, Plato, and others. This tec hnique ha g row n ou t of past experien ce in readin g D ar win , Virchow, H a r vey, and other auth ors in conn ectio n with other biology labo ratories, but probably neve r h as th e sa me serious effort been made to co rrelate rea din g and class discussion w ith ac tual laboratory wo rk. It is not expected th at any subject will be covered with th oroug hness; r ath er , a selection has been m ade fro m four yea rs of biology exe rcises with the intention of raisin g th e large r qu estions and stimul atin g thoug ht an d interest in probl ems w hich w ill be examin ed in g rea ter detail in future biology work. Th e n ew program for freshm an biology r emind s us of th e sort of refl ection on th e ph enomena of n ature w hich is ou r obj ecti ve, w heth er we are to do it in Humphrey's or elsewhere. Fo r the most pa rt, it is n ot bein g clone anywhere in the program . Th e semin a r discussions are n ot capable of makin g th e conn ection w ith th e labo ratory un aided . If th e laboratory is in gen eral n ot interested in laying the groundwo rk for this und erstand ing, it is diffi cult to see w here else it ca n · be fitted into our crowded sc hedul e. Th e labo ratory dese rves credit fo r its progress on th e level of becomin g acqu ainted with sc ien ce, but our prim a ry con cern an d r eal interest is with a hig her leve l o f comprehension . O rga nization of th e la boratory progra m to illumina te th ese la rge r problems of m eth od and content of th e n atur<Jl scien ces w ill admittedl y be ve ry diffi cul t, pe rh aps fa r m ore so in gen eral th an in th e case o f biology, w ith which we have always been m ost successful. N o on e, on th e oth er han d, will offer this difficulty as our reason fo r n ot m aki ng th e attempt. Eleven �tions useful. crammm g. The eff ec t on stud ents was to sta rt them The in cr ease d emphasis on exam s in tutorials and labs had th is degrading influen ce: th at as one was m arked for his wo rk in th ose parts of th e progr am and daily broug ht to acc ou nt, and as it was see mingly easier to fak e one's way thro ug h se min ar or just so rt of sit in, w e were tempted to Aristotle- Alpha sell o m on " the substantial co re of th e whole program" and ma ke our m ark wh ere it wo uld be imm ediately record ed. J\1a ny r ecognized this and m ade a special effort to do th eir semin ar r eadin g well. Th ey struggled with varying success; read in g was gener ally poor. You co uld tell if som ebody was "gettin g everythin g don e" by how terrible he loo ked. A demoralized and mixed up co mmunity affected th e semin ars, as w ell as everythin g else we did . St. J ohn's likes to think of itself as a co mmunity se t apa rt. vVhat see ms to be se ttin g us apar t more and more may be THE YEAR'S \VORK in se mm ar, most would say, did G ood leaders are also a necessity in th e upper classes, less see n m one of ou r current id eas: th e id ea th at St. J ohn's should be a m onas tery, an intell ec tu al m onas tery, and that all tha t was done th ere th at counted was a sin o-le-mind ed "' ' detac hed stud y. Tl1 e original idea, so unh ap pil y misunderstood, was, I think, th at a college should be like a m onas tery w here so methin g like two thirds of th e tim e was spent in stud y, th e r est in m anual labo r. And so the readers of the C ollege catalogue are led to believe we spend the aftern oons not differ in an y essential respect from that of previous years. Th ere w ere som e excitin g evenings, so me dull, som e frustrating . In this sem inar or in that, some found fault. A few had faith in semin ars for better or for worse, en joying th e battle of words, respectin g the quality of the subj ect to direct, chasten and temper bold spirit, th an to shock a playin g gam es; th e co nsc ien ce of th e C oll ege bids us ge t ce rtain smu gn ess out of our now initiated youn g minds. W e tend after a while to lin e ourselves up with a se t of doctrines, and payin g increasin g lip-service to th e program and a party lin e, we no longe r wrestl e so har d with th e dog mas of th e hack to wo rk. Sleepy, ove rtired, nervous, hurried yo un g men attemptin g to think clearly in seminar conversation, were a not unusual spectacle. Th e stress laid on us served chiefl y to take away the pleasure natural to progress 1n learnin g. Seminar matter and supposin g a comm on purpose. As always, th ere was recognition of the importance to seminars of a good leader. No long experience in seminar is r equired to r eveal th e dan gers of dialectic among yo ung m en first fe eling their intellectu al oats. Irritation , impatience, and dog and cat fi ghts are our rath er natural beginnings. It see ms to be this way, and with freshm en especially. Th e imagination runs strong, and it has perhaps always been und erstoo d that th e restraint of wisdom and age is a neces- va rious arts and sciences, in th e continu al exa mination of w hich philosophy m ay be said to consist. As soon as w e profess ourselv es w ise we becom e fools, and we depend chiefl y on our seminar lea ders, who are not paid to give us the wo rd, to work th e Socratic charm on us . college in secession from the present system of fanatically preparatory " liberal arts" coll eges, becam e progressively preparatory. The m ajor argum ent in defense of the program w henever ove rwo rk was complain ed of, was m ention of th e fas t-m ovin g wo rld in which w e live a nd the r equirem ents of m erry-go-round, wer e m ostl y strangers to th em in a community of learning. Twelve as a drudgery in creased ; we see m ed less abl e to enjoy the good of it th an before. Our competitiv e athletics go t to be m ore and m or e of a joke. Youn g m en had to resign th em selves to mediocrity in sports in stea d of th e excellence the catalogue urges : Th ere w as no tim e in the afternoons. In short, the habit of leisure was a lost art on campus. Som e of us were idle and talked shop, more interested in bein g St. J ohnnies th an in doing th e work. Others becam e dynamos and slaves to th eir work. If th er e wer e "habits not of labor, but of ease," it took a better eye than mine to find them. Many recognized these thin gs and made an effort to rig ht their own habits. By and large, th ey had to fi g ht th e influ ence of th e College community to do it. As a whole, we were a sick bunch. th e g raduate scl1ools. Alc;ng w ith the preparatory urge and th e effect of the fas t-m ovin g world, th er e was an in crease d emphasis on gr ades and exa minations. These bega n to com e into th eir own again as fac ts of a student's intellectual life. Th e reason advanced for th e necessity of this was that the C ollege had gr own, and th at it was no lon ge r possible to kn ow each student without a well stuffed fil e. M aybe the administration found m ore emphasis on grades and examina- Semin ars, always wo rth it, were n evertheless affected. J\1ay be a physician was needed, m ay be a m agician. If you th oug ht of St. J ohn's as a place to be frequented by th e Muses, yo u loo ked for the m agician . If yo u thoug ht of it as a college of liberal ar ts, '~hose m ain purpose is to turn out citizens of a free state able to m ake decisions in practical affairs, yo u looked for a physician. E ith er way, yo u looked for th e crisis. w ere disturbin g thin gs goin g on too . This yea r St. J ohn's, a tread with its fee t upon the earth. lescent upper classes, who, hurrying along on th e program's To so me, thin gs weren ' t really so bad. Actually, th ere w ere signs of rot. Di rty, unkempt bodies w ere a sign. In th e Coffee Shop and common rooms, conversation was seldom excitin g, often sterile. A tend ency to loo k on our work Th e forego in g is no m ore th an mig ht be expected; th ere sity in disciplinin g it ; that seminar con versation , like Disco rd in H omer, may have its hea d planted in heaven, yet This year , even with the best lead ers and wi th th e more difficult books of the first year postpon ed till the last year , it see med that confusion was not checked. The fres hmen, generally, never seem ed sure what seminars were drivin g at. Th ey go t little help from th e often demoralized, often ado- \Ve called it a year of crisis at St. J ohn's. There were' com plaints, and th ere was criticism. There was n o crisis, for if anything was seen, it was not seen gen er ally, and ther e was no ass uran ce th at wh at was wrong would be se t rig nt. W e we re muddled an d confused. \ iVhatever one found fault w ith suggested no remedy, for m en tion of w hat was truly goo d in th e commun ity as well as m ere lip se rvice to th e program, enervated criticism . Th ere w as one loud noise, called an administ rative "c risis. " Th ere was a shuffiin ()' in th e administration; if new life should co m e of it it was"'not for this yea r, and w e were bid to continue as befo re. Aristotl e - Omeg a �THE WEEK All stud ents men tioned were awa rded Coll ege Blaze rs. Sport I ndividual T !Vinners Table T ennis Monday luncheons witn essed th e procession of Moderator, Judges, and College Ad ministrators, w indin g their way through the Dinin g H all to a table rese rved for th e purpose of establishin g better communication between administration and stud ent body. After black coffee and bitches, the ce remony adj oin ed to th e President's offi ce where solutions and strategy were vigorously m apped out. It was at these meetin gs also that forthcoming forum s and college m ee tin gs were proposed and discussed . But th e co urt did not restrict itself to a purely liaison role, for at various tim es throughout th e year it was called upon to perform its obvious judicial fun ction . It is one thin g to sit in a sea t in a semin ar and dialecticize about justice, and quite anoth er to engage in th e practical application of that justice. This fact was forcibly brought home to the court in smoke fiilled rooms in th e wee sm all hours of the morning, or hasty gatherin gs between classes. P erhaps the g reatest hindrance to these decisions was th e then existing constitution which provided laws whose general and indefinite nature ~ight well have nullifi ed its existence. With this in mind th e court acted in a mann er which it hoped to establish as a precedent, nam ely in a spirit of reason and good will. Who will ever forget th e court in those crucial days of th e 'administrative turn-ove r' when, like som e multi-h eaded Florence Nightingale, it stood in no-m an's land comforting the afflicted. Th e afflicted were appreciative, and this gave the co urt its real signifi cance. L a rry Myers Tennis-Singles Pierre Grimes Pierre Grim es and P eter Davies Boxing- George Cowell ATHLETICS at St. J ohn's, like everythin g else, can be and have been talked abo ut, ig nored or pa rticipated in. I, 135 lbs. for one, talk abou t th em. But in order to have some inforBoxing-15 5 lbs. Mike Brown Boxing-1 7 5 lbs. H enry J awish T he all arou nd ability and sportsmanship awa rd Philip Camponeschi The Boat Club's 'o utstanding ability 111 handling sailin g craft' M ike R ourke th e amount of 'work to be done' but, if I may be allowed Foo tball Championship won by Junior ab to generalize, I will say that this enthusias m has been on the Baske tball Championship won by F reshm an cdef (combined) Softball Championship won by Seniors Team Champions for th e year F r eshm an ef (Seelig, Fleetwood, Staffo rd, Twigg, Maguire, Ogushi). mation for my various tirades on th e subj ect of the G ymn astic Arts, I have, on occasion , ventured into th e Gymnasium on nig hts when th ere was neith er a lec ture n or a m ovie. A nd in order to make really g rand analogies and forceful speeches against bodily laziness, I have even gone so far, once or twice, as to walk to th e back campus wh en there was not even th e promise of a beer or a picnic. What I have seen I am only going to say a few words abo ut. There appears to have been more interest th an one would expect what with part of only two or possibly three g roups. One is that little group of old m en who a re tryin g despe rately and futilely to avoid the signs of age which cree p abo ut th e waist line. The second is the g rou p of very young m en who have as yet found nothin g of g reater interest on campus to occupy th eir time. And the third is th at g roup who from ea rl y childhood to the grave have a very se rious concern fo r their bodily health, eith er in itself, or as a m eans for keeping mentally awake. These three and possibly a fourth g roup w hom we refer to simpl y as athl etes-all have somethin g abo ut them to be admired, but intell ectually th e third g roup seems to he on th e m ore solid footin g .. .. As for th e rest of us, we sit on som ething equ ally as solid, and if our apa th y doesn't turn to at rop hy in the next few years it neve r will. But let us not forget the words of one of our campus 'grea ts' (equally a In th e tru e spirit of th e C ollege, th e actions of the court were always heavily criticized, both favorably and unfavorably, but lookin g back now almost all would agree th at for the first tim e a community of stud ents could gove rn th em- sitter ): " The Gymnasium is th ere for those w ho wish to use selves . to be given away, as th e following list will verify. F oztt·teen J ose ph Couch Tennis-Doubles SURELY CAMPUS HISTORIANS in the futur e will classify this yea r's politics as "The G olden Age of the Court," for never before had this organ of the stud ent government been call ed upon to fun ction so actively. Some wise obse rve r put it nicely when he said: "The court is a 'Jack-of-all political trades'." D avid Napper Track athletics Andrew Zunzer Badminton the court J ohn Williams Squash Monday Handball it." And if there are those who want som e sort of a boon to th eir initiati ve, there is always a good deal of dry goods �Tuesday catholic study group THE PAST YEAR was th e Cath olic Study Group's seco nd . In retrospec t it is evid ent that among its signs of life is now here to be found a clea rly ou tlined course of study. As an extra-curricula r ac tivity its probl ems are evident. Its purpose is to provide a m edium for the study of the C atholic tradi tion, and here th e group's problem is m ore immense : just how to go about such a study. If a m ethod can be found th e meetin gs of the g roup will be of a very general interest. The C atholic tradition is certainly too large to allow adequa te coverage wi thin th e program, and a class devoted to its study should be able to take its place along side of th e Old and New T estament classes, being of course of special interest to Catholics. F or th e g roup, the year was hig h-lig hted by an even ing spent with the R ev. D om Anselm Strittmatter, O .S.B., of St. A nselm's Priory, in W a hington . H e discussed "The Catholic Student in th e Secular College. " H e encou raged any work by a g roup with such a purpose, and in the talking that followed at least two thin gs became clear: th e difficulties that at present beset the gro up are large but neither unusual nor insurm ountable, and such a stud y group fun ctionin g w ell would certainly be an asset to the college, as well as to its members. bible classes TWO BIBLE SEMINAR S, m ee tin g weekly, were held during the yea r, one on th e Old T estament, co nducted by Mr. Simon K aplan, and the oth er on the N ew T estament by th e R eve rend ]. Winfree Smith. Th e Old T estament readings were from G enesis and Exodus and w ere considered from a purely intrinsic aspect by evaluatin g Biblical events and people according to th eir context and H ebraic tradition. Thus, for example, th e first H ebrew by birth, I saac, the son of Abraham, is both th e fulfillment of Ab raham's covenant as fath er of a people and indicative of the signifi cance of the e~dest-born in th e J ew ish family in th e perpetuation of " the ·tradition ." This kind of perspec tive is obviously quite different from that of th e anthropologist or theological scientist to w hom a bible is m erely th e r evelation of primitive r eligious th ought instea d of the revelation by G od of Himself. On W edn esday eve nin gs Dr. Smith's class interpreted P aul's Epistle to th e R omans. T hey approached this N ew Testam ent work fro m three broad perspectives: first, the Epistl e and th e nature of m an, sin, and C hrist - experience and individual introspec tion developed this aspec t; then, th e "official" Interpretations, the interpretations of th e Protestant and C atholic th eologies, their differences and concurren ces; finall y, the eclectic interpretations, those of sec ts oth er th an C hristian and of secul ar philosophers. Sixlee?t •'> Not as m any stud ents enj oyed th e wisdom of Mr. K aplan a nd Dr. Smith, and th e stimulation of these informal sem inars, as co uld have . A nd this is th e m ost profound understatement of th e acade mic yea r. fine arts TWO OF TH E SO-CALLED Fine Arts ca m e to St. J ohn 's in th e Fall of 1948 - music and art. Of th e two, a rt was destin ed to be exclusively an extra-curricular ac tivity, sin ce it would seek, throug h demonstration and criticism, to do w hat th e St. J ohn's G rea t Books prog ram does not in st ruc t in a pa rticul ar talent. The first call, issued to "artists in all m edia" by the newlyacquired artist-in-residence, F. T own send Morgan, brought a sco re of interested stud ents, fac ulty m embers and ca mpu s wives to the studio, established in the so uth wing of th e D efen se Shop. Th e acc umul ati ve opinio n favore d a wee kly class in drawin g, preferably f rom th e human fi g ure, w ith Mr. Mo rga n ac tin g as instru ctor and critic. Sin ce the purpose of th e group w as also to suppl y th e Coll ege w ith such needed art products as illustrations and posters, and to w ork with th e Graphic A rts Committee in producin g th e shows, it required a charter and offi cers. Richard C ongdon, a junior, was elected chairman of w hat was tentatively titl ed A rtists As ociated. Harry Martin, a sop hom or e, was its secreta ry, Mr. Morgan its a rt director, and P at ricia Pa rslow, w ife of a sophomore, head o f its poster division. Its classes we re to be held once a week on Tuesdays, with the facilities of the studio open to all members at any tim e. By O ctober th e g roup had a charter and a new n am e, T he Stud ents' A rt Cooperati ve, and m embers were busily unlearnin g any academic drawin g m eth ods th ey m ay ever have lea rned. V\Tor king w ith fe ll ow students as m odels, the a rtists w ere bein g told to " scribble - let yo ur hand ride follow th e line with yo ur eye and hand." Th e r esults of th ese three and ten second studies- with an occasional one or ten minute sketch thrown in to enco urage the weary -seem ed fo r th e first few w ee ks to be n aught but unintelligi bl e sc rawlin gs and ac hin g backs. But by th e tim e th e C hristmas vacation was. up, students were findin g som e method in the Nicolaid es madn ess as advocated by Mr. Morgan . Their r eward for progress was the add ition o f a pretty fe m ale m odel, and an hour each session to "cr ea te" on on e's own, in any 1nedium. M ea nwhile, th e Stud ents' A rt C ooperative had lost its chairman. When Mr. Congdon left school, his administrative duties we re assumed pro tem by Richard Carruthers. It was Mr . Carruthers w ho was la rgely responsible for the silk sc reen r eprodu ced posters adver tisin g th e School's dances and sim ilar entertainments. Th e littl e balance and pallette in sign e of th e Students' A rt Cooperati ve w as the joint creation of Carruth ers and Mo rgan. Art Co-o p M r. Morga n, nationally recognized fo r his considerabl e ability as an etcl.1er, sparked not onl y the new art g roup, hut se rved as ad v1sor to th e Graphic A rts Committee. P atrick Davis was chai rm an of this esta blished C ollege body, and Mr. Congdon was its treasurer until his departure. Th e co mmittee had pl a r~n e d an ambitious program of se ven shows, onl y four of wh1ch were ac tu ally held due to th e long and involved redeco ration of th e Junior C ommons room, w hich se rved as a ga ll ery. V\Tith th e new deco rations it shoul d be much simpl er to hold th e future . ha ws sin ce , among oth er thin gs, a pictu re mold ing of th e stand a rd type was add ed. Th e roo m, as it now stands, has th e addition of a n ew tiled fl oo r, g rey wall s and fluoresce nt lig htin g - both ove rhead and in th e table lamps. T he ~urn iture has hee n re-u pholster ed 111 a golden-yell ow pl astic. The first, in early Nove mber, featured a n ex hibit of bla ck a nd w hite cloud draw in gs br Mr. _ \lforgan . Then, after a. hiatus 1 that lasted until Feb ru ary, th e C oll ege co mmunity was treated to a show of twelve prints by th e famous Civil W ar photograp her, M atth ew Brady. This g roup included tl;e famo us portraits of G eneral R obert E. L ee, A braham Lin coln , L ove joy and others, plus a number of th e Civil ' N'a r shots. Student wo rk provided th e mate rial for th e two remain in g shows. One w as m ade notable by H arry Martin 's squ arish maid in oils and H arry Kislevitz's perplexions, wh ile th e las t (a n exhibit of th e ea rlier-m entioned speed sc ribbl es) proved most interestin g to th e a rtists themselves, who sc rutinized the un sig ned and now-forgotten sketch es in vain attempts to id entif}' th eir o wn . Th e yea r's end foun.d th e Stud ents' A rt C ooperative an integral, if unpretentious, pa rt o f St. J ohn 's coll ege life. Its products and its membership ca n be expected to improve with tim e, g ranted it co ntinu es in the steady co urse se t for it in its initial yea r. Fi ne ar ts and Lib e ra l a rts Seventeen �Wednesday m ,USIC vVHEN MUSI.C was introduced into th e Program thi s yea r , it was as St. J ohn 's first outright elec tive subj ec t: the seminars and tutorials were elec ti ve de jm·e, th e Chorus was elective de fa cto. This was perfectly understandabl e, as the new musi c co urse was frankly tentativ e and experimental. However, our conflicting reactions to mu sic as a poss ibl e elem ent of :1 libe ral ed ucatio n refl ected so methin g m ore . There continu es a la ck of agree ment among ourselves about o ur purpose in general , a difficulty which h as been impli cit from th e first m e ntion of the "liberal arts," and wilich ste ms f ro m our differing notio ns of what a free man after all looks lik e. T hi s confu sio n is the one we call "the probl em of the relati on of the liberal and the fin e arts." At first it seemed that mu sic m ig ht prese nt no esse nti ally new proble m . Great works of music a re certai nl y a part of our weste rn he ri tage while we have always accepted the work of western d ram ati sts, novelists, and poets as an integ ral part of our "liberal" tr ad iti on. Although a play o r a poem is more accessibl e than music in that it is wr itten in words, the word s lead more or less imm ediately to scenes, images, and sounds - these may be sa id really to be the play or t he poem- and in that se nse we have always dealt w itil more than ver bal arts. But o~r se minars have gener all y tak en as their objec t the discuss ion of th e play or novel in purely d isc ursive terms, undertaking, howe1·e r humbly, to tran sla te or abstra ct, if not "the" mean in g, at least so me partial or poss ible meaning. Now whet her we confin e o urselves to this abstra ct discussion primaril y because of th e size an d som ew hat unwieldy nature of the se m inar, or prim arily beca use we regard thi s as the :Onl y prope rl y li beral approac h even to a work of imagination, has never been clea r. W e hav e left it und ete rmin ed, in other wor::l s, whether poet ry is to be accep ted as a .li beral art in its ow n right, or whether it is only to be regarded as an object of stud· of the l iberal arts. Even if we y suppose th a t und erstanding in a poem, an image , or a myth has always bee n in clud ed in our use of th e term " rhetoric," we must ad m it that neith er se m inar nor language tutorial has parti cularl y reflected any such co n viction . Mr. Zu ckerkandl has left no such ambiguity in the case of mu sic. Musi c, h e affirmed in his formal lecture ea rly in the year, is a form of und ersta ndin g. Th e entire mu sic course h as bee n co nsiste nt w ith this principle, dealing with mu sic not th roug h th e m ed ium of ot her, " more prope rl y li be ral " arts, but insofar as possible in its ow n ter.ms- th e appeal has always been to the ear first, and only afterwards to numerical ratios and a log ical ly orga ni zed sy mbolism . It was in thi s spirit that the Ch or us was conce ived as the mea ns of ac hi evi ng mu sical "literacy": her e very little atten ti on was paid to t he mec han ics of nota ti on; rather, we almost immediately embarked up on uni son sin g ing. Th e "letters" of thi s litera cy were ton es heard and sun g, not notes wr it te n on a page. I t was expected that we accept, respect, and work with mu sic; rarely does a language tutorial spend a comp arable hour rehearsing a verse, an im age, or a sce ne. It beca me pretty plain that a large part of th e coll ege con si d e red this so rt of t hin g beneath its dignity . It is probable too t hat the consid erable fa ll in at tenda nce at mu sic se minars dur in g th e first te rm of the co urse in part reflected restlessness or di sap po intment with an approach to .music whi ch di d not rapidly plunge us into philosophy. Our in cl in at ion in any se min ar is to lea p to in terpretat ions in terms of tragedy, co medy, and th e nature of the uni ve rse. Whil e Mr. Zu ckerkandl pl aced no ba n on th is (he ba nn ed only d iscuss ion of vague "feelin gs" ) , h e wa n ted Eigliteen the discussion to respec t wh at the ear heard, and as it became plain that we were not often successf ul in talking abo ut the musi c whi ch was our text and at the sam e tim e talking about very large con cepts, the se minars came to con ce ntrate on th e plan and d e rail s of the work und er disc ussion. Since many m embers of the se minar were for th e first tiRle becoming famili ar with music, th e seminar ne cessarily at times took on a tutorial chara cter. All thi s was, like the Chorus, a particul ar di sappointment to those w ilo regard mu sic as in itself of only seco nd ary importance, and a di scursi ve statement of ideas as of primary impor tan ce. Our really unique difficulty with mu sic has thu s not bee n the fa ct that a melod y fail s to prese nt us witil discusive ly formulated id eas ready to be di sc ussed; plays, poems, and novels are eq uall y obstinate in thi s respect. A special problem h as arisen in the case of music onl y because we h ave tre ate d mu sic with a respec t we ha ve no t in general shown to lite rat ure. Starting with the h ypothes is that there is an und er standin g to be found in mu sic itself, we have restrained ourselves, o r more ofte n ha ve been r es trai ned by Mr. Zu ckerkandl, from exc hangi ng th e rea lm of mu sic for that of phi losophy. Our fi rst obj ec ti ve has not bee n to see mu sic through th e eyes of philcsophy, but to see through the eyes of music. After Mr. Zuckerkandl h ad affirmed in hi s le cture that musi c is a form of und erstand in g, Mr. Ki e ff er asked him , "understand ing of zoha-t?" It would be difficul t to deny the validity of thi s question; to close any area of our exper ien ce to p hil osop hi cal inquiry is to invite the da rkn ess whi c h te nd s to su rroun d eac h special art and science, and to di1·id e man . But if we do not confi ne the p hil osop he r, n either d o we confi ne th e poe t or mu sician; the m any realms of und e rstanding, if there is in fac t an understa ndin g in poetry and an understandin g in music, may freely overlap . To aAirm that philos~ph y sheds light .is.,,no. to r deny th at poetry and mu sic may also shed li g ht. W e shou)d not close any mode of un de rsta nding to the " fre e" m an. T h e.. dang~rs of an " unde rsta ndi ng" confin ed to abst raction s are nowher'e be tter known th an at St. J ohn's, where we occasio nall y find ourselves repea ting profundities whi ch, wh ile quite pmsib ly "t ru ~,'; have lost their m ea ning for us. Whil e Mr. Ki e ff er's guestion should no t be forgot ten, and oug ht in fa ct to remain a continuing challenge to us, our study of mu sic need not wait for an answer. When Mr. Zu ckerkandl worked out a mu sic cou rse for st ude n ts of the 1ibe ral arts, he see ms n ot to have designed a philosophical study of music, but an intelligent introdu ct ion to mu sic for men who are no t specialists. Though it is planned to conti nu e this yea r' s co urse through a second yea r for thos e who are interested, th e first year was intended to be complete in itself; the tutorial year was thus divided into four parts: melody, rhythm, co un terpoi nt , and h armony. This w ide fi eld was covered in so short a tim e, not by d iluting expla natio ns or theory, bur by omitting m ost of the written and keyboard exerc ises whi ch ord inar il y accompany a mu sic course. The prin cipl e of first and fi nal emphasis on the ear did not by any m ea ns excl ud e the copious use of the· othe r liberal arts whi ch mu sic in vites. The tutorial bega n with th e ca r, li ste nin g to one tone of a m elody already fa.miliar from the Ch oru s - th e tutox ial was asked simpl y, " What ca n we say about that tone ?" Soon, howeve r, Junio.r s fo und th emselves very mu ch at h om e in a d iscussion of tension s and for ces, ba lan ce and un bala nce, and som e experim en ts with analy ti c diagram s of the seve n-tone sys te m. Later, the log ic of key relationships was epitomi zed in a ba fllin gly si mpl e geom etr ical d iag ram of the intervals of the scale. Sin ce the ear had establish ed th e intervals betwee n to nes, it was on ly mu ch l ater that the simple whole-n um ber ratios among pitch es fami liar to us from our fres hman laboratory were in tradu ced ; their fail urc to account fo r th e interv als of th e minor m ode see med signifi ca nt . Througho ut, the principle re main ed th at nothing co uld be co nclud ed about mu sic from m at hem ati cs o r log ic without th e final sa nctt on of th e ea r. ln in te resting analogy to the lan g uage tutorial, the music tutor ial reli ed through th e first ter m on lec tures, but empl oyed the m et hod of close exa mi na tion of text for the rem ainder of th e vcar. During the second term , many of the Bach T zvo- and ·T h.ree-Part Inventions were studi ed as exa mpl es of coun te rpoint ; d urin g t he third ter m, selec t ions from a few Schubert songs served as tex t for th e study of h ar mony . One m ajor objective of the tutorials and semin ars together was to become acc ustomed to t he use of the mu sical score. H ere agai n, the purpose was not to leave the realm of ton es in favor of the log ical and <>eome tri cal realm of mu sical notat io n , but to mak e the fullest ~ se of the eye and mind as aids to the ea r in h earing well. Greatest diffi culty, and g rea test int erest, ce ntered in t he mu sic seminar where th e objecti ve was to talk about a num ber of particular wor ks of mu sic; there th e problem had to be faced, how to talk about a so nata o r an ope ra in fairl y general terms without le tt in g the discussion lead away from the mu sic, but rath e r back to it. It was probably with an eye to fac ilitating discussion that atte n tion was focused on three major works employ in g both words and music: th e St . M att!J.ezo Pa-ssion, Don Giovamti, and Fidelia. Often t he se.m in ar turn ed to th e problem of th e intimate relation of words and musi c in th ese works, wh e re the semin ar's ow n problem in discussi ng mu sic see m ed to be refl ec ted. Tile se min ar shou ldered its burd en in a most fo rthri g ht way, however, when it unde rtook to d iscuss mu sic without text, as the two Bach p,·elttde.r and Fugues w hi ch bega n the yea r , the M ozart G Maj or Piano Cmzce1·to late r, and t he Beet hoven Opw 111 Pimta Sonata toward the end. Su ccess in th ese atte mpts was mod est. Earl y in t he vea r th e re we re ve ry na tural difficulties throu gh lack of vocab ulary, and simpl e mec hani cal difficulties in fo ll ow!ng .t he sco re. T hese eased as th e year we nt on , and con ve rsatiOn Improved consid erably as the works of seve ral compose rs beca me available for co mparison w ith on e ano ther. Seldom, however, can t he conve rsation be said to have Aowed. The se minars labored und er one severe and not reall y esse ntial h and icap. Un li ke our oth er semin ars, .the .mu sic se m ~ n a rs ~e­ m:m·dcd and in ge neral r eceived littl e time Ill preparatiOn pnor t o th e actual hou rs of m ee ting. It was customary to pla y a shorter wo rk once at the beg innin g of the se minar, and t he n pe rhaps aga in late r as t he conve rsatio n rai sed q ues tion s. Mem be rs of t he se minar to whom the piece was new found t hemse.l ves una ble, c·1c n wit h th e aid of th e eye and all possible atten ti on , to grasp t he work and lau nch into an inte ll igent di scu ssic n immediate!;· after a first or e1 n sccG nd hearin g. There is a para ll el here , ·e perhaps, to th e rapid read in g always de manded by tile seminar- we wou ld not w ish to approac h a work of mu sic any more t han a book as schola rs intent e n detai l. But the tim e of contac t w ith a Prelurle and Fugue or a conce rto is mu ch less t han that w ith a se minar read in g ass ignment, and t hi s nu.' ' have w ntributed to the occasio nal speechl ess11 ess of the se min ar w hen conve rsa tion was su pposed to begi n. On such occas ions, exa m ination of t he work fe ll ve ry mu ch to the lot of Mr. Zu ckerkandl himself, :t nd the se minar became a le ct ur e. Th e sa me lack of prepa rat ion, c r of fa mil iariza tion, hindered tl1e tuto ri als . This diffi culty has two parts: the lesse r is a si mpl e lack of phvs ical fac il iti es for hearing re co rdin gs :tnd for using a pi ano at .l ei sure and c ut of ea rshot of t he critical public; it is hoped that next year small , sound-insu lated mu sic rooms will be ava ilable, eac h with piano and phonograph. The g reate r part of the difficulty is of course the non-ex iste nce of leisure. The mu sic co urse, conceived as an expe rim e nt , has nat urall y ra ised m any que stions for t he futu re. It is probabl y fair to say that at present th e co urse can be do ne altogether sa ti sfa ctorily onl y by a student w ho bas had previo us preparat ion in mu sic, or who is wi llin g, or is for som e reaso n in a position, to sli g ht som e othe r part of the Prog ram. Many of the people who dropped th e mu sic course during th e first term d id so w it h regret and only beca use th ey coul d n ot find tim e for it. It see ms obv iously unsatisfactory that any part of the Progra m shou ld y e rman c n tly remain on a part ial and elec tive basis. Over a pen od of yea rs, so me adjustme nt mu st be m ade in th e Progra.m actuall y to in clude .mu sic, or our in te rest in mu sic shou.ld be shifted to a .fnu?kly ext ra-curric ul ar level. But th e music cou rse has nnph ca tJ ons beyo nd th e stu dy of mu sic itse lf - we arc indirec tl y but serioush · callin g into question o ur approach to the poem , play, and novel in seminar and lang uage tuto rial, th ro ug h this rev iew of our very co nce pt ion of a " libe ral" art. Such an inqui;y 1:1ight prove to be of fundam enta.l importa nce to th e college Jf, 111 the f uture, 1t were to draw the attention of a sig n ifica n t num ber of studen ts and of m em bers of the fa culty . folk dance group A GROUP OF STUDENTS int eres ted in folk dan ci ng was organized and became act ive shortl y af te r t he beg innin g of t~ e Winter Ter.m . F our co upl es tu rn ed o ut for the first m eet m g 111 Igle hart H all to dan ce to the mu sic of borrowed reco rds pl.aye.d on a bor rowed ph onograp h. Und er the able and c nthu s1ast Jc g uida nce of W arre n Winnarski, an exper ienced inst ructor, thi s or ig in al "set" developed com pete n cc in performing some figure s of the sq uare dan ce, var ious co upl e dances, and the Virginia R eel , w hil e an eve nin g of f un was had by all. At tendance at the W ed n esday ni g ht act iviti es in creased rapidly until the point was reac hed at w hi c h it beca m e diffi cul t for all th e dan ce rs to hear the mu sic and th e direct ions of th e ca ll er abo1·e the noise of the crowd. The g roup th e n applied fo r and (Continu ed on p11ge 50) Righ t Han ds Round �attention of th ose interested in the Stud ent P olity for at least another year. It crea ted n o schism in th e spring of 1949, and shortl y afte r th e new constitution was vo ted into effect, elections were held fo r the fi rst fu lly offi cial P olity offi cers that this session saw. Th ese office rs, however, had only a short term, as th e new constitution provided fo r th e election o f offi cers for th e followin g year in Jun e. With only slight exception, mostly in th e case of students who w ere not returnin g for th e n ext session, th e sa me m en were re-elected for th e sa me position s, and th e court, n ow an appointed body, was rea ppointed in toto. Officers of the P olity for th e 194?19 50 session are: Robert Goldberg, Moderator, and Martin D ye r, Secre tary. D espite the considerable con fusio n made apparent by ~h e fo regoin g, many students fe lt th at the Polity was m akm g some headway toward bein g a real stud ent governm ent, and livin <Y up to its avow ed purpose of "acceptin g its share of com~1unal responsibilities." One pla ce in particular where improve m ent was felt seemed to be th e College Forum s. T hese were less frustratin g and more h elpful to th e average stud ent and to the College than here tofore, and some of th e hackn eye d brea kdow n in communica tion seem ed to be mending. The day th at perfect communica tion is established betwee n the offi ce rs and tutors of th e College and all the stud ents will be the ·clay th at mark th e en d of a need for the Student Polity. Thursday polity racin g dinghy. T he T empest class din g hy was to be th e first of a fl ee t of m any with w hich the Boat Club hoped to r e-enter intercollegiate sailin g . Th e boat was built not only with the intention of winnin g r aces, bu t also to direct a fl ow of contributions from Old Program alumni to the Boat Club. Mr. Kinsman dese rves a g reat deal of praise for his unselfi sh attempts to establish n ecessary contac ts. vVith th e laun ching of Kinsman's baby, Commod or e Teel r ealized th at tl1 e Club had g rown to proportions with w hich h e w as unabl e to cope. A new offi ce- Rear Admiral in charge of R acin g - was created. Overnight eager, ambitious Michael R ourke became an Adm iraL Mr. R ou rke had th e distin ct honor of bein g th e first m an to hold this position . A few wee ks late r, he had th e distinct hon or of bein g th e first m an to capsize the dinghy. As th e spa rk of 'sailin g to win' spread, arrangem ents were made with th e Naval Academ y wher eby w e could use their dinghies and race against th em when ever possibl e. Alth ough , .. , the Boat Club n ever won a race, it was, at Mr. Kinsman's requ est, th e clea1i~~t lo6king bu nch ever to . se t foot' in a n avy boa t. Not onl y w'ere appearances maintam ecl, but valuable expe ri e11~e was gain ed in these enco unters wit~l the Navy. A successful season was broug ht to a close With the awardin b .of a commodore's cap to Co mmodo re T eel for outstand()' in b' · meritorious and unselfi sh ac tion above and beyond( th e <Y ' . ca ll of duty, and a blazer to R ea r Ad miral R ourke for outstandin g ability in handlin g sa ilin g craft.' Ro bert's Rules boat FOR THE STUDENT POLITY, th e 1948-1949 session was a confused one. With on e notable exception, most of th e P olity's time an d eff ort was spent on its old preoccupation : itself. It started the yea r under a pall that had been cast in the preceding sprin g. A t th at tim e elections of officers had been held for th e 1948- 49 session, and these elections had been challen ged . One stud ent co ntend ed that th e elections were technically invalid, and th at consequ ently n either th e sec retary and mod erator, nor th e members of the co urt had been elected. The outgoin g court was asked to rul e on th e questio n, and decid ed th at th e charge was correct, but that sin ce it was too late th en to hold n ew elections, the invalidly . elec ted officers and co urt should continu e in office until it w as possible, at an asse mbly m ee tin g in the fall, to straig hten ou t the situation and, if n ecessa ry, hold new elections th en. Clarence Kram er, acting as tempora ry moderator, follow ed these in structions and called an ea rly fall m eetin g, soon after the College con ve ned. Action taken at th at meetin g was to appoint a committee to dra ft a new constitution to replace th e old one, th e provisions of which had made th e technical irregularity noted in th e elections possible. This co mmittee was to report its progress from tim e to tim e, and to submit a new constitution for th e asse mbl y's consid eration in D ece mber. The incumbent officers and court, whose sole authority for holdin g office was the dec ision of th e outgoin g co urt of the precedin g yea r; were as ked to stay in office until the new constitution could be acted upon. It was not until th e third term that the n ew constitution was ready for the assembly's attention, but in th at term, after Tweuty a good deal of debate and onl y minor am endm ent, th e second constitution of the Student P olity at St. J ohn's College was adop ted. The committee th at h ad worked so long and ha rd at putting it toge ther had th e sa tisfac tion of seein g most of th eir ideas accepted by th e majority of stud ents. Votin g on the new constitution, co nducted by paper ballot, was not heavy, which substantia ted th e rather gloom y view th at not en ough people at St. ] ohn 's ca re abo ut a good stud ent governm ent to make it work. Apparentl y, some m embers of th e asse mbly didn't ca re enough eve n to g ive a sm all help to those who did , and conseque ntl y didn't both er to vote at all. Some oth ers opposed the n ew constitution on the g round that th e Polity spent too much tim e doctorin g itself, and th at any chan ge in the P olity set-up was to be disco ura ge d as just m ore hypoc hondria. This see m ed to be th e m ain body of sentiment against th e n ew constitution . There was anoth er g roup of und etermin ed size who, while they voted for the new constitution, did so with rese rvations. Th ey fe lt that, while th e new bill was, in many respects, a n improve ment upon th e old one, it .. refl ec ted a g rowing tendency of th e P ol ity to beco me ove rl y conce rn ed with legalism; too much emphasis upon th e letter, r ath er th an th e spirit, of th e law. Th ey arg ued th at th e on e tim e durin g this yea r wh en the Polity had acted effecti ve ly and rea ll y fu lfill ed its proper function it had more or less ignored the particularities of procedu:.e and gone ahead in a SJJirit of consc ientiousness and coope ration w hich contributed more than a littl e to th e eventual solution of "The Crisis." This question of the letter versus th e spi rit is one which will probably demand the club T HE HISTORY OF MANKIND, as reco rded by m any histo rians, ca n be said to be a history .of renaissance and emendation . vVithin th e ge neral classifi ca tion of m ankind, on e ca n trace th e attempts of individuals and g roups to revive and better past cultures and co nditions. Tim e is th e sole judge of the success or failure of such effo rts. . Last Sep tember, a move m ent to restore the past glon es of the St. J ohn's Boat Club and pave th e way for future expansion and fam e slowly began to gain mom entum . It .was obvio us to th e Club that m en with foresig ht and determm ation were needed to stee r th e o rganization through the treac herous waters and restrainin g currents which lay ahead . E ric Tee! was elec ted Commodore of th e Club. Blair Kinsman ass umed the role of Faculty Adviser. Wit h a fe r vo r and effo rt surpassed onl y by H ercules, members began improvin g th e existing facilities of the Cl~b, and officers began plannin g the dire ction in which expa nsion would proceed. The Boat H ouse was given a clea n sweep down fore and aft. Th e walls of th e top dec k were celotexe d and painted . Below, space was meticulously assigned to boat hooks, pails, preservers, etc. which had been painted and numbered with the unusual col0rs of bl ac k and ora nge . T he g rand old lad ies of th e fl ee t, Plund er 16's, were sand ed, painted and laun ched. It was n ot consid ered necessa ry to replace or improve such items as clea ts, shac kl es, hanks, unspliced lin e and weather- weary sail s. All boats were carefu ll y numbered and lettered, howeve r . Bein g concerned with esse ntials onl y, th e majority of th e work was devoted to th e co mpletion of th e School's first Lau nching the Aries Twe1zty -o1te �Friday chorus 3/ 5th to I/ I Oth A CHORUS was in stit uted thi s yea r as a part of the req uired curri culum . lt rece ived the attention of from three- fifths to onetenth of the stude nt body, of whom the latter proportion re m ain ed tru e to its commitment to the school. Those who attend ed from th e fir st to th e last parti cipated in t he singin g of Bach chor ale melodi es, old and not-so-old folk songs, Schutz psalm s, and canons. The choru s began with the Bach and the folk so ngs, took up th e psalms, and finall y spe nt part of th e second term and most of the last term singing the canons. .Th e ex pressed purpose of the c horu s was an attempt to integ rate music with th e rest of the program. In attempting to show tha t it belonged, Mr. Zu cke rkandl invok ed Plato, but eve n Plato had little e ffec t on th e recreants. Mr. Zu ckerkandl lik ens nlll sic to a langua ge in whi ch most peop le ha ve less fa cility than in th e ir nati ve tongu es, o r eve n Greek or ma t hemat ics. This places the c horus in th e positi on of an eleme ntary cla ss to accusto m our ears to hear and our voi ces to sin g with as mu ch ease as we see and spea k. To a lesse r degree it should help correlat e the products of vo ice and ear with wh at the eye sees on th e she e t of mu sic. Thi s yea r, at least, Mr. Zuckerkandl has had no chan ce to ac hi eve th e gro up mu sical lite ra cy at w hi ch he aimed. P e rhaps the plan is bas ically impms iblc at St. J o hn 's. The very prefere nce shown amon g those wh o did attend faithfully may be an indi ca tion of th e esse ntial di sunity of th e student body; canon s, e~· c n though organi ze d and dire cted, arc a form of di sag ree m ent. concerning the lectures IF ONl•: vVANTE D to express t he co nse nsus of th e students conce rnin g lec tures, he would do bes t by say ing : In the year 194-84-9 St. J oh n's had the usual le ct ures, som e good, so me not so good. To say that the re was a gene ral di sin te rest in th e Frida y night talk s is to put th e ma tte r kind lv. Th e gene ral apath y t hat g ripp ed the Sc hoo l mani fested itse lf most ap parentl y in t he alm ost barre n T u·euty -tu·o gy mnasium eac h Friday. Some that did atte nd often found the 8 o' clock time a little ea rly, and so, along with seve ral town speople arrived at 8: I 5, thereby depriving them selves of I 5 minutes of sweet sleep. Others, following the advi ce of a junior math tutor, conscientiously worked o ut calcL1lus problems ra the r than waste an hour and a half of good study tim e. There are always a handful who co nsider th e le cture a kind of extra-c urri cul ar pastime whi ch ca n be attended or not l ike the Saturday eve nin g movi es. Bu t thi s yea r was diffe rent; poor attendance was the rule rather th an th e exception, and if the re were 20 peopj e at th e question period (including tutors ) th e lect ure r could have consid ered him self one of the el ite. And l et's not fool ourselves, the answe r to thi s strange phenomenon is not that all of the lectu res were just plain bad. Eve n some of the ve ry bad on es we re salvaged somehow by a good qu es tion period with Mr. Klein and Mr. Kaplan spear ing th e atta ck. But at th at, all of th e questions ca n' t be asked by tutors, and so most of the question periods were a dismal flop. As the Dean has sa id, if a le ctur er enjoys the qu est ion pe ri od and is interested in coming back, then the question pe riod has failed. There were f ew squirmers in th e lec ture r's seat in the King Wi11iam Room . Some were te mpte d to ring for tea, onl y it was feared than the rattling of cups might wh e t the dry atmosphere . This is a pre tty dre ary picture, and nothing has yet been sa id about the lect ures th emse lves. The li st at th e ri g ht looks rather impress ive, but lik e most lists of lec ture titles, it tells n othin g. For example, " how inte rest ing co ul d '.A Dialogue on Tyranny' by Xe nopho n, d eli vered by L eo Strauss be ? After all , who was Xcnophon but a ha lf-baked histor ian w ho wrote .m ediocre stuff. Of course L eo Strauss always h ad something interestin g to say, but th is one , l 'll pass." Yes, you passed it, broth e r, b ut you al so passed up one of th e mos t exciting nights yo u'll eve r spend at t hi s Sc hool. Strauss breathed new ] ife into the writings of Xcnophon - a new horizon in Greek literature was ope ned. Yes, tlut Friday was one of the even ings w he n so m e of us stood around for hours afte rward s with th e fervor eve ryo ne had a few years back (a ccording to th e St. J ohn 's my th). Inte rest was so hi g h that three people offered to w rite it up f o r the Collegian an d th e pape r actually ca m e out with two acco un ts of the talk. Th en th e re was Mr. Chcrni ss, admittedlr one of th e fo re mos t sc holars in th e country, who cast one of t he neatest mass hy pnoti c spells eve r see n in Igle hart H all. B.v a crud e poll, 88 %% of the audi e nce was lul led to sleep with t he nam es of A naxagoras, H e raclitus and Empedocles ring ing ge ntly in the ir cars. What Mr. Chcrniss was inte res ted in wa s giv in g us the ba ckground mate rial of Greek Philosop hy whi ch one mi g ht easily have obtained from h is ve ry sc holarl y works on th e subjec t of th e pre-Socrati cs. Mar k Van Dore n was as delightful as Cl'er. His question pe riods always leave ro u w it h a swe e t taste in your mouth , eve n if you don ' t happen to agree with hi s views o n poetry and th e like. It is grat ify in g to note that he stil l considers us part of hi s fa mi] y, unlike two others, who visit us less fr equentl y eac h ye ar and to whom we .must see m bastard c hildre n. .Jasc ha 's first lec ture was met with a few sophi sti cated yawn s by som e uppe rclass men w ho had rea d t he myt h of th e cave o nce before and who bitterly resented th e "fact" t ha t the instru ctiona l poli cy was to plan le ctures for t he ed ifi cat ion of one class only. O t hers we re pl enty exc ited w ith th e level on whi ch Mr. Kl e in reads his Plato, and consid ered hi s le cture one of the best of t he yea r. On e of th e outstand in g q uest ion periods was t he initi al o ne wit h Mr. Ki e ff e r. As such would ha1·e it, most of the upper classes h ad a milli on and one more im po rt:m t thi ngs to d o, and unfortunately someone had sl ipped up and failed to m ention to the freshmen that question periods followed the le ctures. Mr. Kieffer is a wonderful man to question; he has that comfortable se m inar mann er about hi m which invites any sort of spec ulation. You always feel that you have all of the time in the world to think through a question. It has been sa id before, of co urse, but it won't hurt to say again what an excellent tea cher Mr. Kieffer is. P erhaps we shouldn't be too hasty in maintain ing that lec t ure titles tel l nothing. It is interesting to not e that just about cri sis tim e, Mr. Van Doren delive red hi s second l ecture of the year, "The Beams of Love," and on the night that th e st udent polity had its emergency assemblage, Harry B. J affa lectured on "The Problem of Pagan ve rsus Christia n Eth ics." Somewhe re along th e yea r after the cr isis was over and Mr . Klein had whipped up so me semblance of sp irit, a gentle man named George de SantiLlana from M .l.T. came along. Santill ana quite simply wowed us. The lec ture was a diffi cul t one to foLlow, but som ehow gave us the idea that it might have bee n an excellent one. At least 50 people showed up and approximately thr ee questions were asked by students. Santillana ruled with an iron h and , an d the boys sa t (mostl y with mouth s open) u nd erstanding little of what was· being sa id . Later, we talked about what "we shou ld have sa id. " W e should have sa id: "We are sorry, Mr. Santillana, but we do not get your thesis; wi ll yo lil please restate it in the simplest poss ibl e terms?" Mr. Klei n's presen ce was the only sav ing grace; o ut of th e bombardment of million s of facts, many of which were in no way related to the question s asked, Jascha was able to mak e Mr. Santillana answer directl y two or three. Wh at is really irritating, now that we ca n play Monday morning quarterba ck, is that we actually let th e guy say that no one se riously considers the m ethod of dial ec ti c as a teaching mode. W e sat there, exchanged a fe w at tempted smug looks and let h im continu e with hi s sc holarly prattle. Wh ew, did that man snow us ! Th ese remark s are not mea nt to demean Mr. Santi llan a or what he knows, but wh en it cam e to a clea r cut iss ue of hi s a nswe rin g qu estion s or not, he ei ther wouldn't or coul dn't. Cedri c D ove r (one f eels lik e prefixing "Sir") told us all abo ut Indi a. Without menti onin g Fre ud, h e put hi m on the map, and a]so told us how m ost of the early Great Books wer e made possible on ly through Greek contac t with I ndi an lit erature and culture. Mr. Bart deli1'e red hi s first lecture in hi s three ve ars he re. Partly becau se of poor acou sti cs, l ittle of the first half ho ur lec ture was heard by more t han a handful. After the qu es tion pe riod w e drifted away ce rt ain that all men wer e heroes and no one knew what tha t meant, incl udin g Mr. Bart. In the question pe ri od F. 0. Matthi esse n proved him se lf no m ean he ro, after del ive rin g a st irr in g lecture for hi g h sc hool sop hom o res on imagery in M acbeth. ( I g uess w e are neve r sat isfied : Santi ll an a talks up to us and Matthi esse n down .) H e infor med us that there was repeated emphasis of th e sym bols blood, dea th and ni g ht, throughout th e play. With this most everyone agreed . The question whi ch not eve ryone was agreed upon was th e signifi ca nce of these sy mbols. Mr. Matthi esse n , a well - kn own literary author ity, off e red us no interp retat ion. On ce aga in those of us who we re wave rin g in our be lief in the St. John 's prog ram were fo rce fu ll y reminded th at despite th e many thin gs we fee l we have to complain about , we are doi ng right in cont inuin g our educat ion h e re. Matthi cssc n, at one po int in the qu es ti on pe ri od , ma intain ed that he was a stude n t of lit e ratur e and not philosoph y , and it be ca me appare n t shortly afte r ( as it d id in th e case of Mr. Sidn ey P ainter of John s H op kin s History depa rtment, who m aintain ed t hat he was a student of hi story and nothin g else ) that thi s was prec isely the reaso n why w hat h e had to say h ad little use for us. L iteratur e, history, math emat ics, scie nce can h ave no ful l mea ning taken in them selves. For what possible conce rn ca n it be for th e stud e nt of Shakespeare to be inform ed that he mu st know th e symbol s, and not be encouraged to find out what these sy mbols m ea n ? Matthi esse n ma intained, in answer to a ques tion, that it would be fu tile to sit down (as in a seminar) and discuss Ma cbe th without enum era ting these symbol s. To anyon e who had had a seminar on Ma cbeth this was shee r nonsense. Of course we discuss these sy m bols, but not dwelling upon th em as suc h, rath er as necessa ry evidences to support the m ea ning. It was an honor hav ing F . 0 . Ma thi esse n down, le t us hope he will re turn, but with a mo re sti m ulating, spec ulative subj ect matte r, with some th es is to expound. LECTURES " Th e Idea of the Liberal Arts " John S. Kieffer "Plato and the Liberal Arts" Jacob Klein "The Devil and the Black Arts " J . W . Smith " Music and the liberal Arts " Victor Zuckerkandl " Po e try and the Liloeral Arts " Mark Van Doren " A Dialogue on Tyranny by Xeno phon" leo Strauss " Man and No Man " Robert Bart " The Characteristics and Effects of Pre-Socratic Philosophy" Harold Cherniss '' A Poem " Ernst Abrahamson " The Beams of love " Mark Van Doren " The Problem of Pagan ve rsu s Christian Ethics " Ha rr y B. Jaffa " Th e Upright Posture" Dr. Erwin Strau s " La w and Grac e" Rev . A. T. Mollegen " Th e Divine Comedy " Marcus Mallett " Happiness as Divin e Illumination " l ewis M. Hammond "The Significanc e of Ind ia " Cedric Dover " On Physiolog ical Ps ychology" Dr. Horsl e y Gantt " l o go s and Time" G e org e d e Santill a na " Th o Cop e rn ican Rev olution " J ac o b Kl ei n " Po et ic Imag e ry in Shakes pe a re: Macbe t h" F. 0 . Matthi esse n " Go e th e " Erich Kahl e r Blood and Darkn e ss Speaking about st im ulation, Dr. Erwin Straus in h is lec ture on " Th e Upright Post ure" took a very un orthodox pcs ition, clashing with on e of the most c heri shed ikon s of ant hropology. H e m aint ained that not on ly was the upr ig ht posture not detrimental to man .. bu t f urther , that it is the most impo rt ant expressio n of his ex iste nce . What is so wo nd erfu l abo ut this th es is is the su ndry things one ca n do with it. W e can go to the tragic he ro, for exa mple , and trace hi s deve lop ment in te rm s of th e upright posture. It is thro ugh id eas lik e thi s that we ca n better und ersta nd the Books. Every tim e someone h elps us by propounding a new thought, w e have anoth er tool w ith wh ich to a tta:::k our problem. Thi s is a good reason for attending both th e l cc tu re and the q_ues tion period. The lect ure ca n not be compl e te without th e qu es tion period , fo·r it is there that the lecturer is asked to clar if.v and amplify th e points whi ch , by th e l' cry nature of a lecture, mu st be obsc ure. It is on] _,. through qu es tion and answ er th at one T we?tty -tlzree �Kirkpatrick ca n grasp the points the spe:1ker is endeavor ing to p ut :1cross. Thus w ithout reviewing or even m entio ning all of th e lectures, we have sa id esse ntial ly what we star ted with : there were a co uple of dozen lect ures this past year, som e good and som e bad. The pity is that m ost of us did n't eve n h:1ve the occasion for m aki ng such a judgment, sim ply beca use we were unable to at tend. concert season THE NEW MUSIC DEPARTMENT p rese n ted us with m ore for m al conce rts- eigh t - than we had had in the preced ing two years, and in addition gave us one recital and bi- weekly recorded co nce rts. Th e first co ncert of th e ye ar was a cello and piano program played by Nikolai an d J oan na Graudan. The mu sic was naturall y very unus ual, cons isting of rarely h ea rd wo rks of Bach , Beet hove n, D ebussy and M end elssohn. Un do ubtedly th e se nsat ion of th e .mu sical year was t he ap peara nce of the N ew Fri ends of Music condu cted by Fritz Stiedry and wit h Eri ca W ag ner-Stiedry as soloist. They p erformed Scho nberg's Pierro! L tmaire, a p iece w hi ch has its ad mirers. The main work on the program was preceded b;r some of Schonberg's piano mu sic, pl ayed by a mem ber of the group . T hi s perfor man ce fr igh ten ed away the m ore ti mi d p:Ht of th e aud ience. If the singers of the Bach Ar ia Group had been as good as, or even nea rl y as good as, th eir acco mpan ists, thi s wou ld ha,·e been one of the best concerts of the year. Bu t in my opinion th ey were unforgivably poor singe rs. To be exact, it see med to m e t hat each of the voices suffered from at least one of the following ser ious fau.lts: harshness, weakness or lack of cont rol, :1 nd I was so te m pted to leave at the intermi ss ion th at only a real desire to h ear .m ore Bach, howsoever badly p erformed, kept m e t here through the whole perform ance. I should, no doubt, remark here that m y opinion is apparentl y not uni versa.l , for they d id a long Sunday morning se ri es for NBC, h ave recorded a prog ram for VOX r ecords, and got "rave noti ces" in th e Collegian. The annual Kirkpatri ck and Schneider visit is alm ost always Twmty - f ou.r the most completely successf ul and sati sfy ing of the appearances of professional mu sicians on the o m pllS . They stay several da.n, they always give several perfo rman ces, and t hey put up with a considerable amou n t of "be i11 g entertained " and, of course, a considerable amount of h av in g to "talk about mu sic." They mu st realh· have h ad some trau ma t ic experiences dm ing the "good old days" wh en the Golriberg Variatio!IJ was on the reading list. H ere I mu st si.m ply ad mi t that if the re is any va riation 111 Mr. Kirkpatri ck's performances, l am not mu sician enough to know it. They see m always to have been and :tlways to be superb, and I hav e fait h that t hey w ill co n ti nue so. l do however clai m to be " mu sician en ough" to be se nsible of a considerabl e d ifference between Mr. Sc hn eider's best and hi s worst on the num erous occas ions when l ha1·e h eard him at school and elsewhere. I fe l t that dnring thi s Ytstt hi s pe rfor mance was the best 1 hav e ever h eard him give, and that that was very good indeed . I t was expected that t he Julli ard Quartet, enjoy in g as they do som ething of a r eputation, :md com in g from a ve ry fa mous sc hooJ, would be a se nsation . They we re . T hey played lovingly throug h a ni ce Mozar t guartet w hi ch wo ul d better have been treated as some thing which co ul d sta nd on its feet. The n th ey expe rimented w ith how mu ch t hey co ul d shock us by playing a Bartok guartet. Th ey appeared .mu ch more interested in the suf feri ng reactions of th e audience than in the intri cac ies of playing a pi ece scored for t he back as well as th e front of the ir instrum ents. After intermission they sweated throu g h one of Beethove n's later guartets. Tt was a go cd trv . Mr. Applebaum's first concert at School seem s in som e ways to h ave failed. H e played a com·e ntional though to m e very exci tin g program of Beet hoven's sonatas, so m e of w hi ch arc easily avai la ble in record ed performances whi ch are mark ed]? superior to hi s. This reveals one of my criteria fo r an ideal St. J ohn 's con ce r t - th e prog ram sh ould prese n t wor ks which we would otherwise be un able to h ear, as t he Bach Ari a Group d id, or w h ich, if th ey ha,·e been recorded, most of us wou ld not consid er own in g, suc h as the now famous Pierrot Lzmaire. At Mr. App leba um's concert, it was a problem to d ispose th e eyes sat isfactor ily . T here is a natnral tendence to concen tratc all of one's fa cult ies on the act iv ity at hand. This I suppose, der ives from an habituation to plays, m ov ies and basebal.l games, in all of w hich the eyes and ea rs and eg uall y important. vV atc hin g Mr. (Contin · cd on page 50) u Saturday MOVIES films, finance and the ram lv1agnificent Ambersons Man's Hope " The purpose of the club is to make accessible to the college community motion pictures which, because of their excellence or age, or both are unlikely to appear at local theaters."- from the Chart er of th e Rogers Albritton Memorial Film Club . A Musical Story Brief Encounter Ivan the Terrible IN A SCHOOL ...vhcrc igno ran ce of th e fin e a rts ha s become a part o f th e tr;:tdition, o nly th e rno v ies, typically th e hybrid, h:1ve m anaged to su rv i,·c the hli g ht. But sur v ival is a term bette r ap pli ed to th e newly g l arnourize d rn o dern .fine :rrt of rnu s ic, whi c h now find s it se l f_ in th e exa lt ed pos iti on of its defunct g randmother; th e m ov ies flouri s h. And th e reaso ns fo r s uch success should be of inte res t to th e purveyo rs of the seven th liberal 01 rt. Wher e poe try and paint in g have few ndh ere nts, th e maj o r po rti on of th e s tu de nt budy is addi cted to the fi lm s. P oss ibl y they find them habit f o rmin g, but th;lt in itse l f C<ln har dly be res pons ible for th e po pubrity o f th e co l lege 11 lm s wh e n th e local theat e rs are re:1dily a v ai labl e w ith mu ch be tter te chni ca l f3ri l ities and le ss arch:lic pictures. No doubt th e aspect of ente rtainn1ent or di stracti on dra\vs a l o t of the audianc e and is part ially respo ns ible fo r th e presence of eve ry o ne who co m es to th e showings . And though bo th o f th ese ch01racter istic s may dis tin guish m ov ies from th e o ther fine arts th at are access ibl e, at lea st so m e measure of it s app e al ma y be o n th e acco unt of. it s pretens ion to be ing a fine art. H oweve r, th e co mm on qu es tion concern in g best se ll ers and c ity park statuary can be fOSed for the fi lnus : is it fine art ? I s l arge atte ndance co mpat ibl e with an art ~· Fina ll y, m ov ies , aga in l ike th e nov e l, ha ve liberal co mp o nents. Th ey c-1n be di scus sed in seminars; and are, th e refore , mi sapp rehend e d ,15 pho top l ay s. In f act, it is probabl e that th e m ov ies arc admired by th ose pu rer-souled liberal .arti sts o n ly as a k ind o f substitute for th e more Odd Man Out As You Like It Shoe Shin e Dead of Night Carmen The Eagl e Great Expectations A lexand er Nevsky 39 Steps Generals without B ·utton s highbrow th ea te r. Carnival in Flanders Libe ral or fine tnt, d istra ct io n o r d o pe, th e fi l m s ha ve a tremendou s influen ce . Wher e fifty pe rcent of th e wo rld is liter:Jte, s ixty attends th e .film s. Jt is ev ide nt that if th e fi lm s are not the fruit o f practi ce in the li be ral arts, as poetry or drama is, they oug ht to be. As Er·w in .Pan ofs ky -r.· sugges ts, "I f all th e ser ious lyrical poets, co mp ose rs, painters and sculptors were force d by law to sto p their activ itie s, a rath e r sma ll fracti o n of. the ge neral ptJbl ic w o uld become awt~ re of th e bet and a st ill sma ll er fraction wou ld se ri ously regret it. I f the same th ings \Vere to happe n to th e mov ie s th e socia l conseq uences wou l d be catas troph ic." Gr:tnted the i r popu l arity and influ ence, it is appa lli ng to th ink th at the fi lm s have e ve n poorer pro spects w ith respect to th e prog ram than th e lab o ratory sc iences. Science :1s we know it is only now w ith difficulty beco min g int eg rated with co nte m pora ry th ough t, l et al one the program i it seem s to suggest that th e fi lm s w ith s imilar powe r and potentia lity and four ce nturi es younger may have to be ki cked around the assi stant Film Poe ms and Ea sy Street The Eternal Mask and The Immigrant Th e Lower Depths dean ' s office w ith the Cot ill ion and Boa t Clt1bs three hundred and iifty years befo re ge ttin g a si mil ar Four Cha pi ins Ti me in the Sun and The affairs of Pierre Intolerance Four Horsemen of the Apocalypse The Italian Straw Hat Dest iny Ca valcade liM II The Thin Man Du c k Soup and Barbershop Alcestis awkward acceptance. It it s cata l ogue, th e admin istra tion ha s made th e usua l clu111sy bow o f the tra in ed li beral 01rti st toward " th e 'class ics' of th e c ine matic ar t" - th e qu o tati o n mark s are the irs. Such hn1tal condescens io n is typica l of the franti c offic ial ballet in quest of: :t financia l an ge l, th e ivy atmosph e re , :1nd "the arts Jnd crafts in res idence." l\tluch more con str uct ive and prom isin g is the kind of rea l support the co ll ege h as g iven the fi lm club and the understandin g , i f so mewhat i ncomplete, of its poss ible function in th e co mmunity. L ate i n September of la st year th ere were a se ri es of va ri ously amus in g , annoy in g and an g ry co nferences held betwee n th e then ass istant dean , Mr. P oe , and th e newly install ed execut ive comm ittee of th e newly n01m ed R ogers A l br itton l\tl e m o ri01l Film Club. The m eet ings were portentous . Th ey se t th e pattern for th e ye a r's activ itie s of the Film C l ub Jnd mana ged , f requently unwittin g ly, to define some of the prob le m s confron tin g it. Th e primary impetu s fo r 1\tlr. P oe's co nfe rences was financ ial, but he was also co ncerned w it h the ((unhus iness li k e m e th ods" w ith w hi ch th e name of. the Film C l ub had become sy n o nym o us dur in g the adm ini str< ltion of its dea r-departed fo rm er pres id e nt. Fin anci01lly, th e C lub had been an im possib l e white elephant supported by th e schoo l up o n a lib e ral l a rgess. Mr . P oe's case was a good one . He claimed th e Film Club cou ld be se l f -suppo rtin g by rais ing its pri ces and by e limi nat ing the fifty per cent free adrn iss ion poli cy. Th e co mrnittec v igorously contes ted the th o ug ht of any rai se above th e p reva ilin g fifteen cent adm iss ion and pleaded eloquen tl y fo r the underpaid veteran and wh at six ty ce nts a mont h m ea nt to him . Mr. Poe ~e!·s i s ted; it was, he told the comm ittee, the op i n ion of the adm i n i s trt~ti ve counc il that th e s tu ~l ents used th e Satu rday n ig ht sh ow in gs purely as ente rta inm e nt and that th e co ll ege th e refo re cou l d not be e xpec ted to pay for it. A frant ic not ice for a strategy and protest m ee tin g of stud e nts broug ht forth an impr ess ive m ob of e ig ht s tu de nts and tv-.'o tut o rs - no doubt too ls of th e ad mini str:1ti ve coun c il. Th e comm itt ee cap itulated and resigned it se l f to th oug hts of austerity and iilm lt'ss Saturday ni g hts as so on as the studen t body d iscovered th e thirty cent :1dm iss io n po li cy. The 1lna l ep isode of. the Film Club vs . Mr. Poe was a rea l coup de tluialre fo r the :tss istan t dean . Mr. Alb ritt o n, forme rl y the d ea r-departed R oge rs of th e Film C lu h, wns des ignate d as it s facu lty advi sor. Such an occurrence was enough to co mpletely defeat the al ready belea g ue red e ight and two. This latest ad m inistrat ive m01chination , n o do ub t ca l cu lat ed to assuag e th e tende r te n, put them int o th e m os t emba rra ssi ng posit io n of ha v ing as the i r :1n chor o f :tclm inistrat ive co mmon se nse the \·cry person respons ibl e fo r th e impend ing auste rity. Even the m ost casua l fi lm-goer cou ld no t he lp but recall the goo J old days of cu t-throat pr ice \\·ar s betwee n free Friday nig ht prev ie ws and th e .five cent Saturday regu lar show in gs , the gene ral irregul ari ty of .films ordered too la te, and 8:30 showin gs at 9: 1), A s far as anybody could remember ·::·Edw in Applebaum P anofsky "Style and IVfeJ ium in the M o ti o n Pictures," Critique , Ja n.- Feb. 194-7. Twenty -five �th ere never h ad bee n an o ffi c ia l Fi lm C l ub adv isor; a n d th oug h the re was m uc h affec t ion for ivlr. A lbritton, th e co nte m pora ry fad a m o n g t h e fac ulty to acq u ir e satellite student organiza ti o n s, t oge th er w ith th e afo re m e nti oned d ifficulties, p ut eve n t his st ro n g bond of affection in jeopa rdy . Wh at seems to h ave been ent irely ove rl ooked thr o ug h out th ese discussions w it h Mr. P oe was t he poss ible j ust ifica t io n of th e su ppo rt of the .fi lm s - o r some fi l m s - by th e co ll ege. It is thorough ly unde rstandab le t hat the co ll ege au t hor iti es sh oul d be reluc tant t o foo t the b il l for a weekly en t e rtainment per iod . But ca r r ied to its l og ical conclusion, it wou ld be equa ll y unde rst andable i f the co ll ege refused t o keep the en tertaini n g Ar istophanes, Sha kespeare nnd Ce r vantes (a m ong rnany o t hers) in the sc h o~ l finances. I n mak ing thi s judg m ent not t o support ii l m s it seemed t he col lege h ad dec ided that t he m o v ies were defin itely no t to be t a k en serio usly. W h e r e i n p rev ious years t h e sma ll er number of fi lms had cons ti tuted eve nts of s ig n i ficance, the l o n g l ist of fil m s shown rec e ntly, obv ious ly i ncluding many poo rer ones, i n t h e m ind o f th e admi n istrati o n was no m ore than stu dent amusement, ci rcu ses to k eep up the mora l e of t h e pop ul ace. Apparen tl y t hose "class ics" were n't classy enough. Some fi l m s, how e ve r , hav e a d i rec t bea r ing on th e prog ram; for example, fi lmin gs of S h akespea re and Dos t o ievs k y. A s }' on L ike I t was see n thi s ye a r in th e co ll ege :m d H amlet e lsewhe re, reflect ing t he effor t t o recove r theat re cla ssics f ro m th e class room. Rut both of t h ese fi lms a re obvious ly rest ri cted by th e stage scrip ts wh ich th ey e m be lli sh bu t do no t ve ry we ll rea li ze. I n t hi s gene ra l area be long a ll se ri ous p ho top lays, as opposed t o t rue m ovies . A n napo l is enjoys the commo n pover ty of a ll t h e a rts t hat p rev ail s in s m :-~ ll cr A m er ica n ci ti es. T he m ov ies a rc the o nl y a rt fo rm ava il ab l e in suffic ient quan ti ty to the stu den t bo dy t o m e r it a n y a tt e nti o n . But it h as been th e m isfo r tu n e of t h e fi l m s t h a t t he m ore th ey have a t temp ted to m irro r e ith er stage or n ove l the poo rer th eir p roduc t h as been. Ea r nes t effor ts s imp ly to incorporate t hea tre co n cep ts in th e fi l ms hav e o nl y cu lmin ;Jted in th e pu rchase of in ferior p lays fo r frequen tl y mo re infer ior .fi lm s. For th is reason few peop l e wo ul d co mm en d ve ry se ri o usly th e ten best p ictures of a ny g ive n year for co n sidera ti o n w it hin the p rog r a m. Th e fi lm s h ave bee n a t t he i r best instead w h en th ey h ave co n sulted th e ir own n a ture a nd the tr a n sfo rm a ti o n s of socie ty w hi ch h ave occ urred s ince th e rea li st ic nove l flo uri sh ed an d d ied. No a r t fo rm is a li ve t od ay as th e m ov ies a r e: it a lo n e h as a direc t co ntac t w ith its a ud ie n ce and a pro pe r inte r p lay be t ween its ma ke rs a n d its use rs. Th e si mpl e d isc ipline th a t t h is causes, oblig ing th e a rti st a t a ll ti mes t o co nd e n se a n d s im p li fy hi s ideas w ithin fo rm s th a t a re accep ta bl e to a n a udi e n ce w id e r th a n an eso t e ri c f e·w , means tha t th e m ov ies a re th e h ea lth y a rt m edi um in th e wo rld to d ay . Hi st o ric a ll y, o n e o f th e fi rst im po rt a nt a tt e mpt s t o g ive th e m ov ies th eir p rope r st a ture w as G riffith 's l tttolerau.ce , a l so see n thi s y ea r. It ha s a simpl e co n ce rn wi th a th e m e o f socia l an d po l iti ca l sig ni fic an ce a t a ny tim e. If it gave it a n imp o rtan t tr ea tm e nt no o n e wo uld h es ita te t o reco mmend it t o a n y se ri o us mind. It was by n o mea n s useless eve n so, es pec ially at St. J o h n's, w h e re id eas a re va l ue d m o re th an t he ir mann e r of exc han ge, t o see h ow in e.ff.ec tu a l th e m e th od o f dir ec t a ttac k is w ithin a n a rt fo rm. Su c h su p er fi c i :--~ 1 thinkin g a nd c rud e ex pe ri e n ce co uld n o t f o r a ll its m ass ive ga udi n ess m a k e th e fi lm m or e th a n p ropaga nd a. Ye t it see m s 1nos t im po rt<l n t in co nn ecti o n w ith th e Film C lub t o n o ti ce th a t th e fi lm was , h oweve r we;1kly, t ry in g t o d o a grea t dea l m o re th a n en t e rta in. Its fa ilure t o reach its obj ecti ve does no t co mpl e t ely disg ui se th e fac t t h a t it tri ed t o say so m e thin g . Jts m os t imp o rt a nt co mmuni ca ti o n was by mea n s of its sty le: t h e ex travaga il ce of th e produ cti o n was in v io len t co ntr adi stin cti o n t o th e chil d ish st o ri es, as if vo lu m e of de t a il co ul d subs ti t ute fo r su btl e ty. On th e w h o le, o ur primiti ve A m er ican f a it h s a bo ut a rt a nd soc ie ty ·w ere a n ill umin a tin g to uch st o n e fo r t h e bud din g li be ra ls of th e co ll ege. The same k in d of re fl ec ti on of hi s t im es is fo und in th e wo rk s of .E ise n ste in. Wh e re G riffith is ra n do m a n d di ff use, a nd a lm os t n o n e of hi s effec ts is ca ref ull y des ig n ed, in a .fi lm like I v an E ise n st e in ca rri es stu d ied gesture and overw r o ug ht det a il t o a n ope rat ic cl imax. But i n A m e r ica we a re accu st o m ed t o ha v in g th e gra n d iose sl o p py, like perfo rm a n ces a t t h e 1\l[ e t ropo lita n , and it is a n ew exper ie n ce f.o r us to see so m uch intens ity co n ta ined i n th e ro lling of th e eyes, so m uch so le mnity as in th e p l ac i ng of. th e crow n on I va n 's h ead . J t is poss ib le th a t such ex travagance m ay be a vu lga ri ty o nly m ore de libe ra te than G riffith 's. But E ise n ste in h as shown w h at ove ra 1l na rr ow con t ro l , ti g h t o rga ni za ti on and co n scio us u n ity of purp ose can ac hi eve. A ga in, it is m ore in th e way h e has wo r ked t h a n in w hat he th oug ht h e was sayi ng th at we are co n ce rn ed. Hi s pseudo -hi storical ep ics a r e t ra n spare n t ly con tri ved a n d a ll hi s d evo ti o n t o M o th e r Ru ss ia does not l e t him dace t o see h e r probl e m s a n d h e roes in th e i r tr ue ( a n d proba bl y m uch g reate r ) propo rti o n s. But t h e t ec hni ca l m as te ry th a t is assoc ia ted ·with the hi g h civ ili zat io n of th e fi lm has been ca rri ed he re to its log ica l e nd : ccd t o th e st age; th o ug h th ey n o n e of hi s wo rk s co ul d poss ibl y be redt1 co n s is ten tl y dea l w it h i n d i vid ual h eroes, th e ir subs ti tut ion of ac ti on for e t h ics h as comp le t e ly di vo rced th e m f r o m t h e st;1ge. Every mome nt in th e fi lm is co n ce i ved fo r th e fi lm : g rea t m ove m e nts of m asses are as po w erf ul as st a ti c portr a its . Rut we are st ruc k, as in G riffi th , by the a ppa ren t e nmi ty be tween sci e ntifi c skill s a n d b read th of concep t. F o r a ll hi s self-co nfid e nt d ig nity, t o a li e n s Ei se n ste in is f o rc in g a th e m e of n o g rea t va li d ity: th e su pe ri or ity of R uss ia, of Ru ss ian im peria li sm a n d R uss ia n R evo luti on. D eny in g h is unc omp l icated p re mi ses, we can on ly l ea rn about our wo r ld i n h im th ro ug h stu dyi n g h is supe rb sty le a nd th e im pl ica ti o n of its con n ec ti on w ith h is st o ry. W hat was begun in I ntolerance and worked over in a ll of Eiser.ts te in ' s fi lm s was rn uch m ore perfectl y ac h ieved in !V an's ll ope. H ere th e sty le l and t h e idea were more perfec tly suit ed : th e soc iety w ith w hi ch th e fi l m was co n cer n ed a n d from which it spra n g \-vas seen w ith m uc h m ore complex ity. No t d ispens ing en ti rely wi t h story nor yet lean i ng on p lo t li ke a detective st ory, its cohe re n ce was d ifficul t a n d a t tim es confus in g. G radua l ly bi ndi n g th e va ri o us e le m e n ts together, it ·was able to sus t ai n at t h e end one of t h e m os t m ov i ng pagea nts th e .fil m s h ave eve r shown. The ma j est ic death m a rc h down t he hill , crowded w it h hi g hl y ind iv idua l ch a rac ters al l pa 1t1c 1patmg in the sto ry of th e av ia tors, is an achi eve m ent in record ing th e t ransfor m at ion of t he concep t of. ty rant a n d peop le, into the f usion of the two in t he l e:1dersh ip of th e m a n devo ted to t he com m on end fu l fi l lin g in hi s he roism th e co mm o n pu rpos e of a ll. T he fi lm fluc tu ates between h av ing no h e ro, h av ing a se r ies of pro min e nt indiv idua ls, o r ma kin g th e L oya l is ts h e roes co l lective ly. Th e th ough t is n o t th e si m p le Sov ie t co mm un ism of Eisenste in n o r t he clumsy, un t h inkin g rom a nti cism of Gr iHith. Wh a teve r th e u lti ma te me rits of its answe rs, it ra ises so m e of t h e m ost press ing ques ti o n s of th e day in a fo rm w hi ch is ent ire ly new t o t h e tr adi ti o n ex pl o red i n th e Grea t Boo k s . No one a t St. J oh n's h as in te n ded t h at a c urri cu lum ·of class ics was a im ed a t u p r oo tin g th e s tu de nt f r om hi s natu ra l f u nc ti ons in t h e co n te m pora ry wo rl d. Train ing hi s cr iti ca l fac ulti es is no t u nde r t ::1k en tha t h e re j ec t w h a t he .fi n ds a bo ut hi m in a p ure ly destru cti ve m anner. Ye t if h e is t o think cons tru cti ve ly a bo ut t he wo rl d h e is in hab iti ng, he mu st k now a nd fee l th e re d efini tio n s t o w hi ch it is con sta ntl y subjecting th e trad iti o n s of W es ter n cult ure. C u r ren t ly, i n a fi lm like Nl m s,s H ope, o n e o f th e mos t imp o rtan t st a te m e nts is in th e m ov ies. I n S!toe Slti·n e t he fi lm s st a n d m o re d irec tl y o n t he tr aditi onal g rea t co n cep ts of th e thea tre . Eth ics a re th e p rim a ry concern, th e t wo h e r oes are t he ce nt e r of inte res t. Pro p aga n da is ce rt a inl y prese nt, h eig ht e n ed by th e pa th os which do mi nates t h e w h o le picture. But t h e v io le n ce an d co n ve nt io n a l p r ese nt at io n o f m o r a l problem s th a t do m inate O pett Cr."ty h ave been re fin ed into tr age dy . Un do ubt edl y in E ur ope th e situ a t ion is as st e reo typed as th at of Open City a n d is exp lo ite d t o suc h e nd s ; but in Am e ri ca it js n ovel a nd sh oc ki ng e n o ug h th a t it e ith e r e n gages o nl y th e curi os ity a n d se ntim e nts or rea ll y pe ne tr a t es to th e i n te ll ect a nd th e se n se o f tra gedy . Wh ere a good p ~Ht of th e fi lm cou l d h ave bee n ex pressed by th e n ove l, a m ed iu m mu ch a kin to th e n a rra ti ve t ec hn iq ues of th e fi lm , it m a n ages at tim es t o ac hi eve th e assoc iati ve powe rs of poe try, n ea re r th e tru e natur e of. th e film m ed ium. T a k e, fo r e xa mpl e, th e g rea t e ntry of th e t wo sh oe-shi ne boys on th e ir d ream white h o rse, th e yo un ge r w ith th e p r oud M usso l in i j u t t o hi s j a w , ri d in g like its la tes t co nqu e ro rs, d ow n th e imp e ri a l bo ul eva rd in to th e a lready humili a ted c ity, t o th e sh o ut of a ch o ru s o f e n v io us u rchins. Or agai n , th e fa ntas ti c inte rlud e w h en th e for tun e-te ll e r lays o ut th e cards f o r th e boys in th e t e n se atm os ph e re o f th e ir furti ve exc han ge . Wh a t it m ea n s t o each o f th e m is co n veyed m o re by exp ress io n of face and hand th a n by wo rd s. Jt is of imp o rt a n ce, h oweve r, th a t thi s film deal s m uch m o re in wo rds th a t h ave a n ind e pe nd e nt va lidity th a n a n y of th e prev io us .fi lms. Its scena ri o wo uld n o t m a k e such ba d rea din g . Th e m os t pe rfec t ac hi eve m e nts of th e .fi lms see n thi s yea r we re unq uesti o n a bl y th e m os t pop ular a nd th e refo re th e m os t d ifficult t o di sc uss . Th ey we re t he co m ed ies of C h ap lin a n d th e M a r x bro th ers. H e re t h e film was cl oses t to th e ver n acu l a r, sh a pin g it :1n d shaped by it, ;1n d ma kin g its g r ea test imp act. Th e grea t numb e r o f C h ap lin sh o rt s sh ow n o n m a n y eve ni ngs sh owed h ow mu ch of C h ap lin 's wo rk h as beco m e a symbo l in o ur thinkin g . T he pic t u re o f th e littl e m a n in a wo rld h e can n o t con t e nd w ith is a myth fo r us n o l ess th a n H erc ul es t o th e Gree k s . Th e myth as seen in th ese ea rl y .fi lms showed its weak n ess w h e n it a t te mpted t o resol ve e terna l d issens io n s. Th e ques ti o n s o f th e M a r x bro th e rs o n th e o th e r h a nd we re m o re clea rl y me ta phys ica l. Th e bro th e rs an d th e ir n1irr o r in D uck Soup as k t h e a la rmi ng ques t ion : ~ h a t is rea lity ? Incessa ntl y up se tting a ll th e co n ve nti o n a l a n swe rs, a nd all t he t opsy-t u r vy a n swe rs th ey pro pose th e m se l ves, th ey l eave us, lik e Soc ra t es, mu ch less sur e we know th e a nswe r. C h a pli n , in cont ras t, wi th practi ced sop hi stry cha rms us i nto acce pting hi s va l ues. Bu t we ca n a l ways .fin d hi s affinit y w ith Griffith a nd Eise n ste in lu r k in g in th e se n t irn en ta lity o f hi s co ncl us io n s. Granted th e su pe ri o rity of th e M a r x b ro th e rs as p h iloso ph e rs, h ow m uch poo re r we sh o ul d be w ith o ut C h a plin w h ose integ rity is th e effo rt o f a co n sc io us a rti st. C h a rli e's tlo n ch a l a nce o n ro ll er sk a tes pe rsists t o qu es ti o n eve n th e ba n a li ~ o f th ose e n co unte rs whe re h e a ba n do n s hi s w it in favo r of hi s se ntimen t. I n thinkin g back ove r t h e year's fi lm s it see m s clea r th a t th e qu a l ity co ul d have bee n less un eve n . Ce rta in o f th e· m o re successf ul .fi lms f r o m th e o rd in a ry run th a tres mi g ht h ave bee n omitted. (But th e fi n a n c ia l success of th e Film C lub a n d its increased po pul a rity sa ti sfied eve n th e a dmini stra ti o n.) In any case t h e prob le m of t h e rel a ti o n of th e fi n e a rts a nd th e libe r a l, t h e p robl e m o f th e con n ecti o n of wha t yo u say w ith h ow yo u say it, was f req ue ntly in f ro nt of th e a u d ie n ce. T h e re sh o uld, h oweve r, h ave b ee n m o re fo rm a l occasio n for di sc uss io n . Th e innume ra ble in fo rm a l di sc uss io n s might eas il y ha ve coa lesced into so m e m o re d irect ed C<? nye rsa ti o n s if th e prop e r imp e tu s h a d bee n supplied. This co uld per h a ps . h ave bee n m ad e by mea n s of pl ac in g o n e o r t wo g rea t film s w ithin th e se min a r sch cd.ul e as mus ic h as ..... craw led in rece ntl y. M ore like o pe r a th a n a ny o th e r m ed iu m , a n d vas tl y more access ibl e t o a n illit e rat e publi c than o pe ra sco res, th e re a re a few fi lms which co ul d a ro use co n stru cti v e thinkin g ;1 hout th e re l ev an ce of cl ass ica l id eas t o co nt em po r ary pro bl e m s. Th e d ifficulty lies es pecia lly in th e c h o ice: wo uld it sel ec t .films that a re cl ose relatives of n ove ls a nd pl ays, o r w ou ld it co n ce ntrate o n d1osc film s th a t a re n o t primarily lite rary in their in spira ti o n an d a re co n seque ntl y m ore di ffic ult o f access in se min a r. P e rh 3pS · in st ea d , a Fri day ni g ht sh ow in g w ith :1 d isc ussion pe ri o d fo ll ow in g mi g ht be a wa y to use fi lm s i n th e p rog ra m. Ce rtainly ;1 weekly rev iew s h ould be in st itut ed in th e Coll egia n , n ow that it is n o lo n ge r a p o litical q uarte rly . Finall y , w h a t see m s m os t poss ibl e, th e co ll ege mi g ht in v ite P rofesso r P a nu fsk y or J a m es Agee t o l ec ture on .fi lm s. U ltim a t e ly, ef cou rse, th e success of th e .fi l ms rr~ t s w ith th e stud e nts. drama 1n the college l N OU R SE MIN A R RE A DIN G we igno re o r fo rge t th a t H o m er's wo rk w a s m eant t o be spo k e n a l o ud , S oph o cl es' t o be seen on t he stage. E sse n ti a l dim e n s io n s arc und et ec ted wh e n we s it r eadin g Ch :n1ce r o r Sh a k es pea re in iso la ted s il e n ce. No r do o ur discuss io n s re tri eve th e los t v al ues. G es tu res and t o nes of vo ice, rhy thrn s a n d stresses a re n o t eas il y subj ec ted t o th e primiti ve ge n e rali zati o n s by m ean s of whi c h a fo rm a l co n ve rsa ti o n proceed s among t we nty in d iv idua ls. A se m in ar usua ll y devo tes itself ins t ea d t o th e im persona l. It subsis ts on uni versa l affirmat ive propos iti o n s, struts pro u d ly i nto a ll ego ry a n d fla tl y disrega rds th e fin e a r ts. T h e co n c re t e a n d th e ind ividu;ll a rc n o t its fo rt e. Jt te n ds th e o th e r w :1y, t oward th e ass um pt ion th a t tr u th is on ly k now n i n syl l ogis m s an d t ha t to say wha t yo u m ean 1s on ly a prob l em in defi nin g p red ica t es . But p l ays a re n ot m erely m o re li ve ly d e ba tes . .Read ing th e m as we do is to l oo k a t th em kill ed a n d r oug hl y di ves ted of fl es h. W e on ly see t h e sk e le t o n a nd ca n do n o m o re tha n guess a t a co mpl e te ana t om y. W e are li k e Ezek ie l se t dow n in th e va lley f ull of bo n es. B u t Eze k iel pro ph esied u pon th ese bones an d th ey ga in ed fles h , a n d h e p ro ph es ied aga in a nd th ey ga in ed brea th . Wh e reas we m os tl y f o rge t that th e bo n es a re n o t th e thi ng it self s in ce by its n atu re t he anal yt ic p rocedu re co n stan tl y sugges ts t ha t th e rea l for m o r n a tu re of th e t h in g we a re ex <~mining is t o be f ou n d in its bones o r mu scu la tur e, in th e math em a ti cal fo rmul as o r th e wo rd s by w hi ch we re prese nt it. A ll th e sy m bol s w hi ch mi g ht h e lp t owa rd kn ow ing w h at it r ea ll y is a r c pe rv e rt ed int o id o ls and :su b:s titut t: d fur tl1al kn ow led ge. Ye t \Ve ;~d mi t th a t th ere is :1 ce n t ra l m ea nin g in th e inca r nation of an idea, w hi c h , like T yros, we rejec t o nl y hecause it s ;Jccess is so d iffic ult. T r a n sl a ti on is pe r haps th e m os t pe n e t ra tin g a ppro ach t o th e w h o leness of a wo rk. Its painf u ll y lite ra l ch a racte r see m s n o m ore th an atte nti on to tri v ial d e tai l. But it is th ese de t a il s, cho ice o f wo rd s, gra mmar a n d se nte n ce s tru ctur e th a t de t e rmin e th e in d iv idual ch a r ac t e r o f a n y writte n wo rk . Jt is by a tt en ti o n t o th e m th a t w e mu st h o pe t o fin d w h a t e n ergy is em bod ied in <1 n a uth o r's w r itin g, g iv in g it its rea l power. By way of con t ras t, in cl e m e nt:~ ry Ari st o te li a n l og ic we a re t a ug ht t o red lJ CC all se nte n ces to o n e fo rm in o rd er to ex am i n e the ir co nt e nt as bt1re propos iti o n s. T his de ni a l of rhe t o ri c sugges ts th e pove rty of th e sy ll ogism t o co nt a in th e fu ln ess of. a d ia l og ue, le t a l o n e a p lay . Tra n sl a ti o n a like preve nts a n y ido la t ro us a p p roac h to th e " fo rm " of a wo rk , o r th e su per fi c ia l ge n e rali z:1t io n of its "con t e nt. " Jts fa ith fu ln ess t o eve ry wo rd, ·w h e th e r p repos iti o n or n ou n , a t leas t imp lies th a t every fo rm a l c le m e nt is an e le m e nt of th e co nt e nt a n d th ;tt eve ry aspect o f th e co nt e nt mu st be reali zed fo rmall y . An a n a lysis und e rt a k e n by mean s o f tr a n s la ti o n is sub se r v ie nt to th e direc ti on of th e o ri g in a l w h o l e, unl ess th e initi a l unity is t o be des troyed in t he pro cess. Th e t ex t, regu latin g th e di scu ss io n , k eeps it f r o m sprea di ng ba tlikc w ings and fl y in g hi g h in a lig htl ess ca ve rn . Th e re is a poss ibl e a n a l ogy be twee n this la st kin d of a na lys is by tr a n s lati o n a nd co mm o n m odes o f study in th e fi ne a rt s. Mu sica l sco res ;~r e reo rch es tra ted n o t o nl y fo r th e purpose of prac ti c ing in strum e nta ti o n but a lso t o e xpl o re th e p iece o f mu s ic by a tt e m p ti ng t o ch a n ge th e who le m e<J n s o f e xpr essio n. M a ny g reat pa inte rs h ;tvc tran sl a t ed o il canv ases into bl ack an d \vhite o r h ave redo n e th e m w ith o th e r co lo r a nd li g htin g. Wh e reas in th ese exa mpl es o f tra n sl a ti on of m edium th e fi nish ed wo rk is a lm os t ce r ta in t o be infe ri o r t o its origi n a l, i n bo th mll s ic a n d d r a mati c lite r a ture tr a n sl ati on can al so e fl'ec t so m e prog ress a w;1y f ro m th e m e re n o tat io n in t h e sco re ;tn d th e sc ript towa rd th e effec t th a t n o t a ti o n inte nd ed t o reco r d. O rch es tr a l sco res a rc o ft e n pe rf o rm ed o n tl)e pi a n o a n d th e text of a p lay ma y recove r so m e o f its dra m a ti c purp ose in a read ing a l ou d by seve ra l peo pl e. This co n st a ntly sugges ts t he dr a m a ti c obj ecti ve w ith o u t, of co ur se, a t a ny tim e e ntirely f ulfilli ng it . A lth o ug h it is a n el em e ntary kin d of tr a n sl a ti on, it is fund ame nta l, g iv in g th e ba re sc ript l ife a n d p reve nti ng it fro m d egenera tin g i n t o m ax im s o r se ntim en t. In such a readin g, th e co mpl e t e a bse n ce of pre te n s ion is a co rr ec ti ve for th e e mpha sis on s p ec t:~cl c :n1 d th e spec t acu la r whi ch is one o f th e gn1ve d ange rs of t he co ntem p or<~ry t h ea tre. T he s h ow m a n ship of a par ti cul ar act o r i s of te,., m ore im po rtant o n Rr oadway tha n hi s un de rst a n d in g of t he (Co ·n linurd on pngl' 50) cotillion club T~CE C O T JLLJO N C L U B, co n fo rmin g t o a ll tr adit io n s, un de rwen t in ea rl y O c tober w h at h ;ts come to be referred to as a "reo rga n iza ti on." What ac t u;ll ly h:1p pens, of co urse, is a ch ange of persona l iti es·, res ulti ng in n dift'e rc nt spirit w hi ch is in f used in t h e soc ia l c rea ti o n s p roduced by th ese peo pl e. Fo r in st a n ce, t wo years ago th e t o n e was o n e of a sop h istica ted kin d of indul ge n ce in th e m a nn er of Ge n e Tho rn to n 's poste rs. T he next yec1r p rod uced a react ion agn inst th e fo rm e r a n d th e Cot illi o n C lub was co mpl e te ly fri vo lo us, a lm os t despe ra te. By J a nu ary of 1949 a ll of the f ri vo lous an d despe ra t e g ro u p had res ig n ed in favo r of a ra th e r br is k ~1 n d e ffi c ie nt g ro u p of fr es hm en. L a rry P ete rs too k th e " o ffi ce" of P res iden t a n d P ub lic R e la t ions o ffi c ia l w hil e Brad fo rd W a lke r accep ted th e Treas ure r's posi ti on . 'l'ed Otteson p resided ove r D ecora ti o n s and Dick Ca rrut he rs repla ced P e rcy K eith as th e C luh's organ of P ubli ci ty . L a ter in th e year, ~ ndrew D ew in g, a se n io r, fo un d it to hi s ;Jdva nt ctge t o e n te r th e orga ni ?.at iO n. It is fa irly we ll ver ified that l as t ye ar w itn essed th e m ost e n e rg-etic ~m d publi city co n sc io us Co tilli o n C l u b in m an y yea rs. In con t rast t o th e ra t her u n pre t e nti ous titl es of "Au tumn D a n ce" o r "Chri stm as D a n ce" of yea rs be fo re, th e co mmunity was se r ve d te mptin g crea ti o n s like " Th e H a r vest Schm oo n " ( a tim e ly thin g inspired by A I Capp ' s schm oo), " Th e J3eavcr H o lid ay" ( co mm e m o r:1tin g i n so m e unkn ow n W<ty th e g irl s f ro m Beaver Co ll ege) , "Th e S hip-Wrec k D a n ce" ( fo r thi s occasio n I g le h a rt H a ll was re n a m ed "S hi p-w rec k I sle"). In o rder t o receive th e f ull atf ro nt e ry of th ese titl es it is reco mm e n ded th a t th ey be p r o n o un ced a l ou d t o o n ese lf. Of co urse it is t o be < mitted o nl y too read il y that a ny obj ect io n o n e m ay h ave Jd to th ese tem pting .t itl es is . pu re ly so phisti ca l, a n d that th e w h o le co mm u n ity W<J s ex tre m e ly sa t1 sfied w 1th th e demea n o r w ith w hi ch th e Co tilli on Cl ub we nt ab o ut its bu s in ess. Jn res pec t t o lJUa lity, th e decora ti o n s w hi ch m us t ve il th e co ld steel g irde rs of th e gy m nas iu m reac h ed a pea k of in ge nuity cu lmin a ti ng in th e " Shi pWrec k D ance" w h e re th e Co ll ege beca m e inv o l ve d w ith fi shi ng ne ts a n d Navy life ra ft s. Th e on ly t hi n g th a t was mi ss in g w as Dick Ca rrut he rs p i~in g us a boa rd . Th e eve r-tim e ly Co tilli on Club a lso prod uced a litt le t h 1ng e<1ll ed "'rh c S prin g C ri s is" w hi c h co mp le te ly scc1ttered our a l ready sh 01tte red nerves. M ay be it w ill become a tr aditi on. P e rh aps so m e thin g sh o ul d be sa id a b out th e blind-d a t e m a rket. In th e pas t ~' c ar s. it ha s. been. a p rob le m . to esta bli sh St. J o hn's respec t a bility a n d ~ ega l1ty. w ith 1ts s tste r tn stttut iOns 111 respec t to thi s type o f tra ffi c. S t. J oh n's 1s, as 1t we re, ove r th e h u m p in respec t to thi s p r obl e m: th e C lu b h;~ s m a n ag~d t o e.fre.c t th e m~e tin g of ma ny l o ne ly he:l rt s, and h opes th at th ey w dl b l oo m Jtlt O end un ng f ri ends h ips. D o you. reca ll t he d il e m ma of o n e littl e g irl f r om t h e So uth w h o, w h en h e r m os t Ingen uous escor t as k ed h e r to h is room for a d rink , que ri ed: " D o y o u ? II have bed s in your rooms ?" Wi t hou t as kin g h er t o re phrase the Cj1.1es t 10 n th e yo un g m < 1 re pli ed, " W hy yes , I g u ess we do." T he g irl q ui c kl y H :1 ~sumed a to n e bo th. confide nti a l :n1d ;1po loge t ic, "A h 'm afra id I caan ' t go. I he house m oth e r sa 1d we a ll m us tn ' t go into any room th a t h ad a hed in it." .Tt ju s t goes to sh ow y ou th e p rob l e m s t hat St. J o h n n ies ha ve t o contend \vi t h in h ig h er and lower e duc;J ti on. T wenty-six T wenty-seve?t �Sunday radio program rcSttint J olnth College is an exciriug pla.ce .. .n THOSE WORDS BECAME, in th e Spring of 1949, one of th e face ti o us sloga ns o f th e ca mpu s ; a phra se to be ye ll ed ac ross th e Coffee Sh op a t a d isco tJrage d o r di sg usted cla ss m a te, o r mumbl ed o n th e way to a lab exam . Th ey we re sa id in a ll se ri o us ness o n th e Sund ay afte rn oo n of Februa ry 27 at 3 :3 0 p.m . by R a n let Lin co ln ove r th e a ir-waves of WANN. Thu s st:1rted th e seri es of radi o broadcasts kn ow n as th e " St. J ohn 's Prog ram," weekh• ha lf-h o ur ma de a vail ab le to th e Co ll ege by th e m a n age m ent of WANN: L incoln was ap po inted d irec to r of t he prog ra m, wi th respo n s ibilitv to sec that a br oadcas t w as arra nged a n d prese nted ea ch Sunday, but h ~ is th e .fi rst to ackn ow ledge th a t th e who le ven ture wou ld n eve r h ave bee n poss ibl e w ith o ut th e w h o lehearted hel p a nd coopera ti on of s tude nts a nd fac ulty alike. Man y a St . J o hnni e co nqu e red seve re "mike fri g ht" in orde r to h elp o ut and do hi s pa rt. Th e o ri g- in a l idea f o r th e broa d cas ts w~1 s to try to cove r va ri o us aspec ts of life a t '"'st. J o hn ' s - semin a rs, tut o ri a ls, labo r a to ry, lectures and co n ce rts as \Vell as th e ex tr a-curri cul a r ac ti v iti es . Jt was a lso pla nn ed to prese nt p rog ra m s o n vari ous publi c ques ti o ns in \vhi ch th e Co ll ege was concer ned, a nd al so to have ava il abl e r eg ul a r ra di o tim e for a ny publi c r elat io n s p roj ects o f th e admini stra ti o n. A s it turn ed out, th e se min a rs we re, w ith sm a ll exce pti o n, th e fo rm of th e " St. J ohn 's P rogra m ." lt w a s d ec id ed to h old th e semin ar s as a ser ies, w ith o ne lead in g to a no th er , deve lo pin g a politi ca l th em e as th ey we nt al o ng. P o liti cs w as arri ved at as th e a rea of th e g reates t a udi ence inte res t , a fte r lite ra ture, m etaph ys ics, scie nce a nd re li g io n h ad been cons ide red. Th e fi rst se min a r was o n th e D eclara ti on of In depe n dence a n d w as f o ll owed by d iscuss io ns of Plutarch's J ulitts Caesa· , Sh a kespea re' s Julius Caesar, T /; e P rince, a n d r th en on to D e T oq lJ ev ill e's D en:.ocracy in Am.erica fo r t wo progra n1 s, a nd T lu R eJ>u.blic fo r th ree. By th en th e the m e was we ll es tabli shed a n d co ntinu ed thr o ug h such boo ks as Thu cy did es ' P eloponesian W ars . Th e a rr an ge m e nt fo r a ll of th e semin a rs was the sa m e ; f o ur stud en ts led by a fa culty m embe r, w ith Linco ln t o make ope ni ng a nd cl os ing re m a rks a n d an n o un cements of f o ll o win g programs. About th e fifth o r sixth w eek , Lin coln j o ined in th e di sc uss io ns as well, a n d co ntinu ed to d o so fo r th e r est of the se ri es. F o r th e las t two broadcasts of th e Co ll ege sess ion in M ay, so m e m ember s of Mr. Ba rt's pl ay r ead ing g rou p p resen ted r ehea rsa ls fo r th e ir publi c read in g of R ichard fl. Th ese we re th o ug h t by m an y li ste ne rs to be th e m os t successful of t he se ri es, as th ey co m bin ed di scus~ i o n of id eas w ith dra m a ti c rec ita ti o n , m a kin g fo r a m o re va ri ed h a lf ho ur th a n th e sem in a rs. After Sch oo l cl osed in Ju ne, th e p rogra m tim e cha nged t o 7:3 0 o n Fri day ni g hts and co ntinu ed through th e summ e r w ith ve ry info rm a l d isc uss io n g r oups co m posed of m emb e rs of th e summe r a d u lt ed uca ti o n semin ars, a n d o tb e r f ri en ds of th e Co ll ege. Th ey prese n te d a se ri es of progr am s startin g (a fte r a Jul y 4th d iscuss ion of th e D ecla r ati o n of Jn depe nde n cc) w :th R. H. T awney's R eligio n and the R ise of Capitalism a n d con tinuin tr th ro ug h St. ;p(lu l' s E pistle to the R oman s to wo rks by Ca l v in a nd Luth er. Pla ns for th e 19 4 9- 50 sess io n , a lth oug h not ye t defi nite, ca ll f o r co ntin ued wee kl y broadcas ts w ith st ress on m o re v arie ty i n type a n d pace of p rog ra m s. Th e v irt ue and va l ue of th e St. J o h n's Pr og ra m ha s been ha rd to es tim a te. Ob v ious ly n o t a prog ra m for th e " Stop the :rvru sic, aud ience, it may ha ve been too hi g h-brow. D u ri ng th e co urse of th e se ri es Li nco ln a n d so m e o th ers n oted a d iffic ulty w it h th e St. Jo h nnies' lingo- a d iffic ulty w hi ch w as ha rd to re m ove withou t g i ving the im press io n of try in g to ta lk dow n. Whil e pre pa ri ng o ne of th e progra m s, someo ne obse r ved th at i f th e pa rti cipa nts wou ld ta l k so tha t th ey a ll rea ll y k new w h at th ey were say ing a n d unde rstood each othe r, th e li steni ng pu bli c wo ul d un dersta nd th em too. If th at publi c ca red abou t wha t was sa id by St. J o h n's ove r th e a ir, th ey neve r ga,·e a s ign of it ; but St. J o h n's firs t attem pt to reach t he masses by rad io \vas, if no t altoge th er SlJccesshd , enco ur ag ing to th ose w h o in s ist th a t St. Joh n's ed ucates fo r th e wo rl d . ·sunday evening meetings P O ST E R S LIB E R A LLY SPRJ N KL ED a r ou nd town, invi t ing th e good fo lk of A nn apo li s to our Sunday Even in g 1\t[ec ti ngs, a n nounced th e the m e o f th e se ri es i n one lin e, "Ta lks on P u bli c I ssues of Prese nt- D ay l mpo rtance." T h e t urn-ou t for the fi rst fou r m ee ti ngs of the year was good, but it mu st be ad mi tted th at if studen t a ttenda nce a t these mee tings was a n accu r ate gauge of the i r in ter es t in pr ese nt-day prob lem s, th en p resen t-d ay T wenty-eigM p ubli c probl em s we re ru n nin g a ve ry b :~ d seco nd to th e p robl em s of th e cur r iculum, o r m o re ge n era ll y, publi c afia irs we re a ppare ntl y dw arfed by private a ffa irs. Th e " T ow ni es," by a nd la rge, we re like th e stud ents, o th er thin gs seem ed m o re impo rtant o r mo re pleasant. Wh a tever the r easo n fu r th e ge ne ral a pa thy, it co ul d n ot be cha rged to a fa ilure to procure bi g na m es. Mr. J o h n G . Gree ne, dir ecto r o f adult edu cati o n, ser v in g as E xecu ti ve Sec reta ry of a facu lty committee respo ns ibl e f o r th e Sun day E ve nin g m eetin gs, per suad ed a numbe r o f we ll - kn ow n peop le to g ive up a Sund ay eve nin g in r eturn f o r the pu re pl eas ur e of address ing us , a nd th en lay in g th em sel ves o pe n to q ues ti o ns fro m th e :-,u cl ie nce. Durin g th e co urse o f th e yea r, th ere we re a fe w occas io n s wh en b ri sk ques ti o nin g fo rced th e spea ke r to an acti ve de fen se. Jf m ost spea ke rs ·we r e ma de so m ew ha t un comfo rtab le by th e prospect o f a ques ti o n pe ri od, the ir :-tpp re he n sio n p roved to be wi th o ut g roun ds. Thi s year, th e H o n o rabl e Cha rl es E. Saltzman, Ass ista nt Sec re tary of Sta te f o r O ccu pied A rea s, bega n the ser ies . T he q ues ti ons a r isin g f ro m hi s ta lk ce nte r ed arou nd a n a pp a re nt co nfli ct bet wee n Sta te D epa rtm en t po li cy a n d w h at so m e peo pl e (n o t a bl~· P eter W e iss) in s isted \Vas actuall y takin g pla ce. Th e re w as a ques ti on e ith e r d irect o r im p lied as to w h eth e r th e o ffi cia l po li cy for occ u pied a reas had been s il entl y repl aced by a n o th e r. J'v[r . Sa ltzm an a n nve red by in sistin g t ha t th e offi cial po li cy was th e o nl y o ne, a nd de nyin g any kn ow ledge of fa ilure in impl em entati o n . Th e audi ence was left to d raw its own co nclu s io n s as to w heth e r 1\t[r. Sa lt zman, in sp ite of hi s ex pe ri e nce in th e Arm y, was ba s iGlll_v na ive, o r w he th e r du e to hi s exp e ri e nce in th e fin a n cial w o rld, h e was fa irl y acco m pli s hed in th e a rt of h a ndlin g a n e mbarra ss in g qu es ti o n . A side f ro m thi s a nd m o re important, th e m eetin g wa s successful in th e bas ic fun cti o n of foc using atte nti o n o n a publi c iss ue of imp o rt a nce . Th e nex t Sun d ay even in g, Th urm an W. Arn o ld, fo rm e r Ass istant Atto rn ey Ge ne ral, created co n s ide rabl e exc ite m ent by te na cio usly ho ldin g a pos iti o n th ~t pa r t of th e a ud ien ce eith e r d id no t u n de rsta nd o r we re n o t di sposed to acce pt. H e stayed cl ose to th e pos iti o n a d vanced by A dam Smith that m o n o po ly was an ev il; a nd th a t gove rnm e ntal pr o tecti o n of ce rtain fa,·o red pri va te co mp a ni es preve nted v igo ro us ad va n cem en t. M o reo\"e r, 1\ll r. A r no ld, like Adam Smith , be li eved that th e co mm o n peo pl e kn ow th e ir o w n inte res t bette r than a nyone e lse. H e rej o iced at ev ide nce of th e ir ind epe n de nt co mm o n sen se in re j ec tin g so me of th e dr ea m s of th e plann e rs. The ques ti o n seem ed to be: H ow co uld Mr. Arn o ld \vh o has an impress ive reco rd as a libe ra l, fi g ht fo r a nd ch ampi o n a n ythin g esse ntially un po pular, if he be li eves in the r ig htn ess o f pop ula r de te rmin a ti o n . Thi s was th e o nly po int a t w hi ch Mr. Arn o ld depa rted radi ca ll y f r om A d am Smith , fo r Smith l oo ked u po n th ose w ho a ttempted to thi n k o f a n d wo rk for th e g enera l good as m o nkey-wre nches in the eco no mi c ma chin e ry. Thi s depa rture f r o m th e co ns istent Smithi a n doctrine was precise ly th e po int on w hi ch Mr. Ar no ld was a tt ac ked . H e d id n o t care to di sc uss th e ques ti o n phil osophi call y, a n d left hi s qu es ti o ne rs to d iscove r fo r th em se l ves w heth er hi s pos iti o n h ad poeti c m ea nin g . T he fo ll ow in g m ee tin g, O cto be r 2 4th, w ith th e e lcc t: on dr a,~y· i n g n car, J\llr. G ree ne pe rsua ded s peak e rs f ro m three o f th e maj o r pa rti es th a t our G rea t Hall wou ld be as goo d a pla ce as a ny t o ed ucate th e e lec to rate a nd pe rha ps pi ck up a few vo tes. J\lrr. Jam es R. KirkLnvl, r cp rcsen t e~ th e G .O .P. ; Arthur 0. L ovej oy, a retired professo r o f phil oso ph y, re-e nt e red th e ca ve o n behalf o f th e D on key, and James S. Mar t in, ex-S t. J o hn 's tut o r, mani fes ted hi s bo ld ness in advoca tin g th e Prog ress i,·e pos iti o n. Th e rev iewe r d id n o t a ttend, but v..-as in f o rm ed by some w ho d id th at th e mee ti ng was typ ica l of its kind. Sun d ay evenin g , O ctobe r 3 1st, th e late Dr. H a rry St;Jc k Sulli v:1n, we ll k now n psychi at r ist, ta lk ed t o th e wro ng a udi en ce. Th e g ulf, j udg in g f rom . th e pau city o f q ues ti o n s, an d th e charac ter of th e few th·a t we re as ked , \vas u n br idgea bl e . Th e nex t two m ee ti ngs sho uld h ave b,roug ht ou t th e av id newspaper reade rs. Philip P otte r, Baltim o re Sun repo rte r, recen tl y rctunled f ro m ;1 spec ia l ass ig nm ent to th e Middl e E as t to ld hi s a ud ience abou t a buddi n)r revo l uti on . A fte r centuri es of a utocrati c rul e, and re la ti ve ly stabl e co ndi-. ti ons, a des ire f o r ch a nge seem s to be ma n ifes ti ng itself in t ha t pa r t of th e wo rl d. Y o ung libe ra ls a re seekin g ed uca ti on fo r th e m asses, aa ~q uitabl e d istri buti on of in come, eco no mic develo pm ent of tl1 e ir respecti ve co un tri es, . etc. Mr. P o tte r m ainta in ed th a t thi s n ati on wou ld he fo ll ow ing a po li cy of e nli gh te ned sel f-inte res t by a lig nin g itse lf w ith th ese fo r ces, and th at a fo re ig n po li cy w hi ch su p po rt ed th e es tab lish ed react ion;'! !")' fo rces in the Mi dd le Eas t was blin d . Th e nex t week Mr. Phi l ip L. Gra h a m , publi sher of th e W as hi ng ton P ost, d isc ussed some of the gene ra l pro blem s en co un te red in pu blis hin g a ne\\'Spape r, a n d so m e of th e so luti o ns a ttem pted by th e ·w as hin gto n P ost. T he repo rt e r a n d th e publi sh e r we re am on g th e bes t of th e Sunday E ven in g spea ker s. L a ter in th e yea r th ose ·w ho a ttended S un d ay E ve nin g M eeti ngs h ea rd: Dr. Wi nfred O verh o lse r, Di rector of St. E li zabe th 's H osp ita l in W as hin g t o n, repor t on th e L o n do n Congress of M enta l H ealt h; R aymo n d \Nil so n , a ( Co ntinued 0 11 page 5 1) THE TERMS Fall ""· convocation A B USY \V E EK of examinations a nd registration of students was clima xed by th e form al openin g exe rcises of the C ollege on C onvocation Sunday. The tas k of callin g together tutors and students to participate in th e learnin g process is an old one. Th e m otiva tin g fo rce of th ese ga th erin gs has always been furnish ed by a spirit of search and inqu iry amon g m en. \i\Te here a t St. John's are a ble to feel, very deeply, this spirit of community participa tion and learnin g. It is inher ent in th e books w e study and in th e tradition w e are seeking to reinvigo ra te. Our C onvocation se rves to remin d us tha t w e are to recapture this spirit in our studies with a n ew vigo r and stren gth, and follow in the lively footste ps o f th e g rea t, a m ong inquisitive students. The rin gin g of th e C oll ege bell was th e sign al, as it usually is, for old and new tutors a nd stud ents to gath er in McDowell H all. H ere th e fr eshm en, 74 of th em this yea r, were asse mbled and in stru cted by the C ollege Marshal, l\1r. Poe . A leisurely procession w as fo rm ed, led by President Kieffe r and the tuto rs - all of whom w ere dressed in academic robes trimm ed in col ors den otin g th eir hono rs 111 the scholastic wo rld. Th e fr es hm en follow ed the tutors and the rest of th e co mmunity w alked behind th em . Th e procession was led along th e sid e ca mpus a nd into I glehart H all. M r. K yle Smith opened th e exe rcises with a praye r. This was follo w ed by th e formal introduction and r egistration of the new m embers of th e co mmunity . E ac h fr eshman an swe red to his na rn e by mo untin g th e platform a nd sha kin g ha nds with the President of the College . H e then sig ned his nam e, und er the g uidan ce o f Miss Stran ge, in the Coll ege R egistry. This cerem onious induction into th e C ollege prese rves th e wid e gap between individual and community which exists in all enterprises of common eff ort. W e as a body r eceive each individual, and only dem and of him that he recognize o ur stru ggle as his stru ggle a nd fa vor o ur aim as his aim. Th ose of us wh o had watched previo us co nvoca tions w ere a ble to note th e shift to yo uth and vigor am ong the freshm en . The return of th e Colle ge to n ormal is a g radual one, m ore and more marked each yea r. W e all feel th e C ollege will receive new impetus from th ose whose edu ca tion has not been interrupted . President Kieff e r spoke a fe w w o rds of welcom e to all of us. H e remarked how invigo ratin g it was to see th e campus alive with stud ents afte r m a ny m onths of inactivity . Th e virtues of calmn ess and sa nity in a still divid ed a nd turbulent w orld w ere emph asize d. W e w er e r eminded that th e Great Boo ks w e stud y a re unanimo us in emphasiz in g and teachin g th ese virtu es as a fo undation for proper and necessary ac tion . Th e impo rtan ce of th e teachin g and th e learnin g of th em in c reases as th e n eed fo r ca reful action in creases. The traditional w ord s "C on vocatum est" w e re prono un ce d and, with the closin g praye r, th e 15 8th session of th e C oll ege had begun . T wenty-nine �Th e hypo th eses spaw ned were m y riad . T o th e H egelia ns Winter unravelin g th e ta ngled skein o f w ha t mig ht too easily have th e coll ege had se r ved its histo rica l fun ction and th e si•rns o f becom e just a noth e r so rdid sto ry . By all repo rts its qu estions Sin~e this probed deep ; it m ade sho rt wo rk of non-esse ntials , it in· view presupposes a godlike in d iffe ren ce to th e suffe rin o- sisted upon thinkin g first of th e college . Gra ntin g ce rtain multitud e it provid ed sca nt co mfo rt. un avoid a ble co nditions its dec ision w as th e o nl y one possible decaden ce se rv ed onl y to buttress th eir th eo ri zi ng . "' Th ere we re oth ers w ho, cogni za nt as most stud ents we re not of th e turbul ent and rig ht at th e sa m e tim e. Its jo b was th oroug hl y c redit- histo ry of th e in stitutio n called St. J o hns, had neve r, pe rh aps, a ble. By Sund ay nig ht a wea ry college had so me n ew fac ts rega rd ed th e n e w program as a nythin g m ore th an a passin g to li ve with. This se ntim ent, fo r- Mr. Klein m oved into th e dean's offi ce ; M r. Graff into t un a tely, w as held by but a few. By a nd la rge th e peo pl e co nce rn ed with St. J o hn's think of it in terms of th e n ew f:1 ncy and refuse d to be a la rm ed . th e assista nt dean's c ubicle; th e re wo uld sho rtly be a new treas urer; on Jun e 30 Mr. Ki eff e r w ould be succee ded by progra m . A nd, in evita bl y, th ere were oth ers wh o po ured o ut a new president. It had been a crisis a fte r all ; and n ew t heir bitte rn ess on th e hea ds of Ba r r a nd Buc ha nan; o r th e possibilities lay ahea d . build ings and g ro und s depa rtment; or th e busin ess offi ce; or t he la bora to ry; o r the fac ulty ; or th e lazy stud ents; o r th e godd ess F o rtun e wh o had dec reed th at we sho uld have to live in 1949 etc. , etc. , ad n a useam . the CriSIS vV hen th e sto rm fin ally broke it cente red itself abo ut th e ad ministra tive o ffi ces. Mr. Kie ff e r, indig nant a t all ege d ly cla nd estin e eff orts to rem o ve him fr om th e presid ency, as ked for and obtain ed th e resig na tions of M essrs. Wilburn , Poe and Fidd esof, th e titul a r heads o f th e opposition to his regim e. With th e conflict o ut in th e open th e once whispere d cha rge beca m e common kn o wled ge. Mr. Kieff er w as accused of ba d administration, ind ecision , haltin g eve ry a tte mp t at progress. It too k little time for the coll ege co mmunity to begin A t this writing it is, of co urse , still too n ea r th e eve nt to eva lu ate th e exper:e nce in terms of its likely eff ects upon the coll ege's futur e. A pa rt fr om a flurry of n ew interest r esultin g fro m th e shock and a ne w tone as a co nsequ ence of an administra ti ve r ealig nm ent, the immedia te eff ects we re bo und to be bad. W e are too unaccustom ed to crisis to live thro ug h o ne with o ut som e debilita tion . Th ere is som ewh ere a m ora l to be dra wn from th e sto ry. W e have lea rn ed perh aps th at one administra tor doth n ot make a college any m o re th a n one swall o w m a kes a sprin g . But beyond th at th ere is a lesson with wide r implications. M ost St. J o hnnies will rem ember how th e fl agship of th e Pantag ruelia n fl ee t, Thnlnrnege, ran into a te rrifi c storm, and ho w by dint o f eve ryo ne's utm ost exe rtions it survived. takin g sid es, even tho ug h th ere was never· any clea r cut basis Everyo ne, that is, except Panurge wh o became a wh imperin g LATE ON A SUNDAY evenin g in J anuary Mr. Kieff er for love a nd enthusias m. Tho ug h m en mig ht admire they on w hic h on e could do so. There w e re m any eff orts on the cowa rd. conclud ed his readin g of the Board's carefull y word ed deci- wo uld ha rdl y devote th em selves to a m achine. pa rt of stud ents and fac ulty alike to rema in unco mmitted and Wh en it is ove r and th e ship is once m ore safe P anurge is aga in his co urageo us self. Th en occ urs the fol- Vlhil e th e docto rs disagree d a nd involved th em selves in to await as pa tientl y as possibl e the outcom e of the Board's lo win g: professional quibbl es th e pa tient co ntinu ed to la ng uish. When delibe ration s. In the scufflin g the Big Fact w as nea rly lost she complain ed of a pain in th e neck th ey spoke soothin gly of sig ht of. F ew stopped talkin g lon g eno ug h to think that it w as no t se veral administrators alon e wh o w ere on trial but sion. Mr. Klein, th e coll ege's new dea n , off ered his first prescription: a good night's sleep. F or once qu estions w ere o ut of orde r. Quietly, tho ug htfull y, even solemnl y, a n asse mbled co mmunity diffuse d into dormito ries, back-campus units, off- ca mpus dwellin gs. All in all it had been on e of the viruses, compl exes and th e spirit of th e age . If she tried to stamm er o ut her soul probl em s th ey r eached fo r a mustard most hectic, unbelieva ble, m acabre experien ces within the plaster. And wh en, as it ha d ro , th e c risis ca m e, th ey pointed livin g m em ory of St. J ohn 's. It was as if the m an upstairs acc usin gly at each oth er. Th e patient sat up, fin ally, and o ut of shee r rogue ry had simultan eously pro jected a Hitch- kn oc ked th eir heads togeth er. cock m elodrama and a M a rx Broth ers far ce upon the sc ree n. Wh en it was all o ver St. J o hnnies rubbed th eir eyes and Abstractly, and th erefo re too simply, this is the story of w ond ered what had happened. Th ey will never r eall y kn o w. wh at for a year or two will be kn own as "The Crisis." The "facts" unfo rtunately do not say what w ent on in the hearts Afte r days of despera te talking th e few trivial facts available had become irredu cible c uds of pulp in peo pl e' s m outh s. They stu ck in the throat . Th ey see m ed in co nsequ ential alon gsid e th e Big Fact whic h onl y a few still r efu sed to recogni ze . St. J ohnnies, on e a nd all , no lon ge r felt th e spirit. Beneath the fa ded fin ery th ere no longer seem ed to be a ny life. Like a n agin g co urtesan th e coll ege h ad beg un to rely upon treatm ents, ga uds, cosm etics, N ew Y o rk specialists. of men; th ey do not explain wh y a co mmunity o f reasonable th e w hole college . M an y who pointed a fin ge r w ould bette r have sta red into a mirror. One gen eralization at .least m ay be sa fely m ade. N eve r had t he lac k of co nfidence which sprea d so insidiously fr om the Boa rd do wn to th e g ree nest fr eshm a n bee n so clea rly m a nifest . D espair w as th e m ood of the day . By F riday, th e day befo re th e Boa rd was scheduled to m eet in B altim ore, the situa tio n seem ed little short of hopeless. m en w as in ca pabl e of risin g abo ve th e petty in compatibilities In a last effo rt th e Student P olity, which thro ug hout th e o f personality ; wh y a coll ege whic h a few years previously week had bee n fo r once active and eff ective, approved a had had enoug h g uts to lick th e world's mig htiest n avy, to stateme nt in sisting th at th e impo rtant issue - th e ne w pro- sur vive th e decimations of a w a r a nd th e o nslaug hts of pro- g ram - be kept in mind and as kin g fo r a clean sw eep of fessional edu ca tors a nd concurrentl y to shape a new community of learn ers from th e w rec k of a m o ribund institution - N or w as th e solution to be found in smoother m achin ery. w hy such a pl ace should show suc h unmista ka ble signs of A ft er all , contri va nce a nd m em ora nd a substitute but poo rl y qu ittin g in th e hom e stretch. the ad ministra tion with the prin cipals bein g retain ed as tutors. "All t hi s w hil e Ep istemon w ho had t he palms of hi s h ands all flayed and bloody fro m hold in g on so ga ll antl v and so long to o ne of th e cab les had bee n liste nin g intentl v to t he d isco urse of P antagr uel. Now he protested veh em e nt]~. ' I swear, my L ord ,' he compl a in ed, ' I had as mu ch fear an d fri g ht as P anurge; bu t .it did n' t in te rfe re wit h my d o in g w hat l cou ld. Wh at I stand for is thi s; th at tho ug h dea th mu st come to us all by fa tal an d in ev itable necessity the extremely im po rta n t ques ti on as to wh et her we d ie at such o r such an hour or in such or such a way 1ies pa rtl y in the w ill of God an d pa rtl y in o ur ow n d iscretion . W e oug ht, howeve r, to be co nsta n tly im plorin g, in vok in g, plead in g, beseec hin g and suppl icat in g, as lo ng as we do n't m ake thi s f req ue nt prayi ng an en d or goa l in itself, but on t he co n tra ry exert o urselves to the u tmost '"on our side an d as t he H oly M esse nge r says, be fe llow-l abo rers w ith God . By be in g saga cio usly on g uard , by work in g v igo rously, by maki ng re newe d and obst in ate fres h sta rts, thin gs arri ve at le ng th at the e nd we long for an d at the ha rbo ur of our des pe rate hope. But if in the On Saturday the statem ent w as presented to th e pin ch of pe ril an d o n th e brink of da nge r a pe rso n is neglige n t, Board- a Board which, sudd enly aw ake to the m agnitude e ff emin ate and id le, it is in vai n h e prays to th e .Gods: they a re o f its respo nsibility, spent two days ea rn estly, painstakin gly only p rovoked and ang ry w ith him '." 1.' Mr ty-r.me T hirty �Spri ng june week Senior-Faculty Cocktail Party john, Ad le r, Van Doren, Barr or Bu chanan lec tures. As soo n as th eir eyes beca m e accustomed to th e dimn ess th ey imm ediately refocused them on what was to beco m e fo r many a lege ndary object: a three -tiered, ch ro m ium - plated, lion -headed fountain-lik e pun c h howl w hic h gave forth a golden liqu id from th e spouts on th e top tier a~1d the lion's m outh on th e second. W hether it was simply the objec t itself w ith its red and blu e lig hts play in g on th e pun ch, or Jake B rooks (yes again ) beguilin g eve ryo ne into " just one more," or host Andrew D ew in g's fin e p un ch, soo ner o r later (we fo rge t just w hen) th e formal aspect slipped slowly from th e party . It beca m e in stead, o ne of th e most natural, free a nd easy · ga th erings to be w it nessed a t St. J o hn 's. It m ay be th a t o nly wl1 en fo ur years of th e tuto r-stud ent relationship have been completed, and th e fruit of th e labo r is ready to be picked, that fri ends, fa milies, fa culty and stud ents can get together w ith this degree of und e rsta ndin g a nd co mpanionship. I'm not su re th ose a re th e n am es to give the at m osp here th at pe rm ea ted th e afte rn oo n's ga th e rin g, hut ST. JOHN'S niirro red the Na tion. Fashion ma gazin es, mov ie m a rqu ees, ladies' haircuts a nd fo reig n ca rs w ere th e Nation's sign s th a t w e were a ttempting to return to th e "ca refree days of the '20s." Jun e \Vee k was our sign, an d it looked like we ha d succeeded, eve n as ea rl y as th e Junior-Se nio r party th e week before . If a m ode m Rip Van ' N inkl e had walked into th e Com m on R oom of Sto ne H o use on that Satu rd ay nig ht in May a nd seen Daisy Goldwin with her " bobbed ha ir" and " hig h heeled shoes" doing th e C harleston w ith Phil Smith, he wo uld have been su re th at it was a t wenty- minute ra th e r th an a tw enty-yea r nap he had just taken. The kegs of beer o n th e sid e porch had a n air of respec ta bility tha t mig ht not have bee n possibl e in th ose clays, but J a ke Broo ks wandering a round d ispensin g it fro m a n old tin pitcher took ca re of that. ' Ni th th e help of ex-St. J o hnnies, Midship!.1en, total strange rs and lovely yo un g ladies we alThe Mellon Song m ost man aged th at w id- western continentalism which was so constantly striven for and so seldom ac hieved . There may not have bee n th e intellec tu al co nversa tions that St. J o hn 's pa rties ar e famous fo r, but no one seem ed to mind too mu ch. T o cover th e whole evenin g completely we mig ht do best to quote a Midshipman who found our littl e party just before beco min g a n E nsign. \\l ith co mplete dejection he was hea rd all evenin g to mum ble und er his brea th : "For four years all of this was right over the wal l ... and I didn't know it." Jun e W ee k prope r loo ked as th o ug h it w e re going to be m ost fo rm al and respectable when late Friday a ft ern oon the youn g ladies with picture hats a nd th eir well g room ed escorts sa untered out of th e warm sun shin e into th e Great Hall. \\l ith its face lifted by th e addition of fl owe rs a nd furnitur e, th e Grea t H all loo ked far m o re like a sumptious bal lroom than th at Acade mic Assembly R oo m where the se nio rs had fi rst gath ered (so m e as lon g as eight yea rs befo re) to hear Mr. Bucha nan g ive his introductory talk to th e Freshmen. This was th e last class w ho would rem ember th e "Well, Willie, who'll we be today?" Grea t H all as a lecture hall , but th ey didn't spend th eir a ft ern oon recallin g 1 Vleikl e- Thirty -two w ha teve r you call it, it had been a long tim e sin ce it had been fe lt in McDowell. We wond ered vaguely as we m eand ered dow n th e fron t walk a ft erwards if th e whole yea r cou ldn' t have had so m ethin g of this sa m e pleasantn ess had tuto rs and students go t toge th er m o re ofte n in th e G rea t Hall. Eve ryon e manage d to ge t ~<·met hin g to ea t, a nd eith er sober up a littl e o r ge t a littl e highe r by t he tim e eig ht-thirty roll ed arou nd an d that age less pastim e, w hich had been so lon g abse nt from o ur "sktded camp us"- th e Variety Show - brig htened I glehart Hall. After a prologue in th e fo rm of an introduction to a for m al lec ture w hich had bee n hea rd not long before, spectacle in the fo rm of w hat was later to he referred to as th e "Goldberg Variation s" kep t us all in va rio us deg rees of ;11nusem ent fo r alm ost two hours. Durin g this tim e we saw a nd hea rd all of th e in stitutions of The Institution lampooned - in good review fashion. "Me no, Callicles, P olus"- those th ree well kn own sop hists- ca m e down from Olympus to see a bo ut gettin g St . J ohn 's acc redited, but th e local demo- Class Day cratic processes went just far enough as tray to elec t them to th e Student Court. H ere th ey immediately fo und th em selves in control o f a noth e r Crisis, a nd in ord er to find ou t w ha t was goin g on th ey decid ed to inter view eith er in person o r by phone such n ota bles as "Sco t," "Winkie," "Mo rtim e r," "M ar k, " "S c rotus Bon es, " an d "M.r. SI . 1msman " ( t I1e yo un g Bernard McFadden). T hey also found it adva ntageous to look into the oral exa minations (complete with th e peanuts and popcorn th a t both · stud ents and tuto rs have so ofte n wish ed for) and th e lectures. During all of this th ere were hig h points a nd so m e fa irl y low ones- but this was to be expec ted. The Freshm en co uldn't laugh along with th e rest of th e a udien ce when Shmoos' fri end "Sylvan Sharper " appea red, no r co uld th e g uests en joy to their full est such delight fu l ditties as the "Mellon Song" and "Alcibides is My Ideal." But on th e whole from th e tim e E rnst A bra ham son played the openin g bars to introdu ce Lin coln in the prolog ue thro ug h D ye r, Junior-Senior party Otteson, Aa ronson a nd Myers until th e fin al bars of Martin, Frasca and G oldberg sin gin g "Mo unt Olympus-Here W e . . Come" everyone found som ethin g to la ug h abo ut. Th e sophists decided St. J ohn's would have to wa it for heavenl y a·ccre ditation sin ce it would neve r ge t ea rthl y, but th e Variety Show has rega in ed its acc reditation as a worthwhile trad ition . Th e Info rm al Dance in th e Boat H o use after th e Va riety Show suffered from som ethin g - it's a littl e diffi cult to say just what. It could n ot have been atm osphere -for th e m oon shon e across College Creek in a mann er th at turn ed th e scen e from th e Balcony into so m ethin g n ot unlike an old fas hioned calendar picture, and th e music seem ed suitable as well. P erh aps it was just th at we'd laughed too ha rd , or th a t we were planning to play tom o rrow, and co uldn't play much tonig ht. Saturday of Jun e \ Veek was Archy McCourt D ay. There was n q title on the progra m to label it such, but th ere was little doubt th at it was. Und er th e Liberty Tree Saturday morning with th e sun shinin g in all of its late A. B. McCourt, B.A. sprin g beauty, Ch et J ohn so n, Chairman for th e class, introd uced David R ae as " numT Mrty -tlu·ee· �to pa rties, but it wasn ' t be r on e stud ent," th e stud ent choice as w ell as th e administration's. R ae spoke with the se rious intellige nce a nd clea r lon g be fo re th ey w ere reasse mbl ed a littl e fa rqu estionin g fo r wh ich his classm a tes had kn o wn him , a nd th er west on th e bac k am on g oth er things bro ug ht up the impo rtant qu estion of campus 'i n th eir n ew w heth er "the libe ral arts a re givin g us up, o r we are fr eein g a tti re, rea dy to pic k up o urselves from th em , because th ey have hee n success ful in freein g us f rom ourse lves ." H e also to uched briefl y on th e the lem onade a nd cold fried c hicken w hich " im portance of chan g in g academic fr eedo m for civic fr eewe re bein g ha nd ed o ut dom." by the m en in w hite With a cleve r poe tical introduction J o hnson introd uced coa ts und e r M iss Disth e " number one in som ethin g" student - Al F rasca, who ken's g uid ance. Th e in his F r ascain m a nn er spoke lovin gly of all th e Grea t Boo ks, Sen :o rs we re n otably includin g M oth er G oose . As he closed he also introdu ce d "Why is a raven like a writing -d esk?" the Guest Spea ker, Mr. J ac k N e ustadt, w ho told a g roup of a bse nt from this gatherin g w h1c l1 , in stead o f havin g th e expected da mpenin g sto ries a bout the class and its ex-members, stories which I hope som eo ne m an aged to ge t down in th eir entirety for a effect, proved stimul a tin g fo r th e rest of the m ale co mmufutur e historia n of the C ollege. H e closed by saying th at he nity, sin ce it allow ed th eir wives a nd dates to shin e all the brig hter, a nd their children to be mo re entertainin g with w as "impressed by the level o f m aturity th e se nio rs ha ve disfew e r ha nd s to control th em. played as a g roup. " W hile this was goin g The Exercises cam e to their climax w hen on th e se nio rs w e re atC o rky Kra m er prese nted a special degree to tendin g the President's A rchibald Bow e M cC o urt " m a kin g him a memdinn e r a t L og Inn . F orber o f the class of 1949 ." As Bobby Burns' m.allv - this was fri ed fri end mounted th e podium even th e ha rde r c hicken (o r steaks fo r a hea rts o f th e co mmunity felt a slig ht m elting a nd fini cky fe w ) , much win e all w ere in ag reem ent with that m as terful piece ( preceded by bee r ), co fof understatement th at A rchie had been a n " unfee a nd aft er dinn er o ffi cial co unsell or" to th e stud ents. speec hes. President KiefImmediately a ft er Class D ay exe rcises eve ryfer opened th e proceedon e looked fo r the " picnic" whic h turn ed o ut to in gs and asked Mr. L abe "<~ regula r lun cheon in the Dinin g H all, and from there m ove d in a body to th e bac k ca mpus throp to propose th e toast for th e season's big Base ball G am e. Th e ba rrel to th e class of 1949. Mr. of ice and bee r w as emptied eno ug h times so tha t L athrop w as answ e red by Spectators n o one bothered to reco rd the sco re, a nd the Ellis Mannin g , n ewly faculty's he roics w ere kn own onl y by th e bruises elected alumni sec reta ry fo r th e class, and then th e usual ro und of im and limps which we re see n fo r th e rest of th e promptu toasts w as m ade - to a bse nt m embe rs of the class, to Mr. wee kend . L o bell's n ew so n, to a fe w individu als, and to a g roup referred to as Wh en the bee r was go ne and th e ga m e w as the Sig m a E psilon Sig m a, which was ac kn o wl ed ged by Philip C amove r, everyo ne disappea red to clea n up, rest o r go ponesc hi. Mr. N e ustadt gave a brief but coge nt talk. Mr. Kieff er spoke a nd m ade th e presenta tion of a gold watch insc ribed "From the F ac ulty a nd class of 19 49 for L oyal Service to St. J o hn 's C ollege and th e class of 1949 , Jun e 1949," a nd a billfold to th e g uest o f honor, M"r. M cC o urt. It w as w ond erful to watch A rchie speec hless . .. but he regain ed his brea th sufficientl y to tell a few anec dotes a nd to give a bea utiful recita tio n of " J o hn A nd erson , M y Jo ." Atmospherically it was a stag pa rty fro m th e 20 's. Shortl y a fter I 0 th e gath e rin g broke up and the senio rs dashed m adly bac k to pick up th eir wi ves a nd dates in order to a ttend the F in al Ball. Th e Fi nal Ball sta rted slo wl y beneath a ceilin g of sil ve r sta rs and moo ns. M om entum was ga in ed and after an hour or so th e Ball was really rollin g. It roll ed as science told us it w o uld until inter fe red with by som e o utsid e force. Th e outside force in this case w as the ba nd , which in sisted o n goin g hom e. The band may have go ne ho m e, but few othe rs both ered . . . in stea d th ey sepa rated into g ro ups fo r pa rties, m ore dancin g, swimming and oth er fo rms of fun. It was dawn wh en, returnin g fr om th e hinterland I saw th e last few co upl es walkin g tiredl y aro und Church C ircle and headin g ho m e. Sund ay m ornin g w as our brea thin g spell, and breath e w e did- deeply. Sunday a ft ern oo n th ere w ere sig ns -faint I admit- o f not very exSenior-Faculty B·ase ball Thirty- f out· cited life. By late Sun - again. Buildin g th e w orld anew is an excitin g task; yo u ha ve w o rk laid o ut for you. Th e test of our success with day a ft ernoon you co uld yo u will lie in wh ether yo u a re goin g forth fr om coll ege to see it ge t or ganized build a n ew w o rld or to plund er the ruins of th e old . enoug h to fo rm into a "I am n ot spea kin g inspirational ge ne ralities. The ruin s process10n and walk a re pl ain to behold. Th e plund ere rs a re at wo rk befo re our down the ca mpus over very eyes. They ar e those wh o contend se nse lessly fo r the to St. Ann e's Church prestige o f public offi ce and sh am e th e g reat traditions of wh ere th e R ev. J ohn the C apitol with th eir self-see kin g ; th ey a re those who m a ke R . C ooper gave the a' ca ricature of th e heroic freedom of the continent builders Baccalaurea te address. by cloa kin g m onopolistic pillagin g with th e bann er of free Th e address by a m ember of th e cl ass of enterprise. There is a sid e to A m erican society today tha t J 93 7 was as inspirin g reminds on e of nothin g so muc h as th e spectacle of th e " And monie a canty day, John" ba rba rians of late R om an tim es squ attin g in imperial palaces as Ba ccala ureate adand a wkwa rdly struttin g in shodd y purple. Our ba rdresses a re supposed to he, . and it w as- to say th e least- a ba rians a re m o re outwa rdly r efin ed and often ha rder to chan ge of emph asis for th e senio rs to hea r G od spoken of in recognize . A lmost at tim es they seem to be all o f Church in stead of Semin a r. us. L et m e list a few of th e pi1lage rs: within the acaAfter the robes had been returned to M cD ow ell a nd th e demic w orld there is th e subsidiz in g athlete at one; end air of piety put a way for a whil e, th e se niors, th eir fa milies, of th e sca le, the cynical g ra du ate stu de nt, w o rkfriends a nd the fac ulty in g fo r his " union ca rd " th e Ph .D. degree, at th e adj o urn ed to th e Ki effe r's oth er . Or pe rhaps th ese a re victim s of m ore th an for a pl easant aft ern oo n clever plund ere rs, th e spo rts prom oters a nd the G a rde n P a rty compl ete educa tionalist rac ketee r . Outsid e th ere a rc th e with ma ny introdu ctions, stock jobbers a nd suave r fin an cial prom oters, fin e foo d a nd delicio us those la bo r leade rs who have turn ed the hopeful pun c h. Th e re was ga iety, aspirations c. f th eir foll owe rs into a source of sun shin e an d a pl easa nt profit and po wer for th em selves, th e salesm a n and change of pace. Th e fesadvertise r, th e entertain er, who enriches him self tivities were dra win g to a by a ppea lin g to public tastelessness. On eve ry close, th e Graduatio n ithand th e w ork of patriotic plund erin g goe~ on, se lf was dra win g n ear. feedin g on th e credulity a nd fea rs of a n unM ond ay m ornin g- we wield\' popul ace. found it difficult to believe "I sketch this picture fo r no dem agogic reatha t w e we re goin g to be Picnic Supper so ns. I am not summ onin g yo u to a cru sade. As blessed by yet anoth er cl ay th o ug htful , well-bala nce d m en yo u kn ow this of the fin e weath er w e had had fo r o ur Jun e V\Tee k, hut we were. A t 10:45 th e acad emic procession sta rted dow n th e front walk, ac ross th e sid e of th e w o rld into which yo u a re goin g a nd g rass, o ut unde r th e Liberty Tree and the class of 19 4 9 was ready to yo u abh o r it. V\Tha t I wo uld do today is to consider with yo u wha t yo ur St. J ohn 's experience g radua te. Th e R ev. W. K. Smith m ade th e in voca tion. The Presid ent has give n yo u to help yo u live in this world and of th e C oll ege announ ced th e prizes and th en Mr. Ki eff e r ga ve his address to th e Graduation Class, a n address which wil l lon g remain in the m em o ries of those wh o had a n oppo rtunity to hear it. Fo r those wh o didn't, let us reprint o nly on e sho rt section , a nd remind th os<: who read it th at th ey may obtain the compl ete a ddress by writin g th e C o!Jege. "The c risis of th e world tod ay spells out in capital lette rs th e m eanin g of th e crisis w e at St. J o hn 's recogni ze d twelve yea rs ago. Brea kdo wn of communica tion a nd loss of direction is no longe r confin ed to th e aca demic community, it is plain to th e m a n in the street. The coll eges a nd uni ve rsities o f th e late nin eteenth century rested sec ure in th eir fa ith in A dam Smith. Britannia ruled th e ocea n waves and Clerk Maxw ell rul ed th e eth er wa ves. Sc hol ars co uld be co mfortabl y sure th a t, as und e r laissez. fait·e, tradesm a n, industrialist, la bore r a nd fa rm er pro moted the world's econo mic health by pursuing eac h his individua l gain , so th e dom ain o f Truth was extended by eac h ac t o f indi vidu al resea rch. T oday this comfo rta bl e assuran ce is dispelled. Ma rx a nd Curie have let l ~ose fo rces to shatte r th at peace ful wo rld. Origin a tin g in the libra ry a nd th e la bo ra to ry, th ey ha ve swept into th e m a rket place and th e fac to ry, and in th e process bro ug ht down the intell ectu al fo unda tions of coll ege and uni ve rsity. " Th e shatterin g of a wo rld does not m ea n n ecessa ril y th e endin g of a wo rld . It mea ns th a t th e next ge ne ra tion will ha ve to put it togeth er Final Ball T hit·ty-jioe �The Seniors H onors and Prizes 'T o th e m e m be r uf th e Se n io r C lass wh o ha s w ritt en th e $2 7. 50. Ofie re d und e r th e wi ll o f th e hte bes t fina l ess ay, a prize of Jud g e vVa ltcr L D awk in s --- ---------------- .. ·············- Riclurrd Sco tt H arris H on o rahl c M e nt ion -------------------------.. -------- -.. ---. David Burke R ea T o the se n ior \d1 o ha s the high es t sta nd in g , a go ld m eda L O tre red by th e ll o ard of Vi s ito rs :t nd G o \·e rn o rs ---------- __________ --·-----------------·--------------·-· David B urke R ea To th e m embe r of th e Fres h man , Sop h o m o re, o r J uni o r C lass wh o h as ''"T ittc n th e bes t a n nu a l essay, th e J o hn Martin Gree n p r ize o f $ 10.00 ..................... - ......... --..------------------------- T ho111aS J.: ing Si111 pso11 H o norab le IVIcnt io n -~---·------· ----------------·------- T h omas f/ ernld R ea, J r. President 's Cocktail Party how in turn yo u ca n help St. John 's to live in it. I dwell on barbarism and ruin , not beca use th at is all th e re is, but because th at is wh a t chall enges us ::tll to buildin g a nd reb uildin g acco rdin g to th e pa ttern laid up in heaven . St. J o hn's was c ha rtered in our ow n heroic age to reb uild from th e ru in s .o f an ea rlie r war th e republic of lea rnin g th at ha d bee n Kin g vVilliam 's Sc hool. Its cha rte r a ffirm s th e prin cipl es of freedom of the individual a nd responsibility to soc iety th at a re t he A m erica n heritage. It makes plai n th at throug h liberal education th ese prin cipl es a re kept in bein g. A nd it dedicates St. J ohn's foreve r to this pu rpo e. B ecause of this dedica tion yo u have had fo ur yea rs of freedom a nd responsibility. Y ou have prac ticed th ese prin·Cipl es in yo ur studies a nd in yo ur community life. Y ou have · ma de mista kes; you have ab used a t tim es yo ur fr eedom a nd Luncheon in the Colleg e Quadrangle ·T /z-irt)'-six Commencement Exercises To neg lected yo ur re:>ponsibility, but the fact tha t yo u have bee n jud ged w orth y of th e degree proves th at in g reater m easure yo u have lived up to th e prin cipl es. Livin g up to prin ciples was th e test of th e a uxiliaries in Pl ato's R epublic. Knowl ed ge of prin cipl es was the end to which th e eel ucatio n of the g uardians thro ug h dial ectic was ·directed. Tho ug h I do not off e r you to th e wo rld as r eady m ade g uardians, I do remind yo u th at in idea and esse nce th e work yo u ha ve don e for yo ur de g ree has bee n directed towa rds kn owl edge of th e prin ciples yo u have li ved up to. From th e very beginnin g of yo ur course with H om er's !lind, th e n ature and limitatio ns of m an's freedom have bee n a persiste nt th em e, and his respo nsibility to his fellows yo ur consta nt stud y. Freedom and responsibil:ty have bee n portraye d epicall y a nd t ragically in the cha rac ters o f Ac hill es a nd Agam emn on , of O edipus a nd A ntigone. Th e ironic sc rutin y o f Socra tes has helped yo u disentan g le th eir esse ntial statem ent from th e be m azed opinions of th e Sophists. Th e H ebra ic and Christian sc riptures have raise d them to the hig h level of theol ogy, whence A ug ustin e and Thom as have drawn th em dow n in system atic de tail. Th e still unm et chall enge o f th e scie ntifi c revolution , refl ec ted in Baco n, Hum e, K a nt and H egel, speaks to yo u today from the w hirl wi nd of Marx a nd Curie. H as yo ur reading o f th e Grea t Books fi tted yo u to descend into this cave of th e w inds/" The degrees were issued, and the thirty-seve n n ew m embe rs of th e St. J ohn 's alumni rece ived the Ben ediction a nd m a rched sole mnl y back to McDowell where th ey we re g reeted by th eir friend s a nd fam ilies w ho had com e for th to offer them th eir co ng ratula tions. Luncheon was se r ved in th e C oll ege Q uadran gle a nd as the stom ac hs fill ed the C ollege emptied. By sund own only a few rem ai n ed . T he goodbyes had been said, and th e class of '49 had gon e o ut in th e manner of all of th e classes befo re th em . . . to crrr·ve rr b1·rr v e n ew w odd. In the beginnin g w e said that St. J o hn ' s and th e Nation seemed to be tryin g to recapture the twenties. L et us n ow say th at we wish th e class of '49 better luck w ith th eir n e w wo rl d th a n was had by those w ho we nt out t we nty yea rs befor e th em . t he studcnt who h as wr itte n t he bes t o r ig ina l so nn et, a pr ize o f $ 10.00 -- --~--------- -------------- .rlud rew D ewi ng T o th e student who du r in g th e current sess io n has g iven m os t c \·id cn cc uf leade rship in th e se r v ice of the Co ll ege Community, a pri ze o f $25.00 in boo ks --------~----------·----·---- ..... _. C larwce ]. A:rrtlll er anti Pan / All>cr/ F rrtsca Clarence Alfred Anderson , II H er bert ·Joseph Baer Charles Cr ittendon Baldwin T !tirty -sev en �Aaron Morriss Bisberg Eugene Bokras Harold M. Boulden Jonathan Erskine Brooks Philip Albert Camponeschi Ray Charles Cave Jerome Herbert Cantor George Howell Daffer T !tit"ty-mne �Peter John Davies Frederick Parsons Davis Andrew Dewing Rudolph Charles Ellsworth Paul Albert Frasca Paul Carlyle Evans Richard Scott Harris Forty ( 1 John Phelan Hayden Forty-one ., �William Crawford Hill Rowland Alfred Jones Ralph Hall Ke e11ey Harold Julius Hyd en F orty-tzl'O Allan Paul Hoffman Chester Arth ur Johnson Clarence J . Kramer la n Campbell lea F ort y-t!tree �.' ;_ .... Ira Wendell Marine John James Lobell Thomas Delmar Lyne Vincent Wood McKay Ellis Wooster Manning , Jr . James Wilson Ray Edward Hector Mongeau David Burke Rea Forty-five �Lynn Homer Robinson John H e nry Thomas Lawrence Holt Sherman John Calvin Wallace Guy Oliver Walser , Jr . Peter Weiss and King George Patrick Welch, Jr. Richard Y ~ n d er Voort Forty -si:r F arty -seven �THE YEAR adult education THIS YEAR th e A dult Ed ucation Prog ra m sponso red by th e Coll ege und erwent va rious cha nges, all o f which w ere of doubtful valu e in respec t to eve ry face t of th e Progra m , w ith th e possibl e exception o f an in crease in a tten da nce . This latter eff ec t w as ca used n ot by be tte r leade rship, but rath er by th e in crease in th e number o f se min a rs and th e m o re wid e-sprea d ad ve rtisin g, both of w hic h w ere in stituted by t he n ew a nd late r directo r, M r. J ohn G. Greene, wh o, as a m e mber of th e coll ege community, was priceless . John Scott Woodward Ric ha rd W esto n Young It is obvious th at th e m ain end of adult sem in a rs IS not to present th e m embers with a ny definite a nsw ers to th e " humanl y un answ erabl e qu estions a bo ut th e g rea t th em es in huma n experie nce ." It see ms, in stea d , th a t by raisin g these un answ e ra ble questions th e m embe rs should be made more liberal in th eir views m erely beca use th ey w ould th en be shown that th ere is more in heave n and earth than was dream ed of in th eir philosophies. Th at this has not bee n accomplished is not th e fa ult of th e boo ks. It is, rath er, one or both of th e remainin g possibilities, the students o r th e leaders, tha t have made th ese se min ars so inco mpl ete. Cl ea rly th e se minar w ill make little progress wh en o ne lea de r is experience d a nd learn ed and th e oth er incompetent and bunglin g , continu ally upse ttin g th e intelligent a nd direc ted plans of his bette r. Su ch pa rticular cases, how ever, a re not a t th e root of th e problem, eve n th oug h th eir bein g correc ted would help a g rea t deaL Th e real problem lies in th e simple fac ts th a t m ost adults a re not only preposte rously ig norant, but also a re unim agina bly lazy when it com es to readin g a book . The refin ed and surgeon-like perception s o f a ca pabl e lea der must, und er such circumsta nces, be alm ost totall y lost ; th ey strike air - a t tha t, hot air. It is unlikely th at peopl e who have lived ten yea rs o r m ore as adu lts, peopl e wh o ha ve base d th eir ac tions a nd th eir entire lives on misconceptions, peopl e whose futur es de pend on their pasts, will m ake a ny effort to examin e th eir standa rds ; sta nd a rds which, if th ey fell, wo uld ca rry th eir lives such as th ey a re, with them. A progra m base d on the th eo ry t ha t such peopl e desire to kn ow reality is, a t least, psychologically un sound . It is quite often impossible to acco mplish t his even with stud ents wh o are much youn ge r - in their tee ns o r ea rl y twenties- altho ug h progress is much quicke r fo r such age g roups. In th e first boo k of Th e R epublic Cephalus leaves the discussion a bo ut justice to his son simpl y beca use Socrates' qu estions a re too emba rrassin g fo r him. T he C eph aluses wh o pa rticipa te in the adult se m ina rs at St. ] ohn's eith er do as th ei r predecessor did , or they bloc k eve ry acu te examin a tion before it has a cha nce . Cla ire Johnson , Pam e la Joh nso n, Ruth Bis b e rg , Em ily Eva ns, Laur ie Bis b er g , Na ncy H a rris, Forty -eig!t t Pat Mo ng ea u, Cas ey Campon esch i It is an almost wh oll y fru itl ess task to ed uca te adults libe rally if they w e re n ot also liberall y educated as children . It is diffi c ult en oug h to stop in children th e foolishness of th eir pa rents, but tha t is where it must be sta rted . Th e ge ne ra tion wh ic h built and used th e a tomic bomb is not going to a nsw er question s a bout justice, but if Providen ce would give m an th e tim e a nd th e pow ers to edu ca te th e c hildren of tha t ge nera tion, th en perhaps so m e day th ere co uld be a n <~d ult ed uca tion prog ra m . the collegian TH E COLLEGIA N, loo ked a t fr om almost a ny angle, was n ot a success this yea r yea r. L on g periods o f time separa ted th e issues- and no one see m ed to mind. In past yea rs peopl e wanted a C ollege publication . ' V"h en it didn't appea r th ey asked wh y, a nd wh en it did com e out they a rg ued a nd disc ussed it. L ast yea r there was a void, a nd nobody ca red. At the beginnin g of the school yea r A I Frasca and Bob G oldberg organized an ent husiastic tea m. L ectures and poe try w ere to be th e respon sibility of appointed individuals. Assig nm ents w ere given, and affairs we re off to a good sta rt. Th en th e usual diffic ulties appea red . It w as n ot until la te in the sc hool yea r th a t a cooperati ve printe r w as found . vVith a few exceptions, m ost of th e lecture review s w ere o f a du iJ nature. Th e C ollegian was identical with its pred ecesso rs. Durin g th e sprin g term Bern a rd F leisc hma nn took ove r th e responsibilities of th e paper. His intention was to turn out on e la rge iss ue befo re Sch oo l end ed w ith th e hope of a ro usin g eno ug h inte rest so th a t th e fo llowin g yea r it could se rv e as a m odel for f uture publicatio ns. A w a re of the diffi culties of ge ttin g writers fr om th e stud ent body and with th e desire of a ro using g rea ter inte rest in th e C olleo-ian he in cl ud ed ex-stud ents a nd fri end s from outsid e th e Coll eg~ am on g his contributors. P erh aps a solution to th e M r. Bu se r a nd Fr ank diffi culties besettin g th e Coll eg i<~n is to be found fo und by foll owin g F leisc hm a nn 's exa mple. C e rtainly th e CoHegJa n as a ca refull y put-togeth er publica tion appea rin g a t infrequ ent but definite tim es is to be prefe rred to th e on e we have kn own in th e past. �folk dance group (Continued from page 19) rece ived its charter from the Stud ent P olity, followed by an appropria tion f rom the Administration whi c h permi tted th e purchase of a turn table whi ch could be connected to the amplifying system . This arrangem ent, together with several albums of record s pu rRecreation chased partl y with the College app rop riation, solved the problem of a source of mus1c and enabled the caller to make his directions ca rry to a mu ch large r group of dance rs. Encouraged by th e parti cipat ion of a considerable port ion of the College community, the group intends to renew its mid-week ac tivities nex t year. Plans for an all -school dan ce on a Saturd ay ni ght h ave been projected, and w ill be ca rri ed through if co mmuni ty interest warrants. M em be rs of the board whi ch orga ni zed the dan ces this yea r are : Tom Fromm e, Presid ent; J ohn Sterrett, Vi ce-President; Tom M eye rs, Secretary and Treasurer; vVarren Winnarski, Inst ructo r and Li b;·a ria n, and D avid Stree t, Mil to n Clifton, J er ry Lansner, Irwi n Hunt, Fred eri ck Beardsley and G eorge W end. concert season (Contin ued from page 24) Applebaum, I was appall ed at the spectacle of so p ri vate an agony made m anifes t, and wish ed, as mu ch fo r his sake as min e, that he were performing be hind a sc ree n. As for his perform ance, it was techni cally pre tty good, thou gh not uni formly so, and as ove r-emotional musi cally as visually. There was onl y one rec ital thi s ye ar, as contrasted with two th e previous yea r. I use the term recital to d~scr ibe a perf.o~m­ ance by a member or .m embers of the co mmun tty, and to d dt e rcn tiate it fr om professional co nce rts by v isiting perform ers. Thi s one rec ital th en was a two-pi ano affair by Mr. Zu ckerkandl and Grete Wohl f or th e benefit of th e World Studen t Service Fund . It was well atte nded whi ch indi ca ted that ot her similar perfo rm ances woul d probably have been equall y welcome. I thought that th eir performan ce of a d ifficult and unu sual prog ram of Schumann, Bac h and M oza rt was ex trem ely good, and to m e thi s recital was fa r more sa ti sfyi ng than some of the professional ones. 1 hope that Mr. Zu ckerkandl and Mrs. W ohl will play more freq uently nex t year, and that eve ry effort w ill be made to persuade anyone else who can to perform. RECORDED CONCERTS The proper use of th e School record collection is a problem to whi ch possible solutions are, or at any rate shoul d be, still welcom e in the music d epartm ent. Before the war, the records in the library were not rare and if, w hen they were lent to students and fa culty, th ey were broken or just not returned, it was onl y 11ccessary to bu y new ones and charge those responsible. N ow what remains of th ose sa me reco rds is irreplaceable, and it is difficult to j ustify lendin g them on any terms. I proposed th e sched ul ed reco rd ed conce rts, operated by som eo ne will ing to trea t th e records lovi ngly, and at whi ch those interested m ight hear whatever they wanted f rom the School collection. Wh en these con ce rts were held in the Bookstore Fi fty th ey imm edia tely beca me a background for " read ing and conve rsation," and when the equipment was rem oved to room 24 for use in the music tutorial and se min ar, very few people atte nded . Roo m 24 is, at prese nt, very ill su ited to se rve its new fun ction . Th e speaker is mounted so that it proj ec ts mu ch of th e .music un de r the tables, and those who wou ld listen must sit either too close or too far away. Of the aux ili ary speakers in the Co ffee Shop and Jun ior Comm ons Room one doesn' t wo rk , t hey arc both of poor quality, and there is so mu ch inte rference from the co ke m ac hin e, th e water ccoler and the curiou s, that the Coffee Shop is eve n less sa ti sfac tory th an the Bcoks hop . In sp ite of all of thi s, .many good programs we re prese n ted, and a few, such as the performance of th e St. M a.tt!tew Passiott w ith the om iss ions performed by Mr. Zu cke rkandl and J oan Sher m ~n aroused well dese n red in terest and at tracted large audi ences . drama in the COllege (C ontin,ed from page 27) play. In a playreadin g thi s sli ckness is of neg li g ibl e value. Only th e play itself cou nts. VVith th e d istrib uti o n of th e r o les 11mong many vo ices t he in te rac ti o n of s ta teme nt a nd co unte r-statemen t is fe lt in a way th a t is l ost on th e s il en t r eade r w ho is inclin ed to loo k o n each speech as a un it in itself. At th e poorest pl ay read in g , howeve r, th e aud ie nce r ea li z£s th at it is cru cia l to kn ow w hi ch cha rac ter is r espo nsi bl e for a n y parti cu la r sta tcrn en t a n d w ithi n w h at situ ati o n it is m ade. As s im ple a matte r as res to r ing the intended temp o m ay co mple tely a lter o ne's se nse of the w e ig ht of many passages. Sil en t r ea din g is often li ke li stenin g to a sy mphony reco rd ed and p layed back a t doub le speed . In play r ea d in g too, o f cou rse, the pl ay is grossly di sto rt ed, but n o t fru itl ess ly. Th e di sto rti o n m akes o ne co nscio us of w hat act io n and stage a rra nge ment mig ht be necessa ry to ca rry th e full impac t of the dra m a. Th e fo rce of an en t ra nce o r ex it beco m es a pparen t w hen in th e d r am a ti c sugges ti on of th e r ead ing tha t added v io le nce is necessa ry to co n vey th e pro pe r in1pac t. Enough is indicated by tra ns lati nJr t he w ritte n 'Nords into spoken o n es that a se n se of the d rama is conveyed and th e im ag in ati o n is set loose u po n th e real conception o f th e a uth o r. O ver the last severa l yea rs a wee kly p lay read in g g roup has met a nd read plays, large ly '\vithout rehea rsa l. Its loose o rga ni za ti o n has pe rm itted peop le to co m e a nd go as they had tim e, but a cons tant nu cleus has persisted long en o ug h to read m a ny wo rks from a ll th e c ru cia l per io ds in the hi st o ry of th e drama . T h is yea r as a part of the reg ular lecture se ries R ichard II was g ive n a n in fo rm a l re hea rsed rea din g . The thirty roles we re d ist ributed am o ng sixtee n actors who sa t o n th e pla t fo rm in th e gy mnas ium, a rra nge d in a sem icircl e. The two protago ni sts faced each o the r wit h th e ir respect ive fo ll owe rs around the m . A ve ry few sce nes we re cut but othe rw ise th e text was r ead i ntact. L ess than a thit -I of th e aud ie n ce fa il ed to r eturn af te r th e in termission in th e mid d le. The rest mu st h ave found th eir a tten ti o n enough co ncen tra ted o n the wo rds to forego th e pageantry a nd en tertai nm ent assoc ia ted w ith con te mp o r a ry th eatre. P e rh aps they en joyed th e responsib ility o f a part icip at io n in th e wo rk of th e eve nin g a fter be in g subj ec ted to h av ing it a ll d o ne for th em i n the mov ies. The strength a nd intens ity of the la ng uage had to se rve for full fare but fast pac in g kep t th e play fro m dra gg in g . M os t o f th e cas t was f rank ly a m a teu ri sh . H owever, close study o f th e dense text in rehearsa l gave a hi g h m eas ur e of intelli gib ili ty t o th e wo rds. Th e r eade rs knew th a t if th e wo rds were n o t unde rstood, th e a ud ie nce had no thi ng to engage their attention. Eve n if pedantic, thi s exact ness seem s p refe rabl e to th e usual style of Sh akes pea rian perfo rm ances, in w hich wo rds flow lik e runnin g wa te r o r a hasty Su nday se rv ice. T o discuss in d ividua l ree~ di ngs w o u ld be to fai l to und e rsta nd th e po int of thi s sty le of prod ucti on. H oweve r bad any pe rf o rm a nce m ay have bee n , if it m oved the li stene r to im ag ine a better , it h ad ser ved its e nd. M a ny good rea din gs gave a sta ndard of compar iso n cons tru cti ve in exa minin g one's own in te r pretat io ns. Alm os t th e ent ire audie nce fo ll owed a tex t, takin g a m ore ac ti ve part in the eve nin g than wo uld o th e r w ise h ave hee n poss ible, especia ll y because of unce rt a in dicti o n a nd th e bad acoustics of the gy m. In co nt r;1st w a s the ea rli er pr od ucti o n of Alcestis. H as t il y executed , the su btl eti es and co nflic ts of mood, espec ially as render ed by th e FillsFitzge rald trans la ti o n, we re con fu sed a n d co nfu sin g. Th e play exacts lhe m ax imum fro m its t wo lea ds a n d n eith e r o f them was able to re nd er a ny po rti o n o f it w ith unde rstandin g o r co n v icti on. The prob lem o f prod ucin g pla ys fr om a co llege body as small, in diffe re nt and preocc upi ed as th e s tude nts of St. J o hn's ha s ra rely been m o re ev ident. A t m o m e nts th e ch o rus and su pporting cas t came to li fe and a v ista of the th ea t re was opened. At these tim es good cos tum es a n d makeup, s imple li g htin g a nd a sta ge that mi g ht ha ve been used we ll , becam e success fully integ ra ted with th e p lay. But m ostl y it was jus t ou r f ri ends tryi ng unna tura lly to be n atura l or hamm ing it fo r lack of any kn owledge o f h ow to do o th e rwise. N e ith e r cas t, d irec tor no r au th o r was to blam e a lo n e. Attemptin g too much in : 1 casua l way, th e prod uction le ft th e a udi e nce little w ise r abou t the p lay. Th ey had laughed w it ho ut ce rt ai nt y that th e m o m e n t was ripe for la ug hte r, h ad sufiered as the h e ro a nd heroine trembl ed a nd wa iled, but n o t h owever so much w ith them as beca use of th em. A so phi stica ted and d ifficult play h ad elud ed its perfo rm ers. Th e readin g of R ichard mha y ha ve a ttempted too littl e : one would be i ncli ned to j udge th a t a ny prod ucti o n wo u ld be bette r th an th e m ockery o f s ix teen so lemn- faced readers w ithou t m ovem e nt or ges ture a rti cu la tin g its ve ry wo rd. But the perfo rm ance o f the Alcestis ind ica ted that thi s wa s n o t en tir e ly tr ue. Idea ll y the t wo app roaches wo ul d be co m bin ed. Afte r close read ing a nd preparation ex ten d ing ove r a te rm or so a stage p ro du cti o n mi g ht fo ll ow. This wo uld o bv io usly demand regula r a m o unts of time du r ing seve ra l m o nth s in o rd er to lea rn about th e play and th e stage . In th e process, howeve r, the p roducti on mig ht go stal e un less an E ng li sh poe ti c tex t w e re ch osen in ,vhi ch the co ncen trati o n of th e language wo uld make the li nes co ntin ua lJ y a li ve. A large pa rt of the success of t he read ing o f R ichard was beca use th e image ry of th e \\'Ords was des ig ned t o clothe th e empty E li zc1beth an stage a nd th e in ge unity of its exp ress ion de m a nded a ll th e inte llectu a l energy of th e a udience. Sm ooth m o uthi ngs a nd brilli a nt stag ing in th e manne r of Broad way wou ld n o t convey its tragedy . Since it is a play abo ut th e ima g in at io n, it was reward in g to p rese nt it in a way th a t cha ll enged the im ag i nt~ ti on i nstead of cloyi ng it. P e rh aps nex t yea r a g rou p w ill und e rtake thi s kind of stud y ofr e rin g th e co ll ege a chance to o bse r ve th e ir progress .fi rst i n a playreadin g a nd later in a produc ti o n. The nature o f th e th ea tr e as a m ed ium of co mmunic a ti o n cou ld no t be more cogently se t fo rth th an by thi s kind of deve lopm en t a n d cont rast. ft is certa inly too much to ex pec t th;1t th e p rese n t casua l fas h io n of p roducti o n ca n lead to any thin g of imp o rtan ce. Wh o expects that a cast of ta len ted an d ex pe ri enced actors w ill fa ll upon the co ll ege in th e n ex t f res hm an class and pi ckin g up th eir pa rts in th e o ffh and m anner of th e Alcestis p r od ucti on w ill pe rsuade us fro m th e stage tha t t he i r actions co n stitute a play ? In one way th e thi rd drama ti c even t of th e yea r was th e bes t. A va ri e ty show ca n be as uneven as a d irt road, as imp rompt u o r as studied as an epig r am. Th e one that enli ve ned Jun e W ee k had m o m e nts were kee n a nd in cis iv e; o th ers we re vu lga r, c: heap and ted io us. P ersona lity a nd ch arac ter cons tant ly substituted for rea l ac ti o n ; r o uti nes con tinu al ly invaded w he re wit s hou ld have ruled. But th e to ta l effect was undo ubted ly t hat a fo rm had com e to li fe , a tr ad iti o n ex is ted capab le o f commenti ng w isely, w itti ly a n d sad ly about th e surr o undin g soc iety a nd by m ea n s of it th e w ho le wo rld. Th at th e vari ety show saw littl e integ rity in th a t soc ie ty, th a t it co uld n o t itsel f m a ke a rea lly cohe r en t sta te m en t abo ut it, sugges ts n o t s impl y despa ir, but on ly th a t its a uth o r-a ctors we r e so e ntra nced wi th thei r i ndividua l acts th at th ey fo rgo t h ow impo rt a nt th e ce ntra l act io n sh o ul d be. Th e loose gen ius o f Ari sto phan es a nd th e m ed ieva l farce was prese nt. It was poss ibl e fo r th e audien ce t o di scove r how con temp o rary ma te ri al, imm ed iate obse rvati o n of conc rete ex perience, migh t be in corpo rat ed w ith uni ve rsa l propos iti ons and age less pl o ts into f res h a rt. A m o re th oughtful a n d m o r e sen s iti ve ·w i t m ight have m ade something mo re of the occas io n . But bo th ·w hen good o r bad it was th ea tre. The oth e r even ts we re studies m o re or Jess sa ti s fa cto ry. N ex t year a v ari ety sh ow that cou ld bend its spo ntan e ity t o m o re di sc iplin e mi g ht prove to be th e bes t so l ut io n to the q ues ti o n of h ow to susta in th e th ea t re in St. J o hn's. P ending a res to rati on of th e rep udi a ted and a lm ost forgotten t rad iti o n of excell ent playma k ing in the co llege, playread in g seem s in re tr ospect to h ave proved itse lf as a m eans of reclaimin g th e fin e a rt m os t a bused by semin a rs. Th e success of the r ead ing of R ichard showed an audience ag reeab le to th e no t ion of participating in makin g th e play ra the r th an dem and in ,g- sim ply to be enter tai ned . F or m ost observe rs the r e was no qu est io n th at th e experience sh ou ld be repeated often . SUnday evening meetingS Mr. Lathrop and Miss Rich Dr. Purv is, Mi ss Hopkins, Brad Walker, Lynn Robinson ( Contimted from page 28) Quaker lobbyis t, spea k o n the ge nt le ar t w hi ch he practi ces; Wend e l Be rge, th e N ew D ea l t ru st-bu st er, ta lk abo ut intern a ti o na l bu sin ess o rga ni zations; Ch es te r E . M err ow, a m ember o f th e H o use F o re ig n Affa irs Comm ittee, a dv oca te w h at he term ed a rea l ist ic platfo rm fo r U. S. foreign po li cy; Mr. A. J . l\ll uste, Secre ta ry of th e Fellowship of R eco ncili a ti o n, talk about th e legacy of Gandh i ; and E li as L. Tartak, litera ry cr itic a nd lecture r talk ab o ut D os toevs ki , H e rze n, and th e Ru ss ian r evo l uti on . Of thi s la tte r g roup, the rev·iewer mi ssed a couple, and a third lef t no m em or ies . J\l[ r. Me rr ow a nd Mr. J\llu ste advanced well-kn ow n argu m e nts in threa d- ba re fas hi o n : th e fo rm e r main ta ining th at the o nl y possib le m ea n s of keepin g th e peace was to arm to th e tee th; th e la tte r ho ldi ng that pac ific res istance wo uld conq uer a conq ue ro r. Th ese two a nswers to th e U.S.-U.S.S .R. situ:-ttion , irrega rd lcss o f th e ir presenta ti on, mig ht have bee n expected to ign ite ac ti ve di scuss io n, espec ia ll y in a co mmunit y co nta 1nmg a good ma ny recent w ar ri o rs. T he r e we re, howeve r, re la ti ve ly few candida tes fo r ig nit io n, and co mbu st io n fa iled to take place amon g th ose prese nt. Mr. T a rt ak, w h ose subj ec t was th e on ly o n e n o t d irectly re lated to a "pub li c issue of present-day impo rt a nce," drew a much la rger a udi ence th an a ny of th e spea ke rs, excep t a few at th e hegi n n ing of the yea r. Th e aud ience was fort unate. Mr. Tartak kn ew nnd loved hi s su bject. Left to ri ght : Mary Anderson, Pearl Parker, Nancy Johnson , Florence Mason, Ellen Haste, Lily Stevens Mrs. Childress and Mrs. Pe rlitz Busi ne,ss Offic e �3. the administration Change of Orders from Burea u 4-. Tour completed and reporting for further duty with new command S. Expedient to leave moth e r vessel due to changes From: Contributor, St. J ohn 's Coll ege Community To: Editor, 194-9 Year book Subj ec t: 111 hull des ig n. The Administrati on, R eport on C. N ames, ranks and serial numbers of p ersonnel l eaving vessel a1 railabl e on requ est. (Use Bi z-o ff fo rm 54-6). D. Office rs re porting for n ew tour of duty. References: (a) 194-8 Yearbook Miss Hopkin9-Nurse ( b) 194-7 Yearbook ( c) Ed itor's lette r of May 194-9 to all co ntributors I. In acco rdan ce with the procedure followed in ref erences (a) and (b), it is req uested that thi s r epo rt be Kce pted as th e arti cle referred to in ref eren ce (c), and in compliance with the aforementiqned, the following infocmation is submitted : 1. First Li eutenant 2. Disbursing offi ce r a. Ass istant to di sb ursing office r. 2. Dur in g rece nt availabi li ty pe ri ods th e foll owing alte rations were accomplished. :\. N ew port-hole 111 central bulkhead of Disbursing Office B. Chicken wire r einforce ments on Communi ca tion s Shack A. The Commandin g Office r, Execu tive ORi ce r and other staff and junior office rs hwe chan ged at leas t once d urin g the last tour of duty. B. The reasons for t hese chan ges In command we re: I . Re tir ement (having fai led twice for sele ction) Mr. McCourt-Superintendent of Build ings and Grounds 2. Resignation C. Re fittin g of Enlisted M en's R ecreational Facili t ies D . Two new hatchway barri cades. 3. lt is sin ce rely hoped that th e above r eport m ee ts yom reqn irements. PETTY OFFI CE R I N CH A R CE Mr. Kieffer-Presid e nt Miss Diskin-Dietitian Mr. Fulton-Assistant to Treasurer Fifty-two Capta ir. Sharp-Treasurer Mr. Klein-Acting Dean Mr. Graff-Acting Assistant Dean Fifty-t!tree �Mr . Abrahamson Mr . Alba M iss Fletcher Mr. Greene Mr . Hammerschmidt Mr . Harpe r the faculty Mr. Poe Mr. Satterthwaite �Mr. Slafkosky Mr. Scofield Mr. Sloane the bookstore The Rev. Winfree Smith The Rev. Kyle Smith Mr. Townsend neve r aga in reac h that high position it held under Kitty eith er standin g in small env10us g roups, or gently nudgin g two yea r olds and tellin g th em to loo k under Miss F letcher 's La throp and R oge rs Albritton . Th ey may be rig ht, but it tuli p pl ants. hit some pretty dizzy heig hts this yea r. Th e Bookstore also made itself conspicuous in oth er w ays: it aided th e T erce ntena ry by loa nin g Mrs. Bingham's beauty fo r a P arade, :111d, by w ay of comic r elief, by puttin g up a stand on th e front C a mpus mann ed by its employees outrageo usly bedecked in kn ee breec hes, purpl e coats and lace; it raise d its price alon g with th e publishing industry in an attempt to keep its head above water, and due to either this or ge ner al apath y was fo rce d to enlist the help of M r. Klein as a 'pitch m an' at C ollege Fo rum to stimulate sales ; it continued to ac t as Cultu ral C enter of McD owell base ment, as the num be r of coffee cups collected at fi ve o'cloc k w ould verify ; . .. and for so me reason w e co uld never discover, it T H E R E A R E THOSE who claim th at th e Boo kstore will Mr. Wilburn Z ann e Bin g ham g raciously led her new staff in pay in g hom age to old traditions by continuin g th e Sale and A nnual A uction and by revivin g, despite a slig ht protest of " pl ease, not another tradition," th e a nnual Easter Egg Hunt, w hich th e Wa r had put asid e. The Easter Egg Hunt was a success, th oug h no one has ye t discove red wh o enj oye d it th e most: the children of th e community fo r whom it was given, and w ho, w hen Sund ay a rrived, turn ed out to in cl ude large numbers of neve r- befo reseen-fo ur-yea r-aids; th e wives w ithout child re n w ho dyed th e eggs and wh om som eone F reudianly labeled " th e unwe d M others"; or th e student body, who, w ith M r. Kieffer's help, fin anced the day, and who co uld be see n all afternoo n added to its already ample in ventory a box of hook wo rms ... thus completing the m erge r of a Brentanos, a P aris salon and a New E ngland gen eral store. Miss Strange ~· .,. Mr. Wilson '' I __ :: Mr. Zuckerkandl Fifty -ser-·en �to read rig ht away if th ey take th e books home with th em. In a ce rtain length of tim e th ey a re supp ose d to bring th eir books back to th e Library. Some are nice r abo ut this than others. Some people r ealize th a t oth er people as well as th em selves would like a chance to rea d th e books, and th at libraries a re se t up for th e co mm on use of a com munity of people. Now is th e tim e to return yo ur books if yo u have finished r eadin g th em. Fines may be imposed if yo u do n ot. That's w here m oney com es in aga in . Mrs. H am me rsch m idt, M rs. Fullinwider Mrs. Kapla n a nd Miss Fletc he r the library THE LIBRARY is off by itself. It's n ot like McDowell H all which is th e middle of thin gs. Nor is it like Reverdy ] ohn so n which also has a life of its own . P a rts of th e Library you ge t to by ladde rs. The life of th e Library is concern ed with books, people and tim e. Money also plays its pa rt. V.Then stud ents or tutors fe el that th ey can not afford to buy th e . books th ey m ost desire, th en th ey are very apt to com e to th e Library . If th ey hear a bou t a book on their Christmas vaca tion, o r o n a trip to V.Tashin g ton, th a t th ey do n ot think can be bought, th ey as k for it at th e St. ] ohn's Library. Even wh en th ey do n ot buy th e book beca use th ey don ' t think it is good enough to buy, th ey suggest some tim es that th e Libra ry buy it, sin ce th e Libra ry h as m or e m on ey for buy in g books than th ey have. They hope th e Library will be less discriminating th an th ey. If th ey discover a very goo d book th a t th ey do buy th emselves, th ey d on't always tell th e Library so it ca n buy it for other people to use . Tutors as w ell as stud ents behave in this fashion . Five yea rs ago th e Library w as g raced by a Christmas party. Eve ry yea r sin ce th en a party has been given th ere before Christmas vacation, and gree n pears have been ser ved . Last yea r R obert Goldberg gave an impe rsonation of St. Augustine in " V.Thy Did I Steal Them P ea rs?" Beca use th e rooms in th e Library a re big, a nd because the King William Room has a ru g on th e fl oo r, th e Seniors like to have th eir se min ars in th e Libra ry. The Libra ry has a Seminar R oom , but th ey don't like to use it. The hooks are too close to th em in th e Seminar R oom, and th e lig ht fli ckers som etimes. the wood shop BETWEEN GREAT BOOKS, those of th e community of "would-be philosophers" feeling the urge of th e ar tisan s step into th e world of th e Fin e A rts to seek expression for th eir m oods in th e Wood Shop. Here, perh aps, on e may experien ce on e of th e m ost delig htful ca th arses in th e prog ram. Under th e in spi rin g a nd contagiows g uida n ce of Mr. Richa rd Hutchin gs, 3-inch book end s or 33 -foot sail boats evolve. A fin e example, durin g the past yea r, of wo rkin g for on e's intellectu al rig ht has been th e g r o up participation of th e Boat Club in buildin g th e first of a fl eet of Te mpest-class racin g dinghies . "Aries," alth ough beg un in th e late w inte r, w as attacked with suc h vigor that she w as ailin g by sprin g, and was an excell ent job. The m ost co urageo us examples of individual ac tivity h ave bee n th e continu ance of th e buildin g of a 33 - foot sailin g yac ht by J ohn Williams a nd a 28 - foo t sa ilin g yac ht by Matson Ewell, both beg un two yea rs ago and due for th e water som etime in 195 0. Far m ore popula r, h owever, have been th e ac ti vities completed by m any oth er stud ents, faculty members, and wives, which includ e rad io cabinets, bookcases, furniture building and refinishin g , picture frames, and pipe rac ks. Not to be at aU subordinated by th e former are th e silent contribution s m ade by " Hutch" and th e Shop to th e Kin g V.Til!ia m Players, th e St. ] ohn 's Tercentenary exhibit, th e labo ra tory, and oth er college departm ents. the back campus T H E SW IFT PASSAGE of ti me - and the rapid approac h of Responsibility in a world that see.med impossibly out of step with th e spirit and the word of the Great Books- was a visual thing at one poin t on campus - the little community of barrack apart ments for married veteran st udents. Th ere -th e student-father, or hi s neighbor stud ent-husband, had onl y to observe th e added inches and assurance of his offspri ng to real ize that, for him, the academic sa nds at St. J ohn's were fast running out. Still and all, it was as pleasant a way as any to grow old and learned. When Respon sibility appeared to blow teo cold a draft along th e floors of the I vory Towers there was always the comfor ting thought that at least eleven ot her St. J ol; nni es were in much the sa me domestic dilemm a. !his bourgeo is domesticity, blooming in the rarefied air of d ialect ic and log1 n e~er thel ess c, provided the closest approac h to th e mu ch bewailed community of .mmds that St. J ohn's intended to offer. The gen uin eness of this way of li fe and stud y reached not only through t he network of little homes, but up to the dormitories and out to th e other marri ed st ud ents li ving in town. Each back-ca mpus fam il y had its close friends who almost dail y dropped in for a cup of coffee or a meal, or just to be for a little whil e in the atmosphere of a sa ne and settled home. Whil e most of these visito rs were other St. Johnni es, man y were the wives of stud ents not yet fortunate enough to be eligible for a unit, come to envy the communi ty spi rit maintai ned by the un it wives. Thei r consta nt free exchan ge of ideas rivaled that of any se.minar e:er held in M cD?well Hall, and the results were often more thought-provokmg and product iVe. Nor were ideas the only item of exchange. Most of th e h ouseholds now had enough fry ing pans to precl ude the necess ity of one fa mil y fo regoing bacon a~d eggs w hil e th e neighbors enjoyed fried liver and onions, but there was st1ll borrowing of the usual commodit ies and appliances. Pooling of the junior St. J ohnn ies, in order to afford parents a rare night out wen t on as it had sin ce th e communi ty rame into be ing in late 194-6 . Only now th ere were more chil dre n to be pooled . Two of th ese new arriv_als se t a St. J ohn 's precedent by mak ing their entrance as the _collc:ge's first twms - John Mi chael and Step hen Kenn eth Lu cas. At one tnne Ill Jan_ uary t he back-ca mpus boasted 16 child ren to twelve apartments, two of wh 1 were ch occupi ed by childless co uples. By mid-Jun e t his number had shrunk to ten and woul d be even less when the last graduati ng senior left in September. The yea r 194-9 brought the first tragedy to th e Coll ege communi ty in the death of infa1_1t Step hen Moore in early spring. Stephany York bade her pl aym ates goodb~ Ill ! e~ ru~ry when her fat her disengaged himself from th e Great Books Ill h 1s JUn iOr yea r. "Grad uati ng" were Pamela and Ivan J ohnson, Chri st ian E va ns, Laurie Sue Bisbe rg and Erik and Reilly Anderson. There still remain, to erve as timely meas urin g sti cks for the new and seaso ned residents of the four sq ua t, red-shingled buildings, Nancy and J ane Goldw in, the Lu cas twins, J ohn H orne and hi s new sybling, Barbara and Ch ri stoph er M oo re, and Elizabeth Bixby. Bob Parsl o w wi t h La urie Bis berg The C hil d re n's Ju ne Week La ur ie, Pat Pa rslow a nd t he Lu cas Twi ns Hu t c h an d Frie nds The basement of th e Li bra ry is fine for people but not good for books. It IS very damp. This ca uses th e books to n:o ld . But in th e summe r when th e fan is kept con stan tl y blowin g to lowe r the humidity, it is very pleasant and cool for peopl e. Th ey m ake th em selves littl e o ffi ces down th ere a nd dig into their books. P eo ple borrow books from th e Library to ta ke h om e to read. The Library is ve ry comfo rta ble, but th ey won't have Fifty-eight Barbara Moo re Eric A nd erso n Th e Gol d wi n G ir ls Fifty-nine �JA MES BALL.\ RD- Pi ney R iver, Virg in ia DA VID vVIL LI AM LA NE- 6 19 N. J effe rso n Street, Arlin g to n, Virg in ia Rr cHA RD J o r·JN BATT, J R.- 4111 V cndone Place, New Orl ea n s, L orrisiana R oss J os EPH LLoYD B ERKMAN- 15 1-funtwoocl Pl ace , JV[ount Vernon, N ew Y ork CARL BERTOLINO- 13363 J ane Street, D et ro it, Mi chi gan TEDD Y B ETT S - FRANKLYN 700 J ames Dri ve, N ewpo rt News, Virg in ia H u MPHREY Ri e l-lARD Bi x B Y - St. J oh n's Co ll ege, Annapoli s, M aryla nd En W .>\RD LILLY- 110 5 P ar is Avenue, H an nibal, Mi ssouri L LOYD ST U.,RT L rN TON- 208 O akl a nd Stree t, Birmin gh am, M ich iga n J o r·JN K ENNETH L u cAs- 8 St. J ohn's Street, Annapol is, M aryla nd CHARLES EDWIN LYNC H, JR. - Fal lston, M aryland STEWART B .-\RWICK McR.<\NEY- Coll ins, M iss issip pi DouGL AS GRA NT BoYLE- 6 1 Uni vers ity Street, Salt Lake, Utah E u GENE FRANCIS MARTIN - DONALD AcKER BROWN - 1-l ARRV J osEPH MARTI N- 241-01 Newha ll A ve nu e, R oseda le, L on g I sla nd , N ew Y ork 4 2 13 70t h Avenue, L and ove r H ills, Maryland WIL LIAM ALLEN BRowN- 323 Ni n th Avenue, Salt L ake C ity, Utah Mr cH EL M or<- 318 E . I Oth Street, New York 3, N ew York J oHN Bu sA- 64 W est Street, Aub urn , N ew Y ork GEORGE B ARTON c .-\ SE - o/o H e rc ul es P o wd e r Co mpany, Cum berland, 1Vl ary - land BRowNLOW L ARRY 60 F Crescen t R oad, Greenbelt, l'vlaryland CH I L DR E SS - J oHN SUMMERFIELD CLARK- 12 12 McKinley Street, A lbany, Geo rg ia J o HN J osEPH CoFFEY- I ron W ork s R oad, Brookfield, Connecticut GEORGE JR ., CowELL- 6 17 Libe rty Street, G rand Ra pids, Michi g an RI CH ARD T onY EDELMAN- 1320 E ast 3 1 Street, Brookl yn I 0, New Y o rk J~ JN .-'\R J:·L U GU M - 1308 E l nnvoo d A ve n ue, Evan sto n, j o HN I I EN RY FRA"K E ALFRED Fn..-\ NKLIN Yo rk Non.M :\N Eu wAn. o Illi no is Gl e n I sle, Ri va, Maryland Pt-IJIJ I I' 18 15 M o nr oe GARJGLIANO- Avenue, N ew Y ork 57, New Superintend e nt's H ome, Hud so n Co. Park , ANDRfo w :: GRINDER- 464 Minn efo rd Avenu e , New York 64, N ew Y o rk TuoM.o\S J. E R NEST WoLFRA M 338 Barbara Aven ue, H AM I LTON- M THE FRESH, EN GY SBEWI'l HA N KA 1\·I E R - Az u sa , Califo rn ia 3 18 Walnut A ven ue, Greensburg, P enn- LA NCASTER AI~ \' J N EDWARD M rc HA EL L EE- 3970 Hi g hland Avenue, Sh adyside, Ohi o VA N ALFON M cA v LEY- 5 10 Palme tt;o Avenue, Greenv ill e, South Ca rol ina CLARE J osEI"H M ., GL' IR E, .J R. - 8 10 M a ryla nd Avenue, Cumberl and, M aryland j oSEPH MA Kusov- 11 66 H ellerma n Street, Phil ade lphi a II , P e nn syl vania j oHN ]. M ., TTINGLY- 14 4th Street, Cum be rl and, Mary land j o HN A" DREW M EEHAN, JR. - 2529 N. Seventh Stree t, Phil adelph ia 3) , I 0 Gast o n Street, R oxbu ry, Ma ssachu setts JR . - 2 16 Seventeenth Avenue, San Franc isco 21, C<llifo rnia H owARD BERNARD - 11 8 Ri vers id e Dri ve, New Yo rk, New Y ork R oBERT ALLYN B ER RY - 125 1 P ost R oad , Scarsdale, New Y o rk DAVID EDWARD BR ENNAN- 28 St. J ames Pla ce, Btrfl"al o 9, New York ABR.-\HAM H EN RY ARoNSON- ARR I GHI, TH OMAS RI C HARD G lenwood, New York TALLA f\."T CARR UTHERs, Jn. . - 6 8 10 J ero m e A venu e, Asto ria , Orego n N I AsoN CARNE S - B ENJ .o\M I N K NOTT - W es t Beach, ivlary l and R AYMOND H E:-.:RY CoLEM.4.N- VVJLLIAM R ussELL CLow- I 0 8 Castlewood R oad, Balti m o re, M a ryland 25 F o rest Dri ve, Sh ort Hill s, N ew J ersey GEORGE RoBERT CoN Tos - ivf.>\RTI N I 85 Ar li ngto n B o ul evard, North Arlington, Ne'"v J e rsey O scAR GEORGE ERION- 401 Chesa peak e A ve n ue, Ea stpo rt, Mary land WILLIAM L EoNARD ENGii:.LH.'\RO- CHARLES EowARD fL EETwooo- 3 South J'vl aple Avenue, Brun swick, M ary- land CARL FRI E DMAN- 24 3 H ewes S tr eet, Bro ok lyn, New York JoH N L.,WRENCE F u LL ER- 1229 E. 30th Street, Er ic, P ennsy lva nia PET ER D o u GALL GoRDON- General Del ivery, Clewi ston, Fl o rida VV AL T ER L EE GRAHAM 76 Farmi ngto n A ven ue, H artfo rd, Co nnecticu t STEWA RT H AROLD GREENF IELD- 13 11 Ea st 7th Street, Brook lyn, New Y ork CAR L CHRISTIAN GREGERSEN- 11 9 Co nduit Stree t, An nap o li s, Maryland P IERRE GRIMES '.V t L L I A M D 41 W es t 96 th Street, N ew Yor k C ity, N ew York uNNINGTON GRJMESP ickwick _nn, Oak land, 1VIaryh1nd I Rr cHARD L EE H ABERMA N - 2707 Cres to n A ve nue, N e w Y o rk, New Y o rk THOMAS LA NDON H EDERM .' " - 3814 vVood ly Road, N . vV. , Wa sh ing to n, D. C. PHILIP H EILI G- 2 11 Hazel A venue, Salisbury, Maryland KENKETH R owE H E!\"~EBE RG ER- D url ey Lan e, Baltimore 7 , Marylnnd T Acoe EASTON H oLzMAN - 126 1 M adi son Avenue, N e w Y o rk, Nc\v York :r.·\COB Wr LL IA M H u GHES - 253 S. Ellwood Avenue, Bal ti mo re 2+, M aryland HENRY D EMlJT H J AWISH- 370 1 P o rter Stree t, N. w ., vVa shingto n 16, D. C. CHARLES Sixty SHERMAN KL UTH- 1709 Pi tman A\'enue, New Y o rk , N e w Y o rk FITZRANDOLPH PETEn s - V enn o nt L A!\·I BERT Ho PKI:"-lS- 5 13 Hill Aven ue, Wilkin sburg , Penn sy l - v an ia Jo rrN F R., Nc rs II oRNE- 4 70 1 Cooper La ne, Broo kda le 16, M a ryland J osEPH THoMA S Kr NG - 2 104 L ogan Street, Mt. V e rn on, Illin o is HARRY Krsu: \"ITZ- 23 15 Cresto n Avenue, New York 53, New Y ork Lo u rs Do NALO KooNTZ- 280 N. School Avenue, Colby, K a n sas ALASTA IR BoYD K Yu: - 242 l\ ast 72nd Stree t, New Yo rk, New Y o rk rvr os~~ s- 752 s. M ari posa Avenue, L o s Ange les, Ca li fo rn ia D.•nD E MRYS NAI" I" ER- 8720 Colesvill e R oad, Silver Spr ing , M a ryland f-J.o\RR Y M oRR I S N E U MANN- 903 Chauncey A ve nu e, Baltim o re, Maryland vVARREN ALFRED NIELSEN- 60 28 So. R ockwell Street, Ch ica g o 29, Ill in ois Hr sASHI H. 0G US HI- 535 W a ll Street, L os An ge les, Ca liforn ia R oMAN PH ILIP OnTT-Grace Street, St. Mi chae l s, Maryl an d Tr·rEOI>ORE J osEPH OTTESON- .R ou te 2, Box 34 5, Pike v ille, K entucky L .\ WREI'CE GERALD P ETER S Ri ver R oad, New H op e , Penn syl v an ia Ao.>\ J H A t.: GU sT PI N SKE R - 4 5 East 82nd St reet, New York, New Yo rk AKDRE\V CLEME"T R AM SAY - 4836 R ock spring R oad, A rl ing ton, Virg in ia PA UL NE\.EL R I C KOLT- 114 So . Ma in Street, Muncy, P en nsy l v<1 nia L YN FORD OTTER R us sELL, JR. 8 16 Sa vannah R oad, Lewes, D cl:nv:1re : J osEPH T HOMAS R YAK- 24 1-26 Caney R oad, R oseda le, New Y o rk j AMES D ou GLAS SAGE- 4907 N oyes Av e nue, S. E., Cha rl est on, W est Virg inia HAROLD J osEPH SA UNDERS- 628 E vernia Street, West P a lm Bea ch, Fl o ri d a 204 2 E utaw Pl ace, Baltimo re, i'VIary lilnd R oBERT SEE I.. tG 2 H errick Dr ive, Lawrence, New Y o rk EDWARD Co LLI N S SEN SENEY- Ste ven sv il l e, M ary land EMORY j l1l" IUS STAFFORD, ] R.- 104 Bel vedere A v enu e, Camb rid g e, JV[ar~- ­ WA LTER S c i-I ATZBF.: RG - la nd En.r-:1-:sT TowK s H~~ No TiBBETTs - 19 W at e r St ree t, Oakland, Mary land J o rrN 1-l ." '""Es TRABA:-;D- Sudbrook P a rk, 505 Sudhrook L an e, Pi kesv ill e 8, M aryland ] oH " MrLTO N Tw iGG, Jr<.- R .F .D. # I , Cumbe rland , Ma ryland GEORGE UDE L - 2 33 1 Li n de n A venu e, B4lti m o re 17, M ary la nd CHARLES F RANCIS vVADJC - 184 2 N. Chero kee Av e nue, H o ll ywo od, Calif o rnia VVILi\L.,RTH RR .>\DFO RD W ALKER , J R . - Co rnwa l l, Co nn ec ticut vVARR EN P AUL W iN IARSKI- 202 1 Dickens A venue, C hi cag o 4 7, Ill inoi s H EKRY Wr H: - 69 E. 14th Street , Chi cago H e ig hts, J l linoi s J o EL A N DREW ZL· K s E R - Nyack Turnpike, Su ffe rn, N e w Y o rk 40 00 Cathedra l Avenue, W ashin g to n , D. C. MARV IN L EON R A>:BUR>I- 656 W est 17t h Street, New Yo rk 32, N ew Y or k THOMAS H ERA LD R EA- 8 16 Elm Street, Th ree Ri ve rs, Mich igan J AMES M . R EILLY- 126 Lo cey Stree t, W estchester, P ennsy lvan ia R OBERT NORM ., N Rr cH MAN- 538 Enfield Road, Columbu s 9, Ohi o Mr CHAE L L EE R oURKE- 9228 Hazen Dri ve, Beve rly Hill s, Ca li fo rni a MARSHAL L SHEPHARD- L os Ange les, Cal if o rn i<1 R o.BERT DALE SH EWBRIDGE- 207 Map le Avenue, Brunsw ick, Maryland R.F .D. #2, Ha vre d e G race, M ary la nd H ERM AN SMALL- 602 Avenue T, Brookl yn , N ew York R AYMOND PET ER STARK E - 33 1 W. Oak Street, Sh ena ndoah, P ennsy l van ia CHARLES THRA SHER , jA M E S EI>WARD w .o\LL S - j R.- R o ute 7, Box 820 , R oano ke, Virg ini a 11 No rth W oo d wa rd Avenue, Wilmin g ton , D e la - ware R oGER CONANT W ARR EN - 909 H o ll and Ave nue, Saginaw, Michi gar1 15 Bourn e Str eet, M idd leboro, Ma ssach usetts ANDRE J EAN WEI ER ICH- 2507 W estern Ohi o Bou leva rd, Lim a, Ohi o STEWART ALEXANDER W .o\ SHB U RN - GEORGE WE ND- Whitebce R oad, North Sa nd w ich, New H ampshire P AL"L NELSON W EST E R BE K E, j R.- 101 Greene Avenue, Sayvi ll e, Lon g I sla nd, New York TII Ol\'1.-\ S J o s E PH W 1LLJ :\ :\'IS- P en nsylvania D EN ISOK W. Mr NOR - 4 9 1 Caro l P la ce, P elh am Ma nor, New York THO MAS AL LEN M oNTGOMERY- 2737 N. W. 14 St reet, Oklah o m• C ity 7, Okl a homa 3821 Fern hill A ve nu e, Baltim ore 15, Maryland J osE PH M ARIO !': Cou cH- R og ersv ill e, T en nessee PA UL GEORGE Cn>:>:, JR.-6920 Pr ince George's A ven ue, Takoma Park 12, M a ryland J osHUA WrL LIA>< DA VI ES- 28 H oba rt Street, Bronxvi ll e, N ew Yo rk EDWIN WAYK E D H INE- 1452 vV. I 0 I st Street, L os Angeles 44, Ca li fo r n ia ]AMES O swALD D u NN- 4 3 15 Leeds A ven ue, Baltim ore 29, M aryland MART IN A rr•ELL DYER- I 0 10 N. Durham Street. Ba ltim ore, M a ry la nd JJL - M anch ester, H owA RD V ERNON H >:RMAN- R.F.D. #2, Be rlin, M a ry land HowARD n u n.TON ANon....:w- F ederal sbu rg, Mary land R oBERT LA VEnNE PARSLOW- St. J ohn's Co l lege, A n na poli s, M a ry lan d ALBERT GEORGE H ARDY, R oB ERT SHERMAN 1-lrr..L - 44 W. Granvi ll e R oad, W o rthin g t on, Ohi o THEODORE LAWRENC E GEoRGE MY Er> S- 6354 Fitchett Street, Fo res t Hill s, N ew Y ork,. New Yo rk CHA RLES H uGH O ' D oNNELL, J R.- Vi neya rd Road, Ell icott City, M ary la nd R oNAL D L EE SrM MON S - sy lva ni a ANTON CHESTER GrLBERT MoORE- 3750 L ake Sh ore D ri ve, Ch icago, Illin oi s CaRBON l3ayon n e, New J e rsey jA MEs 150 E. 72 nd Stree t, N ew York, N ew Y o rk THE SOPHOMORES G eo rge to wn, D c i:Hva re �Senior names and addresses THE JUNIO·RS FREDERICK JAMES BEARDSLEY- 3207 Grayson Street, Baltim ore 16, Maryland D oNALD L. BR E Jo :N : P o rtlan d, P e nn sy l va ni a RAL PH J EFFER SON H ERROD- 9 Maryland Avenue, An napo l is, M aryl a nd H ENRY BooTH HIGMA N- Millin g t on , M a ryl a n d GEORGE H oF RI CHTER- Ca rlton Road, R .F.D . #I, Suffe rn , New York JA CK L ADD CARR- I 0 1 W . Wa ln ut L ane, Phil adelphi a 44, P e n nsyl vania IRw iN T. l-l u NT-3 4 0 W est 87 th Street, New Yo rk City, New York MILTON STEARNS CL IFTON- 1706 I Street, Belling ham , W ash in g ton P ERCIVAL CLEVt:LAND K EITH, JR. - B ERNARD SMITH CLORETY- 3957;Vs M en lo Avenue, L os Angeles, Cali- FRANC I S WIL LIAM K ELSo- land fornia GEoRGE I-I ARR ts CoLLtNGwooo , JR. - Onta ri o Apts., W as hing to n, D. C. 22 Lew is St ree t, Auburn, New "Xork Rr cHARD TowER CONGDON- J ACK KoN IGSBERG- 967 4 8th St reet, Brooklyn 19, New York J EROME G. L ANSNE RCHARLE S DAVID J osEPH WILLIA M Coo PER- 685 W est End A ve nu e, New Yo rk, Ne w Y ork 1693 N elso n Avenue, New York 53, N ew York L Ewis- L eesburg, Virgi ni a CHARLES R .-\NLET L INCOLN- P ATRI CK D ARRELL D AVIS- 18 19 G Street, N. W ., W ashing ton, D. C. EDMOND EvERETT DIT ULLIO - 43-06 Morgan St reet, Littl e Neck, L ong I sland , New Yo rk M .,TsoN GLENN EwnL- 184 Du ke of G loucester Street, Annapo lis, M aryland H ERBE RT SELIG F EINBE RG WoLFGANG B ERNA RD 7 16 15th Street, Miam i Beach, Flo rida FLEISCH M A N N - 33 19 Winterbo urne . R oad, Ba lti more 16, M ary lan d R oBERT D IXON Fox - 1329 Co llege Ave nu e, Bowl ing Green, K en tu ck y J AMES HARTWELL FRAME- 100 P enn Street, Fort ·wo rth, Texas THOMAS G EORGE Fr<OMME- 309 W ash ing ton Street, Bell evue, K e ntu cky J oHN R oB INSON GARLAND- 67 D un nell R oad, Maplewood, New J e rsey C H ARLES FRA NC IS GENTILE- 416 Cl e me nts Bridge R o~1 d 1 B arrington, New J ersey RoBERT L AWRENCE GoLDBERG- 4 726 N. Central P a rk, Ch icago 25, Illin ois R OJJERT At.LEN Go LDW IN - St. J ohn's Co ll ege, Annapo li s, M aryland T HEODORE WILL IAM H ENDR ICKS - Apt. 8 13 , Ca lve rt Cou rt Apts., Calvert & 31 st Streets, Baltim ore 18, Maryland Sixty -two Hubh oll ow R oa d , P eapack, N ew J e rsey Syca m o re & M apl e Streets, Linthi cum , Mary- 8 Mary lan d Avenu e, Annapo li s, M aryla nd THOMAS J oHN M EYERS- 64 Bank Street, l3 r idgeto n, New J ersey JosEPH Lo u 1 s N A DL E R - T HOMAS KI NG SIMPSON PI-Il L II' HARTL EY 53 1 Miramo nte Dri ve, Santa Rnrba ra, Californ ia Ke nsi ngton Court, Glen s F all s, N ew York S i\·JI T H - B ox 32, W oods tock, Ohi o JoH N STERRETT- St. J oh n's Co ll ege, Annapo li s, Maryl and DA V ID CoRBIN STREETT, II - 7 12 Park Avenu e, Baltim ore, Ma ryland ERI C ALBERT T EEL- 17 14 Lin dberg h Dri ve, L a nsin g, Mi chi gan RA LPH EDWARD ToMPK INS- 22 19 Sou th Ave nu e, Niaga ra F alls, New York GEORGE UsoANSKY- 4 0 W oods ide T e rrace, Springfield 8, Massachusetts P ETER ANTHONY WHIPP LE- 305 Thack e ry Ave nue, Ca to nsville 28, Maryla n d IRw iN H ERMAN WIDDER- 845 1 Beverl y R oad, K cw Garde ns, New York J oHN L ETCHER WILLIAM S- 1 140 4 0th Street, Sacra m en to, Ca li forn ia M YRON L EE W oLBARSHT- 431 3 Springda le Avenue, Baltimore, Maryland EDWARD J oHN YoRK- 2645 E. I 26th Street, Cleve land, Ohio MARv iN ZETTERBA UM- 1898 B ill ings ley T errace, Bronx 53, New York CLARENCE ALFRED ANDERSON, II - 16 C enter Street, Randolph, N ew Y ork H ERB ERT J osEPH BAER- 266 Hig hland Avenue, H amburg, N ew Y ork CHARLES CRITTENDON BALDWIN - 60 4 21 st Stree t, N. W., W as hin g ton, D. C . AARON MoRRiss BrsBERG- 96 Hillcr est R oa d, Mt. Vern on, N ew York EuGENE BoKRAS - 18 13 Crompond Road, P ee kskill, New York HAROLD 1 Bo ULDE N - 402 Carroll Aven ue, T akoma Park, vVas hin gton 12, D. C. \11. J ON A THAN E RSKINE BROOKS - 2 11 30 Aberdeen R oad, R ocky River 16, Ohio RoBERT vVHITEHOUSE B u RNET - 11 J ackson Street, N ew R ochell e, N ew Y ork P HILIP ALBERT CAMPONESCHI - 239 Prince G eo rge Street, A nn apolis, Maryland J EROME HERBERT CANTOR - 159 Ruthven Street, Boston, Massachuse tts RAY CHARLES CAvE - 1355 L ocust R oad, W ashin gton 12, D . C. J AMES WATSON CoNRAD - Box 215, R .D . #1, W illiam P enn Highway, W ilkin sburg, Penn sylva nia CLARK RALPH CRIDLAND, JR. - R.R . 1, Box 2 43, Michigan City, Indiana GEOR GE HowELL D AFFER - 440 3 Four Mile Run Drive, A rlin gton, Virginia P ETER JoHN DAVIEs - 174 Sullivan Street, N ew Y ork 12, N ew York FREDERICK PARSONS D AVIS - 228 H awthorne R oad, H opkins, M innesota ANDREW DEWING- 200 Grove Stree t, W ellesley, Massachuse tts R u DOLPH CHARLES E LLSWORTH - 1807 Lunt Avenue , C hicago 26, Illin ois P AUL CARLYLE EVA NS- 2 11 E. Center Street, Syracuse, New York P AUL ALBERT F RASCA- 3228 154 th Street, F lushin g, L ong I sland, New York RICHARD ScoTT H ARRIS- 28 W. H annum Bouleva rd, Sagin aw , M ichigan J oH N PH ELAN H AYDEN - 11 2 E. Bradley L ane, Chevy Ch ase, M a ryland WILLIAM CRAWFORD HILL - 5627 Laurel Canyon Bouleva rd, North Hollywood, California ALLAN P AUL H oFFMAN - 2 1 H errick Drive, Lawrence, New Y ork HAROLD J uLIUS H YDEN- 11 28 East 17th Pl ace, Tulsa , Okla homa CHESTER ARTHUR J OHNSON - 4 8 1 W eston Road, W ellesley 8 1, Massachusett5 R oWLAND ALFRED J o NES - 67 Broadway Stree t, Irwin , P ennsylvania RALPH H ALL KEENEY - 97 Lorrain e Avenue, Providen ce, Rhode I sland CL:'I-REN CE J AY KRAMER - 777 Catawba Ave nue, Muskegon, Michiga n ! AN CAMPBELL L EA - 126 C enter Aven ue, Lake Bluff, Illinois J OHN JAM ES L OBELL - 20 7 Cedarcroft, Baltim ore 12, M aryland TH OMAS D ELMAR LYNE - 55 Bank Street, N ew Y ork 14, New York VIN CE NT \ VooD M cKAY- 320 Fifth Avenue, Montgom ery, W est Virginia ELLIS WoosTER MANNIN G, JR. - Springdale Street, Brinklow, M aryland IRA WENDELL MARINE - 32 14 Fifth Stree t, S. E., Washin gton 20, D. C . EDWARD HECTOR MoN GEAU- 3 East Maple Avenue, Moo restown, New J ersey REINARDO PATRICK Lou rs Mo u RE - L aPlata, Maryland JAMES WILSON R AY- 27 Schussler R oad, Worcester, M assachusetts DAviD B u RK E R EA-8 16 E lm Street, Three Ri vers, Michigan LYNN H OMER Ro BINSO N- Morrisville, N ew Y ork LAWREN CE H oLT SHERMAN - 51 Magnolia Avenue, Garden City, L ong I slaJLd, New Y ork J oH N H ENRY THOMAS- 3008 N. Main Street, Racin e, Wiscon sin RICHARD VANDER VooRT-R .D. #7 , Pittsburgh 24, P ennsylvania G uY OLIVER WALSER, JR . - 188 C and ee Avenu e, Sayvill e, N ew Y ork P ETER WEiss- 549 Riverside Drive, New Y ork, New Y ork GEORGE PATRICK WELCH, JR. - 387 A ngell Street, Provid en ce, Rhod e I sland J oH N ScoTT WooDWARD - 166 W est P ea rl Street, Coldwater, Michiga n RICHARD WESTON YouNG - 5 Sherborn Court, Winter Hill 45, Massac huse tts Sixty -tl11·ee �apology NO ST. JOHN'S PU1~LICATION would prope rl y tran smit th e spirit of the Sch oo l without an in ces tu o us litt le n o te about itse l f : W e ha ve tri ed to reco rd, ev aluate to som e ex te nt, a nd ad v ise wh ere jt was d eem ed wise or suited our fancy . W e have n ot tri ed , at any tim e, to exp ress stude nt op in ion, eith er in th e aggrega te o r even in cross sec ti on . W e h ave in stead d ra wn at rando m o n a g roup o f stud e nts w ho have shown a n inte rest, des ire o r, in so me c:tses, ju st a w illin g ness, to be coerced, a nd fro m th em ha ve recei ved v ie ws which may be impu gned, co nfirm ed o r e ve n swo rn nt. Th e rn et h o d, if it is n o t obv io us, ha s bee n indi vidua l a rti cles w ith n o a ttempt be in g mad e to achi eve an ove r- a ll m oo d o r sty le. Th e op ini ons nrc as indi v idu a l as th e n umbe r of nr ticl es nnd ha ve n ot been rev ised, toned down or pepped up: t he only cha nges have been gramnutica l ones . By proceed ing in thi s mann er it 'fO uld ha ve been preferab le to have had each a r ti cle sig ned by its auth o r, but as yet we ha ve n ot reach ed th e d eg ree of phil osop hica l detachment w hi ch all ows tha t am ount of co ncent r:lti on o n ideas rath e r t ha n pe rso na liti es. Any co mpl a ints ab out th e v iews se t fo rth, co r recti ons o n m atters of fac t or excep ti o ns to matters of o pini o n, and any poss ibl e sugges tion s for the futu re ca n best be h a ndl ed by d isc uss ing them in th e Colleg ian, w h ich we hope w ill still be ava ilabl e fo r such :m ad mirable and d em ocrat ic p rocedure. We a rc in deb ted to th e st udent body fo r its co -operati on and suppo rt a nd a lso to: th e Pres id ent, D ean, A ssis tant D ean, Trensurc r and th e ir stafl's ; M essrs. Albritton, Bart anti Fulto n; ou r adv iso r Mr. Sl oa n e; Mi ss Stran ge, M iss W ill iams, Mrs. H efter a nd Mrs. Bin g ham; Mrs. Childress; Mi ss Fl etcher an d m ost pa rticul<1rly to fVI iss H al lie Ri ch, w ith out wh ose h e lp and co -opera ti on th e Yearbook wo uld be ju st so mu ch CoJiee Sh op talk. Humphrie s Sixty-four � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Yearbooks Description An account of the resource This collection contains yearbooks from St. John's College in Annapolis, MD. Yearbooks are sometimes referred to as the "Rat Tat", "Cicerone", or "Canvas". This collection includes all published yearbooks since 1896.  Please note that yearbooks were not published every year.<br /><br />Holdings: <br />1896 v. 1<br />1898 v. 2 - 1899 v. 3<br />1901 v. 4 – 1912 v. 15<br />1914 v. 17 – 1918 v. 21<br />1920 v. 22 – 1945/1946<br />1947 – 1951/1953<br />1957<br />1982<br />1986 – 1990/1991<br />1992 – 2001/2002<br />2015/2016 – 2017/2018<br />2021/2022 - 2024/2025<br /><br />Click on <strong><a title="Yearbooks" href="http://digitalarchives.sjc.edu/items/browse?collection=21">Items in the Yearbooks Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context yearbooks Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper (bound book) Page numeration Number of pages in the original item. 64 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 Yearbook 1949 Description An account of the resource St. John's College Yearbook 1949. The yearbook is published by the Junior Class of St. John's College. Creator An entity primarily responsible for making the resource Davis, Patrick D. (editor) Lewis, Jr., Charles D. (photographic editor) Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1949 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 1949 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3562d5fc610982e681e4adbe41c8feb5.mp3 f37ee1f92f472fd688352dfca176ea84 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem 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 Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:37:30 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 Krishna versus the British Empire : the Bhagavad Gita during the Indian independence struggle Description An account of the resource Audio recording of a lecture given on February 26, 2016 by Richard H. Davis as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Davis, Richard H. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-02-26 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Bhagavadgita--History. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014255 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a9ff2c4c5b2e04f5f6e821981191fbff.mp3 745559bc83ab4b481015b4d7b021fac4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem 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 Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:54:21 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 A Timely Untimely Education Description An account of the resource Audio recording of a lecture given by Dean Sarah Davis on August 25, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: “I hate everything that merely instructs me without augmenting or directly invigorating my activity.” Nietzsche opens “The Advantage and Disadvantage of History for Life” with this quote from Goethe. It appropriately frames Nietzsche’s own meditation, which does not just walk us through different ways to relate to the past, giving us a schema for making sense of history, but invigorates and leads to a quickening within us. But how? This lecture investigates Nietzsche’s claim that the “excess of history” in modern times compromises the health and vitality of human life. It then considers “The Advantage and Disadvantage of History for Life” itself as presenting an alternative way to relate to history. Finally, it asks how, if at all, this alternative informs a St. John’s education. Creator An entity primarily responsible for making the resource Davis, Sarah Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-08-25 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Nietzsche, Friedrich Wilhelm, 1844-1900. The advantage and disadvantage of history for life. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_DavisS_A_Timely_Untimely_Education_2023-08-25 Deans Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/849630a611400afaf9a686e23e20b245.mp3 0e14364a6a22b913dfe4ae1fd2da9762 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem 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 Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:48:56 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 Family Resemblance: On Knowing and Not Knowing Description An account of the resource Audio recording of a lecture given by Dean Sarah Davis on August 30, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "What do a Greek tragedy and a 20th-century work of philosophy have in common? At first glance, Sophocles' Oedipus Tyrannus and Wittgenstein's Philosophical Investigations seem worlds apart. However, this lecture suggests that these authors are wrestling with a similar problem, though from different angles -- one we might characterize as tragic, the other, comic. Both texts ultimately call for a reorientation toward the pursuit of knowledge, challenging us to reconsider what it truly means to know anything, especially ourselves." Creator An entity primarily responsible for making the resource Davis, Sarah Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2024-08-30 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Sophocles. Oedipus Tyrannus. Wittgenstein, Ludwig. Philosophical Investigations. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_DavisS_Family_Resemblance_On_Knowing_And_Not_Knowing_2024-08-30 Deans Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/64ec91fd0d5cae800bed368043ac00fb.mp3 40428f6ff4413238f268399d2544f96c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem 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 Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data M4A Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:54:22 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 Pulling Away from the Bank: Philosophy and Friendship in War and Peace Description An account of the resource Audio recording of a lecture given by Dean Sarah Davis on August 29, 2025 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "St. John’s students often have the experience of coming to beautiful realizations and insights that seem to push past the ordinary—to touch that which is most important about life, about being human, about the world. But so too do we know what it feels like to plummet back to the ground, to confusion and questioning. The lives of two principal and beloved characters in Tolstoy’s War and Peace, Pierre and Andrei, are marked by this kind of movement, being drawn in, or up, or beyond, only to find themselves seemingly back at the beginning, lost again. This lecture explores the pattern in these characters—a kind of blooming and wilting and re-blooming—and suggests that, rather than revealing an absurdity in the truth-seeking character of human beings, these rises and falls point to our most potent possibility." Creator An entity primarily responsible for making the resource Davis, Sarah Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2025-08-29 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Tolstoy, Leo, graf, 1828-1910. War and peace Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_DavisS_Pulling_Away_from_the_Bank_2025-08-29 Deans Friday night lecture 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/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://youtu.be/6JtMriQmN-Y?si=WvQd7tkOMI_sOzcL">https://youtu.be/6JtMriQmN-Y?si=WvQd7tkOMI_sOzcL</a> 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 <a href="https://youtu.be/6JtMriQmN-Y?si=g2ssUx9SZrHF-d_T" title="A Timely Untimely Education">A Timely Untimely Education</a> Description An account of the resource Video recording of a lecture delivered on September 19, 2025, by Santa Fe Dean Sarah Davis. <br /><br />Ms. Davis offers the following description: "I hate everything that merely instructs me without augmenting or directly invigorating my activity.” Nietzsche opens <em>The Advantage and Disadvantage of History for Life </em>with this quote from Goethe. It appropriately frames Nietzsche’s own meditation, which does not just walk us through different ways to relate to the past, giving us a schema for making sense of history, but invigorates and leads to a quickening within us. But how? This lecture investigates Nietzsche's claim that the "excess of history" in modern times compromises the health and vitality of human life. It then considers <em>The Advantage and Disadvantage of History for Life</em> itself as presenting an alternative way to relate to history. Finally, it asks how, if at all, this alternative informs a St. John's education." Creator An entity primarily responsible for making the resource Davis, Sarah Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2025-09-19 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In copyright</a> Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource YouTube video Subject The topic of the resource Nietzsche, Friedrich Wilhelm, 1844-1900. Vom Nutzen und Nachteil der Historie für das Leben History--Philosophy Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Davis_Sarah_2025-09-19 Deans Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9bd5a1a14b8a1600785ade922698c637.mp3 668a2ed81c29b4bf424b3c0eb4e556f7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem 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 Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:53:04 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 Atrocity Exhibition: Satan and Redemption in The Brothers Karamazov Description An account of the resource Audio recording of an online lecture given on January 29, 2021 by Nicolas de Warren as part of the Dean's Lecture & Concert Series and the Carol J. Worrel Annual Series on Literature. The Dean's Office provided this description of the event : "Although Dostoevsky struggled with the problem of evil and forgiveness in many of his writings, my aim in this lecture is a discussion of evil and forgiveness in The Brothers Karamazov. Given the expansiveness of this novel, I shall focus on Ivan Karamazov, whose narrative of suffering and despair culminates in the denouement of his departure from the tribunal of reason and justice 'crying something incoherent.' As with other characters in Dostoevsky’s novel, Ivan cannot be fathomed in isolation, and I shall be especially concerned with the conjunction of two 'doublings'—Smerdyakov and the Satan—as clues for grasping the philosophical significance of Ivan’s crystallization of evil. I shall propose that Ivan Karamazov exemplifies what I call the spectral figure of an eclipsed subjectivity of evil. Within this Jankélévitchean-Schellingean configuration of evil (to indicate this conception’s philosophical genealogy), 'the mystery of irreducible and inconceivable wickedness is, at the same time, stronger and weaker, weaker and stronger than love'—an implication I shall only be able to touch upon at the end of my discussion. In these reflections, I am presenting elements for a more comprehensive engagement with forgiveness and the unforgivable, animated by what André Malraux identifies in his 'anti-memoires' Lazarus as the search for that crucial region in the soul where fraternity hangs in the balance/stands in conflict with absolute evil ('je cherche la région cruciale de l’âme où le Mal absolu s’oppose à la fraternité'). This lecture is part of the Carol J Worrell Annual Series on Literature." Creator An entity primarily responsible for making the resource de Warren, Nicolas Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2021-01-29 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Literature Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_deWarrenN_Atrocity_Exhibition_Satan_and_Redemption_in_The_Brothers_Karamazov_2021-01-29 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7a834cb8a2a6c66c32f14c3cab9f20e9.pdf 3bdcb7aeccb718570c85e0438163b0ce PDF Text Text HE D The St John's College Student Weekly Volume XXIII, Issue 16 Febbi s Annapolis, Maryland January 15, 2002 andon Every Hope �THE Gadfly Mailbox 'lrGADFLY New Editor... Again . : : : : : Editor-in-Chief G. August Deiniel Production Managers Martin Anderson Melissa Thomas Welcome, Elizabeth! Duringthefewsparemomentsihadthisweek. while I wasn't trying to figure out Apollonius, read Dante or put together this issue, I tried to come up with a joke about third string editors. Youknow,forallthepotentialthatsurelyresides in that topic, I could not come up with a single The Gadfly Staff would like to welcome a new section editor to the paper. Elizabeth Laughlin will take over the post of News Editor, which August Deimel has vacated to take on his new duties. Ms. Laughlin's eagerness to take on this responsibility is greatly appreciated and we at the Gadfly have little doubt that she will do superbly. : punchline. Section Editors News: Elizabeth Laughlin Features: Laura Mangum Ideas & Images: Anderson Tallent Sports: John Cooper When people hear ofWendell's resignation, I'm sure that they will look at the masthead, see my name and ask themselves the only reasonable question for this situation: How long will this onelast? I doubt my assurances that I have abosolutely nointentionofquittingbeforethisyearisoutwill not deter this question. Nor should it. In the past, the Gadfly has been many things. Good, : bad, inspiring, silly, brilliant, andeven occasionally : downright stupid Through all ofthat, however, : ithas been reliable. Fresh copieshot off the presses : can be counted on to appear in the coffee shop : everyTuesday. OK,somaybeitanivesonWednes: day every now and again, but you get_ the poin~. : Nowforthefirst time in my admittedly bnef : memorypeoplearequietlyquestioningwhether : or not that will continue to bethe case. They see : two editors quit, they watch as the issues become : thinnerandareoccasi.onallyskipped,andtheycan't helpcomingtotheconclusionthattheGuffeyisin : trouble. C.OuldtheGuffe. ceasetobeinitspresent :£ ~ Y : orm. . . . , . Around here it is a tnnsm that ~ple don _t : careabouttheGuffey.Anyone~o~thatis : kidding himself. Whenever an issue fails to ap: pears, people always come up to me throughout : the dayasking"Where'sthe Gadfly?" and "Why : can't you ever get it done on time?" People care. : Theywanttoknowthatitwillbethere. C>ccafilon: ally,theyevenreadit. : I would be lying to you ifI told you I believed : that in my editorship I could bring about some : new golden age of this publication. That seems : pretty unlikely. But I will do everything I can to : keep providing your weekly fix of the 'Fly and : even to find that rare gem of an article that every: one is talking about by Wednesday morning. I care. And ifyou've read this far then deep : downyoudotoo. Alliaskisthatyoubearwith : us, and don't write us off just because chaos is the : orderoftheday. Withanyluckwe'llbebackon : our feet in no time and you will begin to see the : thrivingpaperyoudeserve. : G. August Deimel Editor-In-Chief : : : : : : : : Contributing to this Issue Robert Abbott C.Ooper N. Gallimore Megan Maxwell-Smith Arthur Wendel Stout N Isaac Smith Foundedin 1980, the Gadfly is the student weekly distributed free to over 500 students, faculty, and staff of the Annapolis campus as well as tutors emeriti, members of the Board of Visitors and Governors, and ~~e offices at the St)o~' s Santa Fe campus. Oplillons expressed within are the the sole responsibility of the autho~(s). The fly re~er:ves t.he right to accept, reject, ~d edit subnnss1ons m an! way ne~essary to publish the most thoughtful, informauve, and thought-provoking newspaper which circumstances at St. John'spermit. Ga'!- : Letters of 200 words or fewer have a better chance of being published than those longer than this limit. Letters submitted will be edited for grammar, punctuation. and spelling in most cases. The Gadfly is not obligated to publish all submissions and will not print anonymous submissions except under special circumstances. Yearly subscriptions are available for $30.00. Taxdeductible contributions are greatly appreciated. Please make checks payable to the Gadfly. For display advertisement prices and information, call 410-263-2371, x2212. Deadline: Saturday at 3p.m., unless permission for a delay is granted in advance. Submissions will be accepted as long as they are legibly written, but typed copies, diskettes, and e-mail submissions are greatly preferred. Please e-mail submissions to sjcgadfly@yahoo.com. 2 THE GADFLY SCI Minutes By Robert Abbott, '04 SCI Secretary Present at last week's meeting of the Student Committee on Instruction, held Thursday 10, January 2002, were Sophomore dassRepresentatives Mr. Neal Turnquist, and Ms. Summer Star, Junior RepresentativesMs. J\.faya.Alapin and Ms.Mary Townsend, SeniorRepresentatives Ms. MeganMaxwell-SmithandMr.JustinNaylor, SecretaryMr.RobertAbbottandc.o-cb.airsMr. Aaron Maclean and Ms. LauraStrache.Also attending were Mr. Hayden Brockett, Ms. Jill Dellston, Mr. Mark Ingam, and Mr. Bobby Rnray. These minutes will be somewhat smaller, to reflect the close quarters of last week's meeting. In a setting Ms. Maxwell-Smith eloquently described as "intimate," the SCI held its first meeting of the semester and forged ahead remarkablyfarinto its allotted works. Speakingofwork.5, thissemester'sAll-CollegeSeminarReadingwill beHesiod'sfamous poem on life in the country, 'Works and Days." The SCI appreciates all the suggestions it received and encourages anyone who did not receive a prize to try again next year. Thecalendarisquicklyfillingupwiththesundry activities of the committee. April will prove to be an especially busy month (Mr. MacLean suggested"cruelest") with Plato in the springtime seminars every Wednesday, The TimPomarole Seminar on Liberal Education, and the yet-tobe-announcedforum. Its counterpart oflast year was the phenomenally well-attended Rock and Roll Forum. Next week's meeting will be devoted to the completion of the schedule and discussion of the upcoming Library Forum. An article will be submitted in the next fewweek's to the Gadfly by me as a reminder and clarification of this im· portant function. ................................................... . DC Minutes Repair of McDowell Groundstones Planned By Melissa Thomas, '04 DC Secretary Present at the meeting of the Delegate : C.Ouncil, held Wednesday,January 9, 2002, were : Martin Anderson, John Cottrell, G. August : Deimel, Mary Jo Doktor, Blake Gregory,Jus- : tin Naylor, Anderson Tallent, Sonia : Wisniewski, President Robert Abbott, Secre- : tary Melissa Thomas, and Treasurer Sam : Spalding. AlsoattendingthemeetingwasMr. : Bobby Ramsey. . The item on the agenda was the appoint- : ment of Mr. G August Deimel to the posi- : tion of Polity Attorney. Congratulations, : G.A.D.! His appointment raised the issue of : electing a new delegate to take his place as a : Paca delegate as well as a new delegate to take : Mr. Dobbyn's place in Randall, as he has re- : cently moved from that dorm. Mr. Naylor : addressed the issued of off-campus delegates, : saying that since there are two open positions : for off-campus delegates petitions for those : positions will still be accepted. Interested ap- : plicantsmustsubmitapetitiontoMr.Deimel : signed by 15 off-campus St.John's students. : Mr. Abbott then suggested that the DC : create a calendar of events for the year with the : possible inclusion of a forum on some aspect : of campus life. Following that discussion be- : gan about acquiring the former switchboard : office in Campbell for use as office space by : the DC, SCI and clubs. Mr. Abbott and Ms. : Thomas offered to join a committee to study : the issue, which includes SCI member Mr. : AaronMacLean. : Mr.Tallent suggested that the DC explore : the possibility of the mailroom being open : on the Sunday night after breaks. · Mr.NaylorsaidhehastalkedtoMr.Billups : about getting more money for the DC bud- : get. Mr. Spaldingaskediftherewasneedfor : more money. Mr.DeimelandMr. Tallent dis- : agreed with Mr. Spalding, saying that the DC : had been forced to cut something out of nearly : every club's budget last semester. : Mr. Spalding brought up a question from : old business about the necessity of dorm al- : lotments. The allotments cost the DC ap- : proximately $1300 last semester. Ms. : Wisniewski asked about the status of the : Constitutional Committee. Mr. Deimel re- : plied that he would soon set up a time for a : meeting. . By Isaac Smith, '03 The Annapolis Historical Preservation Commission (AHPC) met last Tuesday, January 8, at City Hall on Duke of Gloucester Street. Among the matters addressed was a proposal to have the level of ground disturbanceatMcDowellHallclarified, as well as perform more archeological surveys, if needed. The measure passed with no objections. Bud Billups, St. John's treasurer, said in an interview the day after that the measure was connected with a coming project to repair and replace the groundstones on McDowell, as the sign put up last week to announce the hearing indicated But he doubted that there would be any ground disturbance discovered As for the repair project, Mr. Billups said the groundstones, the stones on the waterline and the southwest and southeast comers of McDowell Hall, have suffered extensive damage from erosion over the years, and that previous attempts to patch them up have not worked. The patching material to be used in the coming project, however, should adhere well to the stones and prevent long-term deGo/· Most of the stones will be repaired and not replaced, said Mr. Billups, due to the AHPC's preference that the original material in historic buildings be preserved as much as possible. The repair project will begin this summer, and ought to be finished by the time St.John's students return in the fall. r.===========================11 Congratulations to the DC officers! President Robert Abbott Secretary Melissa Thomas Treasurer Sam Spalding Polity Attorney G. August Deimel Elections will be held soon for one delegate for Poca and one for Randall. If you would like to run contact Polity Attorney G. August Deimel through campus mail or at (410) 507-5069. This ad is printed in lieu of a real article covering the Delegate Council elections. THE GADFLY : 3 .. : ..... i J �Summer Art Lecture in the Great Hall Program : By Arthur Wendel Stout N, '03 TheMarchutzSchoolinAix-en-Provence, France, is offering an art program in collaboration with theSantaFecampus of St.John's College for up to fifteen students this coming summer. (Students from Annapolis are eligible to participate, along with those from Santa Fe.) The educational philosophy of this art school is to combine studio practice with seminar discussions about great paintings. In 2002, the first year of this new program, the workshop will run from June 15 to July 25. The curriculum includes fifteen hours each week of instruction in painting and drawing, two seminars each week on art theory and practice, and three full-day visits to other sites in southern France to study landscape and architecture. Three afternoons each week are reserved for independent work on projects. When discussing the work of such artists as Van Gogh and Cezanne, students will experience the same natural beauty of Provence and splendor of Aix that inspired these artists. The program and housing fee for the sixweek Marchutz School program is $3,575. This fee includes instruction, housing with a French family with breakfast and dinner, site visits, admission to museums, and studio materials except for canvas. Group flight arrangements from Los Angeles, Chicago, New York, or Miami to Marseilles, and returning from Paris, can be made for $725. Applications will be available in the Dean's Office on the Santa Fe campus in January. They will be reviewed by a St.John's Tutor who will accompany the group, lead the seminar portions of the program, and participate in the studio work. Students with an interest in art practice and theory, regardless of level of previous experience, are invited to attend. The program accommodates all levels of ability, since it is primarily aimed at developing students' abilities to see and think about images. Further information about the Marchutz School can be obtained on the web at www.marchutz.org or from the Dean's Office in Santa Fe. (The Dean's Office in Santa Fe can be reached by phone at 505-984-6070 and by e-mail at dean@mail.sj csf.edu.) 4 : Last Friday, the St.John's community was : treated to its first lecture in the Great Hall since : the incapacitation of FSK. The more tardy at: tendees were disappointed to find that the : small room filled quickly, and they had to lis: ten in the side rooms, which were equipped : with audio-visual : equipment. The : Dean began the : evening with a warn: ing to the audience : that at any point, the : speaker system may : begin to receive a lo: cal radio signal. : Thankfully, no such : mishap took place, : and all were left to : enjoy the lecture : without distraction. : The lecture was : formed around a : passage of the Old : Testament about : Abraham'snearsac: rifice of Isaac, and : how this was vari: ously interpreted by : the big three mono: theistic religions of : Judaism, Christian: ity, and Islam. The : biggest difference in : scriptures that was : stressed, was Islam's : belief that it was not : Isaac, but Ishmael : who was held in : peril. Several fasci: nating medieval texts were referenced in addi: tion to his contemporary researches. . The speaker used many slides of modern : art to illustrate his points. Unfortunately, many : of his examples were fairly abstract, which dis: mayed some students who find such forms : of expression distasteful, or silly, or just plain : confusing. I, for one, was greatly flustered by : the slide with human breasts painted on the : ground by the side of the sacrificial goat, or : the disembodied feet painted against the sky. Perhaps most bewildering of all was a com: pletely abstract slide, in which we were sup- posed to realize its entire meaning from a small swatch of the color yellow. Thank goodness the speaker helped to explain these oddities, or else I would have been completely at a loss. On the other hand, the very first slide, which was shown of new Islamic art, was exceptionally beautiful, and much easier to take in. The speaker rounded out the lecture with some hopeful predictions about the future progress and increasing understanding between the major religions. The overall feeling afterwards was regret by students that the lecture had not gone on longer, and we had not heard more of his insights. It is rare that such a complicated issue as the relationship between the origins of Christianity and Islam is explained with such clarity. For the St.John's community in particular, getting an outside view on the origins of the current world conflict was greatly needed. THE GADFLY ................................................... . : 5 THE GADFLY .. : ..... �COVER STORY -,, New Febbies Join a Dying Breed CD 00-· CD By Elizabeth Laughlin, '05 The new addition to the Class of 2005, the inhabitants of the St.John's campus for this summer, those happy folk immersing themselves in the Iliad as we speak-FEBBIES! THEY'RE HERE! Without further ado, here's a sampling of this year's January Freshmen: Jordan Gannon, 19, is from Gridley, California. Before coming to St.John's, Mr. Gannon went to a small community college in California and also attended the University of Chicago. Mr. Gannon's older brother applied to SJC but decided not to attend and so Jordan became acquainted with the College through mailings his older brother had received and now here he is. Mr. Gannon plays the trumpet, can speak both Japanese and Spanish, and is thinking about Crew here at SJC. Patrick Hueller is from Stillwater, Minnesota. He plays tennis, basketball, and is interested in attempting fencing. Like many of the other Febbies, financial aid reasons kept him from being here sooner. Justin Lanier, 19, from Lake Charles, Louisiana and decided to come to SJC as a Febbie because he did not get the amount of Financial Aid he needed if he were to come as a Fall Freshman. Mr. Lanier is interested in photography and is looking forward to working in the dark room on campus. He is also looking forward to playing intramural sports. Mr. Lanier was the captain of his Cross Country team in high school, played soccer, and was the captain of the Quiz Bowl Team. He found out about St. John's through mailings and our very own Mary Townsend who attended the same high school as Mr. Lanier. Darlene Rogers, 20, is from Great Barrington, Massachusetts. She took a year and half off and spent it working. In high school, Ms. Rogers was active in the theatre and the high school chorus. St.John's famous postcard "The following tutors will return to St. John's Col- 6 THE GADFLY -0 ::J 0 -10 G) Justin Lanier 0 CD ~ Nancy Schaefer lege next year" is what caught Ms. Rogers' eye. While she's here, she'd like to survive the Program, survive being far from her fiance, Andrew, and get involved in KWP. Nancy Schaefer lived on the mainland for eight years before moving to the island of Keauu in Hawaii. She took a year off from high school, which detained her entrance to the College. Once again, the College's widespread propaganda through the U.S. Postal Service caused her to hear about St. John's. U') 0 ·-+- ·-+U') 15 11 14 0 (/) 4 13 11 -+- (]) ·.0 .0 (]) 12 3 10 9 8 2 7 6 5 u_ Males Females Male names containing Matthew Males without Matthew "There are lies, there are damn lies, and statistics." -Mark Twain ·7 THE GADFLY .. : ..... �King William's Players Special ' ....... ' ... ' ...................... . Godsp II Hits the Stage with a Son By Martin Anderson, '04 As a novice reviewer entering the inherently hypercritical St.John's community of Gadfly readers I would like to include a small disclaimer: I am no Andrew Hui. To live up to his excellence in writing reviews is not something I expect to accomplish. I only feel qualified to review the technical aspect of the production because I have performed in Godspell and several other musicals and because I have several years of vocal training and ensemble experience. I also passed rny intervals test in music tutorial. To rny knowledge, and the knowledge of several other knowledgeable people I talked to (rnuch thanks to the Gadfly staf~, St. John's college has never before seen a musical on the FSK auditorium stage. This makes Godspell, a musical conceived by John-Michael Tebelak, a historic event for the college and rnore specifically the drama community lead by theKWP. One ought to wonder why a musical has never bebeen produced on St. John's stage, butidon't. To get people to sing and dance on stage with or without alcohol and make it look good is a huge challenge any way you cut it. So for simply pulling it off, I congratulate Kabe Erkinbrack, Aurora Cassles, and the cast of Godspell on a job well done. Before I attempt to criticize and commend, a brief description of the musical should be presented for those of you who did not see Godspell, or did see it but forgot about it during break. Godspell is about God. More specifically, it is about the life of Jesus Christ as described in the Gospel of Matthew. Godspell begins with a depiction of the events at the Tower of Babble. Each cast 8 : THE GADFLY .......... . nd Pr yer member takes the role of a different philosopher and preaches his fundamental thoughts on theworld. The stage is as dark and somber as the score. The voices all begin to build off each other creatin g a cacophony of sound. This is followed by the entrance of John the Baptist who sings, "Prepare Ye the Way of the Lord." When the lights corne up the stage has been transformed into a junkyard full of colorful miscellany. Joyously the actors swarm frorn every entrance joining John the Baptist in song as they receive the Sacrament of Baptism. Finally, Jesus himself enters and is baptized aiong with the rest. The first act continues with a series of parables; each parable is acted out with a combination of visual puns, pantomimes, charades, and parodies. With the exception of Jesus, there are no scripted characters. Each cast member does, however, have a stereotypical role ranging from a punk to a farmer to a glam- orous woman that influences their characters within each ofthe parables. In the second act the mood oscillates drastically between the joyfulness of the first act and the solemn expectancy of the crucifixion. Part of the fun of Godspell for the cast and directors is improvisation. Mr. Erkenbrack and Ms. Cassells stuck to the script for the most part, but they did cut out rnany of the Three Stooges jokes that littered the dialogue. In addition, there was some very good improvisation done by sorne of the members of the cast. Josh Suich with great empathy portrayed Jesus as the compassionate, fun-loving, and human savior of mankind. Jesus is the crucial role in God.spell because he carries the bulk of the lines and also serves to forrn rnany of the transitions between different parables and scenes. Godspell can be a dangerous musical to produce because it requires so much energy from the cast. The cast rnembers must be perpetually ex· cited, silly and active or else the transitions fall apart, the sketches lose their pace, and the songs become lame and embarrassing for the audience to watch. In the first few minutes of Godspell, it seemed as if the cast might not have had the energy it takes to finish the musical. Luckily, despite the self-consciousness of some cast members in the first signature score of the musical, King William's Players Special "Prepare Ye the Way of the Lord," at the end of the piece, the audience cheered. Suddenly, the energy was there. This production of Godspell was not polished. It was buffed really well, but not polished. This was evident in the occasionally awkward transitions. It was also apparent in that certain cast members seemed to lack an awareness of what the others were doing and how to respond to certain lines. Godspell, however, was not intended to be acornpletely polished musical. After all it is set in a durnp. Many of the lines were originally improvisations. Therefore, the few criticisms I can dredge up for this production are quite excusable. I was pleasantly surprised to see the wealth of musical talent St.John's brought forth upon the stage. The chorus and the band were impressive. Sound was balanced well for the most part, and only afew solos became hard to hear because of the band. Most of the solos seemed well rehearsed. Many members of the cast played instruments, the entire cast sang well, and there were several guest artists that joined the band periodically. Every cast member received at least one solo and performed it admirably. The chorus was rarely off key. The only aspect that I could think of that might need to be taken into rnore C<Jreful consideration in future musicals at St.John's is choreography. St.John's does not have a wealth of dancers, but it should still be possible to find sorne" one who can think of some basic but interesting choreography and teach it to a group of smgers. The dances, consisting mainly of hand movements and simple blocked walking steps sufficed, but they did not add much to thernusic. Godspell was a great success. I would definitely recornrnend another musical production at St. John's. Perhaps a production of Bye Bye ... just kidding. Whatever is done, I have faith in the musical talent of our school and the thoughtfulness of the KWP directors to pull it off. The Glass M n gerie: A Late Review By Cooper N. Gallimore, '05 A well-done play is a thing worth remembering. While it has been some time since the King William's Players production of The Glass Menagerie, the GtJ.djly certainly hopes that it has not completely left the minds of the Polity. Holding to a "better late than never policy", the Gadfly wishes to offer this belated review oftheplay. While I'm sure that rnost of us were present for the showing of the production (which for those who don't remember ran just before and after our Thanksgiving break), it might be fitting to give a brief synopsis in order to refresh some memories. 1he Glass Menageri,e is <1. play vvritten by Tennessee Williams. In keeping with the style of rnost of his writings, it is a painful account of a family's hopes and dreams that conveys neither an overt hope for the future and yet does not leave the audience suicidal at the end either. The play consists of only four on-screen characters, and as a result allows for rnore intimate character development than is present in rnost theatrical productions. The particular performers' interpretation of the script is especially important considering the dodgy nature in which the play' s themes are presented. Through both subtle and rather overt symbolism the audience may be perplexed about the play's real message. The characters were well cast. Jason Hinojosa '03 played a convincing role as Torn Wingfield, the troubled, dreaming, youth who was forced by the circumstances of his family to either pursue his ambitions or try to fulfill his ill-inherited role as the support system for his family, Briana Henderson '03 and Blakely Phillips '02 complement each other well, as the demanding and disappointed matriarch Amanda and the shy Laura. Christopher Bineham '05 fulfilled the role he was meant to play, as the exuberant suitor Jirn O'Connor. Director Stephanie Porcaro '03 rnade what caught rne as an intelligent decision, by using the original reader's version of the play. Having personally seen a rendition based on the Broadway text, I felt that this choice was much better suited to the aims of the St.John's program and is ultimately a richer text to work with. The execution of the play was such as to leave the audience interested. While the action is sometimes rather slow, the characters on stage still were able to maintain the audience's attention. The aspect of the production that most caught my notice was the intelligent set design; imaginatively chosen slide presentation, and especially the compensation for the lack of a black box theatre by bringing the audience on-stage. The set design kept with the mood of the overall play and was interesting enough to cause the audience to wait with anticipation for each of its different elements to be employed. This was <"Jl instance in which faithfulness to the set design worked well. All of these factors taken together made this showing of a difficult piece both an enjoyable and thought-provoking exposition. I hope that we can expect to see more of this style of theatre at St.John's in the future. THE GADFLY .. :. 9 �Mrs. Seeger Chosen as Assistant Dean Seen: KU Vat Michael Malone, in snazzy party clothes, at By Elizabeth Laughlin, '04 News Editor OnMonday,January7, 2002, St.John's College welcomed anew Assistant Dean. Mrs. Anita Kronsberg is now on sabbatical and Assistant Dean Mrs. Judith Seeger is SJC's newest addition to the administration. I found her busy in a meeting with security officers, making phone calls, and rushing around her office during her first week of her three-year term. Mrs. Seeger was born in New York City, and gradually made her way west as she lived in Pittsburgh, Pennsylvania, for three years before moving to Houston, Texas for her high school years. When she was a child, she says she was not sure what she wanted to do. She did not want to be a professor and she wanted to be outdoors. All in all, she says, "I had no real plans." For her college studies Mrs. Seeger made her way back east again as she completed her undergraduate Bachelor of Arts degree at Harvard University in Cambridge, Massachusetts, and then spent a year at Cornell U niversity in Ithaca, New York. Her Masters degree andher Doctorate of Philosophy degree both come from the University of Chicago. As she likes to do now with the St.John's Chorus, Mrs. Seeger enjoyed singing as an extra-curricular activity in college. Mrs. Seeger's husband, Tony, lives in California as he is back to teaching. He spent some time working for the Smithsonian Institute in Washington,D.C., but wanted to get back into teaching. When he was offered a job at UCLA, 10 THE GADFLY he accepted and moved to the west coast. The Seegers have two daughters, Elisa and Hileia. Elisa graduated from the University of Chicago in 1999 and now works for the United States Environmental Law Institute in Washington, D.C. Hileiais currently a junior in college in Los Angeles. Mrs. Seeger also has one sister who occupies the "west coast side of the family" with her daughter and her husband. Before coming to St.John's College in 1989, as a part-time tutor, she was a professor of Spanish at Indiana University. When she was first hired here as a part-time tutor, leading a Freshman Seminar, she was also a professor at the University of Maryland teaching African Culture in Brazil. She then started as a full-time tutor here and has been a tutor for classes both in the undergraduate program and in the Graduate Institute. She will not be teaching classes again until her term as Assistant Dean is up. Until her husband relocated to teach at UCLA, Mrs. Seeger was commuting forty minutes from her home in Chevy Chase. In the fall of 2000, ajust sher husband was heading to California, Dean Flaumenhaft asked Mrs. Seeger to be the Assistant Dean starting in the spring of 2002. Mrs. Seeger said that it would have been impossible for her to be an Assistant Dean living forty-minutes away so she now lives in Eastport. Mrs. Seeger divulged a few of her favorites to me. Her favorite music (as far as today goes) is Bach's St. Matthew Passion and "of course" folk music. Herfavoriteplace(as far as today goes) is Vermont or maybe a place or two in the jungles of Brazil. {Mrs. Seeger spent 10 years in Brazil.) And Newton's Principia Mathematica tops the list as her favorite Program book. As far as the Assistant Deanship goes, Mrs. Seeger has this to say: "No one aspires to be the Assistant Dean. There is no application process. You hide out until they find you!" Mrs. ................................................... . thePacaHolidayPartybeforebreakwasseen : givinggiftssuchasasmearofbutterandavery : large rock. Nymphs take on Furies: Match-Up Makes for Good Clean Fun : By Megan Maxwell-Smith, '02 Seeger said that the position is chosen in part by the Dean. Some of the things the Dean may look for in a possible candidate definitely includes intensive experience with the Program, hence a tutor is chosen to fill the position. Another thing Mrs. Seeger mentioned that might be a criterion would include having experience with being a parent. However, she said that being Assistant Dean would probably be hard with small children and a growing family as both.jobs ·are demanding-. ~Maybe they just look for people who once had a life but now don't!" She commented that she thinks a good Assistant Dean will be a "people person" as the the job entails talking extensively with students and parents with all kinds of questions. "Basically, the Assistant Dean deals with the flow of the universe that just happens to come to this office. It's much like the garbage bag... everything that can't be dealt with in another office comes here. Maybeinsteadof theAD. it should be called the ADD.!" Much of Mrs. Seeger's job also includes committee work but she wants the polity to know that her door is always open. "Please come to me. I want this office to be open to all questions: academic related and otherwise." Also, she wants to extend a resounding "BE GOOD!" to St.John's students. "As the Assistant Dean, I want to help students make the most of theirtime at the College. Students of all kinds will have questions of all kinds and I want to be here to answer them." Eggnog season is arguably over. But on : Friday last Tiffany Joly ledherteaminarip: roarin' charge against the golden Furies, : making some wonder if she hadn't had a : "warm beverage" before the game. · From the get-go this game was a fast : paced fight for possession, with Nymph : Quinby Owen stealing the ball five times : within the first seven minutes of play, and : sinking the ball on one of her super fast : breaks to add her two cents. Gold countered : with their outside shot weapon, Rhonda : Franklin, who still has her game, despite : having started classes. Better late than never : [but seriously, Ladies, the sooner you show : up the sooner we can start playing. Come : out at 4 so we can start at 4:15], Riley Shan: non showed up to play center for the Nymphs, bringing fellow Humphreys resident Joan Henriksen to play a strong forward. Through both halves of the game Miss Megan Maxwell-Smith overheard sev- : Shannon dominated the rebound racket, eral freshmen discussing drugs at St.John's. : shutting out those less vertically-inclined. One freshman wryly noted, "Juniors and se- : The indubitable Caroline Picard, complete niors must be so doped up on philosophy : :Mth saggy men's boxers, was also .fighting that they don't even need to smoke weed." : it out under the basket for the Funes. And : little LisaHabbegerwent head to, uh, shoul: ders with those gals, coming away with quite : a few rebounds for maroon herself, as well : as 6 points. This game saw some beautiful passes and Erik Child, who has been publicly acused · .of being the infamous Cafe Randall chicken, : the feistiest rebounding the women's league told the Gadfly this week in an impromptu : has seen so far this season. Recognition for statement that he : Laudatory Effort goes to T-BoneJoly: in : the second h,alf she tried for a sneaky high knows absolutely nothing about : bounce pass to Shannon who was in perfect the foul incident : position to shoot, but who unfortunately and he categori: ducked at the last second. Tying her shoe? ·>• cally denies that he : We can only conjecture. There were also a has at any time : number of impressive fast breaks from both dressed up in a : sides, led by Owen for maroon and Blake ·cken costume. : "The Flash" Gregory for gold. . Child went : Unintimidated by maroon's center, or the far as to offer : fact that she was often double- and someGadfly the : times triple-teamed, Gregory made good on ce to check : 6 shots, many of them right over the head : and outstretched arms of Shannon. Kudos osetforany of plucked : to Blake for leading her team in scoring this game with her tenacious drive. He a rd • 1• When push came to shove (and there was very little of either) maroon's greater number of shooters put them on top, with contributions from Shannon, Joly, Owen and Habbeger. The final score, 31-22, was a well deserved victory for the maroon Nymphomaniacs, and evidence of a steady fight from the Furious Furies who held strong the whole game. So, in conclusion, Women's Basketball is fun. Come on down to the gym and play, why doncha. (This means you too, Febbie WomenQ Super-spiffy Old Navy Warm Up Suits and striped knee socks definitely in fashion, but optional. : : : Coffee Shop 263-2371 x2179 Specials for the Week Check out the board each day for specials. Each Special is accompanied by a small side order and a 20 oz. fountain soda for only $3 .29 plus tax ..................................................... THE GADFLY : 11 . .. ...... �THE GADFLY St.John's College P.0.Box2800 Annapolis, MD 21404 Comic by Jon Braithwaite 12 THE GADFLY ...................... . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. 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 thegadfly 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. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Deimel, G. August (Editor in Chief) Title A name given to the resource The Gadfly, Vol XXIII Issue 16 Date A point or period of time associated with an event in the lifecycle of the resource 2002-01-15 Description An account of the resource Volume XXIII, Issue 16 of The Gadfly. Published January 15, 2002. Identifier An unambiguous reference to the resource within a given context Vol. 23 #16 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 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9da896f2f896e0d352756412e9d53aec.pdf 773b5c76b4147d232b9eac9e353d5408 PDF Text Text THE The St John's College Student Weekly Annapolis, Maryland January 22, 2002 Volume XXIII, Issue 17 Elvis Si htings �E ~GAI)F Y Editor-in-Chief G. August Delinel Production Managers Martin Anderson Melissa Thomas Production Assistant Jeff Armel Section Editors News: Elizabeth Laughlin Features: Laura Mangum Ideas & Images: Anderson Tallent Sports: Jon Cooper Contributing to this Issue Robert Abbott Michael Bridge Rhonda Franklin JoshuaP. Suich Mary Townsend Photos: Robin Dunn Founded in 1980, the Gadfly is the student weekly distributed free to over 500 students, faculty, and staff of the Annapolis campus as well as tutors emeriti, members of the Board of Visitors and Governors, and the offices at the St. John's Santa Fe campus. Opinions expressed within are the the sole responsibility ofthe author(s). The Gadfly reserves the right to accept, reject, and edit submissions in anyway necessary to publish the most thoughtful, informative, and thought·provolilng newspaper which circumstances at St. John's permit. Letters of 200 words or fewer have a better chance of being published than those longer than this limit. Letters submitted will be edited for grammar, punctuation, and spelling in most cases. The Gadfly is not obligated to publish all submissions and will not print anonymous submissions except under special circumstances. Yearly subscriptions are available for $30.00. Taxdeductible contributions are greatly appreciated Please make checks payable to the Gadfly. For display adverti:;em.ent prices and information, call 410-263-2371, x2212. Deadline: Saturday at 3p.m., unless permission for a delay is granted in advance. Submissions will be accepted as long as they are legibly written, but typed copies, diskettes, and e-mail submissions are greatly preferred Please e-mail submissions to sjcgadfly@yahoo.com. 2 THE GADFLY Some G ntle Rh toric in Favor of Hesi d Why You Ought To Come to All-College : Seminar This January By Mary Townsend, '03 EarlyoninPlato'sM?aedo, whenSocrateshas just begun talking about how the philosopher must devote himself to dying and being dead, Simmias laughs. "By Zeus, Socrates," he says, "Right now I'm not much for laughing, but you did make me laugh! For I think that the many, if they heard this very thing, would be of the opinion that you spoke all too well about those who philosophize. And the people back home would entirely agree with them[ ... ]." Simmias is from Thebes, a city in the region of Boetia, a land known and made fun of by the Athenians for being populated by very rich and very backward farmers. Like many of those that come from the country to the city forthe sake of philosophy, he is keenly aware of the painful difference between what his home in the country and his new friends in the city honor and hold as holy and dear. It is our constant temptation, both as students generally and students nowadays, to feel on the whole rather as though the men of the country were a bit outdated as far as opinions go, a bit too tetchy, too needlessly conservative, and far too superstitious. But beware: it is by no logical misunderstanding, no craven fear, no baseless anger that Hesiod feels it in his bones that men must not be lazy, must throw themselves into work with all u1ieir heart and mind. It is rare that one really from the country (for the country is no Arcadia) feels it honorable enough to commit to the written word, to poetry, even, his normally rather private sentiments on the matter-another thing to thank the luck of Greece for, no doubt. For Hesiod has no love of cleverness for cleverness' sake. He is suspicious of argument, and indeed, suspicious of words themselves. And rightly so: we who spend so much time among words, by means of their sheer volume, often may have some of our sense of just how difficult it is to speak with them worn away.Yet Hesiod comes by this piety naturally-if it is not rash to say so, no author that we read for seminar feels himself so fully a citizen of the country, understands and writes so directly of what it is to be such. Not many could so easily love a Crito, or feel the yoke of necessity so fully and at the same time know its ease. Such a man certainly deserves what honor these noble qualities may afford him. To be able to understand whySimmiaswould find Socrates' characterization of philosophers so funny, that he would have to laugh in such a situation, one that affected him at least with such sorrow-this is not the least, though not the only fruit of The Works andDays; Hesiod would be quite positive and direct in his reasons why philosophers were so already fairly like the dead. So, then, ifI may, let me make most sincere exhortation: Do not wish that we had picked Kafka or Derrida, for Hesiod has worth and merit to spare, not merely being' anothe-/ Greek! Do not simplyforgetwhenAll-Collegeseminar is, for Hesiod himself would call this simply lazy! Do come to All-College Seminar, for it shall be worth thy wnile! DC By Melissa Thomas, '04 DC Se1;-;etary Present at the meeting of the Delegate Coun- cil, held Wednesday,January 16, 2002, were Martin Anderson, Steven Clark, John Cottrell, G. August Deimel, Mary Jo Doktor, Terrence Duvall,BlakeGregory,JustinNaylor,Anderson Tallent, Sonia Wisniewski, President Robert Abbott, Secretary Melissa Thomas, and Treac surer Sam Spalding. Also attending the meetingwere Caroline Picard, LauraManion, Laura Strache, Bobby Ramsey, Nicholas Whittier, and Blakely Phillips. Mr. Naylor presented a report on the additional funding the DC received this semester. He reported that the St.John's Finance Committee increased, on a trial basis, the percentage of the student activities fund that the DC receives from 25% to 35% each semester. This increases the DC's budget by approximately $2500. M r.G ALg.E:Dein elpeHitei1teGct4/y, budget request for $317.97, to be used to purchase a printer-scanner unit. Mr. Spalding ques- tioned whetherthe Gtuffeyis achartered club. Since the charter could not be found, it was agreed that the Gadfly >Vill re-submit its charter and then the DC >Vill vote on the budget request. :tv1.s. Blakely Phillips presented The Collegj,an budget request for $360.00, for both semesters. The budget request passed. :tv1.s. Laura Manion presented the St.John's Chorus budget request for $394.00 for the purchase of 50 copies of Handel's Messiah. Mr. Spalding asked her why this semester's request was so small compared to the request submitted last semester. She explained that the Chorus used photocopies of music during the first semester making expenses significantly less. Mr. Duvall asked whether the Music Library could fund part of the purchase, since the music would be donated to the library. Ms. Manion informed the DC that the Music Library's budget was already determined for this year and there would be no room for an unexpected purchase. The budget request passed. The Senior Prank budget request for $3,500 was then presented by Ms. Caroline Picard. She claimed th.at the cause of the increased budget request for this year was that they were planning some special events for Prank. Due to the traditionally secretive nature of Senior Prank, Ms. Picard could not elaborate on specific expenses, but she said that she would look into trimming food expenses. Ms. Thomas asked about the possibility of doing fundraisers for the event. No conclusion was reached on that issue. The budget request will be voted on at the end of the meetingon Wednesday,January23. Next Mr. Whittier presented theBilliards Club budgetrequestfor$1,975.00. TheDChadmany questions about individual budget items as well as whether the DC should be responsible for the items the Billiards Club is requesting. The budget request will be voted on at the next meeting. Discussion then began concerning opening dorms on Saturdays when students return from breaks. Mr.Tallent offered to speak to Mr. Ranson about the issue. The meeting ended with Mr. Deimel's announcement that elections for Randall andPaca will be held. :tv1.s. Doktor and Mr. Anderson will be on the election board. SCI Minutes Another Apology We, the production staff of theGadjly, failed to add photo credits to the images in last week's Gadfly. Therefore, we apologize profuslyto Cecily lvlart:in (slighted by us for the third time) and Br;mdon Bullock. In response to our repeated errors, the production staff has created a final checklist that should ensure the quality of the paper in the future. ~Ainutes By Robert Abbott, '04 SCI Secretary Present at last week's meeting of the Student Committee on Instruction, held Thursday 17,January 2002, were Sophomore Class Representative Mr. Neal Turnquist, Junior Representatives Ms. Maya Alapin and Ms. Mary Townsend, Senior Representatives Ms. Megan Maxwell-Smith and Mr. Justin Naylor, SecreUrry Mr. Robert Abbott and Co-Chairs Mr. Aaron MacLean and Ms. Laura Strache. Also attending were numerous other polity members including Ms. Lisa RichCollege Librarian, and Mr. Robin of the bookstore. · entire SCI meeting was devoted of the Library and its role in community. Mr. MacLean posed the "How do we use the library, and how should it be used?" conversation briefly touched on class expanded to include the more discussion of the library's other such as a source for alternate transla- tions, reference books, Loebs, secondary sources, books recommended, or written by tutors, and contemporary books. Aside from its resources, the library is also a place of study. Many students expressed concerns and complaints about noise in the library and the general organization of the building, the latter seeming a little unwieldy and impractical. After some discussion of this matter Ms. Richmond suggested making the entire basement a silent study area, thereby taking the most quiet place in the library, seeing as it is away from the front desk, and making it more amenable to study. The conversation again turned more specifically to the resources of the library and why people do not know about them. The library staff is already acting on suggestions made earlier this year and the library was given a larger part in Febbie orientation. Ms. Richmond also suggested sending informative letters to all the Freshmen at the beginning of the year and conducting an open house. To test the idea, the Library will be holding an open house this coming Wednesday and will be showing the short film, "Farewell Etaoin Shrdlu: The Last Night of Hot Metal Typesetting at the New York Times." Towards the end of the discussion, talk turned to specific things that could be done, not only to make the library a better resource and study area, but to make the class copies section more helpful. A short, verbal list was compiled of books that should be kept readily available and in quantity. At the end of the meeting Mr. McLean thanked everyone for coming and Ms. Richmond expressed her thanks to all the students for participating so helpfully. Through the SCI Minutes I will keep the polity informed of any changes in the discussion of the library and class copies. I would like to thank everyone who participated in the forum and encourage them to speak to one of the Library Committee's Student Representatives, Ms. MayaAlapin or myself, Robert Abbott, or, to Ms. Lisa Richmond, College Librarian, if you have further questions or concerns. ................... THE GADFLY . 3 �The People Who Run Annapolis By Michael Bridge, '03 Annapolis' city government came under new control in the beginning of December. Ellen O.MoyerwasswominonDecember3,2001, as the city's first female Mayor. Newly drawn voting districts led to the historic election of three black Aldermen: Classie Hoyle, George Kelley, and Cynthia Carter. This City Council is also the first to be made up by a majority of women. All of these events are nice to hear about and sound good, but what are do these people do? Most of what they do happens in City Hall, at 160 Duke of Gloucester Street. The building itself is appropriately Annapolitan with its brick colonial exterior and other historical paraphernalia. Inside is a collection of straightfor· ward and colorless bureaucratic hideouts. It is an open place, staffed by a seemingly competent group. On the second floor of City Hall there is large room with tall ceilings done up like a set for a bad revolutionary war movie. There is a liberal amount of detailed wood trim and paneling painted in a decidedly un-hip shade of blue to provide a backdrop to several large, dark oil paintings. This is the ultra swank Council Chamber, the epicenter of Annapolis politics. The City Council consists of the Mayor, its presiding officer, and eight Aldermen. Collectivelythey are responsible for approving the city's budget and Ellen Moyer flashes her vote winning smile. all legislation. The Council meets on the sec- to good use. Besides the obvious costs of ond and fourth Monday of every month. the departments listed above, some of this As an example of the kind of work the money goes toward the bus system managed CityCouncil does; by the Department of Transportation. This they recently settled a debate with the Naval system has somehow managed to win a few Academy over the rate at which its sewage is awards in the last year. The Department of taxed. The deal is that the Naval Academy, Public Works is responsible forthe impressive which maintains 12.4 miles of its own pipes, displayofbureaucraticef:ficiencythatisthe West will be charged $1.57 for each 1,000 gallons of Street construction project. A quick look at the sewage. This particular issue was the subject city'swebsite, www.ci.annapolis.mdus, will give of some debate during Mayor you a very timely update on the project's goals Moyer's campaign. from last July. The Mayor is additionally Along with these several departments there responsible for managing the are 17 boards and commissions appointed by city's administration. There the Mayor. These are assigned to several tasks are several departments under and projects of the administration. Among her control such as the Fire them is the Public Housing Board that manDepartment, Police Depart- ages 1100 units of housing, some of which ment, Public Works, Trans- are located just behind Mellon Hall on St. portation,Harbormaster, etc. John's Street. There is also the well-known While most Johnnies are Historic Preservation Commission, working aware of the quaint scale of hard to preserve the quiet and peaceful study Annapolis, they may be sur- environment of our campus. This article prised at the miniature scale of would not be complete without mentioning its government. City Hall is the crucial Commission on Aging, which says home to nearly all the major of itself " ...[the Commission] serves as an departments of the city's Ad- advisory board to the City Council; studies matministration. There are ap- ters affecting the aged and makes recommenproximately 14 full time de- dations with regard thereto; and educates the §' partmentheads, and 13 other publicregardingthesematters." ~ people making up their supTo find out about goings on at City Hall E portingstaff. About28people visit their very informative website at .g ~ manage the whole city. www.ci.annapolis.md.us and look under Cal~ This small group of endar of Events. Forlots of excruciatingly people is responsible for mak- detailed information about Mayor, City Couning sure that the city's rather cil, City Administration, and City Code, take a large $55 million budget is put look under Information for Visitors. I What a dame, what a dame ... 4 THE GADFLY···················································· "Walkin' in a Wintry Johnnieland" By Joshua P. Suich, '05 The new generation mainstream Johnnie mind has become somewhat streamlined in the department of innocence. This is a natural reaction to exposure to such dense and stimulatingyet challenging academic and philc:r sophical material as found in the college's academic sources. Now I'm all for growing up and facing the truth beyond youth, but let this not be at a loss of wonder. A host of Johnnies, including myself, regained this vision in a brief and shining moment of wonder which I will recall in my nurse-chasing days ofIV's and bed pan blues, the heavens opened their bounteous gates and blanketed the land with a pure and glorious hoary glow. Yes, my friends, I speak of SNOW! For just one day I saw all sorts from the most cerebral of intellectuals to the giddiest of gimpy hippies frolic with adolescent innocence like an exuberant and carefree band of recess play pals. Johnniedom beheld an almost life-like occupant of the Quad, crafted with Pygmalion passion at the hands of "Jac the Ripper" and the singular hand of "Hippie" Tom, amongst several, as well as the Titanic yet anatomically superior Ice Queen crafted by the Freshman crew and their demagogue, Ian "Life's too short to drink cheap booze ..." Morocnick. Upon the horror and political strife which quickly ensued I shall but briefly linger, for while it was the best of times, it was the worst of times when through stealthy espionage, subtle undermining, and shadily motivated terrorist acts ... ok, ok, Jac Dobbins had atestosterone moment and made a pile drive at the freshman Mama Cass and then, led by ''Diomedes-rebom" Nathan Lande, the Freshmen retaliated in open yet provoked warfare. This band of vigilantes proceeded to exact justice upon the fruit of Mr. Dobbins ...um .. .labor. On a slightly less "Lord of the Flies" level of childishness, several Johnnies and Townies were observed using everything from machine crafted and purchased one man sleds to cafeteria trays and snow shovels to get some wicked slope. A uniquely unbalanced few, however, chose to bodily hurl themselves over the edge and just let gravity have its way. In short, I concede that perhaps the snow brought out both sides of the child in every Johnnie, but at least for one day we were able to rediscover the vigor of our youth and partake of a liberating and unifying retreat from the winter social doldrums. In the sentiment of Mr. Morocnick, I for one have no regrets for seizing the snowball and squeezing out all the lemonade I could shake a woman back with. Library Open House Wednesday, January 23, 4-6 PM Join the library staff for refreshments, digital facsimiles of early editions of program works, and conversation at the Greenfield Library's Open House. The library will also show the following short film: "Farewell Etaoin Shrdlu: The Last Night of Hot Metal Typesetting at the New York Times" Seen 1: In a futile attempt to assert the currently nominal (and enduringly fictitious) title of DC Barbarian Overlord, Blake Kiltoff stormed the meeting in his usual mode. Brandishing a sword in blue towel scabarding and showing a goofy yet desperately Freudian homed-cap, the Mighty"el capitan" President Abbott, strong to save, made short work of this misguided cretin.Inhismercy,Master Abbottmerelydrove off the slovenly rogue, overlooking the fact that carrying a concealed weapon is a felony. When asked for comment, Barbarian Kiltoff simply muttered a Germanic rant about discrimination. DanMalkielwalkingbackfromPacamen's room clad in nothing but a shower curtain. Mr. Malkiel insists that his towel was stolen while taking a shower, and has accused Jeremy Stryer of being the culprit Mr. Stryer arduously denies the claim. Moreover, we at the Gadfly are loath to believe Mr. Malkiel and therefore side with Mr. Stryer on this issue. If you have any questions about what services the library provides or have any questions about the library in general, this would be a perfect time to meet the library staff and get some answers. Heard: For those of you who may need a quiet place to read during this time, please be advised that the library noise might not be conductive of studying. We look forward to seeing you. An eminent translator of Aristotle was recently in deep conversation with another tutor. Thistutoraskedthetranslator, "Joe, why is there a monkey on the cover of your book?" the eminent translator responded, ''I suppose you will have to read the book and find out." Cara Sabolcik Reader Services Librarian THE GADFLY . 5 .. : ..... : :. �COVER STORY Elvis Liv s! Middle-Aged Women Swoon By G. August Deimel, '04 Editor-in-Chief A New Life Normally, that would be the end The saga that follows is a classic part of of the story. The Johnnie lore that has never before been told. King was dead, It is a tale of controversy and heartfelt pasnever to be seen sions. Some of the players are still here, some again. What haphave moved on, and some have been forgotpened next will reten; their names lost to the sands of time. main one of human history's great For those of you who dare to doubt the mysteries. It will be greatness of Elvis Presley I say this: Talk to a greater mystery :Ms. Eva Brann. I, like you, was once a skeptic. than the disappearIt took only20 minutes, yes 20 minutes brothance of Amelia ers and sisters, and I too was a believer. Earhart. It will be Ms. Brann has an opinion on everything a greater mystery Elvis. His style? "It reeks of erotic ... um, than how the Egyptian pyramids were built. sex." His looks? "He's really very elegant to Was it magic? Was it God? look at." His voice? Elvis had "a voice like no One day, an unsuspecting employee of the other." mailroom opened a drawer to find none other In life, he was a phenomenon. To say that than Elvis! He was alive and well! Heavenly he was the voice of a generation would be trite choirs rejoiced. His only major problem was and inadequate. Elvis captivated a nation with that he had been reconstituted not of 6 feet a distinctive style that would, in the words of of flesh and bone but 18 inches of velvet. Ms. Brann, start "a musical tradition," comForever he was to remain locked in a single bined with a personal panache that none of pose, deeply emotional with a lone tear dribhis countless impersonators could ever hope bling down his cheek. The unsuspecting emto capture. ployee did not realize the cosmic significance He was beloved by of his find, and rethe women of our turned Elvis to his great nation. "Every drawer. well-constituted fe. ll Every well-constituted Trapped and unmale over the age of female over the of able to speak, Elvis lay fifty is, per se, in love rn with Elvis," accord- fifty ., his harsh . per se . in love with mauroom pnson. ing to :Ms. Brann. No Elvis," -Eva Brann His presence was igwell-constituted fenored and few outmale over the age of side the mailroom SO with whom I have knew of their close yet spoken has disagreed. proximity to The King. Then one day he beTragically, his life was all too short. Sucked came known to employees of the bookstore in and exploited by Hollywood, his tremenand the library. As the evil mailroom employdous talent began to be wasted on movies ees refused to place Elvis on their wall so th::it that were far beneath him. He feli into a pathe could enjoy fresh air and the company of tern of drug and alcohol abuse. Elvis did not his fellow man, the coalition of book lenders have the self-understanding to know that his and book peddlers rescued the velvet Elvis. life was slipping away. All the while, the people Once he was rescued, they agreed from that around him said nothing. Commenting on day hence that Elvis would be shared between his untimely death, Ms. Brann declared that the bookstore and the library. After spending Elvis was "an American hero done-in by his one year in the library, he would be moved to friends." age is. 6 THE GADFLY .. the bookstore. A year later he would be moved back and the eternal cycle would continue. The era of good feeling did not last. Once the library moved to its current location in the former Hall of Records, the library staff declared that they had found the perfect place for Elvis and would never give it back. The bookstore st<1if was dismayed. The Ever Fa111ous and Popular Bookstore Elvis Enter Taylor Waters. At the tin1e, Ms. Waters served the college as its highly dedicated assistant bookstore manager. She declared that the bookstore must have its own incarnation of the man with the pelvis that never quits. "I mourned the loss of our velvet Elvis," she recently told the Gadfly. One fateful winter day, she found a replacement. He stood proudly nearthe entryway of that famed purveyor of fine food, Graul's. This King was not made of flesh and bone nor was he constituted of velvet. This time Elvis' gyrating soul had been trapped in cardboard and ink. Unfortunately, his prestige was not what it once was. :Ms. Waters found him reduced to promoting Ray Ban sunglasses. The plucky Ms. Waters knew she had to save him. She discovered that the store manager's name was Marty. Marty began receiving a postcard every week gently asking if he would be so kind as to hand over Elvis ...or else. The postcards featured a photo of the man himself and a delectahle recipe for meat· balls and bacon. Marty relented and a legend was born. TI1e cardboard Elvis was removed from Graul' s and triumphantly placed in the SJC bookstore. Elvis soon found himself clad in a sweater with a pocket that displayed a copy of the seminar reading for the week However, his frail cardboard skeleton was terribly battered in the store. Two years ago, Elvis was moved to the back room for safekeeping. Moreover, notes bookstore manager Robin Dunn, "Elvis, being dead, can't be seen too much." By all accounts, Elvis has led a good life since coming to the bookstore. His social life has gone swimmingly. Mr. Dunn and Elvis only met for the first time in 1997 but Mr. Dunn reports that Elvis has turned into a real friend. Since his death, Elvis has pursued many goals he never could in his all too brief lifetime. Ms. Brann noted Elvis' lack of schooling with great sorrow. "He would have been amenable to a real education ... he wanted to be a good boy." In death, he has proven it by spending his days in a bookstore. The Gadfly is told that he has made the best of the opportunity. "He's the only Greek speaking Elvis I know of," Mr. Dunn recently commented. Other than his native land of America, Elvis visited only two countries in his lifetime: Scot· land and Germany. "Since he died he's been a bit more adventurous," says Mr. Dunn. Accompanied by bookstore staff members, Elvis has visited Peru, and the Bahamas. He has Coffee Shop traveled by train, plane and automobile. He has seen the tops of mountains and the depth of caves. Remarkably, no matter where he shows up, the Gadfiy is told, "everybody recognizes Elvis." One bus driver in Bermuda could not believe his good fortune when Elvis showed up on his bus. The driver insisted that Elvis sit up front next to him. As they drove through the streets ofBermuda, the driver honked his horn and pointed to Elvis as if to say, "Look who I have here!" Although the vice that destroyed him once has all but gone away, he was seen with a beer on the beach on that trip. One drink shouldn't hurt, right? Isn't that what we say every weekend? "A Terrible Crime" If you scour the library for Elvis today, you will not find the original velvet Elvis. The spot on the wall in the library's workroom that was supposed to be the perfect home for Elvis is now bare. All our inquiries as to where the velvet Elvis might be have led to dead ends. Everyone either tells us to talk to someone else or insists they have no infonnation on his whereabouts. Although there are still a few faint leads in this investigation, our hopes are dim. There is every possibility that the velvet Elvis, the miraculous first reincarnation of Elvis, is gone forever. It would be "a terrible crime" if that were the case, according to alumni director Roberta Gable who was involved in the velvet Elvis's original timeshare agreement. Although few Johnnies know it, Elvis is almost as historically connected with this institution as Barr and Buchanan. If the velvet Elvis is truly gone, it would diminish us all. If anyone has any information that could lead to the return of velvet Elvis, contact the Gadfly or your local authorities. uit Sm kin Pro ram : By Elizabeth Laughlin, '05 : News Editor Anyoneinterestedinquittingsmoking?Now, : with the help of the Harrison Health Center, : quittingmight bealittleeasier. TheAnneAmndel : Health Department recently gave St.John's Col: lege a grant to fund a smoking cessation pro: gram for interested Johnnies. It is estimated that : over one-half of the students at SJC smoke and : this program may be an opportunity for those : who want to quit to do so. The program has three aspects to it that in: volve meeting one or two times per week with a : peer counselor, using oral antidepressa.nts/nico• tine patches, and an opportunity to convey sto: riesforachancetowinacash prize. The Harrison : Health Center is currently accepting applications : for 2.Peer Counselor. Interested students should : pick up an application in the lobby of the Health : Center. The nurses in the Health Center, Laura Sutton, : Carolyn Buppert, and Nancy Calabrese, are ex• cited to get this program going and look for• ward to screening applications for the Counselor : Position and also for interested parties vv:ho wish : to quit smoking. 263-2371 x2179 Specials for tile Week Check out the board each day for specials. Each Special is accompanied by a small side order and a 20 oz. fountain soda for only $3 . 29 plus tax Return Elvis! : By Taylor Waters, In recent months there has been a tiny but : Director of Student Activities growing movement afoot to return cardboard Elvis to the front of the bookstore. Why should he come back? As always, :Ms. Brann says it best: "He belongs there." Many silently hold the belief that he should be put on display once again. The Gadfiy hereby calls upon those who have been silent on this issue to begin speaking up. Let that son of the south, that boy who always wanted to be good, come forth from his hiding and take back the place where he belongs. Let him receive the adoration of the masses as he was meant to do. Elvis lives! Let us experience · · h 1m, agam. : : : : : : : : : : · Tickets are available to see stage magicians Penn & Teller at the Lyric Opera House in dowtownBaltimore. The van will depart from the Carroll Barrister House at 6: 15 pm on Tuesday, January 29. To reserve a spot send $15 in cash or a check (made out to St.John's College) to T. Waters/Student Activities through campus mail. The winner of the Student Activities Meal Ticket must be announced ... Ms. Marjorie Rathgeber, congratulations! You will dine at Sean Donlon's compliments of Student Activities. ..................... THE GADFLY 7 �Elvis At Home and Abroad Home at St. John's College ····· · ··· · ·· ·· ·· ·· ·· ·· ·· ·· · ·· ·· ··· ·· Elvis At Home and Abroad Elvis Around the World Elvis enjoys a brew with his pal Robin in the Bahamas Elvis with a genuine library employee at 1:24 pm. Elvis. Man of the people. Even talks to Febbies. Elvis evaluates the dorms in Fe. Elvis boards his private jet. Elvis in Peru After delivering a stirring lecture, Elvis was surprisingly unresponsive during question period. Elvis takes a stand on the class copies issue. All photos at home by G. August Deimel. 8 : THE GADFLY ................................................... . Elvis wonders who this woman is that keeps following him everywhere. No! Don't Jump! otos at abroad courtesy of Robin Dunn. : 9 . ................................................... . THE GADFLY .. : ..... �"Greatest Love of All" Happening Inside Hustlers KUVUt By Rhonda Franklin, '04 The absurd became possible, the possible became probable, and the probable was nearly obtained. Could it be? Might there be a team that could actually score more points, by way of made shots {as opposed to another way), than the Mighty Maenads, thus claiming a victory, glory, and the Heavens? Would it be possible for the puny, sin-ridden, wretched mustard-colored Furies to beat the powerful offense that is Mary ''I dominate the men's courts, too" Cockey, and the tough defense of Gang Green? No, of course not. That would be silly. But, boy oh boy, the Furies sure did try to accomplish the impossible Tuesday. Caroline Picard and Blake Gregory led the troops onto the court, having convinced alumna and all-around good-natured lady Talley Scroggs to come block shots, clog the middle, and put up a million short jumperssomeonewas needed to stand up to The Force. Johanna Thrall, not intimidated by anything, looked at the other four girls, some who straggled in at the last minute, and despite the late arrival of essay-writin' co-captain Kate Cox shouted with a thunderous voice, "Get 'em!" The whole team then proceeded to head-butt the defenseless Furies to unconsciousness, bringing forth loud objections from the MCWA, shrill whistle-blowing by Mr. Pickens, and, "W1Jatever," from referee Randy Pennell. The start of the game was postponed for at least ten minutes, during which time Campus Security's Riot TaskForcerestoredorder. After the blood was mopped from the floor and referee Bobby Ramsey was taken to the hospital with a burst pancreas, the Maenads sang their theme song, andMary Cockey won the jump. (Disclaimer: None of this happened, except for Marywinningthe jump.And Talley. And the theme song. And the burst pancreas. End Disclaimer.) A few certain team captains of the other sex {you know who you are) once commented to me that women's basketball could be described simply as, "Fast break with missed layup, after break with another missed lay-up." Now, if these persons were telling the truth, this would be a sad fact indeed. Could it be that we are not taken seriously? Dear me - I 10 take it seriously, much more seriously than the Druid or Spartan standings ... but perhaps, as you {you know who are are) have pointed out, therein lies the joke, that we take ourselves seriously. Oh well, let it be at my expense. Anyway, mvm basketball is not boring, and while most of us do miss our lay-ups, there is more going on in that, I'm almost positive. In fact, one person was heard to remark after Tuesday's game, "That was the most exciting game, ever." I've learned not to argue with absolutes. My suggestion to our critics is that they go down to Johnson's, get fitted for their blazer, grab their Old Navy "That 70s Show" Sweat Suits and come with the rest of the MCWA to ask in anticipation and suspense, "Will she make the lay-up this time?" It's fun. With that said, Tuesday's notables: Ms. Cockey dominated, as usual. Now, understand, it is not Mary's fault that she is good and the rest of us stink like rotten fish. I certainly place no blame on her for her graceful shooting, solid defense, and outstanding rebounding. She is benevolent to us all and is a joy to play with. Who can blame her for what comes naturally, for what is enviable-fourteen points, on a slow day? {And, as we are all aware, this is a hefty amount consideringmvm basketball.) She is perhaps the only reason the Maenads are virtually undefeatable, which means that she must travel out-of-doors always with three bodyguards to prevent a random Tonya Harding from attemptingto breakher bones. Emily Strickland was tough on the boards for the 'Nads, pulling down rebounds left and right, as well as racking up seven points. Laura Mangum played solid defense and, with her strong screens on the defense, allowed Mary to make many shots from the right-hand side. Johanna Thrall put up seven; Kate Cox {when she finally arrived) played solidly at forward. Quinby Owen's little sister Lois played guard and even put a few points against the big, bad, college girls. Blake Gregory carried the ball down the court with the athletic prowess she is known around the world for, and, when Talley left the Furies to their own devices at the half, took over at center, and rang in nine points. Caroline Picard and Talley Scroggs put up six each, Evelyn-Anne Johnson, Julia Strickler and Kathryn Gwaltney directed the offense at guard, and Charlene Taylor-Burns showed some "California, dude!" spirit and kickboxed her way to numerous rebounds. The unstoppable, magical Maenads maintained a large lead until the last two minutes of regulated play, when the Furies, sans Talley, all of a sudden decided that it would be fun to try and catch up. Considering the Maenads unbeaten record, the hesitating, polite "No, you shoot" "No, I insist, you take the shot" "Oh, really, please do, ladies first!" attitude of play most Kuvm adopt simply would not work against the team that blows away everyone. Therefore, play suddenly got aggressive on the Furies side. The Maenads lacked subs and had trouble keeping up with the never-too-late Furies resurgence. Caroline snatched goodness knows how many steals in those last two minutes, dishing the ball to Blake who expertly weaved in and out of the dazed, bewildered Green Sleeves to rain down the points. She then performed a triple axel-double axel combination that the Americans scored "6.0" but the Germans and the Russians scored "5.6", forgetting that Iron Curtain biases are not polite. Caroline rained in a few, as did Yours Troly, and brought the score within four before time, as is apt to do, ran out. Maenads leave the Temple with yet another win, 32-28. Oh well. The victory, themagicalEden, was not obtained. But, hope has been born. We have been shaken, but not destroyed. Now there is a hope that the Maenads will be conquered, bysomebody,anyoody.Notthatihave anything against the Maenads, after all, I was one of them until this last week. But, you all· know what I mean.We love each other, deep down all want a win, because we are ous. Really. Go mvcx.t! P .S. Megan Maxwell-Smith duly noted last week's coverage of the Furies-Ny game that I "started classes." This state is true. If anyone is interested in assisti Kt.Nat basketball coverage, please, please, p say something to Gadfly Editor-in-Chief Deimel or myself. You don't have to woman, nor do you have to know an about basketball.You may write the arti meter, free verse, or prose. If no one teers, alas, coverage will be limited (to games, no doubt), which will makethe at large very sad, indeed. So cover us, THE GADFLY ................................................... . By Jon Cooper, '02 Sports Editor What is wine before it is given time to appreciate? Common grape juice, and nothing more. What are Chuck Taylor's before they are broken in? Lame clown shoes. And who wears unfaded jeans in public these days? Nobody, that's who. Therefore, it only makes sense that the story of the Hustlers' final football game this season be postponed until its intensity and newness subside, as with aftershave. Only after the sting of the alcohol dissipates do you notice the masculine scent that stays with you all day long. So rather than report to you a chronicle of events, I would rather tell you a tale of lore. Hence the January appearence of an event that took place in November. This grune was a classic... and it should be treated as such. As halftime of the football championShip began four weeks ago, the Hustlers gathtogether for a talk, holding on to a 16lead over the Druids. Under normal cirstances, the conversation would have about keeping the momentum, focusn defensive tasks, and bearing in mind thirty plays is a long way from finished. ever, on this cool November day, dimg with each passing minute, it seemed the elements reflected the spirit and the ces of this team. The conversation was and seemingly half-hearted. Alumn Emery- who couldn't cut it back England, it seems - had just arand was sure to boost the Druids on and defense. In addition, John the Hustlers' quarterback and key in both the six-game winning streak propelled them to this game and ouchdown lead they currently held been injured and was unable to the second half. Marshaling their ains Louis Kovacs and Jonathan their best to bring hope to what ·smal situation. Said Kovacs of on later: "We told them all about Johnny [Kovacik]'s injury, and I just watched as 11 pairs of eyes looked at the ground and didn't expect to win. For a minute or two there was nothing for Coop or I to say. But then, in a way that's hardly explicable, I felt like this was a key moment for us. I looked at the faces of our boys: Ian [King], Dwight [Knoll], ThisN' That Uoseph Toenjes and Joseph Ferrara], and the rest of the guys, and I remembered that these were the boys who'd been here from the start. We had never won without John, and here was our chance to show that we weren't a team with a champion ... we were a championship team." Who could have expected the usually taciturn Mr. Kovacs to become such a windbag when the newspaper came to see him? Well, that'sfameforyou. The Hustlers, breaking from their huddle and stepping on to the gridiron for one last dance with the devil, began to believe. They believed they could embrace their identity as a team whose sum was far, far greater than any one of its components, league MVP or not. {As it turns out, Kovacik was rightly given the honor of Most Valuable Player at the end of the season.) They believed this was not a moment to lament what almost was, but to rejoice in their role in what would be. Most importantly, they began to believe that the Children are the Future. No champions have ever believed otherwise. With visions of small tykes decked out in babysized Hustler pajamas {with feet) dancing in their head, the Hustlers took to the field ready to receive the kickoff. Emery's delivery came to Kovacs, who pushed up the field before dishing to Bobby Ramsey. Ramsey's pass to the sideline was intercepted by Andrew Ranson, killing what would have become a decent kick return, and just about breaking the spirit of every Hustler on back campus. If the second half began so inauspiciously for the Hustlers, the first half was the exact opposite. After stopping a Druid drive that got down to the goal line, the Hustlers used Kovacik and Kovacs to slip and slide down the field on their first possession. After a particularly effective run, Kovacs passed to Ramsey, who made the heads-up dish to Cooper for the game's first touchdown, the final of Cooper's admirable career. Kovacik passed to end-zone receptionist and two-point specialist Kabe Erkenbrack for the deuce, bringing the score to 8-0. The Hustlers stopped the Druids again on their next possession, going to the twenty in three plays before throwing two incomplete passes to Steve Travis on fourth and fifth down. On the Hustlers' next series, they took only three plays to score, when Ramsey took an option from Kovacik and passed to Joe Ferrara for the touchdown. Kovacik scrambled into the end zone for the conversion on the next play, and the score was 16-0, Hustlers. The Druids, came close to scoring on their final possession of the half when Cooper tipped a pass from Ray Sears away from Ranson in the end zone, the final defensive breakup of his illustrious career. Half time dawned with the Hustlers riding high, but a lot changed for the Hustlers during those five minutes. With the interception on the kickoff, the Hustlers would have to shut the potent Druid offense down a fourth consecutive time, in their own territory. After Michael Malone's 15-yard run on second down, Sears hit a wide open Jack Dobbyn in the left corner of the end zone for the touchdown on fifth down. Ranson cut back up the middle forthe conversion, and cut the lead in half, 16-8. Receiving the ball, the Druids marched down the field to the five-yard line and decided to let Emery take a shot at a 10-yard field goal attempt. Emery converted, and the Hustlers were forced to kick off again, up 16-11. Malone ran the kickoff back across midfield, giving the Druids excellent field position to start the fourth quarter. Sears passed to an uncovered Travis on first down, who had broken away from his defender. Chargingfortheendzone, Travis was nearly across the goal line when Nate Sheely, who had come charging back into the play after allowing Travis to make the reception, stripped him of the ball. Cooper recovered the fumble and ran it back to the twenty, the final fumble recovery of his successagainst-all-odds career. Ramsey, now called to quarterback the team for the first time since 11 ..................................................... THE GADFLY .. : ..... : I. I I 'i i I �THE GADFLY St.John's College P.O. Box2800 Annapolis, MD 21404 early September, lead the team on a sixty-yard march in four plays, giving the Hustlers a chance to go up by 11 on fifth down. Ramsey's pass to Cooper in the end wne was tipped by Travis and fell into the hands of a diving Ray Sears for atouchback. The teams lined up on the twenty, and Emery shot past five would-be tacklers to midfield before dishing to Dobbyn, who streaked all the way to the touchdown and the 17-16 lead. Randy Pennell held on to Sears's conversion pass, bumping the lead up to 19-16 with just seven plays left. The Hustlers got the kickoff to the twenty, and two consecutive penalties on the Druids moved them to their own 40-yard line. Sean McLain's pass to Knoll on fourth down brought the Hustlers within field-goal range, but a pass into theendzoneonfifth down was broken up. With one play left in the game, the Druids took over ;:ind per football rules - were forced to make it to the next hashmark before the game was over. 12 The Druids called a huddle, hoping to break out ofit immediately and catch the Hustlers unaware. Mr. Pickens, though, held the ball until the Druids came out of the huddle, and forced to come up with something on the spot, they were unable to make the necessary yardage. The Hustlers took over, given one more play to win. One more chance to play like gods, unafraid to lose, but willing to submit themselves to a life of mediocrity if given only this one moment of glory. The Hustlers huddled, deciding that the options to Cooper and Kovacs were safest. Ramsey called for the snap from King, and Erkenbrack sprinted to the right corner of the end wne. Ferrara moved to the five-yard line and turned back towards Ramsey. The quarterback fired and Ferrara turned upfield with the ball. With the Druids closing in around him, Ferrara pushed the ball forward to Erkenbrack. Erkenbrack dove, laid out his hands for the ball, and saints be praised, held on as he landed for THE GADFLY ..... ' ' ' ' ' ...... ' ' ' ' . ' . ' . ' . the touchdown. The Hustlers kept the Druids from scoring on the ensuing kickoff, and the gameended22-19. Afresh-facedAlan Carlson got the champagne out of the refrigerator and brought it to the jubilant Hustlers, who all congratulated each other on writing the final chapter of this fairytale. Ian cried because he's a bit ofa crier. Kovacs drank champagne because, well, Kovacs drinks champagne. Ramsey found a calling and became, with Kovacik, the co-captain of next year's Hustler team. Ferrara got his full ride to Grambling. Those goalposts are still there, but only.because they were too heavy to move, and there were only thirteen of us. Inever played football again. The day was ours, and no one can ever take that away. There go om heroes. Watch themas they go. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. 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 thegadfly 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. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Deimel, G. August (Editor in Chief) Title A name given to the resource The Gadfly, Vol XXIII Issue 17 Date A point or period of time associated with an event in the lifecycle of the resource 2002-01-22 Description An account of the resource Volume XXIII, Issue 17 of The Gadfly. Published January 22, 2002. Identifier An unambiguous reference to the resource within a given context Vol. 23 #17 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 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6253bdfa85dc0b498db936819e4ef9e8.pdf 42b5a19bb2588cde9aa24af1b83c96cb PDF Text Text ADFLY 1he St John~ College Student Weekly Volume XXIII, Issue 18 Annapolis, Maryland January 29, 2002 The Great Gatsby Ms. Eva Brann Reports on One of the Gl's Favorite Works I I ' �Editorial THE .,-GADFLY Production Managers Martin Anderson Melissa Thomas Production Assistant Jeff Armel Section Editors News: Elizabeth Laughlin Features: Laura Mangum Ideas & Images: Anderson Tallent Sports: Jon Cooper Contributing to this Issue Ms. EvaBrann, Tutor Michael Malone Joseph Method JoshuaSuich Johanna Thrall Isaac Weiner Nicholas Whittier : : : : : : : · : : : : : : : . : : : : : : : : · : : : · Fotmded in 1980, the Gadfly is the student weekly distributed free to over 500 students, faculty, and staff of the Annapolis campus as well as tutors emeriti, members of the Board of Visitors and Governors, and the offices at the St.John's Santa Fe campus. Opinions expressed within are the the sole responsibility of the author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish the most thoughtful, informative, and thought-pro- : voking newspaper which circumstances at St. : John's permit. : Letters of 200 words or fewer have a better chance of being published than those longer than this limit. Letters submitted will be edited for grammar, ptmctuation, and spelling in most cases. The Gadfly is not obligated to publish all submissions and will not print anonymous submissions except under special circumstances. : : : : · : : Yearly subscriptions are available for $30.00. Taxdeductible contributions are greatly appreciated. Please make checks payable to the Gadfly. For display advertisement prices and information, call : 410-263-2371, x2212. : : Deadline: Saturday at 3p.m., unless permission for a delay is granted in advance. Submissions : will be accepted as long as they are legibly writ- : ten, but typed copies, diskettes, and e-mail sub- : missions are greatly preferred. Please e-mail sub- : missions to sjcgadfly@yahoo.com. Eversinceweretumed&om ourwinter break, anewmoodhasprevailedonourcampus. Students seem less interestedin their work The zeal for learning is less present. More people are cuttingclasses. When theydoshowup, the discussions have been less passionate. Fewer of us convey a feeling of true joy. Even the revelries of the weekend seem less satisfying. At first this seemed to be an isolated phenomenon. The past week has shown this is not thecase. Nilmerous conversations overheard between members of all classes and social groups have revolvedaroundthisverytopic.On Wednesday, a tutor walked into his music class and asked if there was a feeling of malaise on campus. Not one person denied that there was. What is the cause of this malaise? It is difficulttosay.C.Oulditbetheweather?Wmtertends to breed solemn moods and incites depression. Yetitissunnyandunseasonablywarm. To blame the weather would be ungrateful. C.Ould it be that the imminent annual essays are weighing on our minds? Possibly, buttheseniorsareneady finished and everyone else has weeks before their papers become of concern. The truth probably lies somewhere in the middle of these and numerous other factors. Everyone probably has his own reasons forfeelingdown. Whatever the reason, we cannot keep on like this. There is too much to be done and there are too many good people in this place that deserve better than to remain disheartened. Someone suggested throwing a beautiful, extravagant party. A "Celebration ofLife" she called it. Through neglect and forgetfulness it never happened. Maybeitwouldnothavehelped, but it would have been quite something to see. Theanswertoourwoesmay lie in celebration or it may lie somewhere else. Whatever it is, find it. It is worth seeking out. Did You Know? BythelawcodeofMaryland, That's your state and mine Blasphemy is seen as crude and unkind But one grand and six months is all that's assigned By MarylandStateLawadultery's a crime But only incurs you a ten-dollar fme By Melissa Thomas, '04 DC Secretary Present at the meeting of the Delegate Council, held Wednesday, January 23, 2002, were Martin Anderson, Steven Clark, John C.Ottrell, G. August Deimel, Mary Jo Doktor, TerrenceDuvall,BlakeGregory,JohnHorton, Justin Naylor, Anderson Tallent, Sonia Wisniewski, President Robert Abbott, Secretary Melissa Thomas, Treasurer Sam Spalding, and numerous visitors. President Abbott informed the DC of a proposal by Ms. Kelly McCullum to have an experimental seminar in preceptorial format. The issue was then passed to the SCI, as it seemed to fall into their area of interest. Mr. Tallent then led a brief discussion about the quality of services provided by Computer Services. Mr. Naylor mentioned that anew Director of Computer Services has been hired and that this would be a good time to present any suggestions for improvement. Mr. Tallent said he would contact the new director. Mr. G. Au~ Deimel presented the Gadfly charter. Revisions were suggested and will be voted on next week. The budget request for $317.97, to be used to purchase a printer-scanner unit, was discussed again. Mr. Spalding asked about obtaining money from the administration for the purchase. Mr. Deimelexplained that the administration has already purchased a computer forthe office and Mr. Billups is hesitant to makeanotherlargepurchasefortheGadfly. Mr.Juskevich presented the charter for anew club"Action America" He explained the purpose of the club to the DC. He said that Ms. Brann had suggested that St. John's students need a place for discussion and action in response to current events. Mr. Juskevich said he would like to discuss current political issues with other young people, perhaps by means of asmall publication of essays. Delegates made suggestions forrevisionstohischarterthatwouldmakehis purpose clearer. His revised charter will be presented and voted on at a future meeting. The next agendaitem was the SCI appointments. Ms. Elizabeth Laughlin and Mr. :Mark Marklngam were chosen to be freshmen SCI' representatives. Ms. Jill Delston was chosen fill the sophomore position. The items discussed at this meeting will voted on at alater date. By Joshua Suich, '05 2 A Febbie' s First Week Experience A Mood of Melancholy Editor-in-Chief G. August Deimel DC Minutes THE GADFLY ................................................... . in the dining hall, thinking that I will finish understandI have been here before, but nothing is fa- ing these people miliar now, not even myself. The things that I before I try meetbrought with me have never been arranged like ing anyone else, althis before. Their background has changed, and though, as one I do not recognize my own possessions. Some who loves people of them are new; I brought a printer, and I and loves to talk to used it here for the first time. My clothes are them, it is hard to being worn forthe second, the third time. But resist going up to as I wear them they do not become more like each person and me, because I am changing. What I call my own finding out about is in limbo, in purgatory, waiting for my iden- them. This is the largtity to brand it. But the identity is still forming. est small school I Not long ago and for a long time I surrounded myself with myself, imprinting my- have ever set eyes Isaac Weiner, febbie self onto the place in which I lived, expanding upon. I can see evThen someone drops out of the class, and it my mind to the point where it encapsulated eryone, but who are they? The febbies are bemy whole world. I read books, I wrote, I asso- hind in the readings, but more significantly we feels again as if something has been ripped away. ciated with people; but I lived a familiar life. I are behindin the community. Reading a book Who, or what, do I really know? I can look at bought the books ahead of time, getting to is like meeting a person. Currently I fmd my- these people over and over again, but I cannot know them before beginningthem. I talked to self undergoing a process similar to reading a predict them. I can go away and be alone and see people whom I knew well. I recognized the single page from a book, moving on to an- what can be scraped together of the identity that things I wrote; they emerged from me, and other book and reading another single page, I had before coming here, but when I do I find remained a part of me, even when I completed and then repeating for an entire day, finishing that it has been undeniably affected. nothing. At the same time I feel special, but not indithem. I thought I knew myself. And as for the people! encounter, whom are vidually special. I meet the instruction commitAt first St.John's was a place, a college, a campus. It was something approached, ex- they meeting? I am unconsciously adopting the tee, I have dinner with the tutors and the assisplored, something that I would alter while re- behavior, the mannerisms, the words of the tant dean, I find out that there is fund set aside maining untouched, always separate, remain- people whom I meet, becoming like them and entirely forthe febbies during the summer, but ingwithin a dearly defined self. Then, suddenly, then changing when they change, if they are in none of these are my individual experiences. And what contained me was tom away and a flood fact changing. I say the same things about my- when I do have such experiences they are unfail. f~ame rushing in of eclectic humanity, contra- self over and over again and receive different re- ingly communicated to the otherfebbies, as if I dictory and consistent, of constant faces and sponses. When I am in my room I don'tfeellike am afraid of being part of no group at all, of rds and events, chaotically juxtaposed at first a whole person; I feel like a shared person, divid- beingseveredfromtheonlythingthatis,ifonly then sorting itself all out while washing ing a single psyche with my roommate. Maybe slightly, familiar. What I realize from this is that such an expewhat remained of the shield around my hedoesn'tfeelthatway.Butsimilarly,thesmall ·ousness, exposing a character that soon group of febbies, when studying, cannot choose rience- being thrown into an already established , and is still growing, increasingly protean. from a hundred people for partners.Unlike the campus, wheremyownidentitygi.veswayin the ew that people saw part of me and as- regular freshman, we have only each other. We face of a plethora of new ideas and people and ed the rest, as I did with other people who see each other over and over again, in class or out personalities- leads me to grasp for something I ed to change and then change again, in of it, and slowly recognition begins. I feel my- can recognize, in myself or in others, that will first minute in which I interacted with self no longer being simply Isaac, but Isaac of help me to connect this new life to my old one. I in the first hour, in the first week; sud- the Febbies; I am not an individual, but part of finditintheotherfebbies,eventhosemostunlike everyone I thought I understood became a very small unit that works and sleeps and eats myself. Although I did not know any of them as one, and where once I was entirely myself, before coming here, they are all going through t. No one was familiar. ple come up to the febbies and ask ques- alone and surrounded by open space, by an open the same process that I am going through, atintroducing themselves, exchanging sky that might as well have been an extension of tendingthe same classes and events, meeting the and hometowns and remembering not my mind, here I am part of a conglomerate of same people. It is in this that I find kinship with es or the hometowns but the way other minds. We are all in this together. It is in them. Wearethefebbies. Fortherestofour e said, the tone of voice, the person's this together. lives, we are the febbies. am sitting solely with the other febbies By Isaac Weiner, '05 Febbie THE GADFLY :3 .. : ..... �Ed Komara: The Alt rnative to the Hist ry of Sci nc By Roberta Gable, Director of Alumni Two paths diverged in a yellow wood, and Ed Komara A'88 decided to study music librarianship instead of the history of science. Both fields have a lot to recommend them, of course, so you have to wonder what tips the scales in a situation like that. Turns out it was the vision of graduate school to come. Komara figured that he had a bunch of catching up to do, one way or the other, and he preferred the image of catching up in music to the image of catching up in the calculus. With help and advice from :Mrs. Allanbrook (who used to be a tutor here and is now the Musicology Goddess at Berkeley) and Mr. Verdi, his sophomore music tutor, Komara got into the music librarianship program at SUNY Buffalo. Now, the art of the music librarian has two natures, and so, in order to pursue it, the aspiring music librarian at SUNY Buffalo must complete two degrees: an11LS (Master of Library Science) from the School of Information and Library Science, and an MA in some area of music scholarship-Komara chose music history. Fortified by a relaxing one-week break after graduation here (which he frittered away by moving twice), Komara began his stint in the dual-degree lifestyle. As we have so often seen, everyone who goes to graduate school after St. John's, and especially he who goes to graduate school immediately after St.John's, has an experience of, shall we say, contrast. Some speak of the difference with rancor, excoriating their new alma mater for being so unlike the old; some complain of difficulty in adjusting to the stuff-it-in, cough-it-up cycle of learning; some despise the single-mindedness of their new colleagues. Komara, however, while still respecting and celebrating the St. John's way, puts the culture shift in the best possible light: "It was refreshing," he says, "to be able to ask a question of a professor and get an answer back" And what about those new classmates? While there were a bunch of people in the li- 4 brary science program, and a somewhat smaller both a gargely classical) music librarian, but also (though substantial) bunch in the musicology in charge of the blues archive. Aha! The perdepartment, there were only two other people fect position! He wrote a killer cover letter for in the 11LSIMA music librarianship discipline his resume, pointing out the ways in which his with Komara. And both of them came from experience filled their requirements, and sure a background quite unlike his-they were per- enough, they recognized the virtue of his arformers, with conservatory training. It worked gument, and offered him the job. out well for all three of them: they were able to He started in January 93, and hoo-ee! Talk help him with music theory, andhe was able to about your culture shock. You might think help them with the context for music history. that it was the natural reaction of a northern The brunt ofKomara's education at SUNY boy adjusting to Faulknerian small-town in music was about classical music-a typical southern living in Oxford, Mississippi; but it required course was "Medieval and Renaissance was actually the politics, not the lifestyle, that Notation," which required transcribing vol- stood his hair on end. He was used to the kind umes of music by hand-but he wrote his of funding education got in liberal states, but master's thesis on Charlie Parker. This went in the conservative south, in a state "run by back to his roots in upstate New York, that land barons and factory owners," things were different. hotbed of Mississippi jazz. Well, it was news to me, too. But Komara However, the job was very cool. On the explained that Chicago was not the only desti- music library side, he was in charge of the nation for the migration that brought the blues whole shootin' match, from circulation and to the north. As it happened, a line of the reference to conducting research and publishrailroadendedinRochester NY, and in nearby ing; on the blues archive side, he was responGeneva (where Komara grew up) a substantial sible for the only academic collection of blues black population, with strong representation in the world, including 14,000 books, 700 magafrom Mississippi, flourished. (Son House, for zine titles, and 30,000 sound recordings. Anyexample, whom Komara calls "the great-grand- one doing research on the blues, especially on father of the blues" recorded in Rochester.) southern blues, has to make a pilgrimage to Komara graduated with his two degrees Oxford. from SUNY in 1991, and couldn't find a fullAnd if they have any sense, they'll talk with time job to save his life. He came back to An- Komara. He has become a major Mississippi napolis and followed up on a graduate school blues authority, lecturing at conferences and assignment: when he had received an assign- symposia, and publishing all kinds of stuff. ment to work with a contemporary classical His first book was a discography, The Dial composer to compile a list of works and pre- Recordings ofCharlie Parker. Afrerthat he mieres, one of his classmates said to Komara,. edited Chasing That Devil Music, an anthol~ "Isn't Douglas Allanbrook at St.John's? Can ogy of the writings of Gayle Dean Wardlow, you work on his music?" The resulting cata- "the' dean' of Mississippi blues research." And logue turned out well enough that in '91 Mr. recently he completed The Road to Robert Allanbrook invited him to organize his papers Johnson, a book about the 1930's delta blues and manuscripts, including sketches and dt afts, guitarist. Coming up soon are several essays in for deposit at the college library. the book accompanying a seven CD box Then Komara worked at this and tbt, part- the music of Mississippi bluesman Charlie time, freelance, odd jobs, odder jobs, "paying Patton. And he is co-editing a blues encydopec the rent and wondering about the future." At dia. Last year, finally, he actually taught a course. last, in mid-92, he saw an ad for a job at the University of Mississippi, for someone to be His appointment as music librarian is THE GADFLY ................................. . cally as an assistant professor, but he had not had the opportunity to teach before. So he got the Big Call, and offered a course on the Mississippi blues, with the aim of enabling the discussion of music history by non-music majors. His course included a) galloping through the history at the pace of about a decade a week; b) having the students map the state of Mississippi with the major blues sites; c) dwelling on the nature of improvisation, both in lyrical wordplay and musical concepts; and d) covering the nature of the music itself, including the instruments, melody, harmony, and the difference between twelve measure blues and eight measure blues. The course was a blast, and the job is great. But he's outta there. Four factors contributed to his decision to leave: he misses his family, all still back in New York; he's famous but not rich, because of the non-prioritization of education in Mississippi; he wants to continue research in contemporary classics; andhe wants to de-specialize, and get back in the swing of music in general. He's kept his eye out for the next perfect job, and recently found it back in NewYorkatSUNYPotsdam,wherehewillbe both the music librarian, charged with building up the jazz collection (the school recently added a jazz minor), and an associate professor, teaching, to begin with, a course on blues and a course on music bibliography. I asked Komara about his advice for the up-and-coming St. John's graduate. Two things: A. After four years at St.John's and then ten straight semesters of graduate school (as a library graduate student, he didn't get the opportunity to take summers off), he was exhausted. He recommends that, unless you' re really impatient, really hungry for it, and really ready for it, you consider postponing graduate for a year. However, if you're impatient, hungry, and ready, go for it! B. If you' re interested in reading the classics of music history, start with these books: Anton Webern The Path to the New Music 1962} Oliver Strunk Source Readings in Music His1998} Counterpoint: The PolyStyle of the Sixteenth Century The Story of the Blues {1968} have it. You could, of course, µdy the history of science instead. :Billiards at St. John's : By Nick Whittier, '05 : . : : : : : : : . : : : : : : : : . : : : : : : : : : : : : : : : : : : . : : : : : : : . : : : At the beginning of the current academic year the St.John's Pool Room (Humphrey's Common Room) was in a state of disarray and disrepair. The handful of individuals who had enough interest in the ever-popular leisure activity continued to use the poor excuse for a pool table and the equally miserable supplies that furnished the room. A further descripti on of the room's status would most likely inform you of the stained and near death furniture, a ceiling with as many punctures in it as there are stars in the sky, walls so badly in need of paint that one couldn't ascertain the last color that they displayed, and two small stereos (neither of which are fully functional). To the currently acting members of the St.John's Pool Club, this was an unacceptable state of affairs and not long after the start of the fall term steps were taken to start the formation of an all-new St.John's game room. Prior to the reworking of the former club charter, billiards enthusiasts on campus worked closely with Mrs. Kronsberg (former Assistant Dean), Mr. Ranson (Director of Student Services), Mr.Billups (Treasurer), andMs. Waters (Senior Resident for Student Activities) to make the necessary improvements to the Pool Room. These individuals were gracious enough to grant dedicated students the funds to purchase a slew of new supplies and several pieces of furniture. A new coat of paint for the room and a new organizational system for accessing the Pool Room were also acquired. New cues, darts, a dartboard, a bridge and other essential items now brightened the disconcerted spirits of the students who were seeking to bringtheroom to a worthwhile state of existence. These students, now members of the current St. John'sPoolClub (a necessary title required as a part of the new organization of the key system, ex- ecuted with the assistance of the Delegate Council) remained content for the rest of the fall term, but thoughts of improvement still painstakingly riddled their minds. Currently the St. John's Pool Club is in the process of moving their home base from the basement of Humphreys to the Campbell Common Room. Though they are apologetic toward any inconveniences this may cause, architecturally this allows for the Pool Club to acquire foosball and bubble hockey tables to add two more options for leisure time stimulation. Also offered by this move is a money saving offer that will allow the Pool Club to resurface the pool table for an outstandingly affordable price. The big-screen television currently in Campbell Common Room will be moving to Humphreys, the Pool Club is sorry to admit. However, funds from the Delegate Council permitting, the Pool Club plans to get a smaller television to take its place for any sports fans who enjoy watching events while taking advantage of everything the new St. John's Pool Room has to offer. With the assistance of the interested student body, the Pool Club hopes to continue to offer better (and better quality) leisure activities, after all, what college campus is complete without foosball and bubble hockey? "No college campus is complete without foosball and bubble hockey." -St. John's Pool Club ....... THE GADFLY . 5 �COVER STORY · · .. · · · · · · Th Gr at Gatsby th By Ms. Eva Brann, Tutor This is a report from the realm of the Graduate Institute. One of the charms of teaching in its literature segment is that the tutor gets to choose a short work of prose to top off the class. I picked Scott Fitzgerald's The Great Gatsby. Why? Because I recalled it as a novel that induced in me a kind of transport of sympathetic warmth for its hero.Jay Gatsby reminded me of certain flamboyantly untamed students whose punishment for impermissible high jinks I sternly confirmed in the dean's office while in my heart I loved their spirited transgress10ns. What I had forgotten and what our class conversations reminded me of was how fine a work of art this novel is, how neat yet natural the plotting, how concisely elegant the language, how well envisioned the psychic depth of Youth Incarnate. This little essay is a memorandum of things said or intimated in the lively and discerning tutorial discussions. Perhaps we overdid it a little by way of extracting meanings-but not much. For works of high art have about them a penumbra of serendipitous significance that a band of friendly readers has every right to articulate and to impute to the author's genius. For my part, I came away thinking that Gatsby was a book worthy of the senior seminar, but th;:it it would probably not achieve a permanent place there. For it belongs to that large yet blessedly finite class of justabout-great books that populate the land of literature so as to make it a daily world to live in.Were the republic of letters inhabited only sparsely by those grave and demanding classics, no person of middling life force could dwell there continuously, and were it totally overrun by that readable rabble, the "lovely book to curl up with," nobody of limited taste for easy gratification could live there for long either. It is the Gatsbys that make literature a livable realm: the trouble-and the glory-is that they come not in hundreds but in thousands. Gradu te lnstitut Anyway, as always in good classes, we raised more questions than we settled. And among the first was one set off by Fitzgerald's hilariously elegant imitation of the "Catalogue of Ships" in the second book of the Iliad. In the fourth chapter of Gatsby the narrator, Nick Carraway, writes down on a Long Island Railway timetable for 1922 the names of the company that accepted Jay Gatsby's lavish and indiscriminate hospitality in his mansion at the tip of West Egg, Long Island, New York. "Of the Boeotians Peneleus and Le"itus were captains," begins Homer, " ... these were they that dwell in H yria and rocky Aulis;" and he ends 266 lines later: "These were the leaders of the Danaans and their lords." "From East Egg, then, came the Chester Beckers and the Leaches," Fitzgerald starts, and finishes two pages later: "All th'e'se p~opYe came~ G-;:tsby's house tii'e sum1-ri(;r," a lovely trochaic tetrameter with a Homeric cadence. As it happens, these East Egg Irish make wonderful heroic feet, perr v ~v - v '--' <_./ rect dactyls: Benny Mc I Clenahan, Horace Yn O' I Don~~. Why this Homeric reminiscence?, we asked ourselves. Clearly this company collects around a hero: the Great Gatsby is an Achilles, the American Achilles.Jay Gatsby is about Achilles' age, maybe a little younger, being thirty-one or two-as was Alexander, who died at thirty-three, and Jesus, who V\rent to his death at thirt1--four. {This last observation is not one of those frivolous literary impieties, but relevant to a central allusion of the book, see below.) Jay's young death looks, as does Achilles', necessary, fated-as seen from the outside and once it has been accomplished. "So we drove on toward death," says Nick in his posthumous account. But from the inside and the dramatic present, all the necessities really stem from the demands of that particular life, which is to say, of Jay's character and being. (There must be some Greek who said "Character is Fate," pretending to utter wisdom when he was only summing up an enigma.) At any rate Jay himself is alive only . . .6 . . . . THE GADFLY .................. . . to his "instinct toward future glory ... the drums of his destiny." (He goes for two weeks to St. Olaf College in Minnesota, a musical school, which he however finds "ferociously indifferent" to his drums. It made me wonder if we tutors always hear themwonder and resolve.) Fate then is always an afterword, while destiny is the present sense that dreams are smoothly convertible into fact. Real readers of fiction, far from living in a floating world of suspended disbelief, must suppress continually an urge to interfere and set things right for the hero: "Don't, oh don't do it," or "Wouldn't this fix it?" Yet would I wish, for all my sympathy, to keep Jay from his fatalities? To see his garish lustre dimmed and his gaudy glory muddied in respectable middle age? Here's the one sure test of the difference between a fictive and a factual person: If he were a real young student, I would do what I could toward saving him even for the dimmest of long lives, but for an imagined human being I would let that alternate human truth rule: that no life is better for such a boy than a dim one. It's a rule high imagination approves and human fondness countermands. But it speaks to a choice Greek Achilles knowingly faces before the citadel of Troy and American Jay unknowlingly before the "white palaces" of East Egg. More below. Jay Gatsby is an American hero, and his book is an America11 book, and that fact shaped a puzzle for the class. Fitzgerald himself liked the ironically patriotic title Under the Red White and Blue best, but I like the editor's The Great Gatsby because it allies the hero's name to his magnificence. Jay is American, body and souL He has "that resourcefulness of movement that is so peculiarly American-that comes ... with the formless grace of our nervous, sporadic games." His brain spins out "a universe of ineffable gaudiness," a "vast, vulgar and meretricious beauty." This imaginative extravagance is refined into sheer splendor by the purifying inhibitions of a steadfast passion, a love carried faithfully for five years through heroic action in the Great VII a.r and murky money-making in the Roaring Twenties. Post-war Jay is an "elegant roughneck," who wears his gorgeous pink rag of a suit with distinction. He is magnificently generous in his spending of money, if shady in his getting of it. He is suddenly naively candid, and then again a shockingly careless liar, exhibitionist and reserved, gracious and awkward, delicate and crude, a canny dreamer, an indefeasible adolescent, an incurable romantic-no one who knows Achilles could miss the family resemblance. Here is the Greek hero's American cousin. Is Gatsby a philistine writ large, a crass materialist as Americans are reputed to be? Well, there is a word to be said for philistinism; in fact it was said by Vladimir Nabokov. In his afterwordforthat paean to America's meretricious beauty, Lolita, he says: "Nothing is more exhilarating than philistine vulgarity." I don't know what he means, but I know what it means: A certain kind of American vulgarity is an awkward obeisance to high beauty and recalls its vision to the willing eye, as through a glass darkly-or garishly: The figure of Jay, body and soul, is exhilarating because it lets through something superb, as does a shlocky landscape on a restaurant walL Now here is our question, a universal one: How is it that these heroes, these paragons, these figures of arete in Greek, or excellence in English, appear as standing for their kind, Greek or American? How does the outstanding exemplar-Nick calls to Jay an unknowi-.11.g farewell: "You' re worth the whole damn bunch put together" -come to be the American? How does the superlative come to be the representative? How does the vulgarly ordinary raised to a higher power beideal of its kind, an expression of Platonic essence? The answer, we agreed, requires a reflection on the term "ideal." On the face of it this American essence seems to be devoid of all transcendence; no one on this Twenties scene manifests any reliable faith. The watching brief of the book is assigned to the enormous faceless pair of blue eyes behind great yellow spectacles of Doctor T. J. Eckle burg, looking out a huge, time-expired oculist's adver,, ~'""'uc1u brooding over "the valley of ashes," burning local garbage dump. One of the sad collateral victims in the plot in fact the apparition for an all-seeing God. And yet the story is fraught with traces absconded god. At the center of the book occurs the sentence that reveals We never quite understood what Jay's reGatsby's spiritual heritage: lation to Jesus might be except that he beThe truth was that Jay Gatsby, of West comes a sacrifice-though not a triumphant Egg, Long Island, sprang from his Platonic one; '"Jay Gatsby' had broken up like glass conception of himself. He was a son of against Tom's hard malice ...."Nor is "selfGod-a phrase which, if it means anything, creation" or "self-invention" an altogether means just that-and he must be about His lucid notion. It is often said that America Father's Business .... and its people reinvent themselves at will. We, the class, knew perfectly well what But dreaming and making it so isn't invent"son of God" normally means; Jay is ing, that is, fabricating and executing; it is brought into some vague connection to receiving a vision and living by it until it Jesus. But in this text the eventuates, and the self is theological phrase means engaged not in the mode that he is self-conceived, "Jay Gatsby an of manipulative action but self-invented. And the of enchanted passion.Jay's American hero, Business he is about is, paternal business is much one would think, the and his book is an more self-revelation than American business, American book... " self-creation. money; as the saying He has, to be sure, no goes, "the business of earthly ancestral heritage or America is Business." myths to fill his brain, and his own father, who turns But that is not how the quotation goes on: up only at his death, Henry , .. His Father's BusiC. Gatz from Minnesota, ness, the service of a is sad and dim. So Jay is a self-made man in respect to vast, vulgar and meretrihis dreams. And yet, not cious beauty .... His brain spins out a quite: They are private "universe of ineffable dreams, but dreamed in a gaudiness." His imagigrand American, even cosnation reveals to him mic mode. He makes a very "the unreality of reality, strange but confident observation to Nick about a promise that the rock Daisy's love for her husof the world was band Tom, the fact of founded securely on a fairy's wing." His shady which he is trying hard to business is purely ancillary to his bright controvert: '"In any case,' he said, 'it was dream. It is remarkable how close the way just personal."' Now how could it denigrate of being ascribed to the phantast Jay Gatsby love to say it's just personal? Well, we is to "the metaphysics of the imagination" thought, Jay's love is cosmic, beyond a mere proposed by the poet Wallace Stevens, who relation of individuals. Such love is nourwas born a decade before him and outlived ished by lack and attenuated by fulfilment. him by Jay's whole lifetime. He says in the On an autumn night, five years before the essay "Imagination as Value": story's present, Jay had kissed Daisy: He knew that when he kissed this girl, If the imagination is the faculty by which we import the unreal into what is real, its and forever wed his unutterable visions to value is the value of the way of thinking by her perishable breath, his mind would never which we project the idea of God into the romp again like the mind of God. So he waited, listening for a moment longer to idea of man. The imagination is the residual creative the tuning fork that h;:i.d been strn.ck upon ;:i source when God is no longer transcendent; star. Five years later they are face to face again. Stevens says: "We say that God and the imagination are one." I expressed the opin- In one of the most poignantly romantic ion that one mark of a great novel is that it scenes I know of they slowly come together. has a theological element, even if it's only Nick regards Jay closely-and surmises that theological nostalgia. I don't know that any- Daisy must have that afternoon "tumbled short of his dreams-not through her own one agreed; nonetheless, it's so. fault but because of the colossal vitality of is THE GADFLY .. :. 7 �his illusion. It had gone beyond her, beyond everything." But if it is an illusion, then it's because Daisy is in fact not worthy of the dream. Indeed, she isn't. The "mind of God" quotation above goes on as follows: Then he kissed her. At his lips' touch she blossomed for him like a flower and the incarnation was complete. But she's Daisy. A daisy is a conventional stiff upper middle-class flower that doesn't blow open in the way of a rose or a peony; in fact, it's just ahabit she's reported to have. For no miraculous incarnations is she the human vehicle. In the keyed-up, climactic confrontation scene when a decision is asked of this pitiable mannikin, this sexual tease ("I'm giving out green"), this cold, glitzy, languid, confused, and desperately sophisticated flapper ("Sophisticated-God, I'm sophisticated"), she is unable to declare an allegiance or abide by a promise. "You're crazy"-Tom keeps exploding at Jay as revelations are made, and Daisy's name suddenly reveals its provenance: "Daisy, Daisy, give me your answer true. I'm half crazy just for the love of you" -that's her song, and she has no answer true. Daisy Fay of Louisville is an enchanting "nice girl"; Daisy Buchanan of East Egg is a displaced fauxflamboyant nullity. It is on this occasion that Tom, the prissy brute who had "with a short deft movement" broken his mistress's nose earlier on for making a sing-song of his wife's name, has a moment of magnanimity, of trusting confidence, when he lets Daisy leave with Gatsby in Jay's car. If the first truth about great novels is that they have a theological element, the second is that the bad types have a redeeming moment. Yet this very gesture of confident generosity will become fatal to Jay. Naturally we talked a lot about the deft use of names in the novel, above all the hero's. Jimmy Gatz has renamed himself, but Fitzgerald had a hand in it. "Gatsby" is generally understood to carry an allusion to "gat," the mobster term for what is nowI've read-called a "piece" on the street. But "gat" itself, although used of a handgun, originally came from "Gatling," the machine gun that was in use between the late Civil War and the Great War in which Gatsby fought with distinction, and, getting his majority, was put in command of the divisional machine guns. So the name carries a double connotation: a shadowy involve- 8 : ment in the underworld-certainly bootlegging (this is Prohibition) and probably securities fraud-and perfectly genuine heroism in the war. The people who drink his liquor and accept his lavish hospitality keep babbling rumors about him; a girl says "I'll bet he killed a man." How strange that sounds as a surmise about a veteran who fought in the Argonne Forest! This parasitic crowd guesses at his corruption, but his "incorruptible dream" is concealed from them. We last see that fatal pair, Daisy and Tom, through a window in conspirational colloquy-at least Nick sees them. I thought they were cravenly plottingJ ay' s death by proxy to protect Daisy from the just charge of manslaughter, a charge which Gatsby, here the American embodiment of the "perfect gentle knight," has taken upon himself. The class thought they were indeed plotting, but that Daisy has not confessed her crime to Tom; certainly when Nick and Tom run into each other later he appears to be so far innocent, and Nick believes him. Either way they are quite a piece of work. Does their conspiracy kill the great Gatsby? Well, realistically speaking, of course. They sick a man mad with grief on him. But in the imaginative realm, this American Achilles, this ever-adolescent son of God is not imaginable past his thirties, still in possession of his dream. When Daisy was unattained "he felt married to her, that was all." But once in possession, would he have felt married for long? Unlikely. The fulfilment of such a dream presages its end. There is a sign of this. Gatsby has bought his meretricious mansion in West Egg only to be able to see the green light on the dock of Daisy's house across the bay in East Egg. That is how Nick first sees him: trembling in the dark at the sight. Once Daisy's arm is in his "His count of enchanted objects had diminished by one." It's just a green light on a dock; it has given its permission to go and lost its "colossal significance." (Not that it's symbolic; great literature doesn't deal in symbols, only in significances.) The great Gatsby is unthinkable in mature sobriety. Since it is a merely venal sin to end the life of a fictional person, we felt entitled to approve this death, at the author's hands. In the great and appropriately disjointed peroration of the book, the brooding of Nick Carraway on Gatsby's being, it is said that "Gatsby believed in the green light, the orgastic future that year by year recedes before us." That's more Nick trying to rise to Jay's immensities by placing them within the temporalities of "the dark fields of the republic" than Jay who doesn't care about paroxysmal futurities.-He cares about the romantic past. In a book whose style abounds in startling suddenties, this is the most unexpected: Nick has said to Jay, very platitudinously, that you can't repeat the past. "Can't repeat the past?" he cried incredulously. "Why of course you can!" This is said by a man who was, when young, "without a past," that is, without family or tradition or money, and who can only supply the last of these deficiencies. The past he means is the moment of the incarnation of his dreams; he is totally careless-or ignorant-of the curse of incarnation, that the embodied dream is corruptible and that the desirous imagination flags in the face of fulfilment. Gatsby is as heedless of the future, as unregarding of the aftermath of dreaming to the point of incarnation, as only an essentially young man can be. Could we attach a term to Gatsby, give him a home in a kind? Of course. He's a romantic, through and through and by the book-an American romantic: riveted to a passion that hardly sees its object, hell-bent for death, be it from the outside or the inside, deranging the progression of time by the mere fact of his faith, composing within his energetic simplicity a multitude of contradictions: crude flamboyance and true delicacy, outrageously careless lying (he claims to be the son of a wealthy family in the middle-west, and when Nick asks what part, he says "San Francisco") and simple saving candor, sinister secrecy and real modesty, and, above all, ferocious fear of losing his love and considerable courage in fighting for her. ·· What's American in this classic portrait of romanticism, of "romantic readiness," is the crude freshness of the man and his traditionless past-European Romanticism is re-.:: lentlessly unready, sophisticated and historical. And he's lovable, whereas the Old World romantic of literature induces a wish that someone should give him a good kick. B that wasn't discussed in class. We found plenty more to talk about: suggestive topography of the two Eg alike as eggs will be yet differentiated i "sinister" way by money and social stan ing, East Egg being the superior, yet o pied by an unfledged flight of self-exiles fro THE GADFLY ............................................. " .... . At the Hostel Hostel Life-wherein you arrive at a place wherepeopleareconstandycheckinginandchecking out, and there is little pressure to leave. You may speak or not speak, watch or not watch. (!hough you have aplace to eat, sleep, wash, you are not homeJ --ForElimbeth Wagner By Joseph Method, '04 The Santa Fe International Hostel ("Budget Bed & Breakfast") is my first hostel. I will stay here for slightly longer than two weeks, though I do not know this as I check in. But first I have to call. And when I call I get Steve. Steve says, yeah we got rooms. I do not remember if he uses the line about the hostile hostel. He does use the one about the try-out period to see if I 'play well with others'. Five-buck deposit, fifteen-dollar dorms, twenty-five singles, one-twenty five weekly rate. Ten-minute chore in the morning. When I call I am covering my bases. I do not actually plan to stay in the hostel, as ·romantic as it may seem at the time. Steve's gruffness on the phone has reminded me that I associate hostel with adventure, and I associate adventure with menace. Two days later I get a ride to the hostel 9n Cerillos road, an ugly highway lined down Ithe median with scrubby trees. The hostel is ~motel in Santa Fe adobe, which is painted laster. There are diner booths separated m the sidewalk and the highway by a low all, and there are cars up on blocks. The tside of the hostel is brightened by mus with Pueblo designs. The lobby is cozy, the kind of ambience l'tt corporate coffee shops aim for. Checkin is a matter of handing over the money a dorm and writing a name down, any e really. I am handed a blanket and a , shown the kitchen, and given the key yroom. is is a slow season for tourism, and orm room has no bathroom on the . I will have no roommates for the two nights. On the third night, a form rst into the room late at night, breathe a madman, and stumble about in k. (fhis is the father of a Johnnie, in . Santa Fe for parent's weekend, suffering from asthma or worse.) The hostel offers free coffee, bread, rice, pasta, etcetera. Sometimes food is left on the 'free shelf', which is exciting. I discover coffee and cigarettes in combination for the first time. Even with the cold wind, there is nothing more pleasant than carrying a cup of hot black coffee out to one of the booths in the morning. I grab a chore on a piece of cardboard before going out, because some are easier than others. I realize I have trouble making rice. At first I become adept at listening to the conversations of strangers while eating in silence or pretending to read. I tend to drift in and out of rooms. Then something miraculous occurs; someone offers to make me food, as a pretext for making conversation. Jennie the Vassar grad is the first of the personalities I will acquire over the next two weeks. A drama major, she wants to make a go of it in Santa Fe, find a place, find a job. I explain to her about St. John's, and she says there aren't many women on the list. I say, oh, that's because women didn't write many great books. She takes offense, and we eat her quesadillas in silence. At some point I learn to tell the hostel staff from the members. The staff gets free room and 'board' in exchange for weekly shifts. So Olga-small pretty and meek-is staff. And Steve, of course. Steve got passed over for the Jeff Bridges part in The Big Lebowski, or else the Coen brothers drew inspiration from him. Steve smokes Marlboro Reds by the pack, has a hacking cough and a heart attack in his past, 'doesn't like militant lesbians', spent time in prison on a coke bust, can tell you the difference between peyote and psylocybin. Sherry the manager says he is 'the most un-pc man in America'. Nobody likes Sherry. Bruce the owner, who collects cars, is okay as long as you stay out of his way. I drive up to Taos to see the Pueblo with Hiroka and Julie, the Jersey art students. This is how I know from real adobe. It is ten dollars entry, twenty with a camera; the people are surprisingly friendly, considering. We run into Gean the Lithuanian program- mer there, then drive to the Rio Grande gorge and tour the emptiness. The Taos trip is my only Experience experience. The rest of my time will be spent collecting personalities. Owing to a debilitating personal condition (laziness), I will sometimes neglect to leave the hostel. There is a metaphysical defense for this, of sorts. The hostel is a limbo place, like a hotel but cheaper. It is a stop-off on the way to somewhere else. Like Jennie, Hadassa the mature Israeli writer is in the process of finding a place. She has very particular opinions, and shocks easily. She eats only organic foods and once mildly chastises me for raking the leaves in the courtyard.Joseph the Russian music teacher seems to be in the same boat. He is old but in better shape than anyone at the hostel. He cooks borscht and carries rocks on his back. James is an itinerant mechanic. He keeps a hideous mannequin in the passenger seat of his truck, hideous because of the fright mask it wears. He has prison tattoos on his face and arms, knows philosophy by way of art studies, is a widower and a divorcee. He explains postmodernism to me as the difference between Marilyn Monroe and Madonna. (Steve is waiting for his Mayan masks to sell before he takes off for Guatemala again. One day he sets out wearing a big silver buckle-belt, leather boots, and a turquoise string tie, looking for dealers to take the masks off him.) I have no good reason to be here. I already know rents are too high to live here, and my attempts at finding a job are halfhearted. The truth is I have been seduced by existence in limbo. The personalities I know are only the ones who aren't just passing through, but even my steady cast will eventually leave, Jennie and Hadassa at the beginning of the month. It's just that I've grown used to living with strangers, knowing their names, and sharing in their stories. When I leave, I have enough money for a bus ticket back east. I leave without saying goodbye. : 9 ................................................... . THE GADFLY .. : ..... �Basketball: Basketball The second and third quarTo say Saturday's Basketball games were at ters saw the all interesting would be like claiming that by Spartans reading Platonic dialogues you can actually learn slowly increase their lead, at Virtue and Justice. Lies. All damned lies. It's not that the games were without mo- one point in ments of excitement: It's just that in the Dru- the third up by ids flubbing of the Guardians, 81-113, the 13; they finonly exciting moment was whether Drew ished the forth O'Neil could score 25 points. He did not, but quarter up 9. It finished the day pretty high with 24. The would have Greenwave vs. Spartan game however, left ev- been more but eryone wondering whether the Greenwaves Nick Garklavs would blow their improbable comeback missed a shot chance yet again. ~won't give the answer away from directly quite yet, so that you could feel the same sus- under the baspense that was "rippling through the capacity ket with 2.4 The basketball hoop glares ominously. crowd of 34,076," as Michael "Michael Mo- seconds retorcycle" Magwire said, although completely maining! And no one was guarding him! He also missed the of the game, and by the beginning of the forth out of context.) The Spartans took the early lead in the first rebound! Did this cost the Spartans the game? quarter the sweat on his blue shirt looked like a map of Africa, stretching from his nipples quarter, up by 5 with a score of 19. The Spar- Read the next paragraphs to find out! The Greenwave's finally remembered that to his belly button: It's an outy ladies. Against tans held the Greenwave B-Team's lead scorer Daniel Malkiel to 0, but the Greenwave's got a losing is far more painful when you actually the weakened Spartans, the Waves soon late Christmas present in the form of January have a chance of winning, and began to ex- brought the lead down to 4. But then disaster Freshman Matt Riener, who kept the game ploit the Spartan turnout of the Spartans in struck. Chasing down a fast break Greenwave within reach for the Waves chipping in 4 big the fourth quarter. With only nine players turn- captain Alex Rinn's thumb was severely daming up for the game, Peter "Four Eyes" aged by the while trying to block a shot with points, and ending the day with 8. Heyneman was forced to play all four quarters 6:30 left on the clock. What broke it or how bad could not be immediately determined as he underwent a trip to the emergency room and could not play the rest of the quarter. It was later confirmed by amember of his team, that Mr. Rinn had in fact broken his thumb not once, nor twice, nor thrice, but in five different places when his thumb hit the backboard. Sportswire extends it condolences to Mr. Rinn, and hopes that his absence will not require Dan O'Keefe (A '01) to come out of retirement. When Spartan Matt Callise fouled out-leaving four very tired Spartans remaining-with 4:00 left and Spartans up by 8, the Greenwaves began their final charge. With a steady hand the Waves began hitting three's and making rebounds and with 1:30 left they were only down 3. But then Jerry Januszewski, one of the Greenwaves' most valuable players, fouled out, and the Spartans began running up the score eventually winning by some ridiculou5, amount to the chagrin of all the fans, who all would have loved to see the last pla The Alex Rinn Thumb Puzzle. Challenge yourself! GADFLY FUN GAME!!! ™ Greenwaves beat the currentlyundefeatedSpar tans. RTs . WIRE- By Michael Malone, '04 10 THE GADFLY ................................................... . By Jon Cooper, '02 Sports Editor Time was, handball was as essential to a male's experience at St.John's College as any sort of diagnostic test taken in the privacy of the Bookstore bathroom in the basement of Humphreys Hall. Perhaps that time never actually was, but it sure seems to me like handball, as a part of the college scene, has gone the way of the dodo, the Dodge Neon, and UPN. It should come as no surprise that such a fate was in store for na!ve animals, Saturn knockoffs, and a television station whose crown jewel was Moesha. But that a game of such intensity and complete fun as handball could be so under-appreciated is-in accordance with what my grandmother (God rest her soul) might well have said- poppycock. Nowadays, handball is like the extra toe on an otherwise normal foot. Last year, while I was keeping score at one of the contests, a tutor took a time out from his biceps curls to ask what peculiar combination of basketball, hockey, and soccer lay before him. I told him that the name of the game is handball, and that "it speaks for itself." He dryly replied, "It appears to have a lisp." With that one Ricklesonian remark, handball became the Rodney Dangerfield of intramural sports: it gets no respect. Two weeks ago, however, the handball season began without any sort of interest in what the basketball season, the soccer sea10n, and the football season were saying ~out it behind its back. The Guardians de:f1'ated the Spartans 46-43, and a week later, e Hustlers took care of the Druids A Milto Juan, Juan being the only Druid to 'tup for the contest. The first game was a owdown between two high-profile ofses, and the 87 goals that resulted will ably be one of the highest totals this n. Jonathan Polk led his team to the ry, scoring thirteen goals and dishing out "ng chances to his Number Two and e scorers, James Gilmore and George . The trio will have to score 25 to 30 a game in order for the team to be com:ve. The Spartans, driven by captain and time league MVP Mike Maguire, em- Handball: Played by so few, misunderstood by so many ployed a less diverse game plan. Maguire has led the league in scoring the last two years, and his team has come to depend on him to use his size, speed and arm strength to create scoring chances. Maguire scored more than half of his teams goals, with Erik Thompson coming in second in that department, scoring seven of his own. The Spartans need a more balanced attack, which does not necessarily mean that Maguire should take fewer shots. Rather, the other members of the team should capitalize on their chances, as well. Thompson was an excellent seven-often, and Bryson Finklea was excellent in his first game for the Spartans, scoring five of his own. With the scores as high as they are, it is often easy to overlook the one player who is absolutely essential to his team's victory: the goaltender. The Spartan-Guardian game can be looked at in terms of the goalies. Neal Turnquist's team was down by six goals at the half, but his performance in the second half helped the Spartans climb back into the contest. Although he finished the game with more saves than his Guardian counterpart Aaron Collier, it must be stated that Collier "played some wicked good handball," to use the parlance of his time and place of origin. Had Collier not stopped two of Maguire's three penalty shots in the game, the Guardian victory is far less definite. And speaking of goalkeeping, Hustler Jonathan Cooper put in one of the best 60 minutes of his career in the Hustler victory over the Druids last week. The senior stopped nearly 75 of the 104 shots taken at him in the game, an astonishingly high number. The Hustlers appeared to be the most well balanced team both on offense and defense, with Louis Kovacs, Alek Chance and Bobby Ramsey forming the core of a team that is hoping for its third straight handball championship. Andrew Ferguson, who graduated last year and was instrumental in the previous two titles, was on hand to score five goals on six shots for the Hustlers. The Hustlers are a quick team that turns saves on one end of the court into goals on the other. Cooper, surprisingly, led all players in assists last week with a career-high nine, and scored his firstever goal as a goalkeeper on a sorta-empty net in the waning moments of the game. Kovacs and Ramsey filled the scoring void left by last year's graduates, and Chance continued to produce the way he did last year. The Druids, on the other hand, look to be up the creek without a paddle. Guru Ray Sears fell victim to injury, and now seniors Steve Travis and Jack Dobbyn will have to step to the forefront as ball handlers and scorers. Sophomore Michael Malone will certainly improve on an impressive freshman year in goal, but he needs to keep the opponents below 35 goals per game if his offensively strapped team is to succeed. Sears was the leading scorer and playmaker on the team, and no one knows what to expect of a team without him. And about the Green Waves, all I know is that I saw them running wind sprints in the gym one afternoon. What kind of "Rudy" crap are they trying to pull? If you see Trent Riney, punch him for it, and then tell him it was actually for looking and acting and sounding and being just like Kevin Nealon, venerated comedian. Poser. COFFEE PLUS x2179 SCONES are in Every Monday & Thursday f:~:-------: I ........,. $1.00 Off any I I Large 16" 1 topping pizza I offer expires 2/08/02 I I PLus. ·----------· 11 ..................................................... THE GADFLY .. : ..... : �THE GADFLY St.John's College P.O. Box2800 Annapolis, MD 21404 Gatsby KU Vat continued from page 8 the Middle West, "unadaptable to Eastern life." There is "the valley of ashes," and New York across the river. In New York lives Meyer Wolfshiem, Jay's associate, an ethnic-flavored crook. Two points about him appeal to me especially. Any New York Jew like myself knows that "Wolfshiem" is wrong. It must be "Wolfsheim," and this careless disfiguring of a foreign name is just what happens to expansively disreputable people; Fitzgerald has a good ear. The other point is that Wolfshiem is said to have been involved in the 1919 fixing of the World Series; one of the eight players indicted was the Black Sox' left fielder "Shoeless Joe" Jackson. This episode inspired W. P. Kinsella' s book Shoeless Joe, whence comes the sentence "li you build it, they will come." The relevance of all this is that this book too is about the power of the dreaming imagination to call the past into new being: The diamond is built, and the dead Black Sox Eight come out of the Iowa com field to play. I told the class about this and the fact that the Washington alumni had let me choose this book for a seminar with great results, but that was, rightly, regarded as aside issue. We noticed the beautifully crafted plot, how the denouement is carefully foreshadowed by talk about careless and misidentified drivers, and how each member of the Buchanan pair manages to be instrumental in the termination of the other's lover. We also paid attention to the beauty of the writing and to the way brisk epigrams are smoothly woven into the narrative. Here's a favorite of mine to end with. Gatsby has bought his period mansion, a copy of a French city hall, from the children of a man who reputedly went into decline over the fact that his neighbors refused to have their cottages thatched with straw, although he'd offered to pay five years' taxes for them. "Americans," comments Fitzgerald, "while occasionally willing to be seds, have always been obstinate about being peasantry." We couldn't quite make out what he meant, but it sounds totally true. The proof is, as they say in mathematics books, left to the reader. 12 : THE GADFLY : By Johanna Thrall, '04 . Okay, so it's Friday afternoon and I'm in : the grocery store. Austin Seth was explaining : to me what exactly a "star fruit" is (I'm still not : sure)whensuddenlyithitme. TodayisFriday. : KUvm play basketball on Friday. Do I play bas: ketball today? No, we played on Tuesday. Then : why am I still talking to myself? The answer: : In the last GcuijlyRhondaFranklinmadeades: perate cry for help in covering the basketball : games. She andMegan Maxwell-Smith are the : almost sole reporters of womens' sports. : When they don't write, the sweat, tears and : glory of Kuvm basketball goes unknown : amongst the polity. Nothing less than a trav: esty! Women's athletics are, as we all know : from Roberta Gable's inspirational pre-season : chat, the sum of both school and personal life. : [Eucl. I. 47] Needless to say, Rhonda whined : and I volunteered to carry the torch and cover : Friday's game. But then I forgot. But then I : remembered. The point? I was late. So I : missed almost half of the game. Not exactly : the best way to launch a journalistic career, but : here goes anyway. : Blue played Yellow (or Gold to be politi: cally correct.) That would be the Amazons : against the Furies. Now previous kunai games : have been known to get mildly forceful, but : this game was the pinnacle of intense yet : friendly play. It was a "happy aggressive" game : saidEvelynAnne "Nice-3-Pointer!" Johnston, : "the kind where you foul someone and then : you apologize." The Furies started off in the : lead, but by the half the Amazons were ahead : "I'm told."Tomaintain thatleadMeganMax: well-Smith encouraged her team to stay calm : by quoting Aristotle, "Moderation is the way : to all good things in life." Meanwhile the Gold : side was standing around amazed at their luck : in attaining afebbie who, suspicion has it, has : actually played basketball before. (Rumor has : it that the Furies consuolted with Admissions : earlier in the season.) Febbie Natalie "mini: Alex" Rinn was amaster of breakaways, out: maneuvering Amazons in her way, and in the end put up 2. Caroline "the cruel" Picard's mean fake and Blake Gregory's fighting spirit gave the Furies their frenzy. Johnston and smooth Rhonda Franklin with 5 and 4 points backed up Talley "hey, didn't you graduate?" Scroggs' thirteen. Now Rinn the Lesser and her fellow yellows could only be snuffed by one mean scoring team. They found it in Gina "awesome stud" Brilliante and Megan "mighty might" U memoto who together put up 27 points! Now mention MUST be made to Umemoto who made four 3-pointers, and they were all beautiful. Stephanie Adams towered over the game while Mary-Jo "the running chick" Doktor, Rachel Seay, and Kristi "argyle" Meador were true Amazons of the court.. (Seay had one beautiful breakaway and then pass to U memoto who sunk it. Nice teamwork.) One may dare to ask at this point why Randy Pennell was snapping pictures of Erin Krasniewicz with a funsaver camera. Apparently, Randy wants to show the grandkids that Erin played college ball. Awww... isn't that sweet. Now a note on the Men's Committee on Women's Athletics. Scroggs shoots a ball that gets stuck in the hoop. Kovacs springs out of his seat, jumps toward the ball and then slips. On nothing. Nothing at all. Kovacs stares at his socks and mutters confusedly, "No shoes. I have no shoes." Cooper makes no such excuses. He deftly dislodges the ball and saves the day. Polk, responsive as always, does his part by holding down the buzzer until Mr. P gives him the look. Aaah, the MCWA. How we love them. Sometimes belligerent. Often intoxi- · cated. Rumored illiterate. In those sweat suits they meet the hygienic standard of your average inmate, but there are four hearts ot solid gold. Pure gold. The final score was 35-25, giving t Amazons their second win ever. The may be over, but the drama continues. u, til next time, this is Johanna Thrall. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. 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 thegadfly 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. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Deimel, G. August (Editor in Chief) Title A name given to the resource The Gadfly, Vol XXIII Issue 18 Date A point or period of time associated with an event in the lifecycle of the resource 2002-01-29 Description An account of the resource Volume XXIII, Issue 18 of The Gadfly. Published January 29, 2002. Identifier An unambiguous reference to the resource within a given context Vol. 23 #18 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 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/08da69c65b0444e236659bcdd72093bb.pdf e46d5b4340b7c0f3349be64c31c45831 PDF Text Text THE The St john's College Student Weekly Annapolis, Maryland February 12, 2002 Volume XXIII, Issue 19 ho Is Ann beth? A brief conversation with the Queen of Maryland A venue �Gadfly Mailbox THE 411rGADFLY Another Notice from the Assistant Dean Editor-in-Chief G. August Deimel Production Managers Marcin Anderson Melissa Thomas Production Assistant Jeff Armel Section Editors News: Elizabeth Laughlin Features: Laura Mangum Ideas & Images: Anderson Tallent Sports:JonCooper : : : : : : : Thank you, Judy Seeger Yet Another Notice from the Assistant Dean Contributing to this Issue Michael Malone Kristi Meador Joseph Method Isaac Smith Cover Photo By: Laura Mangum The College is your homewhileyou'rehere, anditisalsothehomeofothers. Pleasetreatit and them with respect. The public spaces, includingtheGeneralHartleRoomandtheKing William Room are there for you to use. But please, if you move furniture, replace it when you leave so that others don't have to clean up afteryou. . : : : : : : : : : : Are there any finch fans out there? A hen zebra:finchhasadoptedmydaughter(and,hence, me). She'sverycuteandverytame, but finches travelinflocksandareonlyhappywhentheyare accompanied by at least one other finch, and we arereluctanttogetintofinchfarming. Wewould like to give her to someone who already has a finch or two and who would like another one. So she is free to a good home, to be approved by my daughter who is a trans-genie with avian DNA: ebot.@lovemail.com Founded in 1980, the Gadfly is the student weekly distributed free to over 500 students, faculty, and staff of the Annapolis campus as well as tutors emeriti, members of the Board of Visitors and Governors, and the offices at the St.John's Santa Fe campus. Opinions expressed within are the Judy Seeger the sole responsibility of the author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish the most thoughtful, informative, and thought-provoking newspaper which circumstances at St. : Dear Johnnies, John's permit. As most of you know I am the Reality 2002 Reality 2002 Letters of 200 words or fewer have a better chance of being published than those longer than this limit. Letters submitted will be edited for grammar, punctuation, and spelling in most cases. The Gadfly is not obligated to publish all submissions and will not print anonymous submissions except under special circumstances. Yearly subscriptions are available for $30.00. Taxdeductible contributions are greatly appreciated. Please make checks payable to the Gadfly. For display advertisement prices and information, call 410-263-2371, x2212. Deadline: Saturday at 3p.m., unless permission for a delay is granted in advance. Submissions will be accepted as long as they are legibly written, but typed copies, diskettes, and e-mail submissions are greatly preferred. Please e-mail submissions to sjcgadfly@yahoo.com. 2 : : : : : Archon and so obviously upon hearing around campus that Reality this year "sucks" and other de.rog;;itoryremarksabouttheJunior~' attempt at making this very fickle campus happy, I was distraught. I grant that Reality so far has not been : spectacular, butwhenhasit? Wehavedonenoth: ing different from Realities in the past, but rather : have even triedneweventslikethe barbecue be: fore Coffeshop parties (which despite rumors did : not exhaust our savings), a scavenger hunt (which : fewparticipatedin) and currently happening, a50: SOraffle. Againlgrantthatthesearenotspectacu: lar additions, but the idea of any event we might : pos.sibly hold is immediately discouraged by the : general apathy on this campus. And that is fine : with me, I myself am fairly apathetic to some : campusactivi.ties, butforuppen:lassmenwhohave : been to Reality Weekendin the past, this activity is : one that would be sorely missed if it was discon- tinued. This is not a threat or even a scolding althoughitmayseemso. Mypurposein writing this is to get people interested and involved in Reality2002, particularly in thefundraisingevents that will be occurring soon. Primary of these are dues. To date only 120 studentshavepaidtheirdues. I understandmoney istightandmakinganinvestmentforaweekend inMayisnotthe most economical wayto spend those limited funds, but the more moneywe raise ahead of time the more we can spend on Reality Weekendandalso on Coffeshop parties and more capital-intensive fundraisers, like Lola's and KaffeHaus. Sopleasepayyourduesifyouhaven't yet. Don't make aquarterof the school pay for your entertainment and food. {N"ote: forthose of youwhoabstainfromdrinking,fdliketopoint out that all the money we plan on spending on alcohol has already been raised, so any new influx of money would go to paying better bands and buying bettertoys, i.e. trampolines.) In conjunction with dues we are also holding a 50-50 raffle. Tickets can be bought at lunch or after seminar. Lola's is a major fundraiser for us. For those of you who don't know, Lola's is a gaming night held in Randall. There will be a live jazz band, dancing, food, drihks andlots of gambling- from black.jack to roulette. I suppose I do not have to reallypushLola'ssinceeveryoneromes, but! would like to ask for people to remember that this is a fundraiser. So ifyou're winning big and you walk awaywith, say, two hundred dollars, youhavejust taken money from Reality 2002, money which, come May could have been used to your and the wholecampus'benefit. Wedon'tdiscouragewinillng, butifyoudoweaskthatyoufinditinyour hearttodonatesomeofthosewinningsback.to Reality 2002. There will be a binnearthe door so that you can just toss in your chips if you ara Therearesomeothermiscellaneousevents. Tshirts will soon be available. These will be only the first round ofT-shirts, to be followed by new shirts~lateApril. Wehave~eento~aro~d some ideas for other fundraisers- one is sellmg Reality 2002 scarves made right here on campus andalsoaBINGOnight. Anyadditionalsuggestionswouldbegreatlyappreciated. Again, the parts of this letter that may seem remonstrarive areonlyforyour own good. I have seen our bank statement and I know what the expectations of the campus are for Reality 2002 and you'll have to trust me that we cannot fulfill those grandexpectationswithoutthesupport of the student body. So please payyourdues, do not take money from us at Lola's and, of course, enjoyyourself,butkeepinmindtheeffortputinto planning,fundingandexecutingalloftheReality 2002 events. sc I M INuTES : : : : By Elizabeth Laughlin, '05 : SCI Representative : : Thursday,February07,2002 Present at last week's meeting of the Stu: dent Committee on Instruction, held Thurs: day, February 7, 2002, in the Private Dining : Room of Randall Hall, were Freshman Class : Representatives Mr. Mark Ingham and Ms. : Elizabeth Laughlin, Sophomore Class Rep: resentatives Ms. Jill Delston and Mr. Neal : Tumquist, Junior Class Representative Mary : Townsend, Senior Class Representatives Ms. : Megan Maxwell-Smith and Mr. Justin : Naylor, and Committee Co-Chairs Mr. : Aaron MacLean and Ms. Laura Strache. Also Sincerely, : attending were numerous members of the Justin Jones, Reality 2002 Archon : student polity including Mr. Matthew Gates, : Mr. Justin Lanier, Ms. Caroline Picard, Mr. : Bobby Ramsey, and Mr. Michael Ward. ( . COFFEE PLUS The focus of this meeting was on In: structional Materials. Dean Flaumenhaft inx2179 : vited the SCI to discuss the issue of instruc: tional materials and to report to him the : findings of the Committee. The initial ques: tion posed by Mr. MacLean was, "If we could : answer these particular questions [of the : conception of an instructional manual or : material and a conception of St.John's ColSCONES are in : lege itself] we might be able to determine Every Monday & Thursday : some sort of general conception of what it : means to supplement the Great Books, if : this is necessary at all, and if so, how should : it be done." The general ideas that floated • •......... •LU•. $1.00 Off any : amongst the Committee during this meetI Large 16" 1 topping pizza : ing was what the focus of the discussion .. : should be and how we should approach this I offer expires 2/08/02 : manner-whether in a general sort of way r~:------- _________ _ or in a specific way-and what the ultimate end the Committee is striving for through this discussion. Many members and guests posited their ideas concerning whether we need the manuals, that some might be in fact better than others, how each manual lends itself to other manuals or tutorials, how we decide to admit instruction materials to the programs if they should be admitted at all, and how well does a manual serve its purpose? The discussion also dealt with a comparison in how the Santa Fe campus deals with manuals, how we in fact should learn at St.John's, and why students come to St.John's. This discussion will continue at the next meeting of the SCI that will convene at 11:45a.m. in the PDR of Randall Hall on Thursday, February 14, 2002. At this meeting, discussion of the Student Art Gallery Committee, its role, and the SCI's role in it transpired. In addition, the Committee unanimously approved a Budget Request by Mr. Michael Ward for $30.00 to fund the newly revived, unchartered Biology/Medicine Study Group for photocopying costs. At the conclusion of the meeting, Ms. Strache set out the items on the agenda for next week: a discussion of disappointment in tutor involvement in SCI events (i.e., AllCollege Seminar, Fireciders,) a continuation of the SCI's role in electing students to an Art Committee of which Ms. Caroline Picard is working with the SCI on, and the Student-Tutor Potluck that will take place in the Hodson Boathouse on Saturday, February 23, 2002 at 6:30 p.m. inclinedtohelpyourselfandyourfellowJo~ We are planning to hold at least one more KaffeHaus, maybe two if we can schedule it in. To those ofwhom question Reality 2002'sability. rdliketo bringwitnessthekickassfullKaffeHaus; if that is not some indication of our dedication to throwing a excellent party I think you need to loweryourexpectations. LastKaffeHaus, wenet"; tedalowerprofit than we anticipated, partly due to afinancial mistake in selling bottomless and partly due to people taking advantage of cups. (A.gain, those ofyou who drankfrom bought cups areonlystealingfrom yourselfJ N timeweplantothrowjustasgoodofashow hopefullyto make more money. THE GADFLY ................................................... . : 3 THE GADFLY .. : ..... �Methodology COVER STORY Inside Anna beth's Attacking Iraq? Axis of Evil? What were you thinking? By Joeseph Method, '04 ThedayafterthePresident'sStateoftheUnion address, pundits were praising the "powerful" "eloquence" of his speech. His approval ratings soaredintothe80s,sothepublicmusthaveagreed To be fair, the address is just about pitch-perfect. It does all the right things in all the right places. Never mind that it makes few proposals, or that mostoftherhetoricisempty. Theimportantthing is that it left the people feeling good about the President andhis war. Unfortunately,themetoricwassoeffective(see side-bar) that it made it difficult to see what he wasactuallysaying,otherthan:we'reright,they're Evil, "let'sroll".Halfwaythrough the speech, most Americans were probably still thinking about the little boy with his football: "Daddy, please take this to heaven. I don't want to play football until I can play with you again some day." I'm sure America was too rattled by the terrible resonance of"Axis ofEvil" (yikes) to pay attention to the lame-0 list of domestic proposals that got inserted out of some misguided sense of tradition. And while the people enjoyed the parts about their strength and resolve, and how it turns out we actually aren't materialistic after all, theycouldn'thavebeenveryclearonwhatthewar actually meant. It could have been ametaphorfor some thing else, it was so abstract. But the President did say things.You just have to know howto decode the jingo. Forinstanee, all this talk of the Phillipines and Hezbollah and regional partners was asideshow. We're goingto bomhlraq. That'sthenextproject. Weknowthis because he spent the most time on Iraq, making the case for Evil. We're goingto act unilaterally." Some governments will be timid in the face of terror. And make no mistake about it: if they do no tact, America will." "Some governments," isthe UN and some pesky peacenik allies. The US doesn't believe in getting international permission, at least for itself. ThePresidentisplanningforatleasttwomore years ofwar, six ifhe gets another term. How else should we take "the campaign may not be finished on our watch"? Which raises a question: howdoweknowwhenwe'vewon? Securityisthenewbigconcept.Everythingis goingto beasecurityissuefromnowon. We have traditional "militarysocurity", "economicsronity", "homeland security", andeven"health security". Also, security has replaced freedom and justice as 4 : THE GADFLY You were expecting more? our "first priority". Which is interesting, since securityistheonethingyoucantradefreedomfor. By Laura Mangum '04 Unity is also big. In particular, Congress needs to keep rubber-stamping the president's proposals, foreign and domestic. ''I join the American people in applaudingyourunity and resolve," he saystocoDgre$. "NowAmericansdeservetohave this same spirit directed toward addressing problems here at home ... we must act, first and foremost, not as Republicans, not as Democrats, but asAmericans." Amen.Also, constituentscanmake surethattheirpoliticiansstayinline. Some of those domestic proposals were actuallyworthlookingat. Ofcourse, there'sthedefense budget, which may require us to educate our children in prisons, but so be it. Drilling for oil in Alaskaisrobutn~.Anorganizationcalled The real Axis of Evil theAmericaFreedomCorpsQ:iasafunnyringtoit) is goingto act as an umbrella for the Peace Cotps, becausethePe.reCorpsreallyshouldbepoliticized. We'regoingtorunadeficitthisyear,soweshould probably givethe rich atax cut. The most important thing the president did was to define our national mission statement: "We seek.a just and peaceful world"Does this mean no more Powell doctrine? Toward the end of his speech, the President said,"America will takethe sideofbravemenandwomen who advocate these values around the world" He then went on to welcomepart:netSllpswith ChinaandRussiaalong with our other "friends and allies". For some reason, Uzbekistan and Saudi Arabia weren't mentioned by name. It turns out that the President saidquite a bit, without our knowing it. America has bought, in its entirety, a line of sentimental, manipulativemetoricthathideswithinitvariousto which that many people would strongly object. Whetheryou're against despoliation of the environment, wasteful military spending, erosion of civil liberties, orthinkAmericashouldstop impersonatingJohn Wayne, thereissomethinginthis massively effective address to hate. cine and pesticides to air conditioners and pencil lead. Sanctions were put in place after the US targeted civilian infrastructure in violation of t~e Geneva convention. As a result, more than amillionlraqishavediedfromdiseases likedianheaand cholera. The US does not fight clean wars. It's not clearthat aclean war has ever been fought. So the most likely scenario fora secondwar with Iraqwill be several weeks of "precision" bombing before wewilleventhinkofputtingtroopsontheground. Precision bombing means a number of things: first, smart bombs will be used to disable any exi&inginfra5tructure (i.e, what'sleftoftheelectricpower plants and water-treatment facilities); asignificant Iraq is the Issue Iraq is not an issue, notable among others. It is the issue ofourtimes.Andastriteasitmaysound: history is judgingus, and will continue to judge us, accordingto howwerespond The bombs could start falling any day. Warwithlraq nowwouldbe thecapstonetoaten-yeargenocidethatnoAmerican administration has ever acknowledged. The genocide,what:MaleleineAlbrightreferredto~ "the price that must be paid," is the outcome of tei: yearsofsanctionsthatlimiteverythingfrommedi- ....................................... percentagewill~Second,p.recisionbombingis amisnomer. Most of the bombs will be conventional, dumb bombsthemilitarycan't possiblybe a:xountablefor.Anyways, whatanotherwarwould meanismorepeoplewilldie. How much misery should a people haveto take? Theternble effect of sanctions is well-documented by the UN and numerous NGOs. There is no question that it is primarilyUS policythatisresponsible. Does the average person agreethat a million innocents is a just price to pay for anything? And what is being paid for? Saddam Hussein, at his weakest afterthew.ir, ismoreincontrolthanever,inpartbecauselraqi.s . rely onhand-0utsfrom the government. Atthis . point, war might be more about destroyingthe evidenceofpastcrimesthananythingelse.After~ thelraqisarewitnesstothesinglegreat:estinj · butcallitgenocideofthelastdecade. Aswar Iraq-now,morethanever-istheissue. An excellent, comprehensive overviewof Iraq situation is Iraq Under Siege: TheDeadl~ pact of Sanctions and War. The UN resolu Continued on page We all know Annebeth, or at least we know ofherplaceonMarylandAve. Whatweknow of her is probably gleaned from perusing the shop-she has good taste in movies, great taste in chocolate (wish I could afford more of it, more often), and likes to compliment her films and chocolates with the appropriate beverages. The shop really is a great introduction to the woman herself, for much of Annebeth is found in the whimsical atmosphere and the general attitude of the charming little shop around the comer. Annebeth's opened in 1998 in the space that used to be occupied by the Video Vault. Situated between Seattle Coffee (City Dock) and a small gallery, the shop has become a:fixturein the daily routines of those living andworking in downtown Annapolis. The owner, Annebeth Bunker, can usually be found greeting customers and tending to the day's business from behind the counter. Annebeth was raised in Annapolis and attended The Key School ("St. John's Prep." she quips). With her interests tending toward the creative arts, Annebeth chose to leave Annapolis shoppers. The Fall Festival in October is also a to study culinary arts. After stays in Zurich and time to wander-the street is closed down and Paris, she returned to her hometown and opened pedestrians are invited to meander about the venher shop. dors' booths and craft shows, or take in a band Annebeth relies on her background in the or two. The last Fall Festival served as a fund gourmet realm along with raiserforthelocalSPCA visits to tasting and trade Annebeth the entreshows as her guide in stockpreneur has afewwords ingtheshelvesofherunique of advice for anyone shop. Shehas alovelyvariety looking to venture out of sweet little things to into the world of busichoosefrom, andis astickler nesson their own, (heyforthe good stuff, expensive you never know). ornot. Hencewefindclassic "Stay focused." says Monty Python postcards she, "Andit'sveryimporand Europa chocolates (spetant to multitask." cialty of the shop down the If you are one of the i1ii street - expensive but darn o very few who do not yet oi~ posses an Annebeth's good), and Clos du Bois next to the Snapple. Annebeth of Annebeth's card, it can be had with a Annebeth holds court from her little perch valid driver's license and the low, low deposit of onMarylandAve., takinganactiveleadershipin $20. the MarylandAvenueAssociation, the organizaLast minute Valentinestakenote!: Annebeth's tion that brings you 11th Hour in winter, with all shop is full of wonderful movies to steal lines participatingshopsstayingopen until 11 o'clock, fromanddelectabletreatsto say"Ilikeyou!," "I usually offering refreshments to wandering loveyou!," orwhatever. . , .............................................................................................................. . Local Shopowner Returns to Afghanistan Owner of The Moon and Aaryana Imports Involved in Women's Rights Struggle The two businesses have been quite success- ful: located in a good neighborhood that is also a center for tourist traffic, they have been supported well by the immediate community, including St.John's President Christopher Nelson and his wife. In the past six months, however, business has slowed at both places, which Vorgetts attributes to the larger slowdown in the US economy. Ofcourse, the terrorist attacks on September 11 have dampened business as well: the temporary closing of the Naval Academy after the attacks, and the subsequent loss of tourism, cost the Moon many customers. Vorgetts, in fact, hopes that students from St. John's will visit the Moon more often. S h e also says that she has encountered no discrimination or vandalism on account of her ethnicity. Those of you who last autumn saw one of the windows of the Moon taped up may have wondered whether or not vandalism had occured. But Vorgetts said the window was merely old, andhas since been replaced In addition, she has encountered some people who have come into Aaryanalmports and, looking at the Afghan rugs, have said to herthat theywill not buy anything from Afghanistan, thinking that that might support terrorism. But, according to Vorgetts, "All those people are just ignorant." S o o n after the interview, Vorgetts departed for Afghanistan in order to help in relief efforts there, as well as in the refugee camps in Pakistan. She expected to betherefortwo or three weeks, "depending on the work" "I have been working for women's rights in Afghanistan for along, longtime," said Vorgetts. A portion of the money, in fact, made by the Moon andAaryanaimportsis donated to relief efforts in Afghanistan, particularly the Revolutionary Association of the Women of Afghanistan (RAWA). Forthosewhow.mttolearnmore about the struggle of women living in Afghanistan, visitwww.rawa.org. ..................................................... THE GADFLY : 5 .. : ..... �--------------,----------Methodology continued from page 5 thatinstituteandenforcesanctionsarepublicdocuments, as are UNICEF reports on health conditions in Iraq. The alternative press does a superior job ofcoveringthe effects of sanctions. It is worthwhile to note that two of the directors ofthe UN oil-for-food programhave resigned and registered their objections to sanctions. Bad Rhetoric, Bad! The president will reduce them to the starkest terms possible, reality be damned. He has made this tendency into a sign of intellectual courage: "we've come to knowtruths that we will never question: evil is real, and it must be opposed." Because they "believed America was weak and materialistic," our enemies "were as wrong as they are evil" Three countries that are at odds with US policy"constitute anaxis ofevil, armingto threaten thepeaceoftheworld" Again,itdoesnotmatter thatthese claims require explication; the president has no time for dithering. "Willful Assertion" ''Virtue by association'' The president begins his address with "our nation is at war, our economy is in recession, and the civilizedworld faces unprecedented dangers." One of these statements is false (our nation is not at war), one may be true (the newspapers run conflicting headlines), and one is nearly impossible to determine. It does not matter, because the person malcingtheseclaimsisthepresidentofthe United States, commanding an 80% approval rating. According to the president, there are tens of thousands of terrorists around the world Would the applause have been louder if he had said there were millions? Applause always comes after phrases like "the state of the union hasnever been stronger", "you will not escape the justice ofthis nation'', and "we will see freedom's victory". The applause is not evenforthecompletethought, but forthetackedon sentiment at the end The president acknowledges the principle in the rhetorical claim that his "economic security[why not'stimulus'?] plan" can be summed up in one word: jobs." This is veryfortunateforthepresident, becausewhatever people think about different stimulus plans, everybody likes jobs. It is hard to disagreewith "jobs" or"freedom". "Oversimplification" "Emotional Appeal" International affairs are complex. The decisions the president is weighing are no doubt complex. When people are 'reminded' of recent events, they are being told to dust off those associated emotions. The anger or the pride or the sorrow is attached to whatever sentiments are expressed before and after the invocation. Beforethe claim, "ourcauseisjust,"thepresidenttellsastoryabout OAoperativeMik.eSpannandhiswidow.While talkingabouthissocuritypropo5'lls, he breaks away to introduce two flight attendants who stopped the shoe-bomb terrorist. It may be appropriate to honor these people or to airthese emotions, but is it appropriate to bludgeon emotionally the peoplewhileseekingtheirconsent? "Dissembling" The president intentionally omits certain facts. HesaysthatinAfghanistan wehave "savedapeople from starvation," which is partially true. The opposite is true in Iraq, which he addresses later in the speech. When he points out that "this is a regime that agreed to international inspectionsthen kicked out the inspectors," he doesn't acknowledge that the "international inspections" team-made up mostly of Americans-included OA spies. "This is a regime that has already used poison gas to murder thousands of its own citizens-leaving the bodies of mothers huddled over their dead children," fails to note that the US supplied the poison gas, or that asimilarvisual effect has been achieved by sanctions. Thereasonforthe omissions is obvious: the truth robs the president of the high ground At the Hostel Part II By Kristi Meador, '04 So, Man::hisfast approaching, and we all know whatthatindicates.... Marchrnadness! Okay, okay, so maybe that's not exactly the first thing some of us think about... but perhaps Spring Break? Visions of sleeping and sloth dancing in our heads... Of course, maybeyou'relisteningto your irrational self... which is undoubtedly pleading with you to take off on a wild and crazy adventure... (Rationality is completely over-rated) So if you are a) irrational, b) adventuresome, c) poor, d) attracted byforeignaccents,e)inlovewithgelatto,orany/ all/none of the above, you must be reading the rightartide. Yep,yougues;edit:we'retalkingabout international budgettravelhere! (Yay!) [Disclaimer: my resources are reliable but background checks are permissible.] The best (so I'm told) way to travelwhenyouarepinchingpenniesistocrashat hostels, especially on the wonderful continent of Europe. Chances are, staying at a hostel will be your cheapest bet besides camping. 6 : THE GADFLY Campingwould pose acouple difficulties. For example, lugging a tent and camping supplies around Europe just might be a bigger hassle than you would think. (Of course, you can always crash for free at airports.) Hostels will be economical and most assuredly a lot more fun, and only for around $10-$25 US dollars anight. Hard to beat! Big cities will generallybemorecostlythan your out-of-the-way rural-village-type-town. Be wary of London- in all probability it has one of the more expensive hostel rates of any city in Europe. Ontheotherhand,Irelandhassomeofthe cheapest rates. Bed and breakfasts also provide an interesting variation, and are usually affordable. As an added bonus, if you aretravelingwith a small group, you can split the cost. Now, every hostel tends to have a distinctive character. SomehostelswillresembleanAmericanfrathousewhileotherswill be asimpledorrn, ormaybeevenacabin. Nearlyeverycitythroughout Europe sports hostels connected to the network of the Hostelling International (HQ organi- This is what Europe would look like without acaption. zation-if you're a member, you'll get disco However, depending on what you're aiming get out ofyour traveling experience, stayingat hostelsmightnotbe"ideal". Iffindinga · hostel with more "culture" perse appealsto try an independently run hostel. The dif£ between HI and independent hostels is p much equivalent to the difference betWi ................................................... . continued on -----------------------~~------------------- RTs .. WIRE~ By Michael Malone 04' Part One Wednesday January 30th was the Hustler's last game beforetheAll-Star Break. Playingwhat weretheundefeated, butcertainlydefeatableSpartans, the winless, but certainly losetoable Hustlers, started off with some rather avante garde ball handling as Chuck Anderson fell on top of an opposing player, and did not even apologize. The Spartan B-team barely managed to win the first quarter, but gave their A-team the early lead 13 to 11. The Spartans were paced by Neil Turnquist, whose curious strategy of missing all five of his free throws, confounded the Hustler defense to no end. The second quarter started off poorly for the Spartans right at tip off, withMykenMag Wrre tipping the ball to a bumbling Matt Calise, who dutifully knocked the ball out of bounds. The Hustlers managed to tie the score at 15, with eight minutes left in the quarter, and with 6:30 left, managed to have one up on the offensively, but certainly not sexually, sterile Spartans. The end of the quarter saw the Hustler lead fall from sixto two, despite both an excellent game from Louis Kovacs-who ultimately scored 12-and the Hustler defense which shut out three Spartans: :Michael Grenke, Peter Heynamen-who by the byestinks-andMatt Calise, but still allowed W.tre 7. It was back to reality for the Hustlers in the third, asKabe Erkenbrack's shot, from an Alec "I've got to fly the plane" Chance fast break, was 'cally blocked by Spartan WardKashiwa ickGarklavsthenheroicallymadeabasketfrom ectly under the net forthe Spartans, bringing Huster lead down to 1. Eric Thompson later a foul on his shot, and sank both of his throws giving the Spartans their first lead in Ost 13 minutes. The Hustler's regained a t lead of three by mid quarter, only to have · from a T. Russel three pointer, which e game at 35. Alec Chance's questionable of the next Spartan shot was ruled foul. cried foul, andhereleasedall the anger he balled up from tolerating three years offreshroommates-get your room deposit slips in • ekids! A technical was called, and the fol. gfree throws put the Spartans up 2. At Chance was fouled while his team was in Basketball: A Hustler Trilogy the bonus andhe stepped to the line, took his foul shot, and it went in. But then Dan Russel realized he had mistakenly counted the fouls and concluded the Hustlers were not in the bonus, and subsequently Chance's free throw was taken off the score. The Hustler B-team ended like it began with Chuck.Andersonfallingon top of someone again, however this time Ian King of his own team. Not surprisingly the Spartans controlled the rest of the game, and while the Hustlers managed to cut the Spartan lead from 14 to 5 at the end of the game, it was not enough, and they lost 65 to 70. Desperate in the forth to win the game, freshman Josh William Hyden decided to emVoodoo goddess Slamagweknud claims another ball. ploy some black magic. Taking a lay-up his ball went up to the rim, rolled alittle bit, and just sat thePresident'sDinner, it was afrustratingquarthere against the back.board refusing to go into terforthe Hustlers. As is typical of him, Bobby the hoop. Truly the most bizarre shot in the Ramsey got very angry at the poor officiating game, the referees ruled it a jump ball and the of Mag Wire, who, Bobby alleges, turned a game continued Mr. Hyden was unable to an- blind eye to a defensive foul on one of swer the question of what it is like working with Ramsey's baskets. This resulted in Ramsey runSlamagweknud, the Voodoo goddess of bas- ning full tilt into Mag Wrre in a characteristically ketball, as he desperately needed to wash his primitive attempt to mark out his territory and sweaty body in the virgin blood of some young Mag Wire proceeded to leave him alone. Led chickens, while pretendingto actuallyenjoyreggea by Kovacs, who scored 8, the Hustler's manmusic. Slamagweknud's reluctance to help the aged to cut the lead, but only to ten, winning Hustler's can be traced back to John Cooper's the quarter, but still behind 30 to 40. punchingthetrack'sstairwellinthesecondquarThe third quarter saw the Hustlers working ter, after fouling Craig Pratt. Cooper broke off as pairs. Offensively Blake Kiltoff and Alec some of the railing, expressed dismay, and con- Chance scored 6 points each, while Kabe tinued the game. Later in the forth quarter he Erkenbrak and Johann DuHoffman both actook apass in the face. Coincidence? No. cumulated 5 fouls, and worked to hold every Druid player to under 4 points. This duality Part Two continued to the score itself as the Hustlers Wednesday February 6th was the Hustler's tied the Druids to end the third 54, 54. next game, playing the Druids, who easily won But the Hustlers could not contain the the first quarter 22 to 10. The Druids paced by momentum, and the Druids began to take back freshman Nick Whittier's 6 and 5 from sopho- control. With the Druids up 7 and 10:30 left more Ethan Hall-who finished the day very on the clock announcer Bob Uecker-who's high with 8- held every Hustler player to under working the local Hooters all this week-anthree points. But as the order of the universe nounced that John "Spanky" Cooper had enis delicately balanced, the Hustler players did tered the arena. Within 4 minutes the Hustlers accumulate many fouls. had tied the Druids at 65, but then Ray Sears The second quarter saw another strong of- scored 8 straight points and the game was bafensive game from Louis Kovacs of the Hus- sically over, except Druid Ben Speakmen' s tlers. Minus John Cooper, who was attending Continued on page 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . THE GADFLY ·7 .. : ..... �THE GADFLY St.John's College P.O. Box2800 Annapolis, MD 21404 A D N0 t e S "The athlete realizes that there has to be a balance between tension and relaxation. The coach has two type of problem players: those who try too hard, and those who don't give a damn. Sportandlifearebestplayedinastateof relaxed tension, or tense relaxation." -from George Sheehan'sRunning to Win Athlete of the Week honors for the men this weekgoestoHustlerballerMrHyden. Thefrosh bonusbabywasintheemergencyroomsickthis past Saturday morning with a virus, but managed to bounce back enough by game time to play for the short handed Redmen. And the dude had his best game of the season, playing more minutes than he would have liked, and scoring more points than anyone would have expected. His 15 points lead all Hustlers, and pacedhisteamtotheirfirstvictoryoftheyear. Athlete of the Week honors for the women goes to the senior Miss Krasniewicz for all the spirited ball she played this past week.. She had a hot hand earlier in the week for the Amazons, sooring 4 points, and pulling down tons ofreebs, and playing some tough dee. And then on Sunday, Miss Krasniewicz played in both the women's and mixed divisions of the two on two tournament. More on the two on two: winners this year are as follows: men's A-Mssrs. CooperandMaguire;men'sb-Mssrs.Collier and Gilbreath; women's-Miss Scroggs and Thrall;andmixed-MissThrallandMr.Cooper. Upcoming this Sunday: the three on three. 8 THE GADFLY : :Basketball : Hostel : Cooper punched the punching bagwith 0: 16.7 : seconds left, and then it did end Druids 77, : Hustlers 73. : Part Three : : Saturday was a day of upsets: First the : Guardians upset the Spartans 79 to 59, and : then the Hustlers upset the Greenwaves. This : is how the Hustlers did it. . They began the game with only 7 players : showing up. That's the total for both the A : andB-teams, and had I not already told you : who'd win, you'd rightfully think that the : Hustler's chances of winning were about as : good as Andrew Baisch becoming a profes: sional horse jockey. But even with only 5 B: teani players, they jumped to an early lead off : an Alec Chance patented "stop and shoot," : and then they were up 7, up 12, 13, 19, and : theyfinishedthefirstquartersooring28,against : a dumbfounded gaggle of Guardians, who : only managed15-11 of which came from Daniel : Malkiel and his three, three pointers. : Anyways, the Hustler's held on to the lead : in the second, letting it drop to as low as three, : before finishing the quarterup 6, with 40. The : third saw the game stagnate as the Hustler lead : hovered around 10. This was in spite of : Johann DuHoffman having a break out game, : scoring 8 against the Guardians, whose lead : scorer Malkiel finished the day with 20 and : quite an inflated ego-which was rather rapidly : deflated during the two on two tournament : thenextday.ButwhileDuHoffmanismanag: ingmakebaskets,hishabitsofpassingtothe : inanimate stairwell, and twenty feet ahead of : Alec Chance, are, while well intended, ineffec: tive and conducive to laughter. : "Yep" was the answer from Myken Mag : Wire, when asked at the beginning of the forth : quarter whether the Hustlers could win this : game. And that informal affirmation was only : strengthened by the sound of an echoing slap : fromJohnCooperashebegantheforthquar: ter with a block of a Lee Goldsmith field goal : attempt. Despite Jerry Januszewski's22 points, : Mag Wire proved to be correct and the Hus: tlers managed their first basketball win of the : season,andnowstandtiedforlastplace. : a random hole-in-the-wall ooffeeshop (more style, : diverse). Somehostelsdefinit.elycatertoAmerican : college student backpackers, while others draw : crowdsfromallacrossthewholeworld. Some : hostelsprovidefreebreakfast;othersdon'torcharge : a small fee. In some you'll have a private bath, : others you mayhavetopayabout50-75centsfor : about five minutes. Some have laundering facili: ties, others don't. Some hostels provide single, : double, or quad rooms, but others more closely : resemble barracks. · : Basically,thepossibilitiesabound! Oftentimes, : hostelswillsetupactivities foryoutoparticipatein. : Ou~to nearby attractions, options for extreme : sportslikemountainclimbingor kayaking,daytrips : or boat tours to various places ofinterest, etc. Natu: rally, all such activities will oostyou alittle money, : but you reap the benefit ofnot havingto organize : them yourself. A little boredandneedsome enter: tainment? Hangoutinthehostellobbywhereyou : areboundtorunintosomeothershadycharacters. : Low on cash? Offer to do the dishes. Really. Just : might get you out ofasticky situation. The only : ooncem you might want to krep in mindwouldbe : hostel theft. Most places will offer lock-boxes or : another such similar place to stash valuables at the : desk. Pun:hasinglocksforyour luggage./back:pa : ishighlyreoommended. In general though, most : theft will occur on the streets, and not in the hostels : themselves. Everyoneusuallyfollowsgeneralfeh : low-traveler respect and etiquette, so don't be too ~' : wonied. Now, unle$youareafly-by-the-seat . : your-pantskindofguyorgalanddon'tmind : deringaimlesslyaroundthestreetsorsleep" : train station like a bum (not exa : reoommended. ..especiallywhenyouoo · : you'regenerallyguarantoo:ito bekickedout),it : be beneficial to oonsult some budget travel : tolocateahosteltostayatinadvance. Oo:a9.o : hostels will require reservations, but most you. : justshowupwithoutnotice. Checkoutany : following URLsformorepresumably h : formation: . www.ktsgo.com : wwwJonelyplarut.com : www.rick.<teves.com · www.uk.yahoororn . Oh yea, onemorething. Dare to be· : Justgo. Europeiswaiting... continued from page 7 : continued from page 6 :glasses fell on the floor with 1: 10 left, John : Starbucks (moreoo:mmercialized, "diain"-feeI) and ................................................... . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Deimel, G. August (Editor in Chief) Title A name given to the resource The Gadfly, Vol XXIII Issue 19 Date A point or period of time associated with an event in the lifecycle of the resource 2002-02-12 Description An account of the resource Volume XXIII, Issue 19 of The Gadfly. Published February 12, 2002. Identifier An unambiguous reference to the resource within a given context Vol. 23 #19 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 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9c57868439f4aa524a41396d5558b7c0.pdf 4cd11141ba3f265ce93c9690c8c662a4 PDF Text Text THE FL The St. John's College Student Weekly Volume XXIII, Issue 20 Lola' s--A Photo Gallery Drink Doesn't Cloud the Camera's Memory Annapolis,M.aryland Febru,ary 19, 2002 �-----Gadfly Mailbox THE .,_GADFLY More Hostel Info Editor-in-Chief G. August Deimel Production Managers Martin Anderson Melissa Thomas Section Editors News: Elizabeth Laughlin Features: Laura Mangum Ideas & Images: Anderson Tallent Sports: Jon Cooper Contributing to this Issue Michael Malone Laura Strache Photos: Laura Mangum Arthur Wendel Stout, IV : : : : : : : : : : : DC Voting As a p.s. to Kristi Meador' s article on European Hostel's (Gadfly, Feb.12) Johnnies would receive a warm welcome in Rome at a hostel call "The Beehive" run by transplanted Americans, Linda and Steve. They offer good accommodations at reasonable prices (about $14-16) with a great location, very near the Coliseum. You can reserve through their website at http://www.the-beehive.com/ or email at info@the-beehive.com. (You need the hyphen between the and beehive) As Kristi said, "Just go-ROME is waiting!" Dear Editor, In a recent and conspicuously contentious vote the Delegate Council granted an appropriation to the newly chartered Gadfly. The paper sought funds for a new printer/scanner unit for its office. In years past, the Gadfly has been funded primarily by the administration but the need was apparently felt to ask the polity to finance the purchase of the newspaper's equipment. Six of the thirteen council members declined to support giving the Gadfly some $317 of polity funds. The measure passed by one vote. It strikes me as highly irregular th;it two of those votes in favor of the measure were from Gadfly production managers Martin Anderson and Melissa Thomas. That these council members did not recuse themselves from an evident conflict of interest on such a contentious issue is a great surprise to me. The conflict lies in their being both the givers of money and its receivers as important members of the Gadfly staff. (I am assuming that Gadfly production managers have at least something to do with managing the production of the Gadfly) I'm not implying that either was involved in some nefarious conspiracy to misappropriate Delegate Council funds, but the appearance of impropriety not only brings into doubt the ability of certain DC members to appropriate monies in the interests of fairness but also induces cynicism in the polity towards the DC as a whole. I would ask the DC and the polity at large to examine how money is doled out to dubs and how we can avoid these conflicts of interest in the future. Whether through so111e sort of code of ethics or just better judg• ment on the part of the Delegate Council members, some restraint should be adopted by the St.John's student government and soon. Alice Chambers SJC Corporate and Foundation Relations 410 295-5544 Cover Photo By: Laura Mangum Smoking in Dorms Founded in 1980, the Gadfly is the student weekly distributed free to over 500 students, faculty, and staff of the Annapolis campus as well as tutors emeriti, members of the Board of Visitors and Governors, and the offices at the St.John's Santa Fe campus. Opinions expressed within are the the sole responsibility of the author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish the most thoughtful, informative, and thought-provoking newspaper which circumstances at St. John's permit. Letters of 200 words or fewer have a better chance of being published than those longer than this limit. Letters submitted will be edited for grammar, punctuation, and spelling in most cases. The Gadfly is not obligated to publish all submissions and will not print anonymous submissions except under special circumstances. Yearly subscriptions are available for $30.00. Tax· deductible contributions are greatly appreciated. Please make checks payable to the Gadfly. For display advertisement prices and information, call 410-263-2371, x2212. Deadline: Saturday at 3p.m., unless permission for a delay is granted in advance. Submissions will be accepted as long as they are legibly written, but typed copies, diskettes, and e-mail submissions are greatly preferred. Please e-mail submissions to sjcgadfly@yahoo.com. : Dear Editor, It has come to my attention that smoking : in the dormitories has increased lately. I would : like to remind all members of the Polity that : smoking, according to Maryland law, is not : permitted in any building on campus, includ: ing the dormitories. There is no exception to : this rule. This is promulgated in the Student : Handbook,pp.47-49. Smoking can have an immediate negative : impact on the College. It is disruptive in the : halls as it can and does inhibit other students' : sleep, study, and work habits; it leads to or : causes damage in rooms, hallways, and bath: rooms; and it negatively affects those mem: hers and employees of the College who work : in the dormitories. . Finally, because it is disruptive and ultimately : illegal, this shall serve as a preemptive warning : to all members of the Polity. While the Assis: tant Dean and I hope that this is enough to : persuade against any acts of smoking, viola: tions of this policy will incur greater initial fi: nancial penalties and may include expulsion : from on campus housing. . If you have any questions, please do not : hesitate to contact either the Assistant Dean or : myself. Sincerely, Andrew Ranson Director of Student Services Brian Sumner ' · --------- Behaving Responsibly Social gatherings are a good thing, but we can't have them unless we behave responsibly. Please remind yourself of responsible behavior with respect to parties and the use of alcohol by (re-)reading the relevant sections in the Students' Handbook (pages 34-39). If your copy of the Handbook has gone missing, there is one you may consult in my office. We assume that every student is familiar with this information, and, by the way, with everything else in the Students' Handbook. Take a few minutes to peruse it if you have not done so Seen: Sophomore - can you believe it? - Michael Malone was seen sporting his new athletic blazer. Mr. Malone is the first person in the class of 2004 to receive his blazer. nrently. Thanks, Judy Seeger Assistant Dean Heard: Santa Fe ex-patriots talking about Annapolis. quotes from The Moon, SJC-Santa Fe student newspaper The Good... Julia Strickler There is more balance here, and more isolation in Santa Fe. In Santa Fe classes and ideas take over every aspect of life. Sports and organizations are bigger here and they allow people to relax more. They don't carry the program around with them all the time like we do in Santa Fe. Another thing is that when you walk around at night in Santa Fe you don't really run into anyone, but here there are always people about. Rob Gilbreath I like it here. It is not a living hell.. ..People wear shoes to seminar. And The Bad ... From The Registrar Senior Oral Examinations begin on Monday, February 18, in the King William Room and will continue through Thursday, February 28. Examinations will resume after Spring Break on Monday, March 18 and go through Friday, May 3. Caitlin Jane Reynolds y Vivanco Don't come! ... The students are mean. They yell at each other in class, and so some don't talk. They aren't afraid of the tutors, they are afraid of the other students. There is an underlying tension here and no one goes to the board unless they bring a book. .. There is an intellectual elitism. Leslie Wolfe Master's Essay Oral Examinations begin the week of April 1, in the King William Room. The Oral Schedule will be posted weekly on the Registrar's bulletin board in the basement of McDowell, on the bulletin board on the main level of the Barr-Buchanan Center, in the Bookstore, and Library. The first week's schedule will be posted on Wednesday, I like the campus here in Annapolis better than the one in Santa Fe but I am going to go back to Santa Fe next year. You hear people say sometimes that if you could just have the Annapolis campus and the Santa Fe people we would be the happiest students on earth. February 13. I 2 THE GADFLY ................................................... . . 3 THE GADFLY .. : ..... I i �-- ---~------------------------, COVER STORY GADFLY SPECIAL ALERT Lola's: Some Reminders of the Beautiful Part One: Whair is Leon Wolfe? By Michael Malone, '04 Undoubtedly, you, the distinguished reader ofrreGadfly, remember the cover story of the November 13, 2001 issue. For those of you, less distinguished, i.e. the junior class, the cover story concerned the places in Annapolis where the distinguished gentleman could get his hair trimmed. You all also remember that four barbershops were featured. But what you may not have known, and are certainly not capable of recollecting, because recollection is as good an idea as say, voting forthe Libertarian Party, is that the best barber in all of Annapolishappens,orhappened,to work in Eastport.Yes folks, the Gadfly let us down again, like some sort ofletting-down machine, that lets people down but not up. The self-proclaimed "Last of the Great Barbers" Leon Wolfe, was disappointingly ignored in the article, and for no good reason. Even Gad· fly production manager Martin Anderson, who called Leon's trim a "pleasurable experience", didn't bother to mention him. But enough bashing the Gadfly: we should leave that to bitter and jealous upperclassmen, frustrated over their inability to wield power. Gabrielle and Kit prove that Johnnies do have rhythm. The calm before the storm Wow. ···.Try.··· . ;:~zen -------- J ·~ ....... VISA ill II.ASTER.CARD at tae •••·• .......ter Receive one FREE can of soda when purdm.se a 10" one topping pizza n Fueling the high stakes betting 4 THE GADFLY Mr Russell hands off high stakes blackjack duties to Justin Jones. ................................................... . ···· ··· ··· ·· ··· ·· · ····· ·· ··· · ·· · ·· ··· ·· r expires. 3/23/02 For those of you who don't, or didn't, know Leon, his haircutting was, or is, quite an experience. It started as you walked into his dark shop, decorated on the walls with doz.ens of photographs of distinguished Naval Officers whom Leon had trimmed. A counter stocked with candy bars and cupcakes that Leon sold, or sells, was located in the back of the shop, and they were all covered in hair. Even the cans of Coca Cola- no Pepsi, because he's not a communist- in the refrigerator had hair on them. But hey, it's Leon.You could tell that yourself more often than one is accustomed to. But Leon wouldn't let his inability to hear impede him. Instead he'd ask you the same questions as the last time you came in, and, should the conversation stop, he'd ask them agam. He brandished two weapons. The first was his razor clipper, with which he did all of his haircuts. I'd never had my hair cut completely by razor clipper before I went to Leon's, but it is nothing to be worried about, as Leon's years of experience made, or make, the clipper dearly more a part of Leon than his ears. He certainly knew, or knows, some tricks with that thing. Hair would be quickly removed from the blades, and to keep it lubricated he employed a carefully measured amount of saliva which he <:5 deftly ejaculated onto the blades peril§ :li odically. Folks, the comforting light 05 blue ofBarbacide is found nowhere intheLeon'sden. ::; His other weapon was his belly, E which Anderson Tallent conserva~ tively described as "a gargantuan bowla. ing ball strapped to his chest." Hyou were to shift your head as your sideburns were trimmed, keep your elbows anywhere other than your lap, or if Leon felt he needed to demonstrate his dominance over you, he'd shove that thing into you like "some disciplinary tool. It was rock hard and s:ary." At the end of your trim, just as he unbuttoned you, five, seven minutes after he began, you would be startled by the sound of his industrial vacuum cleaner whirring, and then be startled again as he put the nozzle against you head and sucked up the stray hairs. Then you paid him the $10 he charged, plus tip, and away you walked, looking good, feeling good. Sadly Leon has disappeared from his shop in Eastport since May of last year, as repeated reconnaissance trips have confirmed. I and many others who were lucky enough to get Leon's trim are worried about the guy. But hopefully by next week we'll know the status of Leon, as the Gadfly's cracker staff of investigative journalists bring you: Part Two, Is Leon Alive? And more about the man behind the legend. Any information would be greatly appreciated. i Leon Wolfe (center). Where is he now? the decorations hadn't changed since late 1964, and as you sat down in the polyethylene chairs, you might have thought there'd be quite a wait, as the only other customer in the shop was clearly fast asleep. But that guy sleeping was no customer. No, that was Leon, fresh from his power nap, which was probably instrumental in his ability to maintain his shop for 50 years. And, if he eventually woke up, and could determine that you were a paying customer, he sat you down in his barber chair and the real fun began. Some may say his hair cutting styles were, or are, limited to the Princeton-short on the sides, two inches on top, and a taper in the rear-and the buzz cut he gave the midshipmen. This is probably true. But it wasn't the haircuts, which were, or are, good, but the style in which they were, or are, done that made, or makes, Leon the best. As you first sat in the chair andhe buttoned you up, you noticed the earpiece. Some may say Leon was, or is, legally deaf. This is also probably true. Either way, it required you to talk at a volume well above conversational, and resulted in you talking to THE GADFLY :5 .. : ..... �Report from Santa Fe BY &G Meeting By Laura Strache, '02 SCI Co-Chair Committees bring out the unexpected in people. A person that is generally easy-going can suddenly turn into a detail-oriented nitpicker when placed on a committee. These sorts of thoughts ran through my mind as I sat in the peanut gallery, observing people seriously discussing the placement of an asterisk. Yes, an * asterisk. Did the asterisk belong in the third column or the second column, and more importantly to what did it refer? Although this may sound like a typical DC or SCI meeting; but it was not. I was not sitting in the Randall Private Dining Room; but in the Ault Evers Room of Meem Library on our sister campus. As the Annapolis Student Representative to the BV&G (Board of Visitors and Governors), I was invited to participate on several committees and to listen to the plenary session of the entire board. It was at the plenary session that I listened to this discussion of asterisks and reflected on the nature of committee-behavior. The Investment Committee was presenting its report to the full board with regard to the college's endowment. That asterisk was connected to no small peanuts, but $5million in 'non-discretionary assets'. I do not mean to represent the meetings as boring; in fact I found them quite interesting. I attended meetings on the following subjects: Alumni Relations, Digital Strategy, and Placement/Career Services. Many of the other meetings were closed to all but board members serving on those committees. However, all committees reported to the plenary session; and their reports are hereby reported to you - the Annapolis community. First, let me tell you a little about the board. It's not surprising that they should be disagreeing in that typical Johnnie way: 60% of them are alumni. One third are women. 61 % are serving their first or second of 6-year terms i.e. they are younger. Forty-two percent are from the west/southwest and 58% are from the east coast. This was all reported by the Nominating Committee. They also met in a private session where they discussed tutor appointments; but for some reason I wasn't invited. 6 THE GADFLY I did attend the Digital Strategy ComI heard some interesting things with remittee, where they are working on bringing gard to alumni giving in the Capital CamSt. John's into the 20th - I mean the 21" paign Committee's presentation. Apparcentury. The school is in the process of re- ently, groups that give to the college make designing its website; and the new website their contributions contingent upon alumni should be up and running before the end giving. If only a low percentage of alumni of 2002. The site will no longer begin with give to the college, many potential donors a split between the Santa Fe and Annapolis will not make a gift. They look at how many campuses. alumni give, not how much they give. The Further campaign will begin next year and hopes into the :; to raise almost three times more than it 0 site there u did twelve years ago. a: w will be an ~ The most important thing that all of ;;: option to z us can do to help with this campaign is to w w browse "' u "talk up" the college. The more that people feel our enthusiasm and appreciation for campus the college, the better. Don't get me specific in- :; 0 u. wrong; I'm not formation. "' z w "One col- "" suggesting that ;'.!: anyone stop wearlege with 0 ti ing black and comtwo cam- :i:: Lee Zlotoff, movie director puses" IS p l ai nin g all the and member of SJC time. I often find not comBV&G that even when I municated think I've become by two websites. There will be a current disappointed in the alumni directory accessible from the college, as soon as I site, with a password. You will also start talking to someone outside be able to buy books from bookstores (perhaps at another on either campus. You will continue Warren Spector-he does alright. college), I realize to be able to access the Placement how grateful I am Office's resources from the website, to be here. Maybe you are too: don't be shy including a "Johnnie-friendly" job listing. The Visiting Committee takes up differ- about admitting it. You'll still be cool {esent subjects at every board meeting. In the pecially if you wear black, smoke cigarettes fall they talked about Admissions. At the and look at everyone disdainfully). I'll try not to bore you too much longer. January meeting the Visiting Committee discussed the placement and career services. Mr. Nelson announced that the Annapolis The two campuses call the office different campus will definitely be building a new things: in Annapolis it's the Placement Of- dorm to house approximately 30-40 people, fice; in Santa Fe it's Career Services. In the F acuity housing is being considered in Santa• college's next capital campaign, they hope to Fe. A site assessment and feasibility project acquire funds to make something compa- is underway to determine how to enhan~ rable to the Hodson Trust available to stu- the character of the campus and the he dents in Santa Fe. The board also consid- of the ecosystem. To quote the chair of ered suggestions on how the alumni net- Physical Plant Committee, the plan is to work can be better accessed by students seek- tegrate the new development with thee ing career advice. This could serve the col- of the college." {e8ocr was a very popu lege in a couple of ways: it could get recent word this week.) If you' re interested in h alumni to stay involved with the college ing any more about the board and them community at the same time that students ing in January, drop me a line in cam mail. Watch for another article next week could get some much needed guidance. Annapolis transfers that I ran into whil Santa Fe! i KRUSTY'S KANT -0-RAMA WORD SEARCH by Rick Martell '03 Hey Kids! Our Frien.d Immanuel. lost 25 ofbis philosophical terms. Without them, bis thoughts will be as empty as a .. HEY. REY. BEY! Better help him find them! First person to send a finished copy to the Gadfly will receive one uget-out-of-a-seminar-reading-free ci::rupo!l.M, courtersy of the Dean's office, and 2 free breadsticks from the Kant-<>..:licious R-0ffeeshop! 0. ................................................... . KAOW~CELSOJUDGEMENTSTYS MRESLYONWSQCQKNQABELZI LW QZI MAGl NATI ONOI TPECREPPA A SFTREPRODUCTI ONI PAFTAOS UEOSI ASPFTLVCOMRVNLVRI SS I R U ! T K (') N I G S B E R G A U F L G K G. F E UEZUG?OBSKCVEFUOM! NPI Ul R J EOOJ LQEOGOJ ZSOBSL ERK" YT I FDVZAPPREHENSJ ONYSENSEO QUALi TYODRNMOTEMZJSDGYLR WNMKGLVUGEEPTFDPOAEI ZNAI UNI TYFWCPTTC Cl TCI EDOPAWRNYLDERUASHNL E T YA F F E K A T f l 0 E I WV E QT P E E C KDPUSOL<f>RI ECEZNUI TJEFSDS Q L Z E RWY A T 0 UAR RT V P R C US 1 N F T DAUUUWNRL LI UOARCJBDCNTLSMUVENOF~SEQ EFPLPNHOEABSTVI UVRBI SNCO Yl.MOP@ODTOMTAJTHAZNJ R, SW PNUCOYZCUTRJNRI PELPUSPNK HAAZLKJ DLFAEDYOTOAOFNFAC TMODALI TYDSKI DNDKTCWZFRQ EWECNEBDMAER.NAFFI NI TY MTG YZESCRVRFVRQGUEMOYONRYOO Crossword and text by Rick Martell Ask him about the breadsticks. . ................................................... . THE GADFLY :7 .. : ..... �THE GADFLY St.John's College P.O.Box2800 Annapolis, MD 21404 N0 tes By Mr. Leo Pickens, Athletic Director "A good merchant hides his goods and appears to have nothing; askilledcraftsman leaves no traces." Lao-Tzu Athlete of the Week honors for the men goes to the Spartans Mr. Turnquist, who is proving himself an all around winter sportsman. Mr. Turnquist is one of the Spartans killer bees, part of the imposing Spartan basketball squad that is currently tied for first 8 in the men's league. In addition, Mr. Turnquist is turning out to be quite the pugnacious goalkeeper for the Spartan team handball squad. He came up with an impressive number of saves in the Spartans handball victory over the Druids this past week. And between you and me, the field players may have all the fun and get the glory, but handball is decided by the goalies. Athlete of the Week honors for the women goes to the very smooth and stylish febbie phenom Miss Rinn. Miss Rinn had a complete game this past in the women's league for the Furies, handling the ball well, dishing, rebounding, and scoring. Her superb play was a big reason for the Furies first win of the season. Three on Three results: women'sUmemoto, Gregory, and Owen; men's BCalise, Heyneman, and Tallent; men's ADay, Wise, and Adams; and mixed-Polk, Adams, and Habegger. THE GADFLY ................................................... . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Deimel, G. August (Editor in Chief) Title A name given to the resource The Gadfly, Vol XXIII Issue 20 Date A point or period of time associated with an event in the lifecycle of the resource 2002-02-19 Description An account of the resource Volume XXIII, Issue 20 of The Gadfly. Published February 19, 2002. Identifier An unambiguous reference to the resource within a given context Vol. 23 #20 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 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/56aa318d4a0c425cbc6d59e63fdbf909.pdf 3f25bdc1ad19e734c814c53cbe9c79a5 PDF Text Text �Gadfly Mailbox THE ~GADFLY Editor-in-Chief G. August Deimel Production Managers Martin Anderson Melissa Thomas Section Editors News: Elizabeth Laughlin Features: Laura Mangum Ideas & Images: Anderson Tallent Sports: Jon Cooper Contributing to this Issue Hayden Brockett Ms. Roberta Gable Erin Krasniewicz Mr. Leo Pickens Cover By: Martin Anderson Founded in 1980, the Gadfly is the student weekly distributed free to over 500 students, faculty, and staff of the Annapolis campus as well as tutors emeriti, members·6f the Board of Visitors and Governors, and the offices at the St.John's Santa Fe campus. Opinions expressed within are the the sole responsibility ofthe author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish the most thoughtful, informative, and thought-provoking newspaper which circumstances at St. John's permit. Letters of 200 words or fewer have a better chance of being published than those longer than this limit. Letters submitted will be edited for grammar, punctuation, and spelling in most cases. The Gadfly is not obligated to publish all submissions and will not print anonymous submissions except under special circumstances. Yearly subscriptions are available for $30.00. Taxdeductible contributions are greatly appreciated Please make checks payable to the Gadfly. For display advertisement prices and information, call 410-263-2371, x2212. Deadline: Saturday at 3p.m., unless permission for a delay is granted in advance. Submissions will be accepted as long as they are legibly written, but typed copies, diskettes, and e-mail submissions are greatly preferred Please e-mail submissions to sjcgadfly@yahoo.com. 2 Apology# 1 SCI Minutes By Elizabeth Laughlin, '05 SCI Freshman Representative The February 21, 2002, meeting of the Student Committee on Instruction was attended by Freshman Representatives Mr. Mark Ingham and Ms. Elizabeth Laughlin, Sophomore Representatives Ms. Jill Delston and Mr. Neal Turnquist, Junior Representative Ms. Maya Alapin, Senior Representatives Ms. Megan : mtly. Sincerely, Maxwell-Smith andMr.JustinNaylor, and CoMegan Maxwell-Smith Chairs Mr. Aaron MacLean and Ms. Laura Strache. Also in attendance was January Freshmen Mr. Justin Lanier. Apology #2 The topic of conversation at the meeting was a continuation of the previous week's disThe Ga4fly accepts responsiblity forthe mis- cussion of Instructional Materials. The Com: hap regarding the SCI Potluck article. For fu- mittee attempted to differentiate between the : ture reference, when one chooses to submit kinds of manuals that exist, the mandated and : work to the Gadfly, e-mail sent to the correct non-mandated manuals, and the general opin: address, which is sjcgadfly@yahoo.com, is the ion of liked and disliked manuals. A few of : preferred method of submission. the questions raised by various Committee The Gadfly members were as follows: Should the Junior Year consist of more primary texts and an attempt be made !it making the manuals more Apology #3 of a supplementary material? How should we This week, the Gadfly received a letter re- gauge the practicality and usefulness of manu: spondingto Caitlin Reynolds y Vivanco's quote als? What real "preparation" do students need : in our last issue. The author graciously offered to be successful with the Junior Calculus : to retract the letter, but I understand that this Manual? Do we actually need the help a manual : is not the only criticism Ms. Reynolds has re- supplies when attempting to understand some: ceived. Her comments were printed without thing like Ptolemy, Kepler, Copernicus, and : her explicit permission and were never intended possibly the elements of music that we study : fortheGa4f/y. Printingherquotewasthought- at St.John's. This discussion will continue : less and irresponsible, and I personally regret again at this week's meeting. If you have any ideas on any of the above mentioned ques: the decision to do it. tions or on anything else concerning InstrucG. August Deimel Editor-in-Chief tional Materials, please attend this week's meet- . : : : : To beclear.. .Ididnotmean to attribute to the Ga4fly staff a malicious intent that showed itself in not printing my submissions. In general, I do not think they are malicious. And when they mean to be, they show it very di- rng. Other items mentioned at the meeting included: the "Plato in the Springtime" Dialogues, and the January Freshman Seminar on Seminar that will take place tomorrow, February 27, 2002, in McDowell Hall. This week's meeting concluded with Freshman Representative Mark Ingham donning half an eggshell with a picture of an eyeball and then adorning an apple with his creation. Kudos for your creativity, Mr. Ingham. Lastly, asincere 1HANKS to all ofthe guests who came out to the Boathouse on Saturday night to attend the SCI-sponsored Student" Tutor Potluck. Weappreciateallthosewhocune out to share their food, fellowship, and com THE GADFLY ................................................... . Senior Oral Translations from Examinations· Catullus Tuesday, Feb. 26th Translation by Anderson Tallent, '04 Ideas and Images Editor xxx: Cruel Alfenus, to comrades false and thankless, do you now cease to pity your sweet friend? Do you not hesitate, dishonest traitor, now to betray me, now me to deceive? You think disloyal deeds delight the gods? Rachel Dudik 11:45 Exodus Jeffrey Ramsey 3:45 You have abandoned me in time of woe - alas, what can men do, where place their trust?you bade me truly trust my soul to you leading me into love, as though 'twere safe, so why do you desert me, unjust man? 1he Federa/,ist, Madison, Declaration of Irulejmdence, etc. Jonathon Polk 5:00 Homer, Odyssey You let the winds and vapors of the air bear all you phony words and deeds away. Have you forgotten this? Be sure, the gods remember all, be sure that Faith remembers. Faith, someday soon, will punish you for this. Wednesday, Feb. 27th Megan Maxwell-Smith 11:45 Tolstoy, Wararu/Peace LI How like a god is he who sits beside you! If it is possible, he seems to be greater even than a god is, when allowed to look on you andhear you laughing sweetly. Sean Ross 3:45 The Gospel of Matthew A sight like this deprives me of my sense, o miserable me, whom hope exhausts. Whenever I see you, darling Leshia, my voice no more abides within my mouth, Catherine Cox 5:00 Aristotle, Ethics, Politics my tongue completely falters, subtle flame steals down my limbs, my ears within inward humming begin to tingle, and, in twofold night my very eyes are drowned. Thursday, Feb. 28th John French 11:45 The Book of Job Amelia Adams 3:45 T.S.Elliot, The Wastelarul Answers to Krusty's Kant-0Rama Word Search By Rick Martell, '03 : printed in last week's Gadfly J K U D G E M E N T S R GI N A T I 0 N 0 I T P E C E p .R 0 D U C T I 0 N A L L K 0 N I G S B E R G N D E E A p PREHENSI 0 N S T y S R M QU,O.LI E E P I U N I T y L R N E D 0 P A C I T C I I D E I T T I C E N D P A R T V R, 0 E L L S N u E 0 0 c R T I N F N A T I 0 N I c N 0 D A I N M 0 D A L I T y N A F F I NI G I M A T R I R E P p A s s p R E N S E D Y L I N A c T T H N A ·E E T E S D I N S E E R T 0 R I C c R u s p N A F R T y T N THE GADFLY : 3 .. : ..... �COVER STORY "Thin s fall apart. By Anderson Tallent '04 Ideas and Images Editor The Greenwaves must play basketball with gremlins in their gym shorts. Or so anyone who has attended their hoops games this semester must imagine. For the second time this season, a contest involving the Waves was interrupted on account of mechanical problems in the Temple. Last month, the problem was localized- every few hours, the fire alarm in the gym would without reason begin to sound for all it was worth. On Saturday afternoon, however, at about 3:30, what no Greenwave knew, and what not a one of them could have known, was that when the lights went out in Igleheart, they were also going out also in buildings all over campus. McDowell, Randall, Campbell, Pinkney and Chase Stone halls all went dark, and this was bad news for almost everyone. The Spartans and Guardians, slated to face one another at 4:00 on Saturday, were forced to reschedule their game for Monday after seminar. Students studying in the McDowell classrooms were forced from their books and ejected from the building. People working busily on their annual essays watched in horror as their computers instantly ceased to hum, and the digital red glow of countless alarm clocks was altogether extinguished as their heretofore steady supply of electric sustenance suddenly rai-i dry, as it were. Among the other casualties was the humorously-advertised game of Midnight Dodgeball. Candles were lit, and dormitory doors were propped open. The only people, it seemed, who had any cause for celebration were the delinquent few who had lost, or neglected to carry, tlieir electronic keycards. As emergency Buildings and Grounds staff worked alongside the skilled technicians of Dawson Electric Company to restore power to the dorms, life suddenly became very difficult for the friendly employees of Bon Apetit. Already heavily burdened by their agreement to provide food at the SOTutor Student Potluck, Cafe Randall staff worked furiously to prepare supper in the hot, dark, and now-known-tobe-mouse infested dungeon-like kitchen. Decorative candles were cleverly utilized to provide what lighting they cold in the otherwise dim dining hall Fortunately for Bon Apetit, few students felt comfortable eating in the scarily surreal half-light of the hall, and as a result, unex- 4 THE GADFLY ......... . pectedly high numbers decided to attend the in blissful ignorance of the fact that no alarm Potluck. This, as I said, was good news for the clock would be there to wake them up in the kitchen crew, but bad news for the SO mem- morning. The only creatures that seemed to take bers and volunteers to whom fell the task of any notice of the situation were the mice. Being securing adequate stone and silverware for the nocturnal animals, the utter darkness that inhungry masses converging on the Hodson stantly enveloped the school only made them Boathouse. Led by one fearless co-chair and more active. Indulge me in a personal anecdote. I stayed armed with their own native knack for clandesup late Saturday night, well into Sunday morntine hijinks, a team of students bravely entered into the Randall kitchen. One student, who ing. At approximately 3:52 am.. , as I returned asked only to be identified in the Gadfly as Aramis, described the place as" a hot, dark, and nowk now n - to-bemouse-infested dungeon ... " Another student who, as when a sophomore, chose to remam anonymous, recounted the scene she encountered upon entering. "There were babies crying, andmicescurrying on the floor. The kitchen crew were frenziedly at work in the darkInside the rats' secret subterranean lair ness," all the while "cursin' the kitchen and the school, cursin' the blackout, and cursin' the to my room from brushing my teeth, I was startled by what seemed to me to be the sound Lord!" Things were difficult for the Security staff as of mice chirping in my closet. This kind of well. The hardships involved in guarding six thing has happened before. When the mouse dorrritories vr.ith ftinctionh?J.g keyc:ard syste~s problem was ody coPli.n.ed to third Randall, I were magnified exponentially when the electronic listened laughingly to the various horror stounlocking devices shut off and the doors were ries reported to me by that floor's residents. I left wide open, allowing easy access to any even remember once hearing with gladness that would-be burglar. As a safety precaution, an a poor little mouse had been spared after he emergency generatorw<J.s set up on the quad to was caught on one of those sticky-pad mousepower two large prison-style lights. One officer traps. But when some people down the hall described his Saturday night graveyard shift as knocked on my door a couple of weeks ago "a big pain in the [hindquarters]. All the sud- and asked me for a flashlight because there was den, everybody with a gripe becomes your boss. a mouse in their room, I became somewhat What this campus needs is some nervous. On Friday morning, after another long night, understandin'". Understanding, indeed. By midnight, power had returned to several I was, at the hour of 3:34 a.m., terrified by the of the dorms, but it was not to last. Things sound of mice running just above me on the shut down again just before 4:00 a.m. This sec- ceiling tiles of second Campbell. That mornond outage went virtually unnoticed by most ing, when I was taking a nap, my morning nap, of the Polity, who continued to sleep soundly continued on page 7 Potlu k, Contra D nee By Hayden Brockett, '04 When the power went out at 2:30 on Saturday afternoon, the SCI was not perturbed. One freshman representative was seen struggling with anonfunctionalkeycardreader, but otherwise the organizers of the third semiannual Tutor Student Potluck felt confidant that their plans for a quiet evening of good food and friendly conversation would be unaffected. Even when the power stayed out longer than was originally estimated, there was no rush to alarm. Contra dance organizers, whose inaugural event was scheduled for after the potluck, were similarly untroubled. SCI co-chair Aaron MacLean, when he spoke to the Gadfly as late as 5:00, was still nonchalant. "We'll mosey on down to the boathouse and see what's going on," he said, while standing in a darkened Campbell hallway. 'We still have, what, anhourandahalf?" The setting sun silhouetted the committee members as they bore their dishes from a darkened campus towards the boathouse, the only building on campus with electricity, save Mellon. Little did they know the logistical challenges towards which they were moseying. The events of last Saturday evening may not have been of mythic proportions, but the several tales of triumphant organization in the face of trying circumstances did prompt certain Biblical allusions and inspire at least one conspiracy theory within the student polity. According to a message left on the Randall chalkboard the next morning, some students suspected the SO of arranging for the power outage in order to increase attendance at the potluck. Had those mistrustful students but seen the tense faces of certain SCI members come 6:30 Saturday evening, as nearly a hundred hungry students and tutors crowded the boathouse, they would have known better. A crew of volunteers arrived at the boathouse a little after the half-hour, having fetched several crates of dishes and flatware from the dimly lit Randall kitchen. Several tense moment;; throughout the night occurred between Bon Appetit staff and potluck organizers, both parties feeling the burden of trying to feed a hungry community under difficult conditions. Earlier instances of miscommunication and hurt feelings came to a head when the potluck ended up needing more dishes than originally expected. The dismal atmosphere of the dining hall to assist aharried but cheerfulJunior Represenand frantic attitude of the kitchen staff pre- tativeMiss Townsend., who insisted that she ensented a sharp contrast to the warm and bus- joyed the work. tling boathouse, where nearly one hundred Asthemealwrappedup, the announcement community members gazed at the food set wasmadethatthecontradance, which was to be before them and wondered held in the dining whether it would suffice. The hall, had instead been hostswonderedaswell,forthe moved to the boatunavailability of the Campbell house on account of kitchen and the distasteful nadarkness. Approxiture of the limited Bon Appetit mately fifty commuoffering had combined to send nity members stayed scores of hungry and emptyfor the dance and handed students to the boatmore wandered house, hoping to take the SCI down from the rest uponitsoffertofeedallcomof the pitch-dark ers. A tripling of attendance ~ campus. Under the and only a modest increase in § able, if sometimes the number of available dishes ~ frustrated, tutelage sent the SCI and other mem~ ofMssrs.Naylorand bers ofthe Polity into action. ~ Hunt, the dancers SCI members set out in search ~ formed into lines and of poultry and pizza. § began to learn the art Thepotluckwasn'texactlythe of contradance. The weddingfeastatCana,inthatthe a. mass lesson proved best cuisine (and all of the wine) Mary Townsend, an SCI member went to successful, despite a was served first, but that the pro- great lengths to make the potluck a success noticeable penchant § curement of four loaves and five chickens (cf. five loaves, two fishes) ensured that everyone ate did have something of a miracle to it. Co-chair :MacLean waxed rhetorical towards the middle of the evening, telling the gathering, "My personal pledge to each and every one of you is that everyone will be fed," but refrained from castigating anyone of little faith or escaping in a rowboat onto College Creek. As the eighteen pizzas arrived, the buzz of conversation took on a pleasant and well-satisfied tenor. Tutors and students conversed around the tables or the circles they had formed on the floor and the busy SCI members were able to relax and even eat something themselves. In comparison to the previous two potlucks, what Saturday evening lost in intimacy, it made up for in vitality. Thequalityofthehomemade food was the highest it has ever been, and tutor attendance increased slightly over last semester's potluck, as did emergency tutor assistance. Mr. andMrs. TuckwerekindenoughtoruntoGraul's for supplies in the middle of the evening, and as soon as the chicken arrived, Mr. Braithwaite promptly set to work carving it. Following the meal, Mr. Braithwaite made his way to the kitchen where he organized a dishwashing assembly line among the dancers to seek complicated principles in adance style whose essence is a kind of spirited simplicity. Soon, twenty-sixcoupleswerecompetentlyandinsome cases expertly dancing to the strains of St. John's own contra dance band, The Old Gray Cats, whose debut performance was remarkably strong. The contra dance was met with much enthusiasm and continued until about 12:30 a.m., which was an hour longer than expected, After each dance, the room erupted in applause, ostensibly in appreciation of the band's efforts, but often also in expression of the dancers' exhilaration at having successfully performedeac._h dance. Even more beautiful than the sight of some of the later dances and more experienced dancers was the camaraderie and enjoyment felt by all. As the SO and contra dancers cleaned up after the evening, it was generally agreed that the potluck was a great success whose particulars need not be duplicated in its next occurrence. The contra dance was an even more remarkable achievement, considering its novelty at St.John's, and, it was felt by all, was an event worth much revisiting. Look for more dances later in the semester and remember the SCI' s next potluck come autumn. THE GADFLY .. 5 �Alumn· Cha By Roberta Gable Director of Alumni How To Gain Happiness and Financial Security where and wouldn't have much time for European travel. They had a swell eighteen-day trip, including aweeklong cruise on the Adriatic. Then, back to reality, andPausic moved to DC, where she had a typical entry-level job as an associate at a fairly large law firm. They did government contract work, representing industries who supply goods and services to the government; and they also did some international and immigration work, which was Pausic's area of interest, but she ended up doing a lot more government contract cases than international. In the meantime, as a result of the (soon to prove pivotal) Croatian vacation, she became involved with the Croatian American community in DC. Young professionals, mostly children of recent emigres, would get together and talk politics: it was 1989, and change, with the prospect of multi-party elections in Hungary, Poland, and Czechoslovakia, was sweeping Europe. And then they did more than talk: they started to host visits from democratic political leaders in Croatia, hoping to get U.S. governmental support for free elections there. Finally they decided they needed to form a non-profit tax-exempt corporation to support this work, and the Croatian Democracy Project (CDP) was born, the first 501(c)(3) formed for this cause in this country. (A 501(c)(3) is a non-profit in the eyes of the folks whose sanction is de rigueur: the IRS.) And as the situation in Croatia heated up, Pausic's interest in government contract work cooled down-her pro bono work for the CDP became her fo- [A shorter version of this profile appeared in the summer2001 issue of The College.] TiaPausicA'86 worked forthe summer after graduation in a law firm back in Pittsburgh (whence she had come) and then in the fall headed for Harvard Law School. But this will not turn into a tale of swank corporate offices and breathtaking salaries, nor will it be a yarn about the happy discursive life of teaching law. Yes, there is a third path for the Harvard lawyer. But first, a word or two about the Harvard experience. Pausic said that, after St.John's, it was somewhat disappointing educationally because of the huge classes and big lecture halls. Fortunately, in the second and third years there are smaller classes and seminars available, which were more interacti~e and thought-provoking. I asked her if law school was a neverending exercise of studying around the clock (although I think I put it more colloquially), andshelaughed. Notatall! Sheamusedherself in her copious free time by being on the editorial board of the Women's Law Journal, and being a technical director for the Harvard Law School Drama Society. She was also a teaching fellow at Harvard College. Her recommendation for law school (paraphrasing advice she got from a St.John's alum!): try to get in to a school located in a town where you'd like to live. She said being in Cambridge and cus. Boston was "fabulous" and most of her good In 1991 war broke out in Croatia. The CDP friends from law school have also chosen third (andPausic, the president thereo~ realized that paths to pursue. the only way they would succeed in bringing But all good things must come to an end: democracy-building resources from the U.S. she graduated In celebration thereof, she and to Croatia would be to open an office in Zagreb. her father went on the Croatian Fraternal (And what exactly are" democracy-building reUnion of Pittsburgh's more or less annual sources", do you ask? In response to the trip to Croatia. This was for several reasons: democratic changes in eastern Europe in the ever since she was a little girl, her father had eighties, an industry of support grew up in been wanting to take her there (he is Croatian the United States, for everything from election andPausic's mother is Romanian); and Pausic systems (our forteQ and party-building to comfigured that before she started work as a law- mercial legal reform and economic-related isyer was probably a good time, because she'd sues, like pension reform, the creation of small probably be working pretty much straight for and medium enterprise, and the development the next ten years until she made partner some- of trade unions.) They opened the Zagreb 6 : THE GADFLY office in May of 92, and Pausic was the first Executive Director. She had been back to Croatia three times on CDP business since that first fateful vacation. But now we're talking immersion. There was the language to be reckoned with ("I tried not to be afraid of speaking"), the lack of consumer goods ("I developed a scavenger mentality that has been hard to shake!"), the toilet paper ("like tree bark"), and her living situation. She had a small one-bedroom apartment, which was not only her home, but also the CDP office, and the crash pad for any CDP visitors. Pausic set to work developing projects to submit to funding agencies, both public and private. For example, the Children's Hospital in Zagreb was in need of a mobile medical clinic, since they were basically the only pediatric hospital in the whole country ~d also tasked with health care for refugee children throughout Croatia. She found funding with the So.ros Foundation to purchase and equip the vehicle, and in 1993 they were then able to help children in remote places. (By 1999 the local hospitals were enough recovered that the vehicle was then donated to the military unit in charge of mine-clearing operations.) ................................................... . Try one of our frozen SMOOTBEESI We - ........... ..,.,..pl: VISA i<BS'l"EJlCARD at: die ·~-.-----Receive one .• I · I I I FREE can of soda when you purchase a 10" one topping pma n offer expires 3/23/02 ·----------- Another CDP project was in concert with theFreedomFoundationinDC: togetherthey won a contract from the USIA to run a viSitor program focussing on human rights and minority rights: young leaders from Croatia were brought over here for a three-week four-city tour (DC, Charlottesville, Santa Fe, and Los Angeles), where they were able to meet with local leaders and academics to learn about the culture, history, policies, etc. of minority population relations. Pausic was actually here in the U.S. when the visitor program took place in 94, because she had had to face reality. She was making next to nothing working for anon-profit, and had deferred her law school loans for two years, but now had to think about shoulderingtl1at burden again. "I left in December 93, thinking I was never going back. I cried on the plane to Frankfurt." Back in DC, she camped on her sister's couch and continued to help out at the CDP while she looked for a job. She talked to the president of America's Development Foundation (who was on the advisory board of the CDP) about possibly getting involved with projects there. In March 94 he called her and told her that USAID had issued an RFA (Request for Applications) for a human rights project in Croatia, and asked her if she would help write it and be the Chief of Party (basically, be the person who would be in charge if the grant were given). She would, she did, andADF, anon-profit in Alexandria, VA, was awarded the contract for a project to strengthen the abilities of the human rights organizations in Croatia. (A handful had been formed in the wake of the war, but there was no history of non-profits there, and the organizations were basically at square one.) So, having left Croatia expecting never to return, she moved back in October 94 to provide training, give technical assistance, and bring grant funding to the Croatian groups. This time her set-up in Zagreb was a lot different. The grant was for $2.5 million over a three year period She had her own apartment, and in her office she had actual equipment, actual staff, and an actual salary; and she had become fluent in Croatian, fluent enough even to be a Croatian/English interpreter. She designed a grant program, but when they were about to give their first grants in 95 the government initiated a military operation to seize occupied territory from the Serbs, and Zagreb was bombed, making for a certain amount of, shall we say, uncertainty in her life. Nonetheless, they hung in there, the occupied territory was liberated,andlifegotbacktomoreorless: Things fall apart... normal. : . d fr A pl:a:m.t:hfuxo:Ea:liil:±n3J.. : continue om page 4 tums:l thethl:EeyEar$2 Sm ill:i:npIDjr:t : just after my 9:00 class ended, I was awakened i:Jloa6}1EaL,$1.0m illi:npiojrt,wh:i:hfian : bythesamesound, theunmistakablepitter-patter m ii..:1935 fxllmicnd:ipk:ei~ : oflittlemousefeet, on theceilingtilesinmyroom :tep:ll:rii:i:n lBE3. Thepioj:d:wasa:m - : above me. When the lights went out again on pl:m:iils:pten l:e:2000 ,b..It:A.D F s:ill.bas : Sunday morning, I was just about to fling open aZcgii:boffi:e,nJtJ ::i:Tuobrlilapiojr:tto : my closet and attempt to entrap the mice in a big ~mftdCiat:Bdn:--: boxthatlhadreadyforthenones.Buteverything :i:lJi:h:=warta:k toC:i:cet:B.. : became dark just before I could So I just banged Pa.B:!,h:::we.e:;canel:a::ktotl:eUniEd : ontheclosetdooruntilthemicestoppedmaking Stat:Es. Ehew CEr£'Hiy to lEtJ.ml: :rrtcriJy : noise. I believe that the fled away, deep into the wcs8Jeg:ttingh.nnedrut,rut8Jehrl : bowels of Campbell, or perhaps even deeper, ~ t:kecareof. L:ke:fbrec- : wherethey havetheirsecretsubterraneanlair. an p~ :ilh tl:ePenneylari:U:ar'. : When I returned with a flashlight, I discovEle'sS:illalw-yer,mn en l:er,atlBl=ha:l : ered to my dismay that the mice left me several to~cn ±R:t::iles:at:usil.Penney'li.m:Bl::e- : tokens of their regard, in the form of small black ca.JEeoftheina:p.:llen altDra:nt::i:ll..rtg : pellets. Mouse droppings. I could hearthe mice l:g:Ue:l m:±:n. A~ ttrit:ty-siK : scampering in the plaster of the wall just next to lu..nsoftbat,ffiep:t:iti:x1a:if:>nm::t:iYa- : my face as lay I abed, inafutileattempttosleep.I t±nJ Men-ThfuSE~: pitythepeoplewhoconductroominspections, en p:qym Ent,a:rlcc:n::::l.rl3:ltiEt:SEh:rll't : because when I depart for spring break I plan to :imily l:s:llm .i:sinJ~c:n theU S. : leave behindme a room so mined with mouses:rn:. : traps (the kind that snap- not the sticky kind) Ehei:ays, ''St.J:hn'sColEg=:Es:iil..the: thatifonevermindaresshowevensomuchasa 1:e:b l3 :i:;i 11 Ie..e::m ere. TlEa:ix:sl±n I : whisker anywhere on the premises of my room, g±thae:Es:m efhi:gyo.l.cmcbn:J."1!Ee : hewill be instantly decapitated I hope that the ere!' ~ USI:lalit:l::ecb::utwh3:i1s:ar- : shrill tone of his last dying screech serves as an S¥D=ieS!h:twcyci::x:ut::th:!i am~ : example to any of his more adventurous mousy tutqµik]yd:Sn :Ee:rl. thenot:bn thatwe : relations or comrades. I'm not kidding. Somecrul:ip:::eEb¥1:eJkethe:ia:t:ofth=aovd. : body needs to help me. ThE:Enotto s:iy," 8Jew csqµi:k to a'.i:i, : · · · · · · · · · · · · · · · · · · · · · · · · · · · · '~Ptol:rny,b..tlthiik : theb1ER:ll:hoftheei!1c:at::bncrrltheway: welmnth:i:g>:Ea.~: ~otlHs.'' : An:ifb=o:ffBstbixrlvi:e~: • Seen: crnfusrlcb::utw rattheyw crtt:tocb: ''Jf : ycu 'lecbi:gwlR}olb.e, tl:Et'sfrel::e:t : fui:gatlcsiep:rinJrl,~ : e.eJ.t:ual¥ d:Esa:m e. Iha:ll:s:ll cyn:i:al : wh:np:rpl=sai:lthc:t,b rt-ta1:u3Iywcnks. : Th:t:wcy,ycu~: wh:i:ycu'lecbi:g!' : The p.n:s.rit of hcpp:he:s canti1ue3 : ci::norlflrPa.:lsi::: 8E:e.lt1h:B.Ir.eflrh:r : :red:p::Et±gw:ithAD F-~,Ba:rrir : H am.pvm.wlBES"Ew iilrediJ:e:ti:ga : $4m iili:n3~poj!:ta:emJ topiov:i:l= : tla:iliq, ~crrlgia:rtsto : lxaJn::q:nofist~~-: Heard: Ii :fetin,ai\aa:y,~-: ~a::elit±nh.ritli::gan a:gtheb- : 'Come on, it's not like your lunch wasn't ruined as cal groups. She can be :r:eeche::i at : soon as you came in here." qa 1si::® p:>S:bal:valrl.e:i..lcrrlw e1:an e:> : -Meredith Licari in Cafe Randall · riri=sfion Slrl:ntsi:rtee:te:1 i1 .ht:e::-- : ~ fflt. : Life is more melodramatic than people give it credit for. : -Student who asked not to be named THE GADFLY ·7 .. : ..... �THE GADFLY St.John's College P.O.Box2800 Annapolis, MD 21404 N0 tes By Mr. Leo Pickens, Athletic Director "It is not the same thing to talk ofbulls as to be in the bullring." Spanish Proverb Athlete of the Week honors for the women goes to the Furies Miss Brianne Seymour. Miss Seymour, a newcomer to the game of basketball, has been steadily improving through her first season, and is turning out to be a skilled rebounder and assist artist. Miss Seymour 1s unselfish team play helped the Furies win their final game of the women's basketball season this past Tuesday. Speaking of women's basketball: don't forget, Women's March Madness gets underway this Tuesday afternoon and will continue after Spring Break. Check the rosters posted in the gym and in the coffee shop to see what time you're on, and come on out and catch the Madness. Athlete of the Week honors for the men goes to the mini Russell, a.k.a. T. Thad a huge game this past Saturday, scoring 24 points in the Spartans mauling of the Waves. T has been doing a great job all season as the point guard for the Spartans bee team. He handles the ball well, dishes off unselfishly, plays tough dee, and has a fine touch from the inside as well as from downtown. N ota Bene: If the Guardians and the Spartans both win their remaining games, the championship game will be played the first Tuesday night we get back from Spring Break, the 19th, at 7:30pm. 8 THE GADFLY A Nasty Rumor: Survival of the Un-Fittest By Erin Krasniewicz, '02 I play women's basketball. I show up, I play, I win or lose, and then I leave. Sometimes I stick around long enough to hear the joy of victory, or the agony of defeat. Most of the grumbling I hear is left behind at the gym, along with our inside shoes. But lately, I've been hearing whispers of something that threatens SJC sports as we know them, and makes me wonder about that spirit of community we keep hearing about. It seems there are some people who dislike competing with superior athletes. In fact, these people are of the opinion that any woman who's bigger, stronger, and faster than the rest of us (and let's admit it, ladies, that's not a very difficult thing) should be restricted to playing men's sports. It's official: St. John's College is the only ecosystem in the world where individuals are penalized for being genetically gifted. By the by, why is this a problem now? All four years I've been here, there have been big, strong, fast women playing women's ball. You know some of them, I'm sure, and God bless 'em, they can be tough customers. I pity the fool who might have dared to suggest to, say, Tally Scroggs that she stop You Make the Call The answer to l~Week'spuzzleris no goal. Indeed, if a p1ayet iiiti:ntionally runs out Of bQtindS, he is to call for ated:mical. Nowfottliisweek.'s ques:tioa ..t\cmrdingtoNCAAntles,aplayer reports into the game '\Vearingjetsey nwnber61. Ishedigibletoplay?First . onetome'With the right answer goes to Pizza Express ()ll me. • .. playing women's basketball. This year's star athletes seem to me a different breed. They're quieter. Younger. One might say, easier to pick on and push around. But only off the court. During game time these ladies dominate-it's true. They drive to the hoop, they shoot, they score. They make the game exciting, and prevent it from becoming a pass-pass-pass-foul game. Not being NCAA rated means not only allowing newcomers to join in, but experienced players, too. I personally would like to thank these people for enriching our games. Let me just add, for those complaining about bearing the brunt of these players' fouls: It can't be much of a treat for them to play with you, either. Do you ever wonder why the same three brave souls ref women's basketball, time after time? Because nobody else will do it. It's a labor of love, ladies, and frankly, the enterprise of reffing our games has been described to me as "scary." While a guys' game might be full of noisy protestations to the referee, a women's game is "a roiling puddle of thinlyveiled rage towards other players." I don't know about that, but there have been times when I've stepped onto the court, felt the catty vibe, and thought, Somebody's gonna end up on the bench with some ice today. Suggestions that we relegate strong players to men's ball are ridiculous. Hey, Mike Sullivan is really good at math, maybe we should ask that he be expelled and sent to MIT! And while we're at it, why don't tell Mr. David to go back to ancient Gre I'm (almost) sure that good sense wi!l vail, and that nothing will come of this s suggestion. But in the mean time, let think to that "spirit of community"~ supposed to prize so highly. Because things like this that show us at our wo as ivory tower curmudgeons who taketh selves way too seriously. ................................................... . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Deimel, G. August (Editor in Chief) Title A name given to the resource The Gadfly, Vol XXIII Issue 21 Date A point or period of time associated with an event in the lifecycle of the resource 2002-02-26 Description An account of the resource Volume XXIII, Issue 21 of The Gadfly. Published February 26, 2002. Identifier An unambiguous reference to the resource within a given context Vol. 23 #21 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 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/97a6e93a5d1428b7fe5e396df5a07964.pdf 616538724b4a45df90d802da270a2bea PDF Text Text THE The St. Johns College Student Weekfy Volume XXIII, Issue 22 & 23 Annapolis, Maryland April 2 & April 9, 2002 Special Double Issue r nke s Program Sir Isaac D nsmore 1 From Rabelais to Malkiel Finding the real "learned astronomer" �Gadfly Mailbox THE ~~GADFLY Editor-in-Chief G. August Deimel Production Managers Martin Anderson Melissa Thomas Section Editors News: Elizabeth Laughlin Features: Laura Mangum Ideas & Images: Anderson Tallent Sports: Jon Cooper Contributing to this Issue Robert Abbott Cooper Gallimore Mr. Michael Grenke, Tutor Jason Hinojosa Aaron Mailian Michael Malone Justin Naylor Mr. Leo Pickens, Athletic Director Comic: NateEagle Yearbook Announcement . . . : · : · : : · : . · : · : · Founded in 1980, the Gatlf!y is the student weekly : distributed free to over 500 students, faculty, and . staff of the Annapolis campus as well as tutors : emeriti, members of the Board of Visitors and Governors, and the offices at the St. John's Santa : Fe campus. Opinions expressed within are the : the sole responsibility of the author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish the most thoughtful, informative, and thought-provoking newspaper which circumstances at St. John's permit. Letters of 200 words or fewer have a better chance of being published than those longer than this limit. Letters submitted will be edited for grammar, punctuation, and spelling in most cases. The Gatlf!y is not obligated to publish all submissions and will not print anonymous submissions except under special circumstances. Yearly subscriptions are available for $30.00. Taxdeductible contributions are greatly appreciated. Please make checks payable to the Gatif!J. For display advertisement prices and information, call 410-263-2371, x2212. Deadline: Saturday at 3p.m., unless permission for a delay is granted in advance. Submissions will be accepted as long as they are legibly written, but typed copies, diskettes, and e-mail submissions are greatly preferred. Please e-mail submissions to sjcgadfly@yahoo.com. 2 Dear Polity, Thank you! With over 170 yearbooks sold, you have made our yearbook sale is a success. Due to your overwhelming financial support, we will not need to raise prices after our initial sale as we had planned. If you would still like to purchase a yearbook, you can drop $25, and an $5 additional if you would like shipping this summer, into campus mail to Laura Manion or drop it by her room at 305 Pinkney. Cash and Checks are acceptable forms of payment and checks can be made payable to "St. John's College Yearbook". We would LOVE to borrow ANY pictures you have from the year to scan and return to you (especially pictures from fall events & sports when we were still organizing ourselves). Seniors, if you should have any pictures from the last four years you would not mind letting us borrow, we would love to scan them in for a possible "Seniors Remember" page. Pictures can also be dropped off to Campus Mail or 305 Pinkney. Thanks again for all of your support so far this year! We're looking forward to putting togetheragreatyearbookforyou Sincerely, Sarah Consbruck '04, Yearbook .Archon Laura Manion '04 Yearbook Editor-In-Chief Apology . . . : · : · : · : · : · : . Dear Gadfly, I would like to use your pages to apologize to those in our community who were offended by certain signs advertising last Saturday's waltz party. To those who know not of the distasteful signs: I beg and encourage your continued ignorance. To those who did see them: I am very sorry. The signs were insensitive and poorly conceived. They reflected only my own foolishness and the rest of the Waltz Committee bears no blame for their creation or distributi.on. There is no explanation for my actions which would not be a further offense. No disrespect was intended and I humbly ask the forgiveness of those whom I insulted. Sincerely, Hayden Brockett . THE GADFLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCI Minutes By Robert Abbott, '04 SCI Secretary March 28th Present at last week's meeting of the Student Committee on Instruction, held Thursday 28, March 2002, were Freshman Class Representatives Mr. Mark Ingham and Ms. Elizabeth Laughlin, Sophomore Class Representatives }.fr. Neal Turnquist, and Ms. JillDelston,Junior Representatives Ms. Maya Alapin and Ms. Mary Townsend, Senior Representatives Ms. Megan Maxwell-Smith and Mr. Justin Naylor, Secretary Mr. Robert Abbott and Co-Chairs Mr. Aaron Mailian and Ms. Laura Strache. Also attending were other members of the polity. Mr. MacLean introduced the first item on the agenda, Plato in the Springtime. A well liked institution of the SCI, the committee decided to expand the number of seminar readings to four, possibly five. Information, including dates, times and location, for this event can be found in the advertisement in this issue of the Gadfly. The next item on the agenda was the Tim Pomerole Seminar on Liberal Education. Readings for this seminar have in the past been selected largely from writers amicable to St. John's, such as Stringfellow Barr (Notes on Dialogue.) Ms. Lisa Richmond, College Librarian, suggested thatwehear a different argument, specifically from a group of sociologists who visited the college, circa 1955 (the uncertainty is mine, not the sociologists'.) Ms. Townsend, at the permission of the committee, read a passage from the article which included a rather embarrassing summary of President Barr's Sophomore seminar, and afterwards commented, "And they call this the Golden Age!" Indeed, the researchers' point of . view tarnishes what to many is the incorruptible substance of the college's earlyyears. Then again, . it could all be bull. Other alternatives for the·,· seminar reading include short works by Faradaj, and Salt. . Mr. Naylor was asked to comment on the. nature of the discussion that the SCI will having on Fine Arts. This subject, which been of particular interest because of the and successful art perceptional given by :M.t:. will be discussed in the SCI's upcoming ings. The committee plans to include dis sion of the Sante Fe Senior art tutorial. TheD has asked the SCI to. participate as represen tives of student interest in the academic life• the college in the upcoming accreditation cess. In partial answer to this request, the will be holding an open forum on instructional : materials, such as manuals, in the upcoming meeting, Thursday 4, 11 :45 Randall Private Dining Room. All are welcome to attend and share their views on this topic. Again, I would encourage both students and faculty to attend the Plato in the Springtime seminars, the Tim Pomerole Seminar on Liberal Education, and the upcoming forum on instructional materials. Student Committee on Instruction meetings are held every Thursday at 11 :45 in the Randall Private Dining Room. April 4th Present at last week's meeting of the Student Committee on Instruction, held Thursday 4, April 2002, were Freshman Class Representatives Mr. Mark Ingham and Ms. Elizabeth Laughlin, Sophomore Class Representatives Mr. Neal Turnquist, and Ms. Jill Delston, Junior Representative Ms. Maya Alapin, Senior Representatives Ms. Megan Maxwell-Smith and Mr. Justin Naylor, Secretary Mr. Robert Abbott and CoChairs Mr. AaronMacLean and Ms. Laura Strache. Also attending were Ms. Brann, Mr. Daly, Ms. Higueara, Mr. Inojosa, Mr. Lanier, Ms. Rhum van Oppen, Ms. Stiltner, Mr. Verdi, and Mr. Whittaker. This week's agenda was devoted entirely to discussing instructional materials. Mr. MacLean opened the meeting by saying that the purpose of this forum and the continuing discussions afterwards would be to put everyone's thoughts on the table, and to examine the purpose and order of presentation ofinstructional materials. The discussion focused on the Junior math tutorial and its often heavy reliance on •.· Densmore's ''Newton: The Central Argument." . JMr. Inojosa had spoken to the SCI previously ;and again argued that study of what Newton had written was more important than "filling in the steps" of his argument. Ms. Strache arthat doing so was often times necessary to erstand Newton's argument. Mr. Inojosa's ent is far more fully expounded in his arin this issue of the Gadfly. e question of whether commentary was ed at all, and exactly what it was, was then Mr. Verdi asked if a translation was "a or commentary. The conversation at this was focused largely on whether a class :uld be more concerned with the theoretical e technical discussion. Obviously, it was that the best class would combine eleof both. Mr. Whittiker observed that of his classes were self regulating in this · Feeding the World with Biotech Crops: Summary and critique of the Brian Halweil Lecture . By Cooper N. Gallimore, '05 · : I will admit that I am not the most environmentally concerned citizen in the world. I smoke, use vast quantities of Styrofoam products, and only recycle cans when it is more convenient then · simply dropping them in a dumpster. I admit : all this, but despite my many flaws when I heard · that a gentleman by the name of Brian Halweil : was coming to campus on Tuesday the 19th to · give a talk on genetic engineering in plants, I de· cided to attend. I twas as good an excuse as any to avoid attending the Gadfly meeting that night. Mr. Halweil entitled has lecture "The Emperors New Crops." Judging from the title, I was not expecting the gentleman to be head over heals in favor of the technology, and in this assumption I was not mistaken. He started offby defining bioengineered crops as "crops that contain genes from other unrelated species (viruses, animals, etc.)" Upon this he launched a dynamic argument, veering away from the more popularly used line of attack as to the safety of this technology, into the more basic question of whether this technology is really necessary. : : . : · : · : · : · : : continued on page 14 : Brian Halweil He noted that proponents of this technology answer his question by stating that it is both necessary to maintain stable global food production, and that the world will essentially starve without this technology. Mr. Halweil noted that these statements seem rather premature considering that almost all of the global production is limited to the US, Canada, and Argentina, all of which have large modernized stable agricultural situations and were certainly producing enough food before the introduction of genetically engineered crops. The reason the technology has been adapted so readily in these countries is mainly because the products which have been designed so far largely lay within the realm of saving the farmers who use them time and therefore money. The majority of research has been funneled into two major types of crops; those that produce insecticides, and those that produce herbicides. While both of these types of crops could possibly prevent the farmer from having to spray them with toxins nearly as often as they do currently, the same fundamental problem rears its ugly head in both cases; that insects, weeds, and other pests are very good at developing resistances to toxins. The problem is that once this happens the toxin that has been engineered into the crop is now a part of its genetic code. At this point the com could simply be modified genetically but Mr. Halweil seems to think that since other methods of pest prevention are essentially just as effective as using bio-crops. that it simply makes the farmers more dependent on the large companies which hold patent rights on the seeds of these crops. And this was essentially the point of his argument: that bioengineered crops do not fundamentally change anything about the way we farm. He went so far as to say in the question period that ''What's been developed so far has been useless." These are harsh words, but this man has seen some harsh situations. Mr. Halweil spent a good deal of time in some of the impoverished nations of Africa, working to stem the tide of some continued on page 16 THE GADFLY. 3 �rial. It is not a manual; it is a book which makes Is the Sophomore Music Tutorial Achieving All That It Could? By Justin Naylor, '02 One of the greatest fortunes and unexpected pleasures of my time at St.John's has been my ability, first as a sophomore and then as a music assistant, to go through the music tutorial a number of times. Although I had played the piano all my life, when I arrived at St.John's I was not musical in any kind of deep or mature sense. Llke so many so-called "musicians", I was much more of a technician than musician. Only since being at the college have I begun to develop the skills and experience to hear and understand music in a way that makes the study of it fruitful and meaningful, and not simply the kind of casual enjoyment that constitutes the goal of so much "music appreciation". I'm sure that I'll look back at this maturation of my musical sense as one of my greatest gifts from the college. Throughout my time here I have also come to the conviction that music is indeed central to a liberal arts curriculum, not simply the peripheral study that many consider it to be. My developing musicality has had benefits which transcend the music tutorial and influence my work in all areas of study here. Still, I find myself in the awkward position of needing to criticize that which I hold dear, though I suppose it is generally true that those things for which we care the most deeply are those ofwhich we are most critical and have the highest standards for. Of course, the issue is also awkward for me to the extent that it involves differing with friends, both peers and tutors for whom I have great respect. Yet, sharing Aristotle's "distaste" for such things, I also share his conviction that when "both one's friends and the truth [are] dear to one, it is right and proper to give greater honor to truth." With this guiding principle in mind, I will proceed with a frank account ofwhat I find lacking in the music tutorial. I hope not to merely criticize, but to offer something positive that could contribute something needed to the dialogue about the tutorial and that could ultimately improve it. It is with this latter end in mind that I write. There is a simple fact which I've increasingly taken notice of and which says a great deal about the tutorial: most students begin the year with significant excitement (or at least curiosity) about the tutorial, but by the end of the year many have not seen the point of the study and are 4 quite happy to return to the laboratory in the something else entirely? Another question soon junior year. This fact has few parallels elsewhere follows: what are the great works which we are in the program. Typically, the completion of supposed to be studying in the tutorial: is it the material leads to a sense of accomplishment and musical works, is it Zuckerkandl, is it Music itenthusiasm, the sense that one has really learned self? Most would answer that we are trying to something important. This is true even for understand the great works of western music, material students find difficult and tedious (e.g. while also attempting to come to understand Ptolemy). I simply have not found this to be something of music itself, and that we use these true for the majority of students in the music other works (Zuckerkandl, Allenbrook) toward tutorial. Stuthis end. dents are left If we admit that not knowing it is the great works quite what with which we are inthey've terested, however; learned or if the tutorial can leave what they've one puzzled. The learned is truly only works we study important that are undeniable of for their lives the same stature as or education. our other readings at The reasons the college are fue Pasfor this are sion and Flute. Many complex, to whom I describe though I what we study are would sugshocked at the omisgest that this sions: no close study is caused in of a Beethoven or Justin Naylor after reading Zuckerkandl part by the Mozart symphony, music curriculum itself and in part by students' no Haydn quartet, no Palestrina mass? Many of attitude toward it. the works we do study in detail, Mozart's "Ave To deal wifu former first, fue curriculum of Verum Corpus", Palestrina's "Sicut Cervus", the tutorial has long been controversial and I Schubert's "Impromptu in A-flat", these works claim no exhaustive understanding of its his- are undoubtedly splendid, but they are not the tory. I ts contours are pretty clear, however, and greatest works of their respective composers. are based largely on the use of Zuckerkandl's Studying them would be like studying Plato's writings. At times, fuese have been used almost Hippias Minor instead of the Republic. And of exclusively, while at other times they have been course, we spend many classes not studying used not at all. In terms of recent history, until musical works at all, especially at the beginning three years ago Zuckerkandl was used extensively. of the year, instead focusing on Zuckerkandl's When the tutorial was reorganized at that time, writings on the theory of music. Zuckerkandl was given a prominent, fuough not Studying Zuckerkandl raises perennial quesexclusive place, while Mrs. Allanbrook's writings tions. As a sophomore I wrote an article for fue on harmony as well as various excerpts from Gadfly that raised the question of whether great aufuors (e.g. Plato, Augustine) were added Zuckerkandl becomes a kind of authority in the to the curriculum. Bach's St. Matthew Passion tutorial limiting our inquiry into music. and some Mozart opera (recently The Magic then, the curriculum changes have largely Flute) continued to be fue focus of fue last couple my criticisms. Still, fue mete use ofThe Sense of of months of the semester. One of the initial Music must raise questions. I happen to think questions that confronts a sophomore is the na- that the book is wonderful, and it has affec ture of the non-musical material we study. Is my understanding of music significantly; ho Zuckerkandl's The Sense ofMusic, for example, ever, it also seems clear to me that it is notptop a manual, a really good book, a great book, or to use the book to any great extent in fue tut . THE GADFLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . s· an argument on a difficult subject, just as Jacob Klein's book on the Meno does. The idea of· studying Klein's book to help us along with our study of the Meno is clearly opposed to the method of study at St. John's. One can only wonder how the use of Zuckerkandl's book, insightful as it is, is any different. Of course, we do rely on Zuckerkandlmuch less fuan we used to, and our primary text for our study ofharmony is now Mrs. Allenbrook's essay/manual on Tonal Harmony. This work is certainly much more of a manual than Zuckerkandl's, though it is still, as Mrs. Allenbrook calls it, an essay; that is, it is a kind of argument. Its inclusion raises a further question. Zuckerkandl andAllenbrook have radically different conceptions ofmany musical concepts: what a chord is, to take an important example. Zuckerkandl sees a chord as having a kind of being and form distinctly its own while Allenbrook sees a chord materially, its function determined by its constituent tonal forces in which, say, a chord's shape greatly affects its function. This difference between the two, which is usually unobserved and not a theme of class discussion, puts in relief just how questionable fuese texts are (111 a way in which manuals are not supposed to be). But how does this affect students and the tutorial? I think that students struggle with fuese questions. They are unclear why we spend so much time reading (questionable) material from St John's tutors and whefuer they are supposed to be getting more from these texts or from the musical texts. It seems like clarity on this issue from the college is important. Ifit turns out, as I have suggested, that our focus should primarily be the great works, one imagines a rather different tutorial, one in which we confront the great works themselves with more directness and b intermediate material. It might be a clumsier llpptoach, but one more in keepingwifu the principles of St. John's. That is not to say we should be. left totally abandoned. We do need some kind of manual to guide us in our study, but I Jtnagine one fat less interpretive 1han Zuckerkandl Or Allenbrook (though Allenbrook is certainly uch closer to what I envision). Anofuet great tage to fue way I've suggested is our ability return the principle of chronology to the tu. as in Santa Fe (which uses, incidentally, Zuckerkandl nor Allenbrook), where fue rial proceeds from chant, to polyphony, to .classical composers, to (sometimes) even the tic composers, employing only primary (both musical works and great writings on "c). While it is clear, however, that I think the curriculum of fue tutorial could be improved considerably, I think fue greater problem comes from the students' commitment to the tutorial. For whatever reason, students tend to approach the music tutorial wifu less vigor than other tutorials. They think they can prepare less deeply (listening, for example, to an assigned piece only once through right before class). The chief result of this is that many students end the year without having developed any real musical literacy. By musical literacy I refer to the ability to understand the language of music, both aurally and in writing. This would mean, among other things, to be able to distinguish a Baroque work from a Classical or Romantic one. It would mean to being able to recognize, based on a brief familiarity, sonata form in a piece of music. It would mean being able to hear a fugue as a fugue. It would mean being able to distinguish an octave, a fifth, and a third. In other words, it is not clear that students are hearing what they need to be hearing in class. Yet this kind of aural literacy is really the backbone of the entire study of music. If one does not hear what the music is actually presenting, how can one be expected to discuss it intelligently. Because many students never develop this aural literacy, any written literacy fuey develop comes to be seen as an empty activity which seems, understandably, irrelevant to their lives or to music. But how does one acquire this kind of aural literacy? As a freshmen I was largely illiterate in these ways myself. The only real way to obtain literacy, in any language, is exposure and a kind of immersion. One never learns Greek if one does not spend a significant time with it outside of class. Although the analogy isn't perfect, the current state of musical competence for many students would be akin to a Greek student not being able to distinguish at sight a progressive from and aorist verb, which would indicate the lack of a basic, functional literacy. In short, sophomores need to be spending fat more time outside of class listening carefully to music. Of course, this is another place where clarity from the college is crucial. If students are not told that they are not hearing what they need to be hearing and thus that they need to work on that skill, most simply will not do it. Many do not even know that they ate not hearing what they need to hear to make the study of music fruitful. Some might well ask whefuer a year of study is sufficient to develop the aural skills I am speaking of. While I think that it is sufficient to a large extent and that the current one-year program could be much better if such skills were developed, I think it is also true that we need to think about music's greater role in the St. John's curriculum. Although this suggestion will certainly be controversial, I think we need to find ways to expand music's presence in the program. To begin with, although I would never suggest totally giving up the wonderful institution that is freshman chorus, it's not clear to me that singing for the whole year is the best use of that time. It could be that singing is done during only a part of a year devoted to musical study generally. Perhaps much of our work on Greek tuning and Greek musical theory could be covered then. The problem with finding space for an expanded musical study, which is also connected to finding more space to reinstate the old sophomore lab program, has led me to a radical conclusion. It simply seems to be the case that to do the St. John's program right requites a 5-yeat program. I realize that there might be all sorts of practical objections to this, though from a mere theoretical position it seems to make a great deal of sense. It would allow us to move at a slower seminar pace, make room for more music and lab, allow us to learn more Greek and French, and, over all, would allow us to deepen our study of the liberal arts. Although this is not the place or time for a detailed proposal for such a radical idea, I know that it has been considered from time to time, and it's anidea which might be fruitful to revisit. As I mentioned at the beginning of this article, my aim in writing is not to complain, merely criticize, or vent some kind of bitterness. The college and the tutorial have served me extremely well. But precisely because of that I have felt compelled to suggest ways in which the tutorial could achieve more and serve its students better. St.John's would be a much worse college if the music tutorial were missing, though it would also be a much better college if the tutorial achieved more and if music generally occupied a more central position in our conception of the liberal arts. With the influx of new interest and excitement about the tutorial among many new faculty members, this might be precisely the time to rethink our approach to music and the extent to which we see it as central to our education. As always, the Gadfly could serve this end to a great extent as could the SCI. Of course, I would be happy to speak to anyone interested in the matter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE GADFLY . 5 �COVER STORY April 2, 2002 "Reading Densmore is a waste of your time" By Jason Hinojosa, '03 Most reverend audience, Easter makes me think of Cadbury Cream Eggs. I suggest you eat one. At first, you might find the outer foil, though elegant, a little boring. But wait! Remember that there is chocolate underneath it! As you take bites, you will see that the more of the egg you eat, the better it tastes, and more interesting it becomes. Please, be patient with the egg. The best part is at the end. I had originally planned to voice a few complaints about the use of the Densmore manual in the junior mathematics tutorial. I have broadened the scope of my points so that underclassmen may partake as well. Let me encourage both those familiar and unfamiliar with Densmore's supplement to Newton's Principia to consider the questions that I pose here. I will acknowledge that I am not an authority on Newton. I am not an educator, and I do not claim to be more intelligent than the developers of our program. I am only presenting a case as strongly as I know how. Instead of saying more that need not be said, let me get right to it. In order to best state my objections, I will divide my argument into three parts: first, I will speak generally and briefly about secondary sources (e.g. tutorial manuals), relying on what I understand to be the accepted approach to the original works. Second, I will specifically use the Densmore manual as an example of an unnecessary addition to our classes, and go on to point out how this type of manual changes a class. Finally, I will offer suggestions on how the class ought to be run instead and put forth a number of speculations about why we find ourselves relying on secondary sources at all. 6 7) The General Case Using manuals in tutorials can be helpful. Analogously, a seminar or lab manual could be helpful. (In the lab, we do use manuals, but they might more properly be called anthologies of primary sources rather than manuals (i.e. secondary sources)). Wouldn't reading Plato's Republic be easier if accompanied by a manual by Allan Bloom, for example? In seminar, rather than feel around in the dark for answers, we could just turn to the seminar manual and find a clear explanation of the divided line, say. Of course this very idea is abhorrent to a devotee of our program. But, some object, seminar and tutorials are not analogous; they are different in kind. It is not yet clear if this objection is a correct one. In the language tutorial we must have a manual of sorts. We learn Ancient Greek from a textbook (which is really just a manual with better binding). I do not object to this because the idea of an "original source" in this case is ridiculous, and because learning grammar and vocabulary is necessary so that we may approach the original texts for the tutorial. Since I studied music in Santa Fe, I will not attempt a critique of the Annapolis campus' secondary sources in the music tutorial, though I hear someone should The math tutorial is where my real objection lies. Is the math tutorial similar to the language? Are we leaming a language, so to speak, when we begin our study of calculus? If so, then we ought to understand the fundamentals by means of Mr. Cutler's calculus manual so that we may approach harder texts, like Newton's Principia. But we did not use a manual when studying Euclid. We were not schooled in the methods of proof and presentation beforehand Is the study of calculus so different from that of geometry? Could our approach to calculus be improved? It is clear that the textbook tools we acquire from the calculus manual are crucial and quite helpful. . THE GADFLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . But is there a better way? To briefly sum up: do we need manuals or can we approach the tutorial texts by themselves? With these questions in mind, I will now argueagainstouruseDanaDensmore'sNewton's Principia: The Central Argument, which I refer to as the Densmore manual. Though this book is a specific and special case, I believe it is hugely comparable to other secondary sources on which we unnecessarily rely. 2) The Densmore Manual Newton's proofs are less than explicit Without an explanation of how or why, he leaps from step to step. In order to technically grasp what is being said and see ifit correctly follows, we must do the work that Newton leaves out. The Densmore manual meticulously fills in these missing steps. Armed with this expansion, a student of Newton.can carefully walk through a lemma or proposition, having been shown a reason for every sketchy part Also, a student comfortably uses more chalk at the board ifhe or she learns Densmore's explanation. The Densmore manual is certainly tempting, if nothing else. Nevertheless, I see two compelling arguments against using it in class. The easy argument is that we shouldn't be relying on someone else to do our homework for us. If steps need to be filled in, the student should do it. Now, not every student has recollection of Euclid and Apollonius at his fingertips. Not every student can simply remember which propositions must come before one of Newton's. Since this is the case, Densmore would still have a place (a la Perseus Project) as a kind of preparation crutch. Try to figure it out on your own, and if you can't, use Densmore to help you along. I call this argument easy because it doesn't really change much about how things are already done, and probably won't cause anyone question that with. which he or she is now comfortable. The hard argument is that Densmore should be forgotten altogether. A fell student wrote the following: "I think we should lose Densmore ... because it discourages independent thought, on both tee cal matters and general questions. The're to much to be said for the fact that, if any U.S. undergraduates are capable of figuring out Newton on their own, we are they." Going even further, I believe that how we approach a proof is flawed. The time spent filling in Newton's steps ought to be spent in a better way. Instead of memorizing a proof or flipping through Euclid to find out that Newton relies on 3.32 or 5.15, we ought to focus on what Newton actually says. It is possible that Newton left his proofs in their quick, concise forms for a reason (some of them, anyway). Perhaps he wanted to keep us from getting bogged down in details; he wanted us to think hard about questions of centrifugal force or the inverse square law. Memorization is not easy. It takes time and patience. Figuring out a proof alone can be immensely difficult. But these things are not what we should focus on. They are mere exercises, puzzles to occupy our minds. And, they distract us from the most important and beautiful parts of what we study! If I were reading a poem (say Whitman's "When I Heard the Leam'd Astronomer", just for example), I would hate to break down what the poet says into syllogisms. I would hate to lose sight of the poem's meaning because I am too focused on details. The analogy does hold: beautifully and deliberately, Newton is poetry too. But isn't memorization beneficial at all? Who hasn't grown to appreciate a proof or poem by committing it to memory and scrutinizing every detail? The poems that we have etched into our minds stay with us. Certainly, filling in a proof creates a better understanding for that particular student. But, is that the crucial part oflearning? Can't we memorize Newton or Apollonius on our own? We must seek the greatest benefit from our peers and the rigor of the program. That benefit is the ability to discuss the real questions raised by an author. How many classes tcrawl by, week after week, demonstration after demonstration without ever really ask, g about the importance of what is being d? These perfunctory classes perpetuate e problems to which I point. These classes · ust be changed. 3) The Class and Insecurity Rather than spend each class listening to student mechanically demonstrate a position, we ought to discuss the reas why the author said what he said, the importance, the implications. Honestly ask we consistently think hard about the math yourself what you get out of watching a and stop just busying ourselves. demonstration. Are you ever bored with it? Why do we rely on demonstrations in a And what about the moments before a tu- class? Is it because we need a gauge of how tor picks a demonstrator? Are you genuinely much work we do to set our minds at ease? considering what a conic section is, or why If a student gets up and presents a proposiI.47 is important? Or, are you trying hard to tion flawlessly, the rest of the class knows keep the proof memorized, hoping you he's done his homework. And what an imwon't make a fool of yourself at the board? pressive feat when the student does it withI have heard of a out notes or a book! sophomore math tutorial Are we so insecure that in which there are no We must seek the we have to prove to each demonstrations. In order other that we're studygreatest benefit to prepare, the students ing? Isn't the real test of find the three main steps from our peers and a student an internal of each proposition and one? I hope we struggle the rigor of the discuss them the next day. to understand a proof program. That ben- not to please our peers I don't know that this is the perfection of the math efit is the ability to and tutors, but because tutorial (though every we genuinely want to discuss the real student in this class that know. The questions I've spoken too speaks questions raised by push us further, not very highly of it). But this what others think of us. an author. class's focus is in the right Furrow your brow beplace. This class and othcause you are truly coners like it can spend time fused, not so people really looking at the math. I realize that with- will see that you're thinking. out formal demonstrations, a student can We ought to strive for an understanding coast by doing very little work. I am (per- of what we study, not for an ability to memohaps incorrectly) assuming that students will rize. We ought to tackle the big questions, prepare because they are disciplining them- not quibble over the minor and technical. If selves. we had an unlimited amount of time toPlease don't get me wrong. I am not sug- gether, then we could also memorize proofs gesting that we set aside all rigor and spend and solve puzzles. If we spent years on time making silly conjectures about Ptolemy as our whim directs us. I am suggesting that continued on page 16 Tues., April 9th 7th Letter wi Tues., April 16th Theages wi Tues., April 23rd Charmid~ wi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE GADFLY . 7 �-- COVER STORY April 9, 2002 M tt rs Most Wei hty: The Official Grenke Workout By Mr. Grenke, Tutor pies (that's 24 years of dominance). He was a man of prodigious strength and tremendous size. When it came time for his bronze statue to Part This Program be placed at Olympia, he carried it and put it in Has Secrets place himself When it can1e time for lunch, he All men stretch themselves out before lifting. carried a young bull around fue stadium before I had never lifted weights in my life before I c=e settling down to eat it (by himself). to St John's. Irealize now that I had not thought Thinking about Milo and the bull made me sufficiently about what the word" great" means. hungry, so I did what any good Johnnie would After I had been at the college for a while, I began do. Instead of eating, I looked up a passage I to notice odd things going on around me. recalled in Aristotle about eating. Imagine my People murmured the terms "serious" and surprise at finding the following. "if ten pounds "grave". I heard frequent references to things are too much for a particular person to eat and going down and things ascending. I often heard two too little, it does not follow tlut fue trainer people saying "broad" in Greek. I felt surrounded will order six pounds; for this also is perhaps by mysteries. No mystery was more perplexing too much for the person who is to take it, or too to me fuan ilie one I encountered when I was little - too little for l'vfilo... " (1106b3). There it teaching Sophomore Seminar. Whatwas Rabelais was, as clear as sometlling said in a clear manner doing on our program? Trying to resolve my by a person possessed of clarity. l\1il.o was simquandary, and fuus re-reading a book iliat hardly ply the best human being. And Aristotle and seemed worthy of being read once, I stumbled Rabelais agreed about it. This man was revealed upon a passage that said it all. "And as for as the secret hero of the St.John's progr=. But Strength: well knocking down great trees, like how; exactly, was l\filo tl1e best of all men? Then that Greek lumberjack l'vfilo... " (Bk. 3, Chp. 2). I found ilie most important passage in all of I had read that n=e before. Now I was on the Aristotle. "Strength (Ischus) consistsin iliepower path of the initiated. .Milo of Croton was the (dunamis) to move another as one wills, for most famous athlete of the ancient world. He which purpose it is necessary to pull or push, to was a six-time winner in wrestling at fue Olymlift, to squeeze or crush ... " (1361b15-16). Now the full meanrng of this passage will surely not be evident to you unless you do the requisite amount of work. No one who bench presses less than du:eehundred and fifty pounds is capable of much serious thinking. What I = offering here is Toys like this can be found in the weight room. just a pointing 7. 8 out of the way, even if you are not yet ready to walk it. Great books will help you get ready. Tii.at is why I recommend buying multiple copies of Rabelais. Hardcovers are best, but most any edition is great enough. Don't mess with little books though, tl1ey really don't help much. Also make sure your backpack is made of sturdy ballistic cloth, or it will give out before the Rabelais has done your legs and back any good. THE GADFLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Part 2: Strength is Freedom After you have done enough work wiili great, big books you will want a weight room. You might be wondering what a weight room is. As Hesiod says "aweightroomis 100plates" (Working Out for Days, line 456). There is actually on the perimeter of our own little campus fue beginnings of a weight room. Follow ilie clues and they will lead you there. In our "weight room," we have sixteen plates of 45 pounds each and four of one hundred pounds each. We also have one pair of functional one hundred pound dumbbells. We are severely limited, but wiili what we have a human being can make something of a start in fue quest for excellence. To be fair, with tlle proper miA-nue of iron, rubber, gravitation, magnetics, daring and imagination our leg press maclllne can be loaded wifu 1327 and one-half pounds. Don't tell Mr. Pickens about this because I tlllnk it makes him nervous. Despite such limits on our present communal pursuit of excellence, it must be admitted that our weight room is charmingly decorated with many nllniature replica plates of various sizes and amusing denominations. 35, 25, 10 it makes me chuckle every time. I don't know where we got all this stuff - maybe they were advertising materials or promotional give aways. But some of it is quite silly - as if two and one-half pounds could possibly be a weight. Someth'lles -;,vhen no one is looking and I = feeling whimsical or tired, I will slip one of these little tllings that I refer to as "lights" onto a bar with ilie real weights. But you have to be careful when you are handling one of ilie lights to keep a tight grip, other" wise fuey tend to fly up out of your hands and ·. stick to the ceiling and maintenance really hates the mess. able to count on such natural gifts to build your body at so rapid a rate that it is not unreasonable to expect that every time you work out in the weight room you should be stronger than the time before. That means each successive time you will be able to overcome successively greater amounts Grenke demonstrates a key component of his program. of things pressing against you. And every overSo what should you do in the weight room? coming of oppression is an increase in freeMake or remake your body as a loving provi- dom. How sweet it is to watch a weight press dence would have wished it to be. Present lack down upon and pin another human being of greatness is a kind of s=ons. And as and to know that one is oneself not subject to Arnold Heidegger says, "But how else can such oppression. Freedom is not only to be mortals answer tlus summons than by trying prized for its selfish benefits either. Someday on their part, on their own, to bring swelling a house may fall upon your good friend. What to the fullness of its essence? This they ac- will you do? How can anyone who cares about complish when they build out of swelling, friends not lift weights? and think for the sake of swelling" (Building, Swelling, Thinking section II). Your efforts Part 3. Strength is to think will lead you to fue gym, the building Beauty, Beauty Strength where your thinking can realize its purpose, swelling. You will find a sign on the door to the gym that tells you to abandon your books, this is not an indication of a discontinuity. This is just the next logical step, trading big books for something heavier, iron. In the weight room itself, aside from iron, your best ally is your own body. Your cells w-ere smalt enough to know how to build your body in the fust place. They are smart enough to know how to fix your body when it is hurt. You can take advantage of tlus to get them to build you a better body now. This is the basic principle of strength training: you put stress upon your muscles, you work them to the point of wearing them out, even damaging them a little, and then you sit back and wait. If you eat well and sleep adequately, that is, if supply the circumstantial conditions that allow your body to function, your cells will respond by rebuilding the damaged tissues stronger and bigger than before. Your freakcollege age metabolisms (sorry older students) practically sere= out to be put to work a great body. In fact, you should be In conclusion, I think it appropriate to try to lend some gravity to my com..ments by not wholly neglecting this public opportunity to say something serious. Many individuals express concern that weight lifting will make them bulky. They are afraid of swelling up in a way that will make them ugly. Size tends to come with strength and, when intelligently engendered, enhances ratl1er fuan impairs capacity. Size is part of the appearance of strength. It is paramount that we try to think in Greek and that we try never to think of beauty as divorced from nobility. Do not trust those who try to tell you that being strong is ugly. They are not your friends and they are not honest. One can readily see why someone might try to convince others to believe that weakness and incapacity are virtues. \X/ho wants you to be and to remain weak? An ethic or an aesthetic that valorizes weakness is necessarily to be suspected. It is not fue tendency of power to corrupt, not at all. Weakness corrupts. You may hope someday someone will make a marvelous statue of you. Will you be ready to put it in place yourself? To put it in place, you must put yourself in place, you must arrange your self into an order that is truly lovable. The Man In Lovable Order is fue human being possessed of strength. Who wants to remain Aristocles? Wouldn't you rather have breadth? Someone might say to me, "You are making mountains out of molehills!" In response, I would say, "I like mountains." . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE GADFLY . 9 �· · · · · · · · · · · · · · · · · · · · · OPINION PIECE · · · · · · · · · · · · · · · · · · · · · · · Playing Law at Our Expense Against the Polity Court By Aaron MacLean, '03, SCI Co-Chair, and Anderson Tallent, '04, I&I Editor Something you probably do not know: at the most recent meeting of the Delegate Council, the officers and representatives there present passed into law the Polity Court Act. The reason you probably know nothing about this, is the swiftness, silence, and secrecy under which this proposed act was conceived of, developed, and passed. The DC held no public forums, solicited no opinions in the Gadfly: indeed, seemed not to solicit any opinions at all. Our "representatives" may as well have approved the Act in the dead of the legislative night. As it is unlikely that your DC representative explained to you at all what the Polity Court Act consisted in, let us explain to you briefly what it entails. The Polity Court Act establishes a DC-managed student court, ostensibly responsible for enforcing Polity Law, and settling grievances between students. Remarkably, only one member of the Council voted against the Polity Court Act; the deed, as it were, is done. According to DC members who support the Act, the Polity Court was created in order to fulfill judicial needs that are currently incapable of being met by other means. As currently constituted, Polity Law exists as a creation of the student Polity through its governing body, the Delegate Council. Polity Law is therefore separate from whatever regulations are imposed upon students by the Administration; right now, there are only three articles of Polity Law. The first is the sleep/ study rule, the second is that students are responsible for whatever Polity equipment they damage, and the third is that students cannot be prohibited from entering any dormitory unless the residents of that dormitory vote to have visitor hours. Because these laws belong to the student Polity, so supporters of the Polity Court say, it is the responsibility of the Delegate Council and not the administration to ensure that they are enforced. To that end, they have established a Polity Court. In addition to the task of enforcing Polity Law, the Court will settle disputes between students, when both students consent to appear before the court. In so-called criminal cases, that is, cases in which Polity law is being enforced, appearance before 10 the court will not be voluntary, but manda- Council into creating an amorphous beast, tory. Whatever decision the Court reaches will whose face they have concealed from the polbe upheld by one of the Administrative of- ity in the darkness of litigious rhetoric. What fices, most likely that of the Assistant Dean or were they trying to hide? the Treasurer. To some of you, the formation of a Polity The "Necessity" Court may seem like a fairly big step to take in of the Court order to enforce merely three laws. Also, you Under more careful scrutiny, it is obvious may be unclear as to the exact nature and scope that the supporters of the Court had good of this court in "civil" disputes between students. The shape and procedures of the pos- reason to hide what they were doing, and to sible Court may seem to be exceedingly vague. restrict the terms of the discussion to their In such sentiments, you would not be far only persuasive, although ultimately false arfrom the DC representative whom you helped gument, which basically amounts to this: that, to elect. Because the Polity Court Act's sup- because under the wording of the DC constiporters cleverly managed to postpone any dis- tution, we can form a Polity court, that we cussion of the courts purpose or procedure therefore ought to have one. It is true, there is no explicitly outlined until after the Act was passed, representatives means for enforcing law or settling disputes. present at Wednesday's meetings had not time to voice such practical concerns prior to the But examine the facts, and consider the necesactual establishment of the court. Instead, the sities of a Polity Court. First, there are simply discussion was restricted to one aspect of the just too few problems of this nature on camCourt's feasibility, namely, that of its theoreti- pus to make such a court practical. Currently, cal reason for being within the current word- as in the past, ·students who feel that their ing of the DC constitution. Discussion of neighbors are disobeying the sleep/ study rule other topics pertaining to the Court, such as have simply to ask offenders to keep the noise whether or not we ought to establish one just down. In neatly every case, this works very well. because we can under what amounts to a loop- Most of the time, noisy people do not even hole in the constitution: such discussion the realize that they are disturbing others, and are Act's supporters craftily obscured, saying that not unwilling to turn down their music or the procedure of the court as outlined in a constitution that they drafted would not be examined until after the Court had been established. Without tellmg anyone what they were doing, a small number of people thus coerced the Mr. Maclean and Mr. Tallent illustrate their "proposal" for a Polity Fire Department. (Polity Fire Pole and Polity Dalmatians not pictured.) Delegate . THE GADFLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . take their conversation out of the hallway and into their rooms. Except in extreme cases, which have formerly been handled in private by the Assistant Dean, the sleep-study rule needs no enforcement beyond what it receives from the good faith of Polity members; up until now, the casual law of goodwill and concord that for the most part reigns on campus has been sufficient to protect the rights of those trying to sleep or to study. A Polity Court would replace this swift and friendly means of executing justice with time consuming and contentious strife. As regards Polity equipment: if someone who would needlessly and intentionally damage Polity equipment is not kept from doing so by the shame that would be heaped upon him by disapproving friends, if there is such a person whose friends give him no reason to desist from his destructive behavior, is it likely that those friends would turn him in to the DC's puppet court? Obviously not. A court, by itself, is not self-sufficient, but would also need a branch of investigators to find out who exactly is breaking croquet mallets or pool sticks. They would need to compile evidence in support of their hypothesis. All this takes time. Even more absurd is the idea of the Court functioning as a means of resolving civil disputes among students. This absurdity is compounded by the fact that no one appears before the civil court unless they consent to do so. What person - who is so anti-social and brash as to wrong someone and refuse to make the appropriate reparation - what person, if guilty of such an offense, would submit themselves to the rebukes and fines of a court whose decisions they are not compelled to obey? Except for those students who, like the framers of this Act, have been bitten by the "Let's Play Court" bug, or those who are so inured to the "I'll sue you" mentality of the world beyond St. John's, except for those so obviously unfit to decide whether or not there should be a Polity Court, I cannot imagine anyone who would think it a good idea, or 'Would use it as a means of settling their private disputes with others. I won't even mention the difficulty of keeping their proceed. gs private and tactful. Whereas students for e most part feel it their responsibility to settle · eir disputes, a litigious atmosphere would ose the party coevally with the creation of olity court; its genesis at St. John's would g into being its own necessity. The truth of the matter is that there is no actical need for such a court. What few eaches of justice do occur are so slight as to What, after all, is tlie proper extent of forslip through the fingers of any judiciary not equipped with an investigative arm to moni- mal student government for a College of 450 tor the people. In the case of insolent stu- students? Presently, in practice, it is slight: and dents whose noisiness is that, as we have seen, beyond correction by other is fine. Though the students, it ought to be Delegate Council Our small gorgeous the responsibility of the might indeed widen liberal college Assistant Dean and her its activities by better Resident Assistants to advocating for urgent should some action administer justice as necand frequently voiced not now be taken- is student concerns essary in the form of fines. Such is the system going to suffer all the the poor quality of currently in place, and it the food, for exevils that rhetoric and ample, or the worse works just fine. Although lying can sow, and all quality of computer it is true that Polity law is not written in the Assisthis a group of am- services - there is no tant Dean's office, that need to widen its acbitious students can tivities, without condoes not necessarily mean that she cannot enforce it, play court. sulting its constitufor the following cause. ents, into a sphere of Proponents of the Polity campus life much Court Act ridiculously igbetter served by canore the following paradox in their impracti- sual means in minor cases, and by the Assiscal litigious reasoning- by asserting that the tant Dean in graver matters. True student government, in our small comAdministration is capable of authorizing the establishment and enforcing the decisions of munity, takes place not at DC meetings, but a court overseeing matters of Polity law, they most often in the conference of sensible and contradict their own contention that the ad- good-natured students, sober in the morning ministration is not capable of enforcing Polity light and willing to work out their grievances, Law itself. Instead, they seek to create an un- or maybe let them slide. At present, the Facnecessary mediator between transgressors of ulty of this College, who undertake the chief Polity law and the judicial figure or body who part of our administration, trust us to settle punishes them for their transgressions. Sim- minor matters on our own; they have been ply because of the license they wrongly feel comfortable that across the span of seven degiven them by a loophole in the constitution, cades of the New Program, we have always the friends of this act mistakenly believe that chosen to do so informally. Suddenly, memthey should therefore bring the Polity Court bers of the Delegate Council are worried that into existence. Willfully ignoring the practical these years of casual government and inforneeds and concerns of the Polity, they have mal problem solving have been in error. Stuconfused the meaning of the words can and dents, it seems, can no longer obey their own laws, or work out their problems among themought. selves: they need the help of a fine-imposing, dorm-expelling Delegate Council. The Polity Proper Nature Court Act is an insult by the Delegate Council of Student Government to our collective moral and honorable characAnother argument made by the propo- ter: it implies that we need the DC's law (dubinents of the Polity Court, is that student gov- ous as its administration will be under the ernment will be enhanced by the creation of a present DC) to keep us virtuous. judiciary. That formal student government Insofar as the court purports to serve dewithin reasonable limits is a good thing, is mands that are already met, we have as much something with which we may all agree. But need for a Polity Court as we do for a Polity the creation of the Polity Court transgresses Fire Department. Indeed, as there are occathose reasonable limits, and by strictly enforc- sionally instances of unruly student behavior ing Polity Law and improperly enhancing for- on this campus, so there are also occasionally mal student government, will destroy much fires. Perhaps, in addition to usurping the of that casual student government, that sov- authority of individual students with respect ereignty of casual goodwill and good-sense, to minor disciplinary matters, the Delegate which is so very important on this small cam- Council would also like to take over for the pus. Annapolis City Fire Department in extinguish- so . . . . . . . . THE GADFLY . Jl �ing small blazes. Maybe those members of the DC who want to play Polity Court would also like to play at being firefighters: after all, someone would need to be Polity Fire Chief, and someone else Polity Fire Truck Driver. The College could have a small Polity Firehouse built with the new dorm, and Polity Fire Hoses could no doubt be secured without much trouble. Should the DC decide to go ahead and establish a Fire Department - which, in the balance, would probably be a better idea than establishing a Court- Mr. Tallent volunteers to slide down the Polity Fire Pole, and lvfr. MacLean would be pleased to tend to the Polity Dalmatians. After all, at the heart of this proposal for a judiciary seems to be some desire on the part of its proponents to play Court, a fine game where one student might don robes and play the Judge, and another play the Lawyer perhaps - and gleeful though the members of the DC might be, pounding their gavels on the Private Dining Room table, and padding their resumes with entries such as "Polity Court Judge" and "Polity Court Advocate," the consequences will be very grave. What We Will Lose, and What We Can Do The introduction of the law into society signaled for Aeschylus the conclusion of a Golden Age. Is that where our Polity now stands, a polis at the conclusion of a glorious but lawless past, and the cusp of a regulated future which gains in lawsuits what it lacks in nobility, the shift brought upon necessarily by its own vast and magnificent tragic flaws? Of course not- the whole idea is just dumb. We St. John's students need not the Delegate Council's law, at least not in any greater amount than we already casually enforce for ourselves. We certainly need not the Delegate Council's help in settling our disputes. The introduction of the Polity Court into our little College will supply far more evil than it will ever eliminate. This evil will steal into our lives chiefly in the form of a certain kind of corrosive speech that judiciaries of all varieties encourage: rhetorical speech, which cares not for truth, but aims only at some sort of personal gain or victory. Such speech is a perversion of the logos; it is a stealthy thief which robs those who use it of their reason, and submits them to the rule of their appetites. Such speech is the medium of formal self-gove=ent. It is antithetical to the sort of speech that the Col- 12 DC Minutes lege tries to instill in the hearts of its students and in the course of its affairs: philosophic speech, which cares of nothing but truth, and is by nature calm and open-minded. Philo- By Melissa Thomas, '04 DC Secretary sophic speech is the medium of communication which we as a College prefer, the medium of kindness, of careful investigation, of a care Present at the meeting of the Delegate Counfor justice. It is the medium of casual self- cil, held Wednesday, April 3, 2002, were Martin gove=ent. With philosophic speech there Anderson, Stuart Bannon, Steven Clark, John are no losers, and there are no lies. Cottrell, MaryJoDokter, Terrence Duvall, Bobby In response to this distinction, a propo- Ramsey, Adrienne Holland, John Horton, Annent of the Polity Court, might respond, ''You drew Hunt,Jus~Nayl~r, Lauren Shofer,Anderare being naive: courtroom speech is just what : son Tallent, Sorua Wi~ruewski, President Robert people do in seminar, after all. They bring . Abbott, S~etary Melissa Thomas, and Treasurer their points and argue for them." This perverse thinking belongs to the kind of people who favor this monster of rhetoric, this judicial abomination, this kangaroo Court. Communities where rhetorical speech is pervasive are unhealthy communities. By and large, it cannot be avoided in large communities, which necessarily tend toward the sort of political institutions that encourage rhetoric, and rule by its use. Nations have the laws and courts; even large universities have their honor codes and student judiciaries. St. John's College, where we make our home, is different kind of place. There are two qualities which distinguish us: our smallness, and our program of study. Together, they foster that reasonability and goodwill among us, which make so very unnecessary the kind of Court the Delegate Council wishes to impose. The program, and the goodwill of the students engaged in it, thrive upon our love of truth; a Polity Court introduces the possibility and encourages the uses of lies. No reasonable person can believe that in a community so small and closely-knit as ours is, that the custom of students lying to one another could be circumscribed in a court. Our small gorgeous liberal college - should some action not now be taken- is going to suffer all the evils that rhetoric and lying can sow, and all this so a group of ambitious students can play court. So what then can be done? The act has already been passed, and at this point awaits the approval of the Dean. He should not approve it. All those who are concerned should monitor the situation, voice their concerns to their DC representative, and hope that in the end goodwill will prevail over litigation, that personal honor will prevail over public formality, and that truth will prevail over lies. . Sam Spaldin~. . . !he meetlng began with a discussion of the · Polity. Court ~ct, "The Delegate Council may esta~li~ a _Polity Court and define its procedures and iunsdictton. Several questions were raised by delegates about the necessity of a Polity Court : '.111d how student problems have been handled . 1n the past. Members of the Constitutional : Coz_ruruttee told the Council that the adminis. tratlon has handled some of the problems in : the past that would be handled by a Polity Court. A Polity Court would be responsible for making judgments about violations of Polity Laws, which are listed in the handbook. Since thePolityLawswerecreatedbytheDC,theConstitutional Committee responded by saying that theyshouldalsobeenforcedbytheDC. Afew . concemeddelegatesalsovoiceconcemabouthow · such a court would affect the "landscape" of the small St. John's campus. However, the Constitutional Committee explained that passing the act of council would only give the DC the ability to establish a Polity Court and would not actually establish the court. With that said, the act : was passed by a voice vote. · The next item for discussion was the docu· ment ''Polity Court Procedures" presented by the Constitutional Committee. The DC began by reviewing the first three subsections of the overview section: jurisdiction, structure, and general Provisions. Delegates discussed methods of jury selection and accepting cases. The meeting ended with Mr. Abbott's sug: gestion that delegates continue to review the . Polity Court Procedures document and be pre· pared for more discussion of the procedures at : the next meeting. Members of the Polity are welcome to attend DC meetings but are not allowed to speak at the meetings. The members of the Constitutional Committee are Mr. August Deimel, Mr. Andrew Hunt, Mr. Justin Naylor, and Ms. Sonia Wisniewski. Any co:ll- •.· cemed members of the Polity should speak to their delegates or a member of the committee. prior to the meeting on Wednesday, April 1om.... . THE GADFLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside the War on St. John s Most Populous Mammal 1 By Hayden Brockett, '04 As many of the Gadf/y's readers know, St. John's College has been engaged in an open war for months. Battles have been fought, casualties taken, and glory won in the ongoing struggle between mice and men. Ever since the weather tumed cold, sending the rodents scurrying into Campbell and Randall halls, there has been little peace for the residents of these dorms. Fortunately, many members of the polity have performed acts of valiant service to the college. Buildings and Grounds placed countless traps both outside and inside the dorms. Treasurer Bud Billups investigated the issue and sent out a mass mailing to help win the propaganda war. And, for weeks, sophomore J\1ary Ruffin took pains to tell each member of every single one of her classes, in excruciating detail, just what had happened on third Randall the night before. Some furious skirmishes followed Spring break, but the tide of the war appears to have turned in favor of the political animals. The number of murine incursions fell drastically during the last week, owing mostly to the warm temperatures. Whether this respite is merely a feint remains to be seen, and the Ga4f!y, which has stayed silent throughout the conflict (save a brief personal anecdote by Anderson Tallent in the February 26 cover story), means to capitalize on this issue before it runs back into the fields for the summer. Or so says our Editor-in-Chief. As the universally acknowledged frontline in the war on mice, the women of third Randall are the natural first stop for any report on the war's progress. These ladies have survived the mice's fury with aplomb, only sometimes running to the nearest available male for help. This reporter has alone delivered several squeaking rodents from their similarly high-pitched captors. Early partisans of the sticky-trap, in which mice are enmeshed in a mass of gummy glue with only the vain hope of chewing off their own limbs to occupy their tiny lives' final hours, the third Randall women got off to a troubled start as foot soldiers. As organizers and hell-raisers, however, they have shown themselves second to none. DC Representative Adrienne Holland famously marched down to the office of the Director of Student Life, Andrew "Go to bedl" Ranson with a live mouse in hand and d~anded jus~ tice. She also organized a well-attended, if not entirely successful, dorm meeting for Randall in which she counseled her dorm mates likewise to demand their due. Spurred on by the insistence of the Randall women, the offices have searched for the sudden influx's source and hit upon the Mellon construction as a likely cause for the overall infestation. But when it comes to what attracted mice to individual rooms, the authorities point their fingers squarely at untidy students. The charge that furry visitors attack only messy boarders, often levied by B&G and Director Ranson is however readily disproven-third Ra~d~ll residen~ and known slob Laura Mangum has never seen a mouse. Instead, the Randall women assert, mice enter rooms where poor main- tenance or just weak floor- and baseboards allow the ready creation of mouse holes. Third Randall has consumed much steel wool in the blockage of these holes, but for several weeks, when they closed one hole during the day, the mice would gnaw a new one at night. The most shocking story to come out of third Randall is of course that of Erin Page, who returned from Spring break to find a mouse nest in the middle of her bed. The two women had cleaned their room thoroughly before leaving for break, but to no avail. What constitutes a mouse nest? "[Mouse excrement], a sheet crumpled up to make a nice bed for the mice and raisons," says Miss Page. Her roorr:mate Miss Seymour adds, "popcorn and a disturbing brown stain." Interviewing the warriors on first Campbell, the Gadf!JI turned up further examples of the mice's impudence. "On Ash Wednesday, I woke up 5:30 and heard a mouse in my trash can," said freshman Missy Skoog. "I didn't know what to do, but I thought that I should at least get the trash can out of my room. I could do that." But, continued on page 14 Missy Skoog: "Eeeeek! Mice!" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE GADFLY . J3 �Mice continued from page 13 adding injury to sacrilege, "[the mouse] jumped out of the trash can [and escaped to his 'secret subterranean lair' to laugh with all his mousy cohorts at my fright]." Fortunately, Skoog found a Buildings and Grounds staff member who set a trap in her room. When asked which sort of trap she wanted, Skoog replied emphatically, ''.A real one." For serious mouse hunters, there is only one real trap: the snap-trap. "I didn't want that mouse still making noise when I woke up," Skoog later explained, "I wanted him dead." Missy Skoog is not the only Campbell resident with a lust for mouse blood. Junior and Kentuckian Trent Riney, generally unperturbed by all manner of vermin, was significantly "freaked out" when he saw a mouse on his pillow early one Thursday evening. "I saw the varmint scamper up my bed and squat on the pillow;' he said. He called for backup, but the mouse slipped by two attackers, slithering between Riney's sheets and disappearing. This was not to be the last of his encounters with the scurrilous creature, however, as it reappeared just before seminar, perched inexplica- bly on top of Riney's open door, perhaps at- : tracted by the excellent mouse nest lining pre- · sented by Kagan Cauglin's nearby hair. The : two gentlemen managed to capture the · mouse, although they too gave it to this re- : porter for disposal. By far the most efficient mouse catchers in : this war of attrition reside in Campbell 203. · Whereas the seventeen women of third : Randall have caught approximately thirty-five · mice over five months, these two students : combined to trap twenty-one of the little dev- · ils in three and a half weeks. Over one twenty- : four hour period, nine mice fell afoul of their · machines of death. The ceilings of second : Campbell, formerly the firm territory of only · the gray invaders, was the scene of much car- : nage, and night after night the resounding · claps of brass guillotines would signal the : demise of further rodent intruders. An ag- · gressive strategy of forward emplacements : ensured that the pristine confines of 203 · would remain free of the enemy and that the : other and less well-maintained rooms on the · floor would be likewise protected. Their so- : ciopathic efforts have helped make St. John's · College once again safe from the mousy : menace. SCI Minutes continued from page 3 respect but Mr. Inojosa responded that he, Mr. Whittiker, had been lucky in this. Ms. Brann redefined the boundaries of the discussion by changing the division from theoretical and technical to things that no one knows, that is, things that no one can just tell you, and things that somebody does know. She expressed a sentient often heard from tutors that there is simply not enough time to do everything and that if one can learn faster by means of a commentary then one should do so. The end of the discussion focussed on what made a good class on Newton and math in general. Observations included that drawing the ideas on the board was important as well as constantly questioning the proofs, not only because they could very well be wrong or at least questionable, but because we may only understand them if we do. As Ms. Higuara pointed out, its very easy to think you know something you don't. I apologize to the participants of the discussion whose comments I was unable to include in these minutes. The Committee would like to thank every member of the pointy who attended and made their contribution to the important discussion on instructional materials. If you have further thoughts on this matter, please speak to a member of the SCI. Meetings are Thursdays, 11:45, Randall Private Dining Room. '.Nc,~'xPerience neq~':'1 ~ 1'1/o.b:ampufer~ece~·. ·No Intelligence neqe· ,' ',- ,,,, ''"''' ,', ' '~'l:M~l tl:wJugh,. cainpus mail or e1d, 14 THE GADFLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MALONE By Michael Malone, '04 Folks this was the game to end all, end all games. A fierce, competitive, slightly sexy game, which spanned two days, and ended with the moon exploding. Delayed due to a power outage Feb 23-reportedly caused by Mrs. O'Leary's cow--the Druid vs. Guardian basketball game was rescheduled for Monday February 25 after seminar, and was nothing less than the game of the century. Most people spent their Monday afternoons preparing for seminar. Not Druid Randy "randy" Pennell. Nope, Randy spent the ten minutes he typically allocates for seminar, working through the inspirational, highly acclaimed children's novel, and Oprah Book Club choice for Junythat's the month between June and July-"The Little Engine That Could." While Randy is certainly no "little engine," the book's morals of dedication, perseverance, and the invaluable rights of steam locomotives, certainly got him both hot, and bothered. Even with Randy all fired up, the Druids came into the game significant underdogs. The Druids had clinched their overall third place in the basketball standings, and a win over the Guardians could not move them into second. Meanwhile the Guardians needed the win to prevent the Spartans from clinching first place. The Druids also had to play minus the serious skillaz of BJ. Covert, the Druid's lead A Team scorer; and both Andrew Ranson and Brian Sumner: the Druid leaders in defensive fouls. Finally, Druid Ray Sears was still recovering from back surgery leg problems, Steve Travis was getting over a "cularly nasty case of Bubonic Plague, and son Tallent was caught up in a nasty pla.sm law suit from his Freshman Essay. While the Guardian's managed 8 B-Team play.s for the first quarter, the Druids could only ter 6, including Febbie Ian Blaustein-no ren-in his debutante intramural basketball e. The Druids got the early lead and held it, the quarter 18to10. I'd say it was a team rt but really it was just Randy sinking three ter after three pointer, finishing the quarter 3/3 from the foul line and 9 points from "de the big green circle. This was all part of a ZONE Pennell MVP in Game of the Century Druid master plan for the last three years. First, they drafted him knowing he could shoot, but forced him to hold back for three years so no one would complain he wasn't playing on A-Team. Then in his last game, Randy would emerge like some sort of swan, only larger and without wings, or a bill, but still with webbed feet, to lead the Druids to immortal glory. The second quarter had the Druids committing many offensive turnovers, and their lead dropped to 2 with 5 minutes left. Superstar freshman Tom Craven's three pointer at 4 gave the Guardian's their first lead of the game, up one. The Druid's regained momentum in the last 4 minutes, with a quick five points from Anderson Tallent, and the Druids finExploding moon heralds Game of the Century. ished the quarter up 7 with 44. The third quarter was Pennell' s last time on Guardians closer and closer to the championthe floor playing Basketball as a Druid. Well at ship game with the Spartans they all wanted so least student Druid. He came out on the floor badly. But several things are certain in this uniwith a goal of making a lifetime high 20 points. verse: 1 Rock and roll will never die. 2 Lance But a stronger Guardian defense put that in Armstrong deserved the late July 1999 cover of doubt, especially when freshman Paul Cavanaugh Time-when he won his first Tour of Franceswatted away one of Randy's three point at- over pretty boy John F. Kennedy Jr.' s death due tempts. But Randy huffed and puffed and chased to pilot incompetence. But most relevant to this the ball down into the comer and sank his three fine article, the Druids will not go down without pointer from there, so go figure. Anyway, the a fight. Nope quarter ended with the Druids up 62 to 47, and With 4 minutes remaining, the Guardians Pennell finished his day with 18. Truly a man found themselves up 4. Barn. Ray Sears drills a among men. The forth quarter saw the momentum quickly three. Barn. Druid Fletcher Cunniff cops a feel, shift to the Cuardians as the Druid lead dropped grabs a steal, makes a lay up, and the Druids are from 15 to 0 in 6 minutes. Some would say this suddenly up 1 where the lead hovered for the was because that it was now officially Tuesday next two minutes. Story time. morning. Those people are so foolish to the naOnce upon a time, the Guardians were a very ture of sports believing superstition rules over athletic talent and practice, and that by wearing bad team. Not bad as in Michael Jackson 1989 their lucky socks they are the only factor that de- bad, more like bad as in Michael Jackson 2001 termines whether their favorite sports team wins bad. But they could always count on Big Ben or loses that they should be forced to watch 1982 Speakmen to show up for their games. Despite box office bore "Tron" until they realize how his questionable fashion choices, his awkward dumb they are. Some would say Tom Craven body movements, and something else I must've was instrumental in this charge, and you should forgotten, the Guardians held on to him. While agree with them. His big three pointer and smooth hands from the foul line brought the continued on page 12 . . . . . . . . THE GADFLY JS �OPINION PIECE THE GADFLY In Favor of the Polity Court St. John's College P.O. Box 2800 Annapolis, MD 21404 By Robert Abbott, '04 Delegate Council President Densmore : Sports continued from page 7 : continued from page 11 Newton's Principia then we could look : he could rebound the b-ball, he couldn't shoot it . closely at the Densmore manual. Sadly, we · very well, but since he never refereed their games, don't have unlimited time, but only a pre- : it paid to hold on to him. That is until they did cious few months with each author. I en- trade him, and to the Druids no less. Story time over. courage everyone to examine his or her own With barely two minutes left in the game, the approach to the program, especially to the math tutorial. Ask why you study what you : Druids were up one and saw Speakmen drib''IYI final(y get to see Mari(yn." do, why you emphasize what you do, and . bling the ball not five feet from the Guardian . The Yankee Clipper, Joe DiMaggio, on his : bench. That's when the taunting began. They . what you get out of your classes. death bed. I am innocent of none of the peccadil- · dared him to shoot it. It's their fault he shot it. : loes here enumerated. I point to them not : Butit'shisfaultitwentin,andSpeakmendrained . By Mr. Pickens, to condemn or judge others, but with the · his second three pointer of the evening, putting : Director of Athletics hope that together we may find solutions. : the Druids up 4 over surprisingly quiet Guard- . Athlete of the Week honors this week for Have I gone too far? Should we seek a bal- · ian squad. Indeed the typically low scoring : ance between technical and general questions? Speakmen led the Druids in A-team points with the men goes to yet another young baskeball If you think so, then please speak up; no 14, and gave the Druids a nice lead going into the playing member of our community-Julian Heines. This past week Mr. Heines, the son one will do it for you. Before stepping off final minute. For what was an incredibly exciting game, the of tutor :Miss Heines, showed he's got some the soapbox, let me also encourage everyone to read Stringfellow Barr's invaluable : last minute was utterly painful to watch. Not : skills while playing for Mr. Travis' Greens. In · because the Druid victory was in doubt. It's just · Sunday's contest Mr. Heines was truly feeling "Notes On Dialogue"; it can only help. : that the last 43 seconds took 10 minutes to play. . it, lighting up the scoreboard repeatedly, and · This is no exaggeration. In fact, it took 5 min- · also handling the ball well and dishing off like : utes just to get the clock down to 37.9 seconds. : a pro. Unfortunately, Julian's efforts were not · Basically the Guardians fouled every chance they · enough to overcome Mr. Riney's Golds, who : got in an attempt to get the ball back. If anyone · now remain the only team left in the winner's continued from page 3 · knows of an instance where this actually worked · bracket of the March Madness Tournament. : withamargingreaterthan3,pleasedon'ttellme, · Athlete of the Week honors this week for destructive crop killing weeds known as striga · and forget it yourself because this is the reason · the women is rightfully bestowed, methinks, hermonthica which is causing billions of dollars : ·why basketball games here get really boring. To · not on an individual, but an entire team. Talkin crop losses. These are losses which the starv- · the surprise of no one, it didn't work that Tuesing about :Miss Gregory's White Team, who ing countries ofAfrica cannot afford. In looking : day, and the Guardians lost by 5 to the Druid 80. played superbly as a unit, and defeated a much to find solutions to the problem, Mr. Halweil · After the game, which Lauren Shofer said was stronger team (at least on paper anyway), :Miss says that simple ecologically friendly methods are : "So awesome," Randy Pennell was asked how : Habegger's Reds. Kudos to: :Misses Gregory, much better suited to stemming pest problems · he felt about his historic game. In a typical dis- · Cox, Umemoto, Krasniewicz, Martin, in the third world than bioengineered crops. : play of modesty, Pennell directed the praise back : Leichman, and Strickland. To sum things up Mr. Halweil advocates that · to the Druids "because for some reason, no- · Calling All Kunai: the women's spring we need to recognize that this is a very powerful : body ever comes out to cheer for us." Pennell : cer season begins next week, April 2 at 4:15. ? technology and be cautious in how we apply it. · also added, ''You know we're still the baddest · Get out your cleats and come on down and "We need to be humble in how we use this tech- SOB's in the intramural league." Further ques- · run and get some fresh air. nology," he stated. He believes that information tioning revealed that it was to the :Michael JackAlso starting next week is this year's experkgained from research ofbiotechnology could be son 1989 bad to which he was referring. ment with a new game: Ultimate Frisbee. Ultf.;t a powerful tool, but that changing the genetic mate will be played on Tuesday afterno codes of the crops we eat is very risky. This all .(·'y:\''~'.:,,~'.;,f·'.,;;;':.', '•\'~ starting April 2, at 4 pm. This is a co-ed sounds well and good, but is this practical, can and all levels of skill are invited to come o ·· ··'Ili~baD:~ ····i ~"' ~itid-we truly expect companies to ignore the vast profit and play. potential in this technology? Should this techAnd yet one more spring sport gets un tne'.rink nology be more highly regulated than it is now? way next week on Friday, April 5: The Sp · 'whil~ thf"b~JHsitl thf~·~tfftie These are questions that simply do not have easy ~i:f'.~~. · ···. .~~tis1¥t::aiC Soccer Tourney. answers. 1 Biotech Crops soc-S You Make.tnac&11.······ 1 . li1 ~:&1: ~ >Fi\>'' ~:~rt>C ·.·.:!:.xfl8r~:~~~ ·goesro~ 16 ······· ···· · . THE GADFLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . l\fr. MacLean and j\fr. Tallent graciously allowed me to read their article submitted to this week's Gadfly. I find myself at a loss for words- perhaps this is because they have used them all up. I am confident that a short and honest clarification of the facts will be helpful to the Polity. Last week an Act of Council was passed in the Delegate Council which reads as such: "The Delegate Council may establish a Polity Court and define its procedures and jurisdiction." The passing of the Act in no way establishes or necessitates a Polity Court at any time. The only proposal on the table for the Court's structure is a jury of five randomly selected students and an administrator selected from the student body. No attorneys. No judges. There are three concerns mentioned in the article: The passing of the act was unfair. There is no need, either constitutional or popular for the Polity Court. The court is contrary to the spirit of the college. I would answer the first objection as such. If the act were a mandate to create a court, then the Polity would have reason to be concerned that the Act passed swiftly and without being widely publicized. The Act, however, is not such. It is a provision which allows the council to enact a court only if the council agrees on what form it should take. I would draw your attention to the Act itself, "The Delegate Council may establish ... " This process of determining the court's procedures will continue during the remaining part of this year and include ample oppurtunity for the polity to voice its opinion. Each delegate also has a different opinion of the court, each of which is being heard. Despite this diversity, when it was voted on, only Mr. Tallent objected to the .\ct. Every delegate was personally consulted during the week before the act was introduced and regardless of their concerns as to what form the court should take, agreed to vote on the Act and pass it. This decision was made rationally and only after careful consideration of the difference between passing the provision of the act and the establishment of the court. Only the former has been done. The constitutional need for the court is plain. It is implied in the existence of Polity laws. If the Polity is willing to establish laws, regardless of how many violations there are, there should be provision to enforce them. However easy it is to interpret the constitution to suit one's own purposes, we cannot ignore the real necessity the Polity has created by establishing law. The authors of the article have used the words 'can' and 'ought' to differentiate two ways of intepreting law, thoguh they have reversed them. We ought to establish the Polity Court ,\ct, we can establish the coU:rt, if we so choose. In answer to the objection that there is not a great popular demand for a court: if the college were so unruly as to require a judicial system for its survival, I would not be returning for my Junior Year. Most communities do not institute programs because they are in desperate need of them. By the time a need is desperate it is too late to efefectively act. The court will answer what I can only hope will be infrequent violations. In part, because the court would be used infrequently it would not have a large effecct on the spirit of the college. I do not presume to understand this spirit to such a degree as to impose my perceptions of it on the Polity. I imagine that the court would be presented as a service to the community, having to be used only infrequently. I would ask whether the article's characterization of both the college and the effect the court would haye on it are in any way provable or simply speculation. I would also cite the example of the Sante Fe campus, which maintains a moderately active court, and has certainly not turned into a vigorously litigious battle ground. The provision of the court should not be decided on the basis of whether or not cases are being addressed effectively by the administration. It is a question as to whether certain cases should be handled by the students. Currently Ms. Seeger is obliged to enforce three laws which the administration never approved. There is no reason for her to do so. It is in our best interests to be responsible for our own regulation. I would encourage the polity to look beyond 1-fr. Talent's and Mr. MacLean's mildly rhetorical manner and try to see what I believe are very real concerns about the court. There is a distinct possibility that the court should never be enacted. We need to consider the procedures of the court carefully before we would ever allow it to be established. The Polity needs to look back at the constitution and see if the necessity for a court should be maintained, that is to say, whether we wish to maintain our commitment to self-regulating laws But in the end the question that the polity needs to consider, is whether we wish to be self governing. The polity court is not an imposition of external authority; it is an acceptance of the responsibility we have already taken up. Have an Opinion? Factual Information? Make yourself heard .. ~ Submit to the Gadfly~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. 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 thegadfly 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. 16 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Deimel, G. August (Editor in Chief) Title A name given to the resource The Gadfly, Vol XXIII Issue 22 & 23 Date A point or period of time associated with an event in the lifecycle of the resource 2002-04-02 2002/04/09 Description An account of the resource Volume XXIII, Issue 22 & 23 of The Gadfly, special double issue. Published April 02 & 09, 2002. Identifier An unambiguous reference to the resource within a given context Vol. 23 #22-#23 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 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d4bdd5af94e2c799ec199cbc764e4aff.pdf 1c40ee17e552e246a56516539400ec4f PDF Text Text THE ~GADFLY The St. Johns College Student Weekfy Volume XXIII, Issue 24 Annapolis, Maryland April 23, 2002 Visions of Croquet A look ahead to the most civilized sporting event in the world �r THE ..-.GADFLY Editor-in-Chief Gadfly Mailbox Dinner in the Library Infinitesimal Space G. August Deimel · Dear Students, As most of you are aware, this past seProduction Managers . mester I agreed to try out a new policy of Martin Anderson Melissa Thomas : allowing beverages in the library. I did this · because I remembered how much I used to Section Editors : crave a simple cup of coffee to study with News: Elizabeth Laughlin · when I was a student. I thought it was unFeatures: Laura Mangum : fortunate that students were required to go Ideas & Images: Anderson Tallent · all the way to the coffee shop whenever they Sports: Jon Cooper : wanted to have something to drink. I really hoped that students would reContributing to this Issue : spond well to this new policy. Although · probably most people are responding to it l'v.fr.I)anielHarrell,'Tutor : in the spirit we hoped for-bringing in a Justin Naylor · coffee mug or water bottle, and drinking in · a discreet manner-we've been having some · significant problems. 'The first is that some : students are bringing in not just one drink, · but two or three, as well as food. A whole : meal seems to be spread out around some · students as they sit reading. We have never : allowed food in the library, but since the inFounded in 1980, the Gadj!J is the student weekly : troduction of our new drink policy, the distributed free to over 500 students, faculty, and . amount of food being brought into the Iistaff of the Annapolis campus as well as tutors : brary has greatly increased. Other students emeriti, members of the Board of Visitors and . are setting wet containers down on the Governors, and the offices at the St. John's Santa : tables, which leave a white ring on the wood. Fe campus. Opinions expressed within are the . Other students are walking through the Iithe sole responsibility of the author(s). The Gadf!y reserves the right to accept, reject, and edit : brary, heads tilted back as they take a draught. If our new policy is going to remain in submissions in any way necessary to publish the most thoughtful, informative, and thought-pro- : force, all of this kind of thing has to stop. voking newspaper which circumstances at St. · Like the other buildings on campus, the John's permit. : Greenfield Library building has a problem · with mice and other pests, for which the Letters of 200 words or fewer have a better : presence of spills, apple cores, and so on chance of being published than those longer than · presents an irresistible draw. We don't want this limit. Letters submitted will be edited for : rings on our beautiful and expensive furnigrammar, punctuation, and spelling in most cases. The Gadf!y is not obligated to publish all submis- . ture. 'The library staff doesn't want to posions and will not print anonymous submissions : lice how the library is being used. And most · importantly, we want a study atmosphere to except under special circumstances. : prevail throughout the library. Yearly subscriptions are available for $30.00. TaxIf you cannot bring one drink in a closed, deductible contributions are greatly appreciated. : secure container, and drink it carefully and Please make checks payable to the Gadj(y. For · discreetly, please do not bring a drink into display advertisement prices and information, call : the library. 'To do more than that will go 410-263-2371, x2212. · against the spirit of what we are trying to do Deadline: Saturday at 3p.m., unless permission : together here. If you have any ideas or quesfor a delay is granted in advance. Submissions : tions about this, I'd really like to hear from will be accepted as long as they are legibly writ- . you. ten, but typed copies, diskettes, and e-mail subSincerely yours, Lisa Richmond, Librarian missions are greatly preferred. Please e-mail submissions to sjcgadfly@yahoo.com. 2 . THE GADFLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dear Gadfly, As a devoted reader of your "publication," I was dismayed to discover that in your muchboasted-of "double issue," the brilliant comic strip by that man-among-men Nathaneal Eagle was allotted an infinitesimal amount of space, rendering the words to his grand epic nigh illegible. 'This is unacceptable. Where would we be today if Martin Luther's buddy-with-a-printer had chosen Garamond at size eight for his 95 theses? The indulgence-dispensing priests would have been too busy squinting to get angry. What if they had packed the Student Committee oflnanity Minutes and useless stories about mice around the sign bearing the words, "All men seeking entrance must be versed in Geometry" above the Academy? What if The I)ark Night Returns, the greatest graphic novel ever made, had been reduced to a 4 W' by 6" pamphlet? The Gadfly needs funny things. :Mike Malone pointing to an exploding moon is funny. l'v.fr. Grenke making fun of weak people is funny. The Gadfly printing 3:11- epic" On ... " comic strip in a square the size of a postage stamp is a tragedy of a magnitude ultimately equal to infinity. I fear that, as a result, I can no longer, in conscience, continue supporting the Gadfly with my purchase of.. Oh. It's free. I)amn. Grievedly Yours, Nathanael Eagle Defending Computer Services Dear Gadfly, I am writing to take issue with Nate Eagle's comic strip "On Computer Services" which appeared in last week's Gadfly. I do understand the sentiments expressed by the piece; the antics of the computer network over spring break were at times very frustrating However, I find Mr. Eagle's use of the strip to launch insults at the Computer Services Office very rude and completely unwarranted. The staff of that department has been working literally night and day, 7 days a week, to effect some changes to the network that will in the long term provide more consistent, and secure service for the faculty, staff ands dents. Along the way they have had to ad some fundamental problems in the current tern, making for a very complex and time-consuming process. Several staff members and student aides worked around the clock over spring , break so that the majority of work could be fin- By Peter Speer, '02 ment ''Here (Live)", 46. Black Lipstick ''White ished while students were away. Unfortunately, Jazz", 47. I)ub Narcotic Sound System "Rid.in' some of us still had to suffer some inconveLiked a song that you heard at Prank, but Shotgun", 48. The Jewws "Heartbreaker'', 49. niences during the process. 'To be blunt. .. too couldn't match the tune with a name? Here's the l\1ilkshakes "I Want Cha For My Little Girl", bad. The network is a service that the college pro- complete list of everything that was played, at 50. The Kiss Offs "Love You Hardcore", 51. vides to us on its terms, not ours. Like the cam- least while I was manning the tape decks, Friday, Holland ''Varispeed", 52. The Small Faces pus buildings and the parking lot, the network April 18, 2002: ''Whatcha Gonna Do About It?, 53. Nonna sometimes needs maintenance and renovation; Bob I)ylan "Santa Fe", 2. The Sweetles ''Die 'Tracy & The Cinderella Kids "Skateboard and, as with the campus buildings and parking Schule 1st Aus", 3. Guided By Voices "Echos Song'', 54. Mathlete "213 Arcade Lane", 55. lots, sometimes the college community must Myron", 4. Beulah ''Dig the Subatomic HideGuided By Voices "Man CalledAerodynamendure some annoyance and inconvenience in out #1", 5. Big I)rag "I'm a Lonesome Fugiics",56. GuidedBy Voices ''My Valuable Huntthe process. Had l'v.fr. Eagle bothered to familiar- tive", 6. New Order ''Age of Consent'', 7. ing Knife (Live)", 57. Mavi Isiklar ize himself with the complexity of the Com- Spoon "Take the Fifth", 8. Wolfie "Hey It's "Kiskaniyorum", 58. Steward "I Spent My puter Services project and all of the hard work Finally Yay", 9.Love "My Little Red Book", Money Too Quickly", 59. The Congratulations that has been put into it, perhaps he would have 10. The Kiss Offs "Mock St. Augustine", 11. Fleet ''The Funeral", 60. OfMontreal ''Don't realized how arrogant and unjustified it would 'The Halo Benders "Your Asterisk", 12. AskMe To Explain", 61. The Raymond Brake be to deem such an effort an "incompetent man- Kickstand "Tally Ho!", 13.JonathanRichman "Secret'', 62. Archers of Loaf''Web In Front'', gling of [the] network." These remarks are of- "Parties in the U.S.A.", 14. The Bartlebees 63. I)ouce Gimlet "Blue Chippy", 64. The fensive and unfair to those who have worked so ''You're Still Beautiful", 15. The Beas "InterLucksmiths ''Beer Nut'', 65. Go Sailor ''Windy", hard on the project; it would have been more national Girl", 16. All Girl Summer Fun Band 66. Henry's I)ress "Over 21", 67. Velocity Girl appropriate for l'v.fr. Eagle to have taken his "con- "Grass Skirt'', 17. Outrageous Cheny "Six Days "Tales of Brave Aphrodite", 68. Scrawl "Bad structive criticism" to Computer Services directly in May", 18. Pavement "Mussle Rock (Is a Seeds", 69. Smog "Ex-Con", 70. Sammy instead of using a public forum to levy hurtful Horse in Transition)", 19. The Replacements "Encyclopedi-ite'', 71. The Mooney Suzuki comments towards other members of the com- "I Will Dare", 20. Busytoby "Me, My Drums, "Half My Heart'', 72. The Modem Lovers munity. Frankly, I am surprised at the Gadfly for and You", 21. Takako Ivfinekawa ''Klaxon!'', 22. "Roadrunner'', 73. The Coctails ''Whoopsy allowing its pages to be used as a vehicle for petty Thee Iran-Contras ''My Keyis Fancy'', 23. NothDaisy (Live)", 74. The Rentals ''Waiting'', insults. ing Painted Blue "Swivelchair'', 24. SilverJews 75. Silver Jews "Living Waters", 76. Bob Michelle Paine "Self-Ignition'', 25. 'The Folk Implosion I)ylan "If Not For You", 77. Polvo "Can I "Won't Back Down", 26. Kleenex Girl Wonder Ride", 78. Kleenex Girl Wonder "The "Louis, My Corpse Looks a Little Familiar", Bostonians", 79. Pavement ''No Tan Lines", 27. Silkworm w/ S.M. ''Never Met a Man I 80. Kingsmen ''What'd I Say", 81. 'Tommy Didn't Like", 28. Beatnik Filmstars "PilotJack James & The Shondells "Mirage", 82. Joy SisDear Gadfly, Vanderbelt", 29. Bikini Kill "In Accordance ters "Dear John", 83. Adam Green "Dance In reply to Mr. Naylor's article of this week: to Natural Law", 30. Henry's I)ress "Hey With Me", 84. Thee Iran-Contras "Kitchen those responsible for an idea of such thought- Allison", 31. Junior Varsity "Hot Rod", 32. Counter'', 85. Lynnfield Pioneers ''Yos To less malevolence as the Polity Court, deserve ev- Squeeze "Goodbye Girl",33. I)inosaurJr. ''Just Go", 86. Velvet Underground "Head Held erything they get. We are ashamed of no lan- Like Heaven" , 34. The Gerbils "Fluid", High (Early Version), 87. Papa M "Pissing guage we used to describe this idea and these 35.'Tullycraft"Pimey Bose",36. Ciao Bella ''How in the Wind", 88. Pavement "I Love Perth", people; and, we reiterate our opposition to the Low", 37. Supercharger "It's Alright'', 38. Su- 89. The Mummies "Zip A Dee Doo Dab." Court, and our comfort with strong words as a percharger ''Buzz means of opposing it. Off", 39. 'The Furthermore, we wish to distinguish between Mummies "Big two uses oflanguage that l'v.fr. Naylor seems to Boy Pete", 40. have confused. The first is accusatory speech, 'The Contours . used publicly to indict individuals for acts of " S h a k e , wrongdoing. The second is adhominem speech, Sherrie",41. The which craftily attempts to divert discussion of an Wedding Present ,issue to a discussion of the characters of those "Box Elder, involved in debate. The former can be found in Mo'', 42. Guided Gadfly article, the latter in Mr. Naylor's pithy By Voices "Big ponse. School", 43. The 'The Polity Court is a proposal on its death- Softs ''Nervous It has now suffered two major hits: the Tick'' 44. Sonic ean's veto of the initial act, and the arousal in Youth "Teenage Students swarm into McDowell Hall for the prank show continued on page 8 Riot'', 45. Pave- Name That Prank Tune Polity Court Again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE GADFLY . 3 I �COVER STORY Rules of the. Game The Great Croquet Preview By Laura Mangum, '04 Features Editor The days grows long and commencement grows near, and this Saturday, St. John's will once again play host to the 20th annual croquet match against the United States Naval Academy. Last year there was wailing and gnashing ofteeth when the Annapolis Cup fell into the hands of the l'vfidshipmen, for only the fourth time in 19 years. This year, however, the St. John's Croquet Team is ready for battle. Last Wednesday afternoon found the front lawn of St. John's speckled with l'vfids of 28th Company in their dazzling white letterman jackets with golden 'Ns' emblazoned on them. They had journeyed across King George Street to play a few rounds and visit with their counterparts the collected assortment of mallet-toting Johnnies that have become an after-class fixture on the campus since the weather started getting warmer. Imperial Wicket John Polk '02 of San Jose, Costa Rica* will be a heading up this year's team that includes Seniors Lou Kovacs, Lucas Ford, Terry Duvall, Jon Cooper, :M:ike McGuire, Peter Speer, Juniors Tom Juskevich and Bennett Porter, and Freshman Nick Wittier. The l'vfiddie team is made up ofJuniors and Seniors and headed up by Imperial Wicket Marty Timmons '02 of Cleburne, Texas. The strategy and technique of croquet gets passed down from class to class at the USNA, and is helped along the way by a professional coach, Anne ''Ms. Croquet" Morris from just up the road in Maryland. The players are selected by Mr. Timmons, and almost none of them played croquet before coming to the Academy. The preparation for the Navy teams begins in the wood shop soon after Wmter Break, when the l'vfids piece together scraps ofhardwood, filled with brass, to craft their own mallets. When asked what was best about the game the reply ''Teamwork!" was quickly squelched by a giddy respondent's colleagues in favor of ''The thinking aspect ..and any game in which an eighty year old man can cream you has got to be great." There will be dancing on the front walk of the Barr Buchanan Center, with live music provided by the Naval Academy's swing band, Trident Brass. The tournament starts at 1 p.m. There are five matches, and the best of five will take the cup. So bring out the suspenders and fedoras, pack a picnic and cheer for the Johnnies as they bring the cup home where it belongs. *Not true. 4 . THE GADFLY The Competitors Game Overview Field of Play 2 3 The standard double-diamond rectangular court (shown at right) officially measuring 50' wide and 100 feet long, may be reduced to fit the size and shape of the space available. (If you reduce the court, try to maintain a six-foot separation between the Starting/Turning stake and the adjacent wickets; a shorter distance constricts the playing space and affects game tactics.) The game is designed for up to six balls, and may be played with any number of players from two to six. There are always either four balls (two on each side) or six balls (three on each side). A game usually requires from one to two hours to play to its conclusion - that is, until one of the players or teams has "staked out" by scoring all the wickets and striking the Finishing Stake with all the balls on its side. The Sides There are always only two sides,with the "hot colors" (red/yellow/orange) competing against the "cool colors" (blue/black/green). When only four balls are played, the sides are blue/black againstred/yello'iv. ti'-•------.511----114 In the spring, at the time when kings go off to war... - II Samuel Croquet Lore The Turn A tum consists of one stroke plus any additional bonus strokes earned by the ball in play. After the first round of turns, a side may play any one of its balls in each tum. At the conclusion of a tum in which a wicket or stake point is scored, the wicket clip of the color corresponding to the ball should be placed on the next wicket or stake to be scored by that ball. True (basically): -Rumors abound as to how the annual match between the USNA and St. John's began. They all, however, generally agree that that the first game came about after a challenge to the l'vfidshipmen from some Johnnies which took place during a dispute at The Little Campus, a popular watering hole that used to stand where Galway Bay now is. The l'vfids accepted the challenge, and on the given day were promptly demolished. A tradition was born. -Underclassmen l'vfiddies act as caddies and serve drinks during the matches. . -The planet's rotation and weather patterns insure that it never ratt1s on Croquet Day. False: - Johnnies or l'vfidshipmen were killed as a result of the dispute at The 1:1tt1~ C~p~s. -The match was created by a Johnnie "hoping to create a relaxed sooal situation tt1 which the diverse group of students could meet." -St. John's has gone undefeated. Bonus Strokes There are two ways to earn bonus strokes: by ' scoring wicket and stake points or by hitting (also called "roqueting") an opponent's ball with the ball in play. Wicket or Stake Bonus Stroke One bonus stroke is earned for passing ugh your proper wicket in the order of the e. One bonus stroke is earned for striking Turning Stake after scoring Wicket #7. These kes must be played from where the ball lies the point is made. No bonus stroke is earned ball that "pegs out" by striking the Finishing net Bonus Strokes You get two bonus strokes when your ball (or roquets) a ball of the other side. 1.The Croquet Stroke is the first of these, played either in contact with the roqueted ball or from one mallet-head's distance. The contact Croquet Stroke is played by placing your ball_ in contact with the ball you hit (roqueted) and striking your ball to make both your ball (the striker's ball) and the other ball (the croqueted ball) move. Ifyou wish, you may place your foot or hand on top of your ball to keep it in place while you strike it, sending the croqueted ballin the desired direction. (Note: You may choose to "outlaw" contact Croquet Strokes to help equalize playing levels and prevent stronger players dominating the game.) 2.The Continuation Stroke is the second of the two roquet bonus strokes, and it is played from wherever the striker's ball lies after the Croquet Stroke. . At the beginning of every tum, a player 1s eligible to roquet any opponent ball(s). Each opponent hall may be roqueted for bonus strokes only once in a tum, unless the striker scores a wicket (or the Turning Stake). Scoring a point entitles the striker to roquet each of the opponent balls again, and a skillful player may score several wickets in one tum. Bonus strokes may not be accumulated: Only the last-earned bonus stroke(s) may be played. On the Croquet Stroke, if the striker's ball clears a wicket, the Continuation Bonus Stroke is lost, and only the Wicket Bonus Sroke may be the played. On the Croquet Stroke, if the striker's ball roquets another ball on which it is entitled to take bonus strokes, the Continuation Stroke from the first roquet is lost, and you are entitled only to the two newly earned bonus strokes. If your ball clears a wicket and in the same stroke hits an opponent ball on the other side of the wicket, the hit does not count as a roquet; you may, however, choose to then roquet the opponent ball With your Wicket Bonus Stroke. There is one exception to the rule against accumulating bonus strokes: You may earn two bonus strokes by scoring two wickets in one stroke. (Ibis commonly occurs at the Starting Stake and the Turning Stake, when you may score both wickets in one stroke so you can use the two consecutive bonus strokes earned to attack the position of the other side(s). If another player sends your ball through its proper wicket (or into its stake), your ball does score the point; however, there is no bonus stroke. Bonus strokes may be earned only by the ball in play during its own tum. Rover Balls Rovers are balls which have completed all the course except for striking the Finishing Stake. Rovers may be staked out - that is, driven into the Finishing Stake -with any legal stroke by any player at any point in the game. Winning the Game The side which scores all the wickets and strikes the Finishing Stake with all its balls wins the game. In timed games, the side with the most points wins when time is called; each wicket or stake scored by each ball counts for a point. If there is a tie, keep playing until one side scores a point and thus wins the game. Boundary Balls All balls sent out of bounds are brought to the point where they crossed the designated Boundary and placed one mallet-length inside the court before play resumes. There is no penalty or loss of strokes for sending any ball out of bounds. Out-of-bounds balls are simply placed in bounds, and play resumes. All balls that come to rest within the Boundary Margin- closer than a mallet-length to the Boundary - are immediately replaced on the Boundary Margin, with the one exception of the striker's ball still in play on a Continuation Stroke or a Wicket Bonus Stroke, which is played from from wherever it lies within the Boundary Margin. Faults and Penalties You must strike the ball only with the face of the mallet. The mallet may not touch any other ball except the striker's, nor may it strike a wicket or stake, nor may it" crush" a ball against a wicket or stake to make the stake or wicket bend or move. There are no penalties for faults. Out-of-tum plays and all faults should be corrected by replacing the balls to their positions before the fault occurred and replaying the shots correctly. Unless there is a previously appointed referee the word of the striker should be accepted in disputes. In disagreements on replacement of balls to replay fouled strokes, the offending side must accept the judgment of the opponent. All information about the rules from croquetamerica.com. of croquet taken . . . . . . . . . . . . . . . . . . . . THE GADFLY. 5 �Th u A ainst Rh t r1c hts on the Look of a Tut By Mr. Daniel Harrell, Tutor Suppose one day we decided to introduce a new tutorial into the Program's Senior Year called "Plato." For what end and by what means? The obvious answer: for the end of understanding Plato better than we did that rushed first year, by means of a more deliberate approach with more mature minds. Still, I can envision at least three competing kinds of such approach in thrice weekly gatherings. In one, a better understanding means gaining a more complete picture of the Platonic corpus as such; we thus spend the year reading and discussing every dialogue Plato produced in tum. In another, a better understanding means gaining a more detailed picture of the Platonic corpus as exemplified in its finest achievements; we thus spend the year reading and discussing only some of Plato's dialogues yet now at a more measured pace. In the third and final approach, a better understanding of Plato means gaining a deeper sense of his corpus as a collective product of Platonic art. The primary object of focus in this approach would not be Plato's Dialogues but rather what we might call Platonic Dialogue, a genre or mode of philosophic writing with a characteristic set of elements and principles that each individual work in the corpus embodies in some specific but fully realized way. Here we'd spend perhaps half our year in the tutorial on these elements and principles more directly; devoting a few days, even a week or so, to, say, "beginnings," "middles," "ends," "interruptions," "myths," "oatl1S," "numbers," "invocations of the daimon," "postulations of the ideas," "accusations of irony)" "mentions of Plato,"---~yo-u get t._lie idea. If we're lucky, someone somewhere after decades-long study and steeping in Plato has written a book on Platonic Dialogue so construed that we might use in tandem with the course. But likely no such luck. Instead, we write it ourselves in a sense-some singleminded manual composed and compiled especially for the purpose; with sundry provocations, suggestions, a gentle push here and there, a downright theory or two, excerpts from the corpus for illustration, all of it comprising a kind of Socratic midwifery to help us think more exactly and yet synoptically about the fundaments of the Platonic text. This, a manual whose account giving, such as it is, is meant to orient rather than instrnct, essentially phenom- 6 • enological rather than professorial in character, discriminating and descriptive and deriving, rather than doctrinal and defensive, on the subject of Plato's designs. Once we gained our bearings in the course we'd soon enough use, as our primary objects of study, a few of Plato's shortest works as ready-at-hand, more-easily-assimilated examples of Platonic art. The Hippias l\1inor, for example. The goal in turning to these shorter works would be to see how the elements and principles already discussed are put to work by Plato in his actual compositional practice. The second semester? We commence with a reading of the Meno, along with a concurrent study of Klein's commentary on tl1e work. Here the goal would be to develop a more concrete sense of how a comprehensive reflection on an example of Platonic Dialogue looks and sounds. A study of Platonic hermeneutics, so to speak. There might even be exercises in imitation assigned at this pointeach student required to wl'.ite after the manner of Klein on some part of one of the shorter dialogues read the previous semester. Perhaps an exam or two? -"In what conversational context is Socrates most likely to swear 'by the dog?'" "In light of which topics and to what end is Plato likely to leave Socrates on the conversational sidelines or even out of the dialogical game altogether?" Maybe even a compositional challenge: write a brief exchange with Socrates and some interlocutor "in llie Platonic manner." \Ve would ilien spend a final two montli.s or so on the Republic, putting everything heretofore learned to work in the effort of coming to terms with tlus grandest achievement of Platonic art. The first n·vo appro3ches to the tutorial sound irreproachable; the third a strange and intolerable mess-too fanciful, too fussy, too fragmented, too dependent on questionable interpretive material outside Plato's texts to be of any pure or lasting use. An approach, let us say, too insistently instructional, despite its good intentions, to be genuinely educative. I\fany students would doubtless feel more confused than confident throughout the year and maybe even perplexed at the end: forced to twist and tum and finally pull apart what would never quite come back together, at least in the look of shapeliness the students found it at first. Nonetheless: only this third approach, this conniving or cavalier or at least cluttered way of studying Plato's works, conceives those works as embodiments of a genuine activity and phenomenon of compositional art, something that the right sort of speculative guidance, along with some insistent, manifold, onthe-fly nudging, can make more apparent and intelligible in its own right. Just as a similarly designed ''Aristotle Tutorial" would do-now I dream, for a moment or two, of a fantastical fifth year of the Program. In year five we'd spend all our first semester tearing the Stagarite's corpus into more digestible pieces for the sake of examining and comparing all sorts of cross-textual, characteristic, commanding examples of illuminating Aristotelian pithiness-"able to be otherwise," "not able to be otherwise," "the same in being but different in number," "in virtue of," "on account of," "in one sense yes; in another sense no," "in many ways," "prior"-again, you get the idea. And we'd do all this dividing and collecting and even inUtating for the sake of confronting some largest-scale work as a whole during the second semester (the Metaphysics? The Ethics? The Ethics and Politics together?). Again-a certain kind of mess of an approach. But again-ilie only approach that conceives Aristotle's works as embodiments of a genuine activity and phenomenon of metaphysically mformed thought that a similar sort of speculative guidance and on-the-fly nudging can make more apparent and intelligible in its own right. Leaving all sorts of textual scraps in our wake as we sail zig-zag-like onward and outward, the whole enterprise looking at tl1e very least jerry-rigged and even sometimes barbarous in all its devisings when compared with tlle more haphazard but still natural, reliable, traceless, moi:e or less self-originating conversational motions in Seminar-moving in this way by a kind of studied contrariness in our Plato or Aristotle Tutorial we'd nonetheless be finally trying to do something other and potentially deeper than talk Plato or Aristotle: we'd be trying to think Aristotelian, think Platonic, and in both att=pts seeso we hope-a deeper, higher, larger "more" in ilie works of these writers th:m we would othei:wise see. From this outlook, ilie very cleanliness the first two approaches in the Plato Tutorial can. begin to smell funny. Aren't these approaches ~ arguably irreproachable in bemg essentially sal~-. tary and thus effectively toothless? The suspt"/; THE GADFLY ' ' ' ' ' ' ' ' ' . ' ' ' ' ' ' ' ' ' ' ' . ' ' ' ' ' ' . ' ' continued on page ~}' By Justin Naylor, '02 When I first read Mssrs. MacLean's and Tallent's article on the polity court, I couldn't quite believe my eyes. Two students, well known for their good sense, had suddenly seemed to have gone road. Perhaps, I thought, they have been driven to the edge by the beauty of Bach or the rigor of Maxwell respectively. Or maybe, I speculated, the mice had finally polluted the water in Campbell. In any case, my objection to their sentiments stems not so much from tlleir substantive arguments (which do occasionally lurk behind tl1eir rhetoric), but from the manner in which they chose to voice them. The tone of the piece and the ad hominem attacks it includes (toward roe among others) are wholly inappropriate and, I think, embarrassing to tl1e two gentlemen. Central to their opinion is that the constitutional committee acted in "secrecy" and with ill-intent, putting aside the good of the polity for the sake of their "ambition" and desire to "play court". Of all the claims in the article, tlus is certainly the most baseless and offensive, and it shows an almost total disregard for truth or fact, not to mention decency or kindness. Although I can only speak for myself of course, I can firmly say a few things about their assessment. Any work I do for the DC is done out of a desire to represent a view and constituency which would otl1er;.vise go under-represented. If this weren't the case, I would quit the DC tomorrow. I would love to. If I remain on the DC and do work for it, it is because I feel a duty to, not because I enjoy it, because I almost never do. Frankly, I'm not sure what I think of establishing a polity court. The issue came up in our subcommittee meetings (the subcommittee has been set up to review tlle DC's constitution, wllich has not been done in many years), we talked about it calmly and reasonably, and decided it would be good to send the issue to the DC for discussion. The subcommittee consists of four members who not often see eye to eye. Any agreement we come to is usually the result of compromise and discussion. To represent the work of the committee any other way would be ignorant and false. If Mssrs. MacLean and Tallent think otherwise, it would be proper to hear reasons and not merely mean-spirited claims to the contrary. ·•If they have no reasons, they owe the subcom..mittee a public apology. The truth is, Mssrs. MacLean and Tallent know little about the constitutional subcommittee because they never botl1ered to consult any of its members before publishing their diatribe. There was no attempt to learn anything about our motivation or intent, let alone the facts of the proposal. Accordingly, their article is in error in regard to several crucial facts about the act itsel£ As will be dear from the DC minutes, contrary to their article, tlie DC did not pass an act of Justin Naylor after reading the Mssrs. Maclean and Tallent's article on the Polity Court. council establishing a polity court. Such an act would surely never have passed with sucl1 short debate. Rather, the In short, their article is full of half truths and act that was passed asserted fuat "The Delegate falsehoods, and though they do raise some imCouncil may establish a Polity Court and define portant objections to the court, these are obits procedures and jurisdiction". This act merely scured by r=arkable sophistry. They write well, spells out powers stated in the constitution: that and the rhetoric would be a joy to read were tl1e the DC may hear grievances and enforce polity issue not a serious one. The great irony here is law. There is no polity court established at St. that their article is guilty of generating precisely John's College today, nor will there be one es- the kind of harm that they fear a polity court tablished until the DC can agree on procedures will nurture. They fear "rhetorical speech, whicl1 for such a court, wllich also cannot be done until, cares not for truth, but aims only at some sort or if, the Dean approves the act of council. It is of personal gain or victory". They contrast not at all clear tllat tlus will ever happen. As the this with "philosophic speech, which cares of DC minutes will make clear, objections were raised nothing but truth, and is by nature calm and as to many of the concerns of l'vfssrs. Tallent and open-minded.... it is the medium of kindness, MacLean, e.g., "several questions were of careful investigation". I can see no way in raised ... about the necessity of a Polity Court.... A which their own piece qualifies as anything but few concerned delegates also voiced concern rhetorical speech par excellence. They seem moabout how sucl1 a court would affect the 'land- tivated by a single aim: to kill the polity court scape' of the small St. John's community". J'vfr proposal, which constitutes fmthero "victory''. Tallent was not the sole voice of such concerns. Regardless of their good intentions or even tlle It is true that along with the act, suggested pro- possibility that the court would in fact be harmcedures were submitted to the DC for consider- ful to tlle college, placing ilie rhetorical aim of ation, but these, being far more controversial, victory above all else, including slandering stuwill surely not be voted on any time soon, and dents undeservedly, is, frankly, shameful. I see possibly not even tlus year, and will almost cer- no evidence whatsoever of calmness, kindness, tainly be modified to some extent. Once again, or careful deliberation in their words. This is Mssrs. Mailian and Tallent simply misrepresent ironic considering that it is precisely such calmfacts. They imply that the DC has passed an act ness, kindness, and careful deliberation which establishing not only a polity court, but a specific continued on page 8 form of polity court This is simply false. ' ' . ' ' ' ' ' ' ' . ' ' ' ' ' ' ' ' ' ' ' ' ' ' . ' ' ' ' ' THE GADFLY ' 7 �THE GADFLY St. John's College PO. Box 2800 Annapolis, MD 21404 Tutorial continued from page 6 cion would work something like this. We give ourselves a year's luxury in communion with Plato and yet refuse to be fundamentally animated by the archeologist's desire to dig right through to whatever principles can be finally found at constant work in the achievements of Plato's art; rather-we resolve to be more simply, piously, even slavishly inspired by the incontestable fact of those achievements themselves. 1bis-a more seemingly solid ground on which to stand, but mere topsoil, in fact, when standing before Plato, face to face. Out of both these approaches one might well see achieved more a cultivation of connoisseurship and less a genuine confrontation of any of Plato's works. Tunking's expected, but at best an expected byproduct of an intellectual's ambition: to boast of having read and discussed with one's fellows either everything Plato wrote or every line of Plato's best. If "boast of" sounds too strong, replace it with "satisfied with"-a more quiet form, still, of the same intellectualist ambition. TI1e aim is dangerously close to the self-congratulatory goal of some Plato Appreciation Course, eve1ything organized in such a way to look admirable rather than really be thinkable. Midwifery? Our interest in confronting Plato's work in seamless directness forces any communal form of this into whatever lasting significance can be found in our conversations about the texts; and yet here, in the Plato Tutorial so conceived, one might detect the windeggs of merely seeming progress time and time again: day by day, book by book, line by line, a voluminous burst of students' enthusiastic theorizing ·with little ground beneath it or recollective force behind it; everything reacted to but nothing added up. Or, contrariwise, the same false movement only under the duplicitous rejoining grip of a tutor's tyrannical hold: where each subsequent line of each subsequent work is bat further h"'1ductive proof of some cherished doctrinaire idea about Plato's accomplishment-his "theory;' his "position," his "teaching," his "development." Whatever accepted convention we use, this idea is put to work to order and arrange everything read to no sensible effect: all of it added up so crisply, cleanly, arithmetically, that nothing can be reacted to in its own right If the tutorial's progress 8 through Plato thus depends on some middle way between frantic and forced, rigid and reactive, it seems exactly fue kind of phenomenological resoluteness and archaeological ambition represented by the third approach. And as long as we've rediscovered this middle way in our practice, why don't we do what's best-so strategy says--and encode such an ethos, embody such a gesture, in as many ready-at-hand doCUll1ents as possible, and thereby offer steadier support to fue idiosyncrasies and sheer chanciness of each individual tutor's daily conversational engagement? What we risk in this third approach to the Plato Tutorial, in any case, is the appearance of a kind of interpretative bias and textual fragmentation, along with the possibility that a good many students remain more stricken fuan satisfied in fueir time with Plato as Seniors when all is said and done. But on this view that's all we risk. What we avoid is a far worse fate: a kind of textual sterlity in eifuer a toothless salute or bloodless inspection of the Platonic texts, along with the possibility that not a few students might thus emerge more intellectual than intelligent about Plato's works when all is said and done. The only real obstacle to such an approach perhaps lies in whatever reasons an obligatory fourth year tutorial on a single author's work sounds strange. If enough of fue faculty believed that "Plato" (or "Aristotle," or "Shakespeare," or "Hegel'') named a genuine liberal art in any genuinely liberal life, I could see just such a tutorial using just such an approach cooked up in some seeming half-baked way and taking a grasping, many-fingered hold of a student's education for one confounding year. A number of well-chosen essays on the art would be nice; an artfully compiled manual nicer still; a well-written book nicest of all; but however the instrun1ental things finally stand, I could envision enough tutors seeing on their students' behalf enough promise in t.h.e phenomenon oft.he art and enough perils in the achievements of fue art to do whatever cutting and pasting and kibitzing it finally took, and risk however contrived it all finally looked, to ensure fuat no students could use tl1e tutorial to get that much closer to connoisseurship while enabling any who worked hard enough to get fuat much closer to confrontation, and finally, comprehension. Polity Court Letter continued from page 3 the Polity of a general sentiment of derision and a tone of righteous mockery. Its supporters may complain all fuey wish: fuey may grumble and whine, and take refuge in protest at fue vigor of the protestors: but fue bottom line is, this Court will never come to be. They will simply have to get used to that idea. Sincerely, Aaron MacLean Anderson Tallent Rhetoric continued from page 7 characterized the constitutional committee meetings, and even, to some extent, the DC meeting itself. Any reader of their article should put Mssrs. MacLean and Tallent's article up to the test of their own standard. I think anyone would come to the conclusion that their speech is not "philosophical", but "rhetorical". It is not clear to me whether a polity court would poison to some extent the landscape of St. John's. Maybe it would; maybe it wouldn.'t. We should, and will, talk about it as a community. It is clear, however, that Mssrs. Macl,ean and Tallent's article, however, does poison fue landscape of tl1e community. It sets fue wrong tone for the debate and will generate little helpfi.il or productive dialogue about the issue. Like all rhetorical speech, it "cares not for trnfu, but aims at some sort of personal... victory". The two ge.G.tle1D.ffi suggest t:.~1t Sl-"!Ch speech belong; to fl polis, not to a family or close-knit community like St. John's. I couldn't agree more. St John's seems like some kind of middle ground between a polis and a family. \Ve do see a need for some sort of formal institutions and regulations, though hopefully any fuat do or might exist will work toward harmony in fue community, not division. If a polity court would produce such strife and division (which is not at all clear to me), we should not pursue it. What is clear, however, is that Mssrs. MacLean's and Tallent's article does produce such strife and division. Their sophistry is likewise suitable only for the polis. There is no need for it here at St. John's, and it can only do great harm. . THE GADFLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Deimel, G. August (Editor in Chief) Title A name given to the resource The Gadfly, Vol XXIII Issue 24 Date A point or period of time associated with an event in the lifecycle of the resource 2002-04-23 Description An account of the resource Volume XXIII, Issue 24 of The Gadfly. Published April 23, 2002. Identifier An unambiguous reference to the resource within a given context Vol. 23 #24 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 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4524b8e28fe494dfa2ac324ca7f70bbd.mp3 1f2e5cd0d389eede68053513aefe60b4 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 Graduate Institute Summer Lecture Series Description An account of the resource The Wednesday Night Lecture Series, hosted during the summer term by the Graduate Institute at St. John’s College in Annapolis, is a less-formal version of the college’s formal Friday Night Lectures. The Wednesday Night lectures are an opportunity for tutors and for graduates of the college who are pursuing academic careers to present the first fruits of their thinking to an attentive and inquisitive audience. The lectures, held in the King William Room of the Barr-Buchanan Center at 7:30 p.m., with a question period afterward in a neighboring classroom, are free and open to the public.<br /><br />For more information, and for a schedule of upcoming lectures, please visit the <strong><a title="Summer lecture series" href="https://www.sjc.edu/annapolis/events/lectures/summer-wednesday-night-lecture-series" target="_blank">St. John's College website</a></strong>.<br /><br />Click on <strong><a title="Graduate Institute Summer Lecture Series" href="http://digitalarchives.sjc.edu/items/browse?collection=31">Items in the Graduate Institute Summer Lecture Series Collection</a></strong> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:47:37 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 Words and Things: Mystical Traditions of Reading Sacred and Secular Books Description An account of the resource Audio recording of a lecture delivered on June 20, 2018, by Mark Delp as part of the Graduate Institute Summer Lecture Series. Creator An entity primarily responsible for making the resource Delp, Mark Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2018-06-20 Rights Information about rights held in and over the resource Permission has been received stating, "I hereby grant St. John's College permission to: Make an audio recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Delp_Mark_2018-06-20_ac Subject The topic of the resource Mysticism Books and reading Graduate Institute Summer lecture series https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6238210cf32cde7989b9e5688670f42e.mp3 556795032142193da83784a30ef80b55 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/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:06:53 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 A Revolution in Higher Education: Tales from Unlikely Allies Description An account of the resource Audio recording of a lecture delivered on February 17, 2017, by Richard DeMillo as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource DeMillo, Richard Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-17 Rights Information about rights held in and over the resource A signed permission form has been received stating, "I hereby grant St. John's College permission make an audio recording of my lecture, and retain copies for circulation and archival preservation at the St. John's College Greenfield Library. Make an audio recording of my lecture available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource English Friday night lecture