4 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dda3df645c3587d2c736c41a5f783c1e.pdf 08a45792d190f3006dc3f7f113919f78 PDF Text Text LETTERSJrom Santa Fe St. John's College-Santa Fe , New Mexico INSIDE BROWN V. BOARD OF EDUCATION page!I, Volume 111 , Issue 2 Education, Equality and Race THE CIVIL RIGHTS ACT pages THE AMBIGUOUS LEGACY OF BROWN V. BOARD OF EDUCATION page6 UNIVERSITY OF CALIFORNIA V. ALLAN BAKKE page9 WHY RACIAL PREFERENCE IS ILLEGAL AND IMMORAL page 15 RACIAL PREFERENCES? SO WHAT? page 18 INSIDE AMERICAN EDUCATION page 19 COLOR-BLINDED page 22 RACE-TARGETED AID page 23 A LETTER TO THE SECRETARY OF EDUCATION page 24 RESPONSE FROM THE SECRETARY OF EDUCATION page 25 RACE, SCHOLARSHIPS AND THE AMERICAN WAY page 26 PODBERESKY V. UNIVERSITY OF MARYLAND AT COLLEGE PARK page 28 When has America . not been divided, harassed and harmed by the race issue? The best instinct of the Founders-that all men are created equal-was undercut and submerged by the irrepressible fact of slavery. The lives of thousands given in the service of abolition were forgotten in the years of segregation, black codes and Jim Crow. And now (with the best of intentions we are told) the vision of a nation where race doesn't matter will not materialize-now and in the future people will be helped or hindered because of their complexion. Dwell on race. Count by race. Classify by race. Take race "into account." Reward by race. Harm by race. Worst of all, leadership in this new policy lies not in the ranks of the former agents of ill will but in the one place America has looked to for civility, for enlightenment, and even for wisdom: our colleges. Has the resegregation of America happened anywhere else with the fury-and ·the design-that we see on college campuses? Part of this is imposed on our campuses by threat and fear: The university will be brought to a halt if we do not have a separate Black Student Union; the college will be harassed if we do not increase the funding for minority studies.... Universities are easily pushed around, and perhaps they should be forgiven when, repeatedly, they give in to threats and force. One only wishes they had enough character to admit they gave in to force and not pretend to love and support their intimidators. But part of the evil, the greater part, is the colleges' own doing. Shall we treat people equally, without regard to color? Well, no. Not if, as at one school, you decide to pay for all campus visits, but only for black applicants. Not if, as at another college, you decide to give full financial aid to all minority students, regardless of need. Not if, as many colleges proclaim, you let minority students work less, or take out fewer loans, than non-minority students and make up the difference with college funds . Not if, as at one major university, you decide to enhance the salaries of candidates for faculty positions, so long as they are women and minorities. Not if, in following the lead of the Department of Education, schools decide that racially-based scholarships are perfectly okay; that public money can be given to some people and denied to others simply on the basis of their race. (continued on page 2) �(continued from page 1) Having taught people to judge by race and prefer by race, why are we surprised when they do? page two The philosophical objections to these actions are immense. The moral conscience of most Americans, whether they acted on it or not, has always known that judging, rewarding, denying and promoting by race has no place in decent civil society. Color is an accidental, not essential characteristic; it does not make a person better or more worthy or finer, lesser or debased or degraded. To judge merit on the basis of race is to judge irrationally. Notice how the moral sense rebels at the thought, for example, of a store that charged one race more than another for the same goods; or if the government decided that some people, because of their complexion, could pay less in taxes. Yet, are we doing anything different in our colleges and universities? Today, we are told, schools and colleges can have "race-conscious" and "race-targeted" policies because now there is something afoot more important than racial impartiality: "diversity." So long as it is in the service of campus diversity, virtually any form of racial preference is allowed. (Or, rather, is diversity the means of achieving racial preferencing? Sure is hard to say.) This means, of course, racial preferences in admissions, in faculty hiring and retention, in minority-based scholarships, in reduced loan burdens, and in reduced student work hours but at higher pay-all for preferred groups. Let us not be quick to argue that these policies are wrong because they violate the "rights" of the majority . They are wrong not because of damage they do to majority groups but because of the damage they do to the principle of equality and non-discrimination, a LETTERS from Santa Fe principle that benefits all people. And, as is becoming so painfully clear, the real losers in race-based preferences are often not members of some putative majority, but members of some not-now-preferred minority. My guess is that not long ago, the best educators and administrators in America were wholeheartedly and correctly on the side of nondiscrimination and color-blindness. When we first embraced affirmative action policies, it was as they were originally and rightly conceivedas a way of casting the widest net, of looking here and everywhere, for the finest candidates regardless of race or ethnicity. Unlike today's discriminatory affirmative action, nondiscriminatory affirmative action was a wise and just policy, one that sought to find the best regardless of race. To see how pernicious distinctions and rewards based on race really are, consider the response often given in support of such programs"The university favors children of alumni, it has sports scholarships, it has 'merit' scholarships for academically gifted students. The university consistently classifies students and treats them differently, so why not do the same for minorities?" But why is it that one's moral sense would be indignant, would rebel, if the policy were not "alumni preference," but "alumni preference, as long as they're white," or "sports scholarships, but not for Jews," or "non-Asian merit scholarships." See what a difference race makes? See how categorizing and rewarding by race repels? In America, race matters. Race is the single most divisive fact in our nation. And we lie to ourselves if we say we are doing good when we separate, Volume III, Issu e 2 �reward and punish by race. Not uncommonly, when we discard a great and good principle-in this case the principle of equality and non-discrimination-bad things happen. And on our campuses, bad things are happening with a vengeance. Have racial incidents, or racism itself, ever been higher? Having taught people to judge by race and prefer by race, why are we surprised when they do? " Speaking practically, what Cio we colleges and universities teach when we decide, admit and rewJrd i by race? Have we treated each of our students as responsible individuals, with individual and unique, minds? Or, having judged peoples~ minds and outlooks by their pigmen:, tation, have we taught stu,pepts to categorize and pigeonhole by race? Have we prepared our students the world of work the!y'll' Soon enter? Shall they expectto be hired, promoted or retained on the basis; of color? And, havirig saidi to America for so long, d() nofjudge by race, do not prefer race, now say dwell on race, ' ~~d see how , the spoils of society a~~ ~~visib!e' through race competitiop: Not too long ago we .. yvo(ried about the "two cultures" in the academy-about the gap bet:veen scientists and humanists. But. now there are two new cultures bedeviling education, and the gulf between them is immense: I mean the antagonism between contemporary education and the public. In narrowness of scholarship, in smallness of vision, in our unwillingness to promote or often even to understand civic needs, a large part of the academy sets itself up in conscious opposition to the common sense of the American public. And, in the area of race, we see how far behind the ITT decent moral sense of the American people our schools and colleges can be. Whatever the motive-because it seems easy and currently acceptable, or because everyone's doing it, or because they feel intimidated by threats or epithets-categorizing, judging and rewardihg by race.'is all the rage in higher edu,cation. Buf we onthis campu~ find in gur document~ wdrds th(lt say tJl.a.t .,-:of:,_--:: )[$'; :0-,,;..: :-:k:- ·:,;;,- <l admissio~s, ~PP?~11~1B~!,1ts{c p~oino~· tions, honors; salaries andGaidr-. will R ···· .. , , fr --· " ?~..safried out ')'it~?~t r~g<Jn:I; ~p race, color, sex or <::r.ee9.. Without regar4. Just two littl~ words, })ut two words that teach the best that can teach. ,w;,· «. for of Vo l ume III, I ss u e 2 Agresto f' we ..';J: LETTERS from Santa Fe .; ,, p age thr ee �BROWN V. BOARD OF EDUCATION Brown did not immediately concern itself with higher education. Nevertheless, the core statement of Brown, that in the field of race "separate" cannot mean "equal," has been both the focal point and, now it seems, the point to be avoided in campus discussions on race. -J.A. Excerpted from Brown et al. v. Board of Education of Topeka et al. May 17, 1954. Mr. Chief Justice Warren: Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendment-even though the physical facilities and other "tangible" factors of white and Negro schools may be equal. The plaintiffs contend that segregated public schools are not "equal" and cannot be made "equal," and that hence they are deprived of the equal protection of the laws. * * * * * In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted, or even to 1896 when Plessy v. Ferguson was written. We must consider public education in the light of its full development and page four L E TTERS f rom Santa Fe its present place in American life throughout the Nation. Only in this way can it be determined if segregation in public schools deprives these plaintiffs of the equal protection of the laws. Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms. We conclude that in the field of public education the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment. Volum e III, I s sue 2 �THE CIVIL RIGHTS ACT Excerpted from The Civil Rights Act, July 2, 1964. Title VI, Sec. 601 No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance. Title VII, Sec. 703 (a) It shall be an unlawful employment practice for an employer (1) to fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges of employment, because of such individual's race, color, religion, sex, or national origin; or (2) to limit, segregate or classify his employees in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual's race, color, religion, sex, or national origin. * * * * * (j) Nothing contained in this title shall be interpreted to require any employer, employment agency, labor organization, or joint labormanagement committee subject to this title to grant preferential treatment to any individual or to any Vo l um e Ill , I ss u e 2 group because of the race, color, religion, sex, or national origin of such individual or group on account of an imbalance which may exist with respect to the total number or percentage of persons of any race, color, religion, sex, or national origin employed by any employer, referred or classified for employment by any employment agency or labor organization, admitted to membership or classified by any labor organization, or admitted to, or employed in, any apprenticeship or other training program, in comparison with the total number or percentage of persons of such race, color, religion, sex, or national origin in any community, State, section, or other area, or in the available work force in any community, State, section, or other area. Title VII, Sec. 704 (b) It shall be an unlawful employment practice for an employer, labor organization, or employment agency to print or publish or cause to be printed or published any notice or advertisement relating to employment by such an employer or membership in or any classification or referral for employment by such a labor organization, or relating to any classification or referral for employment by s uch an employment agency, indicating any preference, limitation, specification, or discrimination based on race, color, religion, sex, or national origin, except that such a notice or advertisement may indicate a preference, limitation, s pecification, or discrimina tion based on religion, sex, or national origin when religion, sex, or national origin is a bona fide occupational qualification for employment. LETTERS from Santa F e No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance. pag e fi ve �THE AMBIGUOUS LEGACY OF BROWN V. THE BOARD OF EDUCATION by Diane Ravitch Thus it was that the idea of a color-blind society fell out of fashion almost as soon as it was enacted into law and well before it became part of custom. Those who continue to defend the belief that individuals should not be judged in relation to their race, religion, sex, or national origin sense that they are fighting, at least for the time, a losing battle. p ag e s ix In 1954, the Supreme Court declared in the Brown decision that state-imposed school segregation was unconstitutional and invalidated state laws which classified and assigned children to schools on the basis of their race. Today, the Brown decision is cited as authority for a net_w ork of judicial decisions, laws, and administrative regulations that specifically require institutions to classify people on the basis of their group identity and to deal with them accordingly. How the civil rights movement, the judiciary, and the government moved from the goal of equal treatment for all, regardless of group affiliation, to present practices is one of the most significant trends of the past quarter century. By removing from the states the power to use race to differentiate among their citizens, the Brown decision provided a strong precedent to bar racial discrimination in every realm of civic and public activity. Its coverage was strengthened and extended by the Civil Rights Act of 1964, which prohibited discrimination based on race, color, religion, sex, or national origin. The Civil Rights Act embodied the fundamental principle that everyone should be considered as an individual without regard to social origin. This ideal a ttra cted the s upport of a broad alliance composed of blacks, liberals, organized labor, Catholics, L ETTERS f ro m Santa F e Jews, and others who perceived that the black cause was the common cause of everyone who wanted to eliminate group bias from American life. The particular genius of the civil rights movement was its successful forging of a coalition led by blacks but far more numerous than blacks alone; at the height of its power, in 1964-65, the coalition was potent enough to win passage of the Civil Rights Act, federal aid to education, the Voting Rights Act, and the antipoverty program. The relatively recent shift in focus from anti-discrimination to group preferences has splintered the civil rights coalition of the 1960s and has changed the nature of civil rights issues. The issues of the 1980s are far more complex than were those of the 1950s and 1960s, when the public could readily understand the denial of the civil and political rights of black people. In 1984, the issues are not capable of generating folk heroes like Rosa Parks, James Meredith, and Autherine Lucy, or charismatic leaders like Martin Luther King, Jr., or villains like Eugene "Bull" Connor. Police brutality and racially closed primaries were powerful emotional symbols precisely because they presented so little ambiguity; to those concerned about the realization of American democratic ideals, there was only one side to be on. Today, it is by no means simple to sort out the right side and the wrong side of such issues as racial balancing, busing, affirmative action, and quotas, and people of good will of all races and sexes are to be found on different sides of these questions. If one-time allies in the struggle for universalism and equal rights now dis a g r ee, it is not s imply because the issues today are comVo lu me Ill , I ssue 2 �plicated, but also because there is an essential dilemma, which is all too rarely recognized as judicial decisions and bureaucratic regulations reinforce one another: The group-based concepts of the present are in conflict with the historic efforts of the civil rights movement to remove group classifications from public policy. And at the heart of this dilemma is the Brown decision, which exemplified in its history the ideals of the civil rights movement and the transition from "colorblind" to "color-conscious" policies. * * * * * When the Brown decision was announced on May 17, 1954, it was a unanimous victory for the civil rights forces. It struck down the Plessy v. Ferguson doctrine of "separate but equal"; it declared that "separate educational facilities are inherently unequal"; and it ruled that segregation in public education was unconstitutional. It appeared that the grounds for the decision were more sociological than constitutional, which in retrospect seems surprising in light of the solidity of the constitutional argument and the controvertible nature of the sociological evidence. The Court did not, in its Brown decision, declare the Constitution to be color-blind, which explains some of the present day confusion about the meaning of the decision. The decision can be read, as it was then, as removing from the states the power to use race as a factor in assigning children to public schools; and it can be read, as it is now, as a mandate to bring about racial integration in the public schools by taking race into account in making assignments. Volume III, Issue 2 Today the Brown decision is considered the progenitor of a host of color-conscious and group-specific policies. The concept of group rights, as distinct from individual rights, has become commonplace. The decision that was supported to remove from the states the power to assign children to school on the basis of race has become the authority for assigning children to school solely on the basis of race, even where official segregation never existed. One Western school district, which contains 19 variants of the HEW-designated minority groups (blacks, Hispanics, Native Americans, and Asian Americans), has voluntarily undertaken to maintain a racial and ethnic balance in its schools for both students and teachers. How such efforts grew out of a decision that was sought in order to eliminate group labels from public policy is one of the fascinating paradoxes of our time. For at least the first ten years after the Brown decision was rendered, belief in color-blind policy was the animating force behind the civil rights movement. Not long after Congress passed into law the color-blind principle embodied in the Civil Rights Act of 1964, several trends converged to undermine it. First, white Southern intransigence had effectively preserved the status quo despite the Brown decision. The dismantling of state-segregated school systems was occurring at a snail's pace; by 1964, only two percent of the black students in the Deep South attended schools with white students.... Thus, the nearly complete failure of the white South to comply with the Brown decision or to make any good faith efforts to desegregate created pressures to find some mechanism to bring an end to their resistance to the law of the land. Second, the Civil Rights Act of 1964 authorized federal officials to cut off federal funds from districts that failed to desegregate their schools. This meant little in 1964, when federal funds for elementary and secondary schools were limited, but it became a powerful weapon to compel desegregation after 1965, when federal aid to education was passed by Congress. Third, just as the federal bureaucracy and the federal judiciary began to abandon the color-blind principle, the black power movement emerged. Black power spokesmen ridiculed the leaders of the civil rights movement as Uncle Toms and accommodationists. It was not their rejection of integration that gave them mass appeal, however, but rather their open advocacy of black self-interest. While civil rights leaders championed policies of non-discrimination, the black advocacy movement demanded black principals, black teachers, specific jobs, here and now, period. How could the civil rights movement, so long as it stood by the color-blind principle, hope to compete with the organizations that sought tangible black gains? Fourth, the color-blind principle lost much of its luster for the civil rights organizations as soon as it was established in law. Once it was a fact, it ceased to be a goal; organizations either generate new goals or become defunct. A new agenda was required, one which was tailored to the pressing economic needs of the black masses. Fifth, some of those who had led the fight against segregation came to the view that color-blindness is an abstract principle with no LETTERS from Santa Fe page seven �power to alter the status quo and no possibility of making up for the effects of past discrimination, either in institutional or in personal terms. Thus it was that the idea of a color-blind society fell out of fashion almost as soon as it was enacted into law and well before it became part of custom. Those who continue to defend the belief that individuals should not be judged in relation to their race, religion, sex, or national origin sense that they are fighting, at least for the time, a losing battle. Those in Washington who write the regulations have apparently decided that social origin and group identity are appropriate grounds by which to determine a citizen's eligibility to participate in governmental programs. This is a turn of events that is not without consequence for American society. We do not have a universalistic civil rights movement in the United States precisely because the only common purpose that could bind dozens of minorities together is the goal of preventing discrimination against all minorities. The fight to ban discrimination, which gathered to its banners a powerful coalition of diverse groups, has been replaced for now by groupism, or every interest group for itself. Blacks demand more for blacks, Hispanics more for Hispanics, women more for women, and so on. Competition, all against all, takes the place of cooperation. In the present atmosphere, the idea of universalism is in retreat, an idea whose time came and went with amazing rapidity. * * * * group members is as uncertain today as it was in 1954. And whether it is possible to achieve an integrated society without distributing jobs and school places on the basis of group identity is equally uncertain. What does seem likely, though, is that the trend towards formalizing group distinctions in public policy has contributed to a sharpening of group consciousness and group conflict. As a people, we are still far from that sense of common humanity to which the civil rights movement appealed; still not a community in which e'1eryone feels responsibility for the wellbeing of his fellow citizen; still unpersuaded that our many separate islands are part of the same mainland. We may yet find that just such a spirit is required to advance a generous and broad sense of the needs and purposes of American society as a whole. + "' l ; Diane Ravitch is/proressbr and education at eottJi:nbi College in'fti~~:Yor~. Civil Rights. * Whether it is possible to treat people as individuals rather than as page eig ht L ETTERS f r om Sa nt a F e Volum e !Ii , I ss u e 2 �UNIVERSITY OF caused by past discrimination-a new and more pervasive position arose: CALIFORNIA V. ALLAN Colleges and their programs and curricula BAKKE can, and perhaps must, take "diversity'' into account; and toward that end racial preferences, once maligned for their injustice, now became constitutionally More than anything else, the Bakke case opened the door for affirmative enshrined when in the service of particular curricular and educational reform. action, for preferential treatment based on race and for minority scholarships. reprinted below much of the central But how it did so remains one of the parts of Powell's position. -J.A. most amazing stories in American jurisprudence. A majority of the court-Powell, Stevens, Burger, Stewart and Rehnquist-rejected the university's affirmative action plan. Four judges- Because of its importance, I have Excerpted from Regents of the University of California, Petitioner, v. Allan Bakke, June 28, 1978. Blackm un, White, Marshall and Brennan-dissented on various grounds, but centering on the belief that the university was engaged in a good faith effort to remedy the evil effects of racism and segregation and that the quotas were benign. Powell wrote an opinion which said that ''the attainment of a diverse student body'' was "a constitutionally permissible goal for an institution of higher education," and that race or ethnic background can be viewed as a "plus" in the selection process. Not one other justice thought this analysis constitutionally weighty and none joined Powell in this view. Yet, the four dissenters were happy to agree with Powell's conclusion that, therefore, sometimes race can be used in higher education's policy on admission and rewards. Spurning the argument, they nonetheless accepted the conclusions. And racial preferencing became licit. Though the University of California did not push the notion and no other justice supported it, "diversity" soon became the important-and only necessary-argument for racial preference on campus. Rather than the older, standard argument of the dissentersthat we must remedy the disadvantage Volume III, Issue 2 Mr. Justice Powell: The Medical School of the University of California at Davis opened in 1968 with an entering class of 50 students. In 1971, the size of the entering class was increased to 100 students, a level at which it remains ... . Over the next two years, the faculty devised a special admissions program to increase the representation of "disadvantaged" students in each medical school class. The special program consisted of a separate admissions system operating in coordination with the regular admissions process. The special admissions program operated with a separate committee, a majority of whom were members of minority groups. On the 1974 form the question was whether [candidates] wished to be considered as members of a "minority group," which the medical school apparently viewed as "Blacks," "Chicanos," "Asians," and "American Indians." If these questions were answered affirmatively, the application was forwarded to the special admissions LETTERS from Santa Fe page nine �committee.... Having passed this initial hurdle, the applicants then were rated by the special committee in a fashion similar to that used by the general admissions committee, except that special candidates did not have to meet the 2.5 grade point average cut-off applied to regular applicants. The special committee continued to recommend special applicants until a number prescribed by faculty vote were admitted. While the overall class size was still 50, the prescribed number was eight; in 1973 and 1974, when the class size had doubled to 100, the prescribed number of special admissions also doubled, to 16. goals of integrating the medical profession and increasing the number of physicians willing to serve members of minority groups were compelling state interests ... the California court held that the Equal Protection Clause of the Fourteenth Amendment required that "no applicant may be rejected because of his race, in favor of another who is less qualified, as measured by standards applied without regard to race." * * * * * Allan Bakke [respondent] is a white male who applied to the Davis Medical School [petitioner] in both 1973 and 1974. In both years, applicants were admitted under the special program with grade point averages, MCAT scores, and bench mark scores significantly lower than Bakke' s. The trial court found that the special program operated as a racial quota, because minority applicants in the special program were rated only against one another, and 16 places in the class of 100 were reserved for them. Declaring that the university could not take race into account in making admissions decisions, the trial court held the challenged program violative of the federal Constitution, the state constitution, and Title VI [of The Civil Rights Act of 1964]. The Supreme Court of California transferred the case directly from the trial court, "because of the importance of the issue involved. " . . . Although the court agreed that the The parties disagree as to the level of judicial scrutiny to be applied to the special admissions program. Petitioner argues that the court below erred in applying strict scrutiny, as this inexact term has been applied in our cases . That level of review, petitioner asserts, should be reserved for classifications that disadvantage "discrete and insular minorities." United States v. Carolene Products Co ., 304 U.S. 144, 152 n . 4 (1983). Respondent, on the other hand, contends that the California court correctly rejected the notion that the degree of judicial scrutiny accorded a particular racial or ethnic classification hinges upon membership in a discrete and insular minority and duly recognized that the "rights established [by the Fourteenth Amendment] are personal rights." Shelley v. Kraemer, 334 U.S. l, 22 (1948). En route to this crucial battle over the scope of judicial review, the parties fight a sharp preliminary action over the proper characterization of the special admissions program. Petitioner prefers to view it as establishing a "goal" of minority r e presentation in the medical school. Respondent, echoing the courts below, labels it as a racist quota. page t en LETTERS from Santa Fe * * * * * This semantic distinction is beside the point: The special admissions program is undeniably a classification based on race and ethnic background. The guarantees of the Fourteenth Amendment extend to persons. Its language is explicit: "No state shall ... deny to any person w ithin its jurisdiction the equal protection of the laws. " It is settled beyond question that the "rights created by the first section of the Fourteenth Amendment are, by its terms, guaranteed to the individual. They are personal rights." The guarantee of equal protection cannot mean one thing when applied to one individual and something else when applied to a person of another color. If both are not accorded the same protection, then it is not equal. Nevertheless, petitioner argues that the court below erred in applying strict scrutiny to the special admissions programs because white males, such as the respondent, are not a "discrete and insular minority" requiring extraordinary protection from the ma joritarian process. Carolene Products Co., supra, at 152153, n. 4. This rationale, however, has never been invoked in our decisions as a prerequisite to subjecting racial or ethnic distinctions to strict scrutiny. "Distinctions between citizens solely beca use of their ancestr y are by their very nature odious to a free people whose institutions are founded u pon the doctrine of equality." Hirabayashi, 320 U.S., at 100. " ... [A]ll legal restrictions which curtail the rights of a single racial group are immediately suspect. That is not to say that all such restrictions are unconstitutional. It is to say that courts must subject V o l ume III , I ssu e 2 �them to the most rigid scrutiny." Korematsu, 323 U.S., at 216. The Court has never questioned the validity of those pronouncements. Racial and ethnic distinctions of any sort are inherently suspect and thus call for the most exacting judicial examination. * * * * * The Court's initial view of the Fourteenth Amendment was that its "one pervading purpose" was "the freedom of the slave race, the security and firm establishment of that freedom, and the protection of the newly-made freeman and citizen from the oppression of those who had formerly exercised dominion over him." As a nation filled with the stock of many lands, the reach of the Clause was gradually extended to all ethnic groups seeking protection from official discrimination.... The guarantees of equal protection, said the Court in Yick Wo, "are universal in their application, to all persons within the territorial jurisdiction, without regard to any differences of race, of color, or of nationality; and the equal protection of the laws is a pledge of the protection of equal laws." Although many of the Framers of the Fourteenth Amendment conceived of its primary function as bridging the vast distance between members of the Negro race and the white "majority," the Amendment itself was framed in universal terms, without reference to color, ethnic origin, or condition of prior servitude. Petitioner urges us to adopt for the first time a more restrictive view of the Equal Protection Clause and hold that discrimination agains t m embers of the white "majority" cannot be suspect if its purpose can be characterized as 'benign." Vo l ume II I, I s sue 2 LETTERS from San ta F e page e l even �* * * * * There are serious problems of justice connected with the idea of preference itself. First, it may not always be clear that a so-called preference is in fact benign .... Second, preferential programs may only reinforce common stereotypes holding that certain groups are unable to achieve success without the special protection based on a factor having no relationship to individual worth. DeFunis v. Odegaard, 416 U.S. 312, 343 (Douglas, J., dissenting). Third, there is a measure of inequality in forcing innocent persons in respondent's position to bear the burdens of redressing grievances not of their making. By hitching the meaning of the Equal Protection Clause to these transitory considerations, we would be holding, as a constitutional principle, that judicial scrutiny of classifications touching on racial and ethnic background may vary with the ebb and flow of political forces. approved a classification that aids persons perceived as members of relatively victimized groups at the expense of other innocent individuals in the absence of judicial, legislative, or administrative findings of constitutional or statutory violations. Hence, the purpose of helping certain groups whom the faculty of the Davis Medical School perceived as victims of "societal discrimination" does not justify a classification that imposes disadvantages upon persons like respondent, who bear no responsibility for whatever harm the beneficiaries of the special admissions program are thought to have suffered. To hold otherwise would be to convert a remedy heretofore reserved for violations of legal rights into a privilege that all institutions throughout the Nation could grant at their pleasure to whatever groups are perceived as victims of societal discrimination. * * * * * If petitioner's purpose is to assure within its student body some specified percentage of a particular group merely because of its race or ethnic origin, such a preferential purpose must be rejected not as insubstantial but as facially invalid. Preferring members of any one group for no reason other than race or ethnic origin is discrimination for its own sake. The State certainly has a legitimate and substantial interest in ameliorating, or eliminating where feasible, the disabling effects of identified discrimination .. . . [Nonetheless], we have never Petitioner identifies, as another purpose of its program, improving the delivery of health care services to communities currently underserved .. .. But there is virtually no evidence in the record indicating that petitioner's special admissions program is either needed or geared to promote that goal. [A final] goal asserted by petitioner is the attainment of a diverse student body. This clearly is a constitutionally permissible goal for an institution of higher education. "... 1t is the business of a university to provide that atmosphere which is most conducive to speculation, experiment and creation. ' . . ." The atmosphere of "speculation, experiment and creation" -so essential to the quality of higher page twelv e L E TT ERS from San t a Fe * * * * * education-is widely believed to be promoted by a diverse student body. Even at the graduate level, our tradition and experience lend support to the view that the contribution of diversity is substantial. An otherwise qualified medical student with a particular background-whether it be ethnic, geographic, culturally advantaged or disadvantaged-may bring to a professional school of medicine experiences, outlooks and ideas that enrich the training of its student body and better equip its graduates to render with understanding their vital service to humanity. * * * * * The diversity that furthers a compelling state interest encompasses a far broader array of qualifications and characteristics of which racial or ethnic origin is but a single though important element. Petitioner's special admissions program, focused solely on ethnic diversity, would hinder rather than further attainment of genuine diversity. The experience of other university admissions programs, which take race into account in achieving the educational diversity valued by the First Amendment, demonstrates that the assignment of a fixed number of places to a minority group is not a necessary means toward that end. "In recent years Harvard College has expanded the concept of diversity to include students from disadvantaged economic, racial and ethnic groups. Harvard College now recruits not only Californians or Louisianans but also blacks and Chicanos and other minority students." "In Harvard College admissions Vo lu m e Ill , I s s u e 2 �the Committee has not set target quotas for the number of blacks, or of musicians, football players, physicists or Californians to be admitted in a given year.... [Rather] the Committee, with a number of criteria in mind, pays some attention to distribution among many types and categories of students." In such an admissions program, race and ethnic background may be deemed a "plus" in a particular applicant's file, yet it does not insulate the individual from comparison with all other candidates for the available seats. The file of a particular black applicant may be examined for his potential contribution to diversity without the factor of race being decisive when compared, for example, with that of an applicant identified as an Italian-American if the latter is thought to exhibit qualities more likely to promote beneficial educational pluralism. This kind of program treats each applicant as an individual in the admissions process. The applicant who loses out on the last available seat to another candidate receiving a "plus" on the basis of ethnic background will not have been foreclosed from all consideration for that seat simply because he was not the right color or had the wrong surname. It would mean only that his combined qualifications, which may have included similar nonobjective factors, did not outweigh those of the other applicant. His qualifications would have been weighed fairly and competitively, and he would have no basis to complain of unequal treatment under the Fourteenth Amendment. * * * * In summary, it is evident that the Davis special admissions program involves the use of an explicit racial classification never before countenanced by this Court. It tells applicants who are not Negro, Asian, or "Chicano" that they are totally excluded from a specific percentage of the seats in an entering class . .. . [W]hen a state's distribution of benefits or imposition of burden hinges on the color of a person's skin or ancestry, that individual is entitled to a demonstration that the challenged classification is necessary to promote a substantial state interest. Petitioner has failed to carry this burden. For this reason, that portion of the California court's judgment holding petitioner's special admissions program in valid under the Fourteenth Amendment must be affirmed. * * * * * In enjoining p etitioner from ever considering the race of any applicant, however, the courts below have failed to recognize that the State has a substantial interest that legitimately may be served by a properly devised admissions program involving the competitive consideration of race and ethnic origin. For this reason, so much of the California court's judgment as enjoins petitioner from any consideration of the race of any applicant must be reversed. * Volum e III , I ss u e 2 LETTERS from S anta F e p a ge thir te e n �page fourteen LETTERS from Santa Fe Volume III , Issue 2 �WHY RACIAL PREFERENCE IS ILLEGAL AND IMMORAL by Car/Cohen This article appeared in Commentary in 1979. Although it focused on the thenpending Weber case, I've tried to excerpt from the piece those arguments that have wider scope. -J.A. So long-lasting and self-perpetuating have been the damages done to the many blacks and others by discrimination that some corrective · steps must be undertaken. .. . [But] in the passion to make social restitution, sensitive and otherwise fairmind ed people have gotten the moral claims of living persons badly confused. [D]eliberately visiting the sins of the fathers upon their innocent sons and grandsons, to the special advantage of persons not connected with the original sinning, is conduct neither lawful nor morally right. To suppose that both the beneficiaries of redress and those who are made to carry its burden are properly identified by race is, to be plain, racism. It is simplistic because, on this view, race by itself-without consideration of the nature or degrees of past injuries, present advantages, or future pains- is sufficient to trigger the preferential device. The mistaken view in question is therefore properly entitled simplistic ethical racism. Injuries are suffered in fact, claims made and burdens carried, by individual persons. Civil society is constituted to protect the rights Vo l um e Ill , I ss u e 2 of the individuals; the sacrifice of fundamental individual rights cannot be justified by the desire to advance the well-being of any ethnic group. Precisely such justification is precluded by the Fourteenth Amendment of our Constitution, whose words-no state "shall deny to any person within its jurisdiction the equal protection of the laws"express no mere legalism but a philosophical principle of the deepest importance. Explicating that clause, in a now famous passage, the Supreme Court wrote: "The rights created by the first section of the Fourteenth Amendment are, by its terms, guaranteed to the individual. The rights established are personal rights . ... Equal protection of the laws is not advanced through indiscriminate imposition of inequalities" (Shelly v. Kraemer 334 U.S. 1, 22 [1948]). The nature and degree of the injury done to many Americans because they were black or brown or yellow varies greatly from case to case. Some such injuries may justify compensatory advantage now to those injured. But the calculation of who is due what from whom is a very sticky business; compensatory instruments are likely to compound injustice unless the individual circumstances of all involved-those who were originally hurt, those who b enefit now, and those who will bear the cost-are carefully considered. Whateve r compensatory a dvan tag e m ay be g ive n- in employment or elsewhere-it must be given to all and only those who have suffered like injury, without regard to their race. What we may not do, constitutionally or morally, is announce in effect: "No matter that you, X, were innocent and gained no advantage; you are white and L E TT E RS from Santa F e [D]eliberately visiting the sins of the fathers upon their innocent sons and grandsons, to the special advantage of persons not connected with the original sinning, is conduct neither lawful nor morally right. pag e fift ee n �therefore lose points. No matter whether you, Z, were damaged or not; you are black and therefore gain points." If the moral ground for compensatory affirmative action is the redress of injury, the uninjured have no claim to it, and all those individuals of whatever ethnic group who have suffered the injury in question have an equal claim to it. Racially based numerical instruments have this grave and unavoidable defect: they cannot make the morally crucial distinctions between the blameworthy and the blameless, between the deserving and the undeserving. As compensatory devices they are under-inclusive in failing to remedy the same damage when it has been done to persons of the non-favored races; they are over-inclusive in benefiting some in the favored categories who are without claims, often at substantial cost to innocent persons. * * * * * opportunity I affirmative action employer." The very term "affirmative action" has lost its honor and has become, for most, a euphemism for racial preference. Nothing is more indicative of the true spirit of a community than the character of the instruments it permits, and of those it precludes, in advancing public policy. Police surveillance to root out spies, the suppression of speech (radical or conservative) to protect the peace -all such instruments are rejected in a decent society. Civil libertarians wisely insist that we forswear instruments that invade the rights of individuals, even when forswearing proves inconvenient. The use of such instruments is precluded, forbidden not just to evil people but to all people. Preference by race is one of the forbidden instruments. The very high priority given to this exclusionary principle, and its applicability to all including the state itself, marks it as constitutional in the most profound sense. Efforts to cut constitutional corners-however well intentioned corrupt a civil society. The means we use penetrate the ends we achieve; when the instrument is unjust, the outcome will be infected by that injustice. This lesson even civil libertarians have always been relearning. Affirmative steps to eliminate racially discriminatory practices rightly win the assent of all. Affirmative efforts to recruit fairly (whether for on-the-job training programs or for professional schools), affirmative inquiry to determine whether testing is job-related and to ensure that evaluation of performance is not racially infected-in such forms affirmative action is of unquestionable merit. But when, in the name of affirmative action for racial equality, the deliberately unequal treatment of the races is introduced, we suffer a national epidemic of double-speak. Employment advertisements everywhere exhibit this duplicity with an almost ritualized motto: "An equal Defenses of racial preferenceby efforts to reinterpret the law, by confused arguments based on "societal discrimination," by claim of executive order-all collapse. It is important to see why they should collapse. The defenders, conscious of their own righteous pursuit of racial justice, little doubt that the pa ge six t ee n LE T T E R S from S ant a F e * * * * * tools they wish to employ would have the good consequences the) hope for. To question the merit o those tools is for them almost< betrayal of the oppressed in whoSt behalf they claim to battle. In thei1 eyes the conflict is only ove whether they are to be permitted Ii do a good deed-i.e., give prefereno to racial minorities-not whether i is a good deed, or whether its conse quences will be good. Decency of motivation, howeveJ does not insure the goodness of th immediate object, or the goodnes of its consequences. Racial justice i an aim that all share; it is distorte when transformed into formulas fo ethnic proportionality. . . . Federo appellate courts have not bee1 oblivious to the evils that ensue: There are good reasons why the use of racial criteria should be strictly scrutinized and given legal sanction only where a compelling need for remedial action can be shown. ... Government recognition and sanction of racial classifications may be inherently divisive, reinforcing prejudices, confirming perceived differences between the races, and weakening the government's educative role on behalf of equality and neutrality. It may also have unexpected results, such as the development of indicia for placing individuals into different racial categories. Once racial classifications are embedded in the law, their pur· pose may become perverted: a benign preference under certain conditions may shade into malignant preference at other times. Moreover, a racial prefe r e nc e for m e mbe r s of one minority might result in dis· crimination against another Volume III, I ss u e 2 �minority, a higher proportion of whose members had previously enjoyed access to a certain opportunity (Associated General Contractors of Massachusetts Inc. v. Altshuler 490 F. 2d 9, 17-18 [1973]). In this spirit three Federal Circuit Courts have repeatedly refused to approve racial quotas in the absence of proved past discriminatory practice dictating that specific remedy. Racial classifications have insidious long-term results: anger and envy flowing from rewards or penalties based on race; solidification of racial barriers and the encouragement of racial separatism; inappropriate entry of race into unrelated intellectual or economic matters; the indirect sup port of condescension and invidious judgments among ethnic groups-in sum, the promotion of all the conditions that produce racial disharmony and racial disintegration. their target not the culinary opportunities denied, but the immoral character of the ground of their denial. Applicants to a competitive program have a right to evaluation on some set of relevant criteriapast performance, intellectual promise, character, or whateverand if deserving on the basis of those criteria, ought not be deprived of place because of race. * * * * The villain . . . is preference by race. [We have] the moral and constitutional commitment to govern ourselves without preference to any by reason of color, or religion, or national origin. If we undermine that commitment-even though it be in an honest effort to ,do good:;;;we will reap the whirlwind. Carl Cohen is a professor of philosophy at the University of Michigan in Ann Arbor; anq the a1.1thor of * * * * * All arguments thus far explored incorporate the realization that individuals are indeed injured when disadvantaged solely because of their race.. . . It is callous to minimize the injury done when rights are not respected. When the ground of that disrespect is race, the injury is particularly offensive . Entitlements in themselves minor . .. become matters of grave concern when manipulated for racial reasons. Where one must sit on a bus or go to the toilet understandably becomes a source of rage and an issue of constitutional proportions when the d etermination is made by race. Protests over segregated lunch counters had as Volum e III, I ssue 2 * Demgcrc~cY and of Civil Disobedience. Excerpted trorq "Why Racial Preference is Illegal af)d lfT'lmoral. n Commentary, June 1979. Reprinted with permission. LET TE RS from Santa F e pa ge seven teen �For my part, the matter is simple: I got into law school because I'm black. And I can prove it. As a senior at Stanford, I applied to about a half dozen law schools. Yale, where I would ultimately enroll, came through fairly early with an acceptance. So did all but one of the others. The last school, Harvard, dawdled and dawdled. Finally, toward the end of the admission season, I received a letter of rejection. Then within days, two different Harvard officials and a professor contacted me by telephone to apologize. They were quite frank in their explanation for the "error." I was told by one official that the school had initially rejected me because "we assumed from your record that you were white." (The words have always stuck in my mind, a tantalizing reminder of what is expected of me.) Suddenly coy, he went on to say that the school had obtained "additional information that should have been counted in your favor"-that is, Harvard had discovered the color of my skin. And if I had already made a deposit to confirm my decision to go elsewhere, well, that, I was told, would "not be allowed" to stand in my way should I enroll at Harvard. Naturally, I was insulted by this miracle. Stephen Carter, the white male, was not good enough for the Harvard Law School; Stephen Carter, the black male, not only was good enough, but rated agonized telephone calls urging him to attend. And Stephen Carter, color unknown, must have been white: How else could he have achieved what he did in college? Except that my college achievements were obviously not sufficiently spectacular to merit acceptance had I been white. In other words, my academic record was too good for a black Stanford undergraduate but not good enough for a white Harvard Law student. Because I turned out to be black, however, Harvard was quite happy to scrape me from what it apparently considered the bottom of the barrel. My objective is not to single out Harvard for special criticism; on the contrary, I make no claim that a white student with my record would have been admitted to any of the leading law schools. The insult that I felt came from the pain of being reminded so forcefully that I was good enough for a top law page eighteen LETTERS from Santa Fe RACIAL PREFERENCES? SO WHAT? by Stephen L. Carter Those of us who have graduated from professional school over the past 15 to 20 years and are not white travel a career path that is frequently bumpy with suspicions that we did not earn the right to be where we are. We bristle when others raise what might be called the affirmative action question "Did you get into a school because of a special program?" That prickly sensitivity reveals a rarely mentioned cost of racial preferences. The cost I have in mind is to the psyches of the beneficiaries themselves, who simultaneously want racial preferences to be preserved and to force the world to pretend that no one benefits from them. And therein hangs a tale. * * * * * school only because I happened to be black. * * * * * Naturally, I should not have been insulted at all; that is what racial preferences are for-racial preference. But I was insulted and went off to Yale instead, even though I have now and had then absolutely no reason to imagine that Yale's judgment was based on different criteria than Harvard's. Because Yale is far more selective, the chances are very good that I was admitted at Yale for essentially the same reason that I was admitted at Harvard-the color of my skin made up for evident deficiencies in my academic record. So I am unable to fool myself: Without that leg up, the thumb on the scale, the extra points due to skin color~oose your own metaphor-I would not be where I am today. And I too must be able to say, "So what?" and go on from there. Whatever the pain it might cause, the affirmative action question, whether at Yale more than a decade ago or at Chicago last year, should come as no surprise. And if those of us who have benefited from racial preferences are not prepared to treat the question in a serious manner, to admit to the advantage that we have been given, then we are not after all the beneficiaries of affirmative action: We are its victims. Stephen L. Carter is a professor at Yale Law School. Excerpted from Reflections of an Affinnative Action Baby© 1991. Reprinted with permission from Basic Books, a division of HarperCollins Inc. Volume III, Issue 2 �INSIDE AMERICAN EDUCATION by Thomas Sowell Since the 1960s, another category of preferentially admitted students has been added-racial and ethnic minorities. In the controversies which have arisen around the issue of preferential admissions by race or ethnicity, those on both sides of the issue have often argued as if the circumstances-and especially the academic failures-of minority students were unique social phenomena with unique causes. In reality, there is nothing uncommon about a high failure rate among people preferentially admitted to college. This pattern has long been common among college athletes, whether they were white or black. Even a highly privileged group like alumni sons at Harvard, during the era when more than half of those sons who applied were admitted, were disproportionately represented among students who flunked out. In short, preferential admissions tend to lead to substandard academic performance, whether those admitted are privileged or underprivileged. What has been unique about students preferentially admitted by race has been the large numbers involved, the magnitude of the preferences, the magnitude of the hypocrisy, and the magnitude of the academic and social disasters which have followed. "NEW RACISM" AND OLD DOGMATISM Increasing hostility toward blacks and other racial minorities Vo lu me III , I ssue 2 on college campuses has become so widespread that the term "the new racism" has been coined to describe it. For example, a dean at Middlebury College in Vermont reported that for the first time in 19 years, she was now being asked by white students not to assign them black roommates. There have been reports of similar trends in attitudes elsewhere. A professor at the University of California at Berkeley observed: '1've been teaching at U.C. Berkeley now for 18 years and it's only within the last three or four years that I've seen racist graffiti for the first time." Another Berkeley professor, recalling support for the civil rights movement on the campuses of the 1960s and 1970s, commented: "Twenty years later, what have we got? Hate mail and racist talk." Much uglier incidents, including outright violence, have erupted on many campuses where such behavior was unheard of, just a decade or two earlier. At the University of Massachusetts, for example, white students beat up a black student in 1986 and a large mob of whites chased about 20 blacks . A wellknown college guide quotes a Tufts University student as saying, "Many of my friends wouldn't care if they never saw a black person again in their lives." Racism, as such, is not new. What is new are the frequency, the places, and the class of the people involved in an unprecedented escalation of overt racial hostility among middle class young people, on predominantly liberal or radical campuses. Painful and ugly as these episodes a re, they should not be surprising. A n umber of p eople predicted such things many years ago, when colleges' current racial policies began to take shape. They also predicted some of the other bad consequences of those policies. These predictions and warnings were ignored, dismissed, or ridiculed by those who believed the prevailing dogmas on which academic racial policies were based . Now that these predictions are coming true, the dogmatists insist that the only solution is a more intensive application of their dogmas. When the idea of special, preferential admissions for racial and ethnic minorities became an issue during the 1960s, two fundamentally different ways of evaluating such proposals emerged. One approach was to discuss the goals of preferential admissions, such as the benefits assumed to be received by minority students, by the groups from which they came, by the institutions they would attend, and by American society as a whole. This became the prevailing approach, which dominated both intellectual discourse and academic policy-making. Another approach was to ask: What incentives and circumstances were being created-for the minority students, for their fellow students, for college administrators, and for others-and what were the likely consequences of such incentives and circumstances? When the issue was approached in this way, many negative potentials of preferential policies became apparent. However, relatively few people risked moral condemnation by asking such questions in public, so that there was little need for those with a goals-oriented approach to answer them. Now history has answered those questions, and these answers have provided LETTERS from San ta F e p age nin e t ee n PREDICTIONS VERSUS DOGMAS �both abundant and painful confirmation of the original misgivings, based on examining the incentives and constraints of the academic racial policies. The issue is not one of a simple, direct reaction to preferential admissions policy, though that by itself generates considerable resentment. The many academic and emotional ramifications of such policies set in motion complex reactions which pit minority and nonminority students against each other, and generate stresses and reactions among the faculty, administrators, and outside interests. Though many colleges and universities have been caught by surprise and have been unable to cope with the unexpected problems-or have responded in ways which have created new and worse problems-much of what has happened has followed a scenario set forth by critics more than two decades ago, and much of the intervening time has seen a steady building of tensions toward the ugly episodes of recent years, which have now been christened, "the new racism." What was at issue, then and now, is not whether there should be larger or smaller numbers of minority students attending college, but whether preferential admissions policies should be the mechanism for making a college education available to more minority students. There are other ways of increasing the number of minority students-not only in theory, but as a matter of historical fact . Between 1940 and 1947, for example, there was a 64 percent increase in the number of nonwhite students attending postsecondary institutions due to financial aid under the G.I. Bill for veterans returning from World War II. This made a college education available to the black masses for the first time. During a corresponding period of the 1960s-from 1960 to 1967there was a 49 percent increase in the number of black students attending college, but this later increase was often accompanied by preferential admissions policies, while the earlier and larger percentage increase had been accomplished simply through more financial support. The point here is that a substantial increase in minority student enrollment in higher education can be achieved with or without preferential admissions policies. Money is the crucial factor, given the lower incomes of blacks and some other minority groups. The case for preferential admissions policies must therefore stand or fall on its own merits, though the proponents of such policies often argue as if preferential admissions were the only possible way to increase substantially the numbers of minority students in college. Unfortunately, proponents of preferential admissions policies have not only ignored history; they have ignored much of what has happened in the wake of these polices. Both false and true racial incidents reveal something of the atmosphere on college campuses, an atmosphere whose complex crosscurrents derive ultimately from the needless pressures generated by double standards and double talk, both of which poison the atmosphere required for people to get along. As race relations have worsened in the wake of policies designed to make them better, there page tw e nty LETTERS from Santa Fe * * * * has been no rethinking of the original assumptions on which these policies were based. * * * * * The obvious self-serving nature of the usual administrative responses to racial incidents-free speech restrictions, making ethnic studies courses mandatory, larger quotas for minority students and facultyprovide an impetus to new and ever-escalating rounds of double standards and racial backlash. Where will this self-reinforcing spiral end? ... The growing evidences of racial hostility and sporadic outbreaks of violence which we in the United States call "the new racism" may be an early warning that we are heading in the same direction as other countries which have promoted preferences and quotas longer and more strongly. But the prevailing dogmatism among academics suggests that the real meaning of these early warnings may not be understood until long after it is too late. Thomas Sowell is a senior fellow at the Hoover Institution. Excerpted from Inside American Education , New York: Free Press, 1993. Reprinted with permission. V o l ume Ill , I ss u e 2 �Volum e III, Issu e 2 LETT ERS from Santa F e page tw en ty - on e �COLOR-BLINDED by the Editors of The New Republic lished by the Kluge Foundation exclusively for minorities, though the university says that no needy student is denied aid. But it is not clear that any of these students would lose their educational opportunity if purely race-based scholarships were abolished. And it is clear that blacks and Hispanics would continue to be the major beneficiaries of scholarships awarded primarily on the basis of need. Recognizing this, some make a different argument. Richard Rosser, president of the National Association of lndependt:;p.t Colleges and Universities, contends that race-based scholarship,s''are a university's way of saying to minorities, "You are vahied. We want you." But surely th.ere are ways of saying that without restricting scholarships to spt:;cific races. It is hard to argue that a scholarship restricted to blacks can be acceptable if a scholarship restricted to whites is not. On the other hand, university catalogues are full of scholarships based on inherited characteristics unrelated to the merit of the recipients-such as scholarships for children of alumni, or for people from Alaska or Guam, or for the offspring of fire fighters. On the most abstract level of moral reasoning, there is no real difference between these distinctions and the racial ones. But because race is the most dangerous divide in American society, any sort of discrimination on the basis of race carries the potential for damage to the social fabric. America's u gly history of negative discrimination, which is the most powerful argument in favor of "reverse" or "positive" discrimination, is also the most powerful argument against it. The controversy is not only about abstract principles but also about practical public policy, and as such it ought to b e informed by empirical facts. . . . At Penn State, under a program still in effect but about to be modified, all minority students who earn a 2.5 grade point average receive $620 a year, and all who earn a 2.75 average get $1,240, regardless of need. Whites, regardless of need, receive no such bonus. Harvard does not give race-based undergraduate scholarships, but does provide full tuition, room, and board to minority graduate students, regardless of need. Columbia has a $25 million scholarship fund estab- The best [outcome] would be the expansion of federally funded scholarship aid to allow more needy students, regardless of race, to get an education. In practice, this would do at least as much to encourage and support a minority presence at our colleges and universities as racially based scholarships. It would have the added advantage of not provoking the resentment that racial discrimination, whatever its goal, inevitably arouses. The controversy over race-based scholarships is of a familiar kind: in a recessionary climate, people increasingly divide themselves into racial and ethnic teams to fight over dwindling economic and social goods. What is needed is not ever more exquisitely calibrated m easurements of racial and ethnic entitle- pa ge t w e nty - two L ETTE R S from Sa nta F e ment. What is needed is the will to make the whole society both richer and more equitable. We need racial diversity on our campuses, just as we need a diversity of religions, political creeds, artistic talents, and intellectual inclinations. But the encouragement of that diversity should be conditioned by merit and by need, not by racial exclusivity. Excerpted from "Color-Blinded," January 7 & 14, 1991. Reprinted by permission of The New Republic. (c) 1991, The NewRepublic, Inc. =~ * * * * * Vo lum e III, I ss u e 2 �RACE-TARGETED AID Excerpted from a news release on -aid to disadvantaged students, without regard to race or national origin, even if the awards go disproportionately to minority students; race-targeted aid, issued by Richard W. Riley, Secretary of Education, February 17, 1994. U.S. Secretary of Education Richard W. Riley today announced that the department is clarifying the circumstances under which racetargeted financial assistance may be used. "We want the doors to postsecondary education to remain open for minority students," Riley said. "This policy helps to achieve that goal in a manner that is consistent with the law. We have taken into account the recent GAO [General Accounting Office] report, as well as extensive public comments, and developed a policy that will help ensure all students access to higher education." Shortly after taking office, Riley expressed support for colleges and universities that have accepted the challenge of providing diversity on their campuses. The secretary directed his staff to prepare a policy that would be fair to all students, would be based on a study of current scholarship practices, and would guide colleges and universities to successful compliance with the civil rights statutes. The new policy accomplishes all three goals. Riley said his review concluded that colleges can use financial aid to remedy past discrimination and to promote campus diversity without violating federal anti-discrimination laws. Permissible under the final policy guidance: Volume III, Issue 2 -aid awarded on the basis of race or national origin when authorized by a particular federal statute such as the Patricia Roberts Harris Fellowship Program; -aid on the basis of race or national origin to remedy past discrimination; -aid on the basis of race or national origin if it is narrowly tailored to achieve a diverse student body at the college or university; race as an eligibility criterion is a narrowly tailored part of those efforts; (3) historically black colleges and universities may participate in third-party programs for black students that are also open to other students at other institutions. The department expects most colleges that target some of their financial aid to minority students will be able to justify their programs under this guidance. However, if a college or university has a student aid program that cannot be justified, it will have up to two years to bring the program into compliance with Title VI [of The Civil Rights Act of 1964). -aid accepted by a school from private sources and restricted by race or national origin, if used to remedy discrimination or achieve diversity, consistent with the other principles in the guidance. The policy guidance replaces a proposed policy published by the department in December 1991. The major changes are: (1) postsecondary institutions need not wait for a formal finding by a court, legislative body or administrative agency such as OCR before taking steps to remedy their past discrimination; (2) efforts to achieve diversity need not be limited to using race as one among several competitive factors if the institution can justify that using LETTERS from Santa Fe page twenty-three �A LETTER TO THE SECRETARY OF EDUCATION St. John's College Santa Fe, New Mexico The President March 22, 1994 What lesson do we teach our students if we say that their color Mr. Richard Riley Secretary of Education United States Department of Education 400 Maryland Avenue, S.W. Washington, D.C. 20202-0100 makes them worthy of a benefit-a benefit denied to others because they are a different color? Does this prepare them well for the world of work that they'll soon enter? pa ge tw e nty-four Dear Dick: I was saddened to read about your stand on minority scholarships. Right now, because most of us still believe in a nation where race should be an irrelevant characteristic, most colleges give students money on the basis of need, or need and merit, not on the basis of color. With the blessing your office has given to racial scholarships, I now fear they'll become part of the norm rather than, as now, the great exception. What lesson do we teach our students if we say that their color makes them worthy of a benefit-a benefit denied to others because they are a different color? Does this prepare them well for the world of work that they'll soon enter? Moreover, it puts those of us who proudly say in our college catalogues that everything is "without regard to race, creed, color, sex or national origin" in a very awkward position. Shall we now swallow our principles LETTERS from Santa Fe and act "with regard" to these characteristics? Will we be seen as racist for trying hard not to take race into account? On a practical level, this action will decrease racial diversity in many places. If we stick to our ideals of color-blindness and other colleges and universities "buy" people of color because of their color through their scholarship programs, do you think we can compete on an even ground? The department's actions now have the effect of penalizing colleges for their highmindedness. For ages, the general public has looked to higher education to be a light to society, a leader in helping us reach the public good. Yet now, just as we teach each other to put color aside, to forget about rewarding and punishing on the basis of race, we have colleges and universities saying and doing the opposite: Dwell on race. Reward people on the basis of race. Give them expectations that benefits are due to them because of their race. And take money that was meant to help the poor go to college and give it away on the basis of exactly those kinds of distinctions we hoped to overcome. It is a seriously flawed policy. Sincerely, John Agresto Volum e III, Issu e 2 �RESPONSE FROM THE SECRETARY OF EDUCATION United States Department of Education The Secretary April 26, 1994 President John Agresto St. John's College Santa Fe, New Mexico 87501 Dear John: Thank you for your thoughtful letter dated March 22, 1994, in which you expressed your views concerning the U.S. Department of Education's (Department) guidance on race-targeted financial aid. I also appreciate your offer to print information on the department's policy in your newsletter. Please feel free to print this letter as a statement of the department' s position. I can assure you that the department carefully considered every aspect of this policy guidance as it was developed, ta king into account the concerns expressed by students, higher education officials, civil rights organizations, and other parties interested in the subject. The department reviewed nearly 600 written comments from the public before issuing the final policy guidance, most of which supported the use of race-targeted financial aid to promote diversity and minority access to postsecondary education. The d epartment also considered the findings made by the General · Accounting Office (GAO) in a Vo lum e JI! , I ss u e 2 report on minority-targeted scholarships released on January 14, 1994. According to the GAO report, racetargeted scholarships constitute a very small percentage of the scholarships awarded to students at postsecondary institutions, but are considered to be an important tool for the recruitment and retention of minority students. The guidance identifies and discusses five principles under which the consideration of race or national origin in the award of financial aid is permissible. The guidance does not require colleges to adopt race-targeted aid programs; it merely states the circumstances under which such programs are permissible under Title VI. These principles apply to financial aid for students of all races and national origin groups. As stated in the guidance, lalso encourage the use by postsecondary institutions of other efforts to recruit and retain minority students, which are not affected by the policy guidance. I understand and appreciate your concerns, and I too look forward to the day when no college will need to consider race in order to provide equal access and a diverse educational environment and experience. Indeed, the department is strongly committed to the goal of ensuring equal access for all students regardless of race, color, or national origin, and has recognized this para mount goal in i ts mission statement. At this point in time, however, I do not believe that we have achieved this important objective. Due to a long history of discrimination and limited access to higher education for many groups of students, I believe that it may still be necessary for colleges to consider LETT E R S from Santa F e race under certain circumstances when awarding financial aid, and (as explained in the legal analysis in the policy guidance) that the law does support this limited consideration. Note also, however, that the policy guidance explicitly calls for periodic reassessment by colleges of their race-targeted financial aid programs to ensure that they are used only when necessary to achieve legally recognized objectives. Thank you again for taking the time to write and for sharing your thoughts with me on this important subject. Yours sincerely, Richard W. Riley page tw e nty - f i ve �RACE, SCHOLARSHIPS AND THE AMERICAN by Lamar Alexander ... the most stubborn barrier of all may be the vel}' notion that our rights and liberties are somehow rooted in groups, not in individuals, so that people should be rewarded or restricted on the basis of race. page twenty-six The Clinton Administration recently ruled that colleges may award scholarships based exclusively on race. It made me think of my late friend Alex Haley, who wrote Roots and helped write The Autobiography of Malcolm X. One of Alex's most wonderful stories was about his father Simon and how he made his way through college. Simon was the only child "wasted" by his sharecropper parents, that is, allowed to graduate from high school rather than work in the fields. After a difficult two years at AT&T College in Greensboro, N.C., Simon found a summer job as a porter on the train between Buffalo and Pittsburgh. Late one night, a man having trouble sleeping rang the bell to request a glass of warm milk. Young Simon brought it. An extended conversation ensued. There was a good tip, but Simon thought nothing more about it. Simon returned to campus reluctantly in the fall. Other students were making fun of his one pair of pants and shoes. It was a struggle to make passing grades without textbooks and while working outside jobs. He was about to give it up. Then word came that the college president wanted to see him. Simon went to the administration office. The president handed him an envelope containing a $500 check, exactly enough to pay for his LETTERS from Santa F e tuition and expenses. The check had come from the man on the train. When I was president of the University of Tennessee, we wanted to commemorate the story of "The Man on the Train" with a Simon P. Haley scholarship. Someone said, "Alex, we'll make it for young black men just like your father." Alex thought for a minute, and then he said "No. The scholarships should be for everybody." I remembered what Alex said when President Bush appointed me U.S. secretary of education in early 1991 and I found on my desk the question: Does Title VI of the Civil Rights Act of 1964 permit a college receiving federal aid to award or deny scholarships solely on the race of a student? The statutory language seemed clear enough: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." So I said no, college scholarships should be for everybody. Now my successor, Dick Riley, has "straightened out" that decision by ruling that a college may, after all, discriminate on the basis of race. He doesn't mean it this way, but it's an invitation to quotas and it's a mistake. Let's be clear: There is no disagreement about helping needy students. Half of all U.S. college students have a federal grant or loan to help pay for college, almost always based on financial need. Such awards go disproportionately to minorities. What's more, any college president with a warm heart Volume III, Issue 2 �and a little common sense has many other ways under the law to help a deserving student without focusing on his or her skin color. What we don't agree about is whether U.S. national policy should be that it's okay to choose one race over another in the granting of scholarships. I believe that this is wrong. Should, for example, the University of California say to Roosevelt High School seniors in Los Angeles, "We have a scholarship for the Latino, but not for the African-American, one for the Asian student but not for the white student?" The answer to such questions goes straight to the heart of the kind of university that we want. And what kind of country we want. Racial preferences and quotas are almost never a good idea. They're an especially bad idea on college and university campuses, too many of which are bewitched by a cult of enforced diversity that feeds straight into an ugly mood of separatism and resentment. I much prefer-most of us docam puses that attract people of many different backgrounds. But there are ample ways to achieve that result without scholarships based on race. (In fact, it is hard to imagine a student eligible for a race-exclusive scholarship who might not be eligible for some other scholarship based on need, or merit, or upon an effort to create campus diversity or to remedy past discrimination, or even a scholarship that is funded privately or created specifically by federal law. My decision in 1991 pointed out that the law permits all of these options.) Growing up in the South, I understand why many Americans Volum e III , I ss ue 2 feel moved to offer race-based financial aid. I have spent much of my adult life-as college newspaper editor, governor, university president and citizen-creating ways to knock down barriers that closed doors, especially to black Americans. But the most stubborn barrier of all may be the very notion that our rights and liberties are somehow rooted in groups, not in individuals, so that people should be rewarded or restricted on the basis of race. That's not the promise of American life. Abraham Lincoln did not speak of preferences based on race. Martin Luther King, Jr. said that men and women should be judged by the content of their character, not the color of their skin. Our constitution speaks of equal protection. When we give that up, we give up a great deal. There are too many examples of how quotas become ceilings and how preference for one becomes denial for another. Looking around the world, we can see what happens to societies that become preoccupied with race, ethnicity or group. Simon Haley discovered that, especially in America, education is the best way back toward the front of the line. He graduated first in his class from college and went on to Cornell to pursue his master's degree. He raised children who include an architect, the current chairman of the U.S. Postal Rate Commission, a music teacher, and a Pulitzer Prize-winning writer. We should be trying to create opportunities like Simon's for every young American, regardless of race. Instead, on this as on many other matters, the Clinton Administration is leading the country-with mounting speed and certainty-in exactly LETTERS from Santa F e the wrong direction . This time, they're leading us away from the dream of making one people from many . Instead of bringing us together, they're tugging us apart, inevitably pitting us one against the other. If that is what we are teaching, no wonder so many of our children and grandchildren are doubting the American Dream. It is hard to see the promise of American life if the leaders of our country cannot remember what the promise is. My friend Alex said it best. Opportunities, such as scholarships, should be for everybody. Lamar Alexander has been U.S. secretary of education, president of the University of Tennessee, and governor of Tennessee. Excerpted from "Of race, scholarships and the American way," The Washington Times, Wednesday, March 16, 1994. Reprinted with permission. pag e twenty-s eve n �PODBERESKY V. UNIVERSITY OF denial of Podberesky' s motion for summary judgment, and we remand for entry of judgment in favor of Podberesky. MARYLAND AT COLLEGE PARK Let's end this issue of Letters with the most recent minority-scholarship case, Podberesky v. University of Maryland. In upholding the right of Daniel Podberesky not to be excluded from scholarship competition because of his ethnicity (Hispanic), the U.S. Court of Appeals for the Fourth Circuit restated and reaffirmed the old American notion that, except in the narrowest of circumstances, "race-neutral solutions" are to be preferred to those that are raceexclusive. Whether this decision will stand remains to be seen. -J.A. Excerpted from Daniel J. Podberesky v. University of Maryland at College Park October 27, 1994. Mr. Widener, Circuit Judge: The issue in this case is whether the University of Maryland at College Park may maintain a separate scholarship program that it voluntarily established for which only AfricanAmerican students are eligible. Because we find that the district court erred in finding that the university had sufficient evidence of present effects of past discrimination to justify the program and in finding that the program is narrowly tailored to serve its stated objectives, we reverse the district court's grant of summary judgment to the university. We further reverse the district court's p age t wen ty - eig ht L E T TE R S from S anta F e * * * * * As we have said before, "Racial and ethnic distinctions of any sort are inherently suspect and thus call for the most exacting judicial examination." Wygant v. Jackson Board of Education, 476 U.S. 267, 273 (1986) (plurality opinion) (quoting Regents of the University of California v. Bakke, 438 U.S. 265, 291 (1978) (Powell, J.)). The rationale for this stringent standard is plain. Of all the criteria by which men and women can be judged, the most pernicious is that of race. The injustice of judging human beings by the color of their skin is so apparent that racial classifications cannot be rationalized by the casual invocation of benign remedial aims. City of Richmond v. f.A. Croson Co., 488 U.S. 469, 500 (1989) . While the inequities and indignities visited by past discrimination are undeniable, the use of race as a reparational device risks perpetuating the very race-consciousness such a remedy purports to overcome. ... It thus remains our constitutional premise that race is an impermissible arbiter of human fortunes." Maryland Troopers Ass'n v. Evans, 993 F. 2d 1072, 1076 (4th Cir. 1993). * * * * * We have established a two-step analysis for determining whether a particular race-conscious remedial V o l u m e III , I ss u e 2 �measure can be sustained under the Constitution: (1) the proponent of the measure must demonstrate a "strong basis in evidence for its conclusion that remedial action [is] necessary;" and (2) the remedial measure must be narrowly tailored to meet the remedial goal. * * * * * [W]e disagree with the district court that the first effect, a poor reputation in the African-American community, and the fourth effect, a climate on campus that is perceived as being racially hostile, are sufficient, standing alone, to justify the singlerace Banneker Program. As the district court's opinion makes clear, any poor reputation the university may have in the African-American community is tied solely to knowledge of the university's discrimination before it admitted AfricanAmerican students. There is no doubt that many Maryland residents, as well as som e citizens in other states, know the university's past segregation, and that fact cannot be denied. However, mere knowledge of historical fact is not the kind of present effect that can justify a raceexclusive remedy. If it were otherwise, as long as there are people who have access to history books, there will be programs such as this one. Our d ecisions do not permit such results. The hostile climate effect proffered by the university suffers from another flaw, however. The main support for the university's assertion that the campus climate is hostile to African-American students is contained in a survey of student attitudes and reported results of student focus groups. For an articulated effect to justify the program, Volum e Ill , I ss ue 2 however, there must be a connection between the past discrimination and the effect. . .. The district court appears to have found the connection between the university's previous discriminatory acts and the present attitudes obvious, but we have not so found it. The frequency and regularity of the incidents, as well as claimed instance of backlash to remedial measures, do not necessarily implicate past discrimination on the part of the university, as opposed to present societal discrimination, which the district court implicitly held. When we begin by assuming that every predominately white college or university discriminated in the past, whether or not true, we are no longer talking about the kind of discrimination for which raceconscious remedy may be prescribed. Instead, we are confronting societal discrimination, which cannot be used as a basis for supporting a race-conscious remedy. There is no doubt that racial tensions still exist in American society, including the campuses of our institutions of higher learning. However, these tensions and attitudes are not sufficient ground for employing a raceconscious remedy at the University of Maryland. court found that the statistics showed that African-American students had higher attrition rates than any other identifiable group on campus. * * * * * Even if we assumed that the university had demonstrated that African-Americans were underrepresented at the university and that the higher attrition rate was related to past discrimination, we could not uphold the Banneker Program. It is not narrowly tailored to remedy the under representation and attrition problems. * * * * * We turn next to the two effects that rely on statistical data: under representation of African-American students at the university and low retention and graduation rates for African-American students. The district court found that there was strong evidence of African-American underrepresentation in the university's e nte ring-student classes. With respect to the low retention a nd graduation rates, the district The district court found that the Banneker Program attracted "highachieving black students" to the university, which "directly increases the number of African-Americans who are admitted and likely to stay through graduation. Even more importantly, the Program helps to build a base of strong, supportive alumni, combat racial stereotypes and provide mentors and role models for other African-American students. Continuation of the Program thus serves to enhance [the university's] reputation in the African-American community, increase the number of African-American students w h o might apply to the university, improve the retention rate of those African-American students who are admitted and help ease racial tensions that exist on campus." In sum, the district court found that the Banneker Program is employed by the university as an effective recruiting tool tha t draws highachieving African-Americans to the university. The district court fur- LET TE R S f rom Sa nt a F e page twenty - nine * * * * * �ther noted that the university's "success in curing the vestiges of its past discrimination depends upon it attracting high-achieving AfricanAmericans to the College Park campus." ... If the purpose of the program was to draw only highachieving African-American students to the university, it could not be sustained. High-achievers, whether African-American or not, are not the group against which the university discriminated in the past. * * * * * The district court found the program to be narrowly tailored to increasing representation because an increase in the number of highachieving African-American students would remedy the under representation problem. The district court so found because it reasoned that the Banneker Scholars would serve as mentors and role models for other African-American students, thereby attracting more AfricanAmerican students. The Supreme Court has expressly rejected the role-model theory as a basis for implementing a race-conscious remedy, as do we. We are thus of opinion that, as analyzed by the district court, the program more resembles outright racial balancing than a tailored remedy program. As such, it is not narrowly tailored to remedy past discrimination. In fact, it is not tailored at all. * * * * Program. To the extent that the district court's opinion can be read as having found a connection between the university's poor reputation and hostile environment and the Banneker Program, it is on either a role model theory or a societal discrimination theory, neither of which can be sustained. In addition, there is no connection between the Banneker Program and shared experience with family members, African-American faculty members, or jobs and housing. Even if there is some connection between the two, the university has not made any attempt to show that it has tried, without success, any race:.neutral solutions to the retention 'problem. Thus, the university's choke o(a race-exclusive merit scholarship program as a remedy C:al\;;,ot Be sustained. Because we find that the univ~i!Y has not shown that its prog~q!s and quota goals are narro,~ly tailored, we reverse the di"strist court's grant of summary judgment to the university. We also reverse the district court's denial df Podberesky's summary judgment motion. * The causes of the low retention rates submitted both by Podberesky and the university and found by the district court have little, if anything, to do with the Banne ker pag e t h irty L ETTE R S f r om Santa F e V o l um e Ill , I ssu e 2 �Join people from around the country this summer to read and discuss some of the greatest literature, philosophy and opera of all time. St.John's College Summer Classics is a one-to three-week residential education/vacation Santa Fe, New Mexico opportunity for adults from all backgrounds. Seminars are conducted by members of the faculty each morning from 10 a.m. to noon. In the afternoons and evenings participants explore historic Santa Fe and Northern New Mexico. Conference Services Week One - July 16 - 22 Homer, Iliad Dostoevski, Crime and Punishment Sophocles, The Theban Plays Week Two - July 23 - 29 Opera, Salome, Fanciulla Lincoln Virgil, The Aeneid Week Three - July 30 - August 5 Opera, Salome, Fanciulla Old Testament: Genesis, Exodus, Deuteronomy Nietzsche, Thus Spake Zarathustra Located on 250 acres in the Sangre de Cristo foothills overlooking Santa Fe, the St. John's College campus is a quiet oasis, ideal for conference activities. During the summer months, June to August, the college extends its meeting, housing and dining facilities to offcampus programs. These programs have included national and international educational meetings, music institutes, scientific conferences and special business and legislative workshops. If you would like further information on our conference facilities, or would like to plan your next program with us, please write the director of Conferences and Symposia or call: (505) 984-6024 Fellowships Available For College Faculty St. John' s College is now offering partial fellowships of up to $2900 for summer graduate study, thanks to a major grant from the Lynde and Harry Bradley Foundation. Fellowship recipients will attend summer sessions of the St. John's College Graduate Institute in Santa Fe. The fellowships provide the opportunity for college faculty from other institutions to immerse themselves in a great books curriculum and in the St. John's method of teaching. To be eligible, a college must propose at least two faculty members to attend each summer and cover part of the instructional costs. For further information, please contact The Graduate Institute, St. John's College, Santa Fe, New Mexico 87501-4599; (505) 984-6082. V olum e III , I ss u e 2 LETT E R S from Sant a F e page th i rty - on e �St. John's College: An independent, non-sectarian, four-year liberal arts college. Founded: Established in 1696 in Annapolis, Maryland, as King William's School and chartered in 1784 as St. John's College. Great Books Program adopted 1937. Second campus in Santa Fe opened in 1964. Curriculum: An integrated, four-year, all-required liberal arts and science program based on reading and discussing, in loosely chronological order, the great books of Western civilization. The program also includes four years of foreign language, four years of mathematics, three years of laboratory science, and one year of music. Approach: Tutorials, laboratories, and seminars requiring intense participation replace more traditional lectures. Classes are very small. Student/Faculty ratio is 8:1. Degrees Granted: Bachelor of Arts in Liberal Arts, Master of Arts in Liberal Studies, Master of Arts in Eastern Classics. Student Body: Enrollment is limited to about 400 students on each campus. Current freshman class is made up of 55% men and 45% women, from 37 states and several foreign countries. Sixty-five percent receive financial aid. Students may transfer between the Santa Fe and Annapolis campuses. Alumni Careers: Education - 21 %, Business - 20%, Law - 10%, Visual and Performing Arts - 9%, Medicine - 7%, Science and Engineering - 7%, Computer Science - 6%, Writing and Publishing - 5%. Graduate Institute: The Graduate Institute in Liberal Education is an interdisciplinary master's degree program based on the same principles as the undergraduate program. Offered on both campuses year-round. Readers of the newsletter may be especially interested in applying for our summer session. For more information please contact The Graduate Institute in Santa Fe, 505/984-6082 or in Annapolis, 410/626-2541. Graduate Program in Eastern Classics: A three-term course of study in the classic texts of India, China and Japan, leading to the Master of Arts in Eastern Classics. Offered on the Santa Fe campus only. For more information, please contact the Graduate Program in Eastern Classics at 505/984-6083. LETTERS from Santa Fe St. John's College 1160 Camino Cruz Blanca Santa Fe, New Mexico 87501-4599 ADDRESS CORRECTION REQUESTED U. S. Postage PAID Non-Profit Organization Permit No. 231 Santa Fe, NM � 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 Letters from Santa Fe Description An account of the resource A newsletter published by the Santa Fe President's Office that includes articles about liberal education. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 32 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 Letters from Santa Fe, Volume 3, Issue 2, 1994 Description An account of the resource Letters from Santa Fe, St. John’s College—Santa Fe, New Mexico, Volume 3, Issue 2, 1994 Creator An entity primarily responsible for making the resource Agresto, John 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 1994 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Contributor An entity responsible for making contributions to the resource Ravitch, Diane Cohen, Carl, 1931- Carter, Stephen Alexander, Lamar, 1940- Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Letters_from_SF_Vol_3_Issue_2_1994 Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b001a2f2b7b74611dc13ec6ddbd102b1.mp3 c4c184abddb7d52e4a362a2c4bf177bd 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.) 01:08:26 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 Time, Eternity, and the ‘Tyranny of History’ in Islamic Philosophy Description An account of the resource Audio recording of a lecture given by Saiyad Nizamuddin Ahmad on September 28, 2022 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "An examination of the problem of time and eternity in the context of the doctrine of creatio ex nihilo (creation out of nothing) and the problems and paradoxes raised by this in Islamic philosophy. This is a long-standing debate not only in Islam but in other religious traditions which cultivated philosophy as well, especially the Christian and the Jewish traditions. The classic example of this debate in Islam is the famous exchange between Ibn Rushd (d. 595 H/1198 CE) and al-Ghazālī (d. 505 H/1111 CE). The latter is well-known to Western students of philosophy, but developments since that time remain virtually unknown to the Western world. We will take the exchange between Ibn Rushd and al-Ghazālī as our point of departure and examine the roots of the question before Islam as well as examine its development after Ibn Rushd and al-Ghazālī in the profoundly original doctrine of “non-temporal origination” formulated by Mīr Dāmād. The question also continues among Muslim scholars in modern times and a few examples will be offered." Creator An entity primarily responsible for making the resource Ahmad, Saiyad Nizamuddin, 1966- 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 2022-09-28 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 Islamic philosophy Time Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_AhmadS_Time_Eternity_and_the_Tyranny_of_History_2022-09-28 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dd3983e7078c045f7c15ef779165ee17.mp3 ecde27d8a7b0dae15a3629f98210eaf7 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.) 00:59:44 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 Euclid vs. the Indivisible: The Mathematical Battle over the Shape of Modernity Description An account of the resource Audio recording of a lecture given by Amir Alexander on February 21, 2025 as part of the Dean’s Lecture & Concert Series. The Dean’s Office has provided this description of the event: “On August 10, 1632, the Revisors General of the Society of Jesus met in Rome to pronounce on a simple question: Whether a straight line is composed of an infinite number of distinct points. The proposition seemed trivial, but their decision proved momentous, launching a decades-long battle between two competing visions of mathematics, and of truth. On the one side were the champions of inviolable hierarchy and unchallengeable order; on the other, the advocates of increased pragmatism and tolerance. The battleground was the infinitely small. At stake was the face of modernity, then coming into being.” Creator An entity primarily responsible for making the resource Alexander, Amir 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 2025-02-21 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 Euclid. Elements Indivisibles Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_AlexanderA_Euclid_vs._the_Indivisible_2025-02-21 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8dbd4c4937cf731077be6088c7a01dec.mp3 41ce622b496843832bea04787665ffc2 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 Speeches, presentations, and other lectures Description An account of the resource Speeches, presentations, and other lectures given at St. John's College. These include convocation addresses delivered in both Annapolis, MD and Santa Fe, NM.<br /><br />Click on <strong><a title="Speeches, presentations, and other lectures" href="http://digitalarchives.sjc.edu/items/browse?collection=15">Items in the Speeches, presentations, and other lectures Collection</a></strong> to <span>view and sort all items in the collection.</span> 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 speechespresentationsotherlectures 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 mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:08:35 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 Memorial Service for J. Winfree Smith Description An account of the resource Memorial service for Annapolis tutor J. Winfree Smith, April 20, 1991. The service includes eulogies by John White, Eva Brann, William Darkey, Joseph Cohen, Francis Mason, Brother Robert, Curtis Wilson, and Douglas Allanbrook. Please note that the recording quality is poor and some speakers are difficult to hear. Creator An entity primarily responsible for making the resource White, John F., 1942-2020 Brann, Eva T. H. Darkey, William A. Cohen, Joseph Mason, Francis Smith, Robert, Brother Wilson, Curtis Allanbrook, Douglas 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 1991--04-20 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 Smith, J. Winfree Eulogies Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Tape_358 Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ce0f82dc2f1d45c0048175d2f31da18f.mp3 58e3ccbff00e96ba0f7614ffe2920498 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. 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Title A name given to the resource Music: The Representative Liberal Art Description An account of the resource Audio recording of a lecture delivered on September 2, 1988, by Wye Allanbrook and Eva Brann as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Brann, Eva T. H. Allanbrook, Wye Jamison 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 1988-09-02 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 Education, Humanistic Music Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Allanbrook_Wye_1988-09-02_ac Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/7971">Typescript</a> Deans Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e188ef7223c15d8d3988569b2b9fd950.pdf cc6524226b152e5ea567b220e54df5dc PDF Text Text Music: The Representative Liberal Art Dean's Lecture, Friday, September 2, 1988 Wendy Allanbrook - Eva Brann I. fn General (Eva Brann) There is an old tradition concerning this, the first lecture of the new year of learning. It is supposed to be dedicated particularly to the freshmen among us. The others, upper-class students and tutors, are not supposed to mind if they hear things not entirely fresh to them. This is an occasion for talking straight and being explicit about what this community, which the freshmen r..ave newly entered, is like. Consider that phrase, "what St. John's is like." It is part of our pride and of our anxiety that this college is not like any other. And yet we intend it to be like something, namely as much as possible like the idea for teaching and learning it embodies, the Program. This program consists almost as much of what we staunchly don't do as of what we do do. So this lecture will be about the Program, about what is in it and what is not. But we have chosen to talk about the program by means of an example. It is what you will soon learn in your Greek tutorial to call a paradigm: how many things work. one pattern which indicates This paradigm is music. However, we want not only to tell but to demonstrate how things are intended to happen here. We hope that as this lecture proceeds it will show, practically, three things: First, that although the program is a firm course of learning, it is also full of live questions and problems which the faculty argues 1 �about. One such current concern is precisely the standing of music and its shadow effect, the absence of the visuai arts. Obviously the program that is will keep you very busy, but it is very likely to rouse in you an occasional interest in the program that isn't and might be. Let me inject a preachment here: Prepare to live a schizophrenic life ("Schizophrenic'' is a Greek word meaning splitminded). On the one hand trust the program to be a thoughtful and experience-laden guide to the studies of your next four years. other hand, hold everybody and everything responsible. On the Ask your tutors now and then--not so often as to become pests who wreck the daily process of learning--why you are doing what you are doing. them respond. Make And reserve the highest respect for those tutors who admit they have no pat answer and begin to think in front of and together with you. As the year goes on you will discover that there is a presence that haunts this campus. It is that of a man called Socrates who said that to carry on in life without asking questions about it is simply insupportable. He will be, as it were, egging you on. The second thing we want to show you is that it is possible to think together. We've all heard a lot of talk about "thinking for oneself," as if anyone could possibly think for us. The miracle is that we can think for ourselves together; it is that strange possibility which makes this school a community of learning.--By the way, I should say right now that such cooperation, too, will become questionable. You will read a text later on this year which will claim that although the friendship of like interests is a wonderful thing, to be totally happy is to be totally wrapped up in thought, 2 �absolutely self-sufficient. But the soul of this school is conversation, which is audible, cooperative thipking. study is not only allowed.--It is encouraged. And common In the question period we can talk--if you like--about the role of competition in this scheme. The third, dependent, effect we want to demonstrate is the really important one. It is that we can approach a subject on very different levels and with very different preparation. I will be talking about music in the widest sense. Mrs. Allanbrook will specify and make concrete some of my broad indications. Moreover, I am a, by now confirmed, amateur of music, while she has a lot of musical learning. My deficit will not, I hope, keep me from making some sense nor will her expertise keep her from reaching some fundamental questions. I am now getting closer to the topic, music, and it is precisely the matter of amateurism which brings me to it. college of amateurs. You have come to a All your tutors will have some expertise, but usually not in the classes in which they are guiding you. In those they will indeed be merely amateurs, which is just French for lovers-lovers of learning, of course. I will tell you what my expertise was, because it will be to the point later on. I was an archaeologist, which is to say, a kind of grass-roots art-historian. I got to sort out sherds of Greek pottery and to reconstruct the pictures on them, often revealing dramatic and sometimes deliciously scandalous goingson. Then I had to put a date to them, which takes close looking. But in music I am an amateur, and thereby hangs a tale important to the program. This program stands under the aegis of an activity called philosophy. In a few weeks you will have learned enough Greek 3 �to know that the word philosophy means "the love of wisdom." Now, the reason it is possible to put a whole school under this aegis is that to engage well in philosophy it is truly sufficient to love the enterprise, just as the first and last entrance requirement for this college is an ardent willingness to be here. There ~. sadly, some people who care very much about philosophical questions and are just not good at talking about them. But they are very rare. Philosophy requires disposition more than talent. It is otherwise with music. It is possible to love music with all one's soul, to live with it and by it and yet to have an uneducated ear, an ear that hears the effects without discerning the elements. Music has this enormous and mysterious power: Whereas one must be literate to love, say, a great novel, it is possible to be entirely enraptured by music and entirely illiterate iri it. It is because music can touch the soul by means of effects which are deeply rational and may yet remain stubbornly unapprehended that music is the hardest part of the Program to teach. Why, then, should it be a part of the Program at all? A good way to begin is with the name. Music is that which belongs to the Muses, nine ancient divinities.--If you transfer to Santa Fe sometime later on you will easily learn their names because the dorms are called after them. These goddesses are in charge of all kinds of human cultivation, epic, lyric, tragic, comic poetry, miming, dancing, even history. astronomy. The grandest of these is Urania, the muse of This fact will figure later on. daughters of Memory. All the Muses are the This fact yields a double inference: arts come to human beings by divine inspiration. 4 First, the And indeed, your �first and second seminar books begin, or very nearly begin, with the words: "Sing, Goddess. . . " and "Tell me, O Muse . . . " arts come to us through tradition or through memory. Note that a third possibility, the one most familiar to us is missing: arts are our own creation. Second, the that the That possibility was not added until the Renaissance, the start of modern times. In the beginning, then, music embraced all the arts. that will preoccupy you in the middle of human cultivation is seen to have two aspects. soul and gymnastics for the body. the place where you go naked. the year, In a book Plato's Republic There is music for the "Gymnasium" is a Greek word meaning So music is for the shapeliness of the soul, and gymnastics is for the candor of the body. However, it turns out in that book, there are even greater things than psychic and physical cultivation. These higher studies are those which later come to be called the liberal arts. They are higher because they do not just cultivate and shape you but because they put you into a relation with the way things are, or, as you will soon learn to say, with Being. One cultivates the arts for pleasure and self-development, but the liberal arts one pursues for the sake of truth. Incidentally, these arts are traditionally called "liberal'' for three reasons. First because they are taught to the free children of politically free parents, second because they liberate these youths from their dogmatic opinion, and third because they are done freely, without money-making in mind. If you look at our college seal you will find there a little ditty on this theme. They are called arts because they are elementary approaches to the elementary subject matters. Today there is much talk about skills vs. subject matter, process vs. product. 5 In the liberal arts there is �no such distinction: Studying the subject and learning the skill are almost completely one. Traditionally these arts, of which there are seven, have been divided into two sets. The lower, and basic, set of three is called the trivium or "three-way." speech: These trivial arts are the arts of grammar, logic, rhetoric. of "trivial" in this school is: Therefore the proper understanding of absolutely fundamental importance. The second set, the quadrivium, or "four-way," contains the arts of reason in nature. The Republic, the work I mentioned above, sets out what these are and how they are to be studied. The four arts-- they happen to be sciences, but sciences liberally learned happen in turn to be arts--are these: arithmetic, geometry, astronomy and a fourth I will mention in a moment. I need not tell you that you have come to a liberal arts college, indeed one of the few in the world where the liberal arts tradition is taken quite literally. Let me show you how much we mean it, how much your day will be dominated by these arts: Morning: Here is the schedule: Trivium, done in the Language Tutorial. Lower Quadrivium in the Mathematics tutorial. Late morning and early afternoon: Upper Quadrivium, done largely in the Laboratory. Late afternoon: Cultivation of the body, done largely in the Gymnasium. Evening: -Let me backtrack here. The Republic not only describes the quadrivium but tells how to study it, namely liberally, philosophically, not for practical purposes nor even as performances, but for the sake of 6 �reflection and insight. there is philosophy. Evening: Beyond the liberal arts and all through them So let me continue: Conversation about books that reflect on the nature of things, done in the Seminar. Night: Continued conversation. On Fridays, a Lecture. Possibly some sleep. And once a week you will come together to sing in Chorus. Now is the moment to come back to the topmost liberal art, in Plato's book, the one I had omitted just now. It is called harmony. The word itself means a fitting-together, a system, and in the narrower sense those fitted tonal structures out of which music is made. For these are a paradigmatic system. So we have come to music as the coping stone of the liberal arts. Why should this Greek author have put music, of all the arts, at the top, with and above the study of the heavens? reasons. I can think of four The first is complementary to the reason why the Greeks assigned a muse, the aforementioned Urania, to astronomy. It is that they thought that the stationary heavens, being organized on the model of a musical scale, were not only a rational but a beautiful system, as they said, a "cosmos," meaning an ornament. The second is that they thought that each moving planet (the Greek word planet means ''wanderer") in its orbit sounds forth a lovely note as it revolves and that all together these make a ravishing harmony. The third has to do with the fact I mentioned earlier on; that the conscious apprehension of music involves the study of number, as the production of musical instruments involves the study of geometry. Leibniz, a philosopher you will study as Juniors, says, that music is the soul's counting. One might say that it is also the ear's measuring. 7 Indeed as you will �d~s~over, there are certain ever-fascinating problems in mathematics to which we pay great attention, and which are spectacularly well exemplified in music. music. The whole quadrivium appears to be assembled in In fact, in a moment I shall claim that it coopts the trivium too. The fourth reason is closely bound to the third: Music is not only a kind of mathematics, but also a wonderfully peculiar kind. might call it "qualitative mathematics." Here is what I mean: One In number theory one does not, on the whole, want to say that some number relations are more agreeable than others. some, very definite, number relations They are called consonances. In music it turns out that ~more agreeable than others. Others make you shudder. For example, the tone that sits exactly between the two C's of our major scale, F# sounds so dreadful when sounded together with C that it is said to belong to the devil. Behind it there lies a simple but scandalous mathematical fact, the fact of so-called irrationality. I mean by qualitative mathematics. mathematics. That is what You could even call it miracle And that is also why we think that something is necessary for studying music that we expect for no other tutorial: some common prior experience. It is . for this reason that you will be going to Chorus in the year before the music tutorial--to have the specific common experience of this rational magic. But now I have committed a sin against logic. I have explained why music is the topmost liberal art without saying how this activity, so specially named after the goddesses of the cultivating arts, comes to be a liberal art at all. and ask rather: Let me attack this question in new terms Why is music traditionally a liberal art when the equally ingenious visual arts are not? 8 I can think of three answers-- �and a fourth, which is more a wonderful problem than an answer. First there is simply more hard music theory than there is art theory. There is, for instance, a physics of music as there has never been a physics of aesthetic color. There is, to be sure, a science of structured space which is analogous to the number theory of wellfi tted notes, namely perspective. But perspective came late into the visual arts and left soon.--It is not as n~cessary to painting as structured numbers are to music (though in fact we used to have in the Program a lovely sequence on perspective as a preliminary to the study of optics). I do not really know why there is more teachable theory of music than there are principles of visual arts. It must be something like the same reason why there are many respectable Sunday painters and very few bearable Sunday composers. Moreover, space has vastly more possibilities of being filled than does time, so that the spatial arts are correspondingly less easily developed from basic elements. This is one of those great questions which I leave dangling before you. Secondly, music has always been known to have a potent influence on bearing and character. You will read several books this year, the Republic among them, which will claim that music--and the dancing that goes with it--is crucial in the shaping of citizens. The ancients do not think, as we tend to do, that music primarily expresses our souls, but rather that it impresses them, stamps them with character. Imagine an unlikely event which will drive the point home: Suppose all children in our democracy were to learn to dance the minuet in kindergarten, to move every day for a year to a slow and stately music in modestly connected couples. Wouldn't America be a different 9 �country? I cannot think of any visual work that would have such an effect--if only because one can close one's eyes but not one's ears. There is also another reason why the visual arts do not impress themselves as directly on the soul as does music which I leave to last. I do, however, except architecture. • Architecture was, incidentally, the one visual art which was at certain times a candidate for being counted among the _liberal arts. Third, music has just the reverse relation to words than have the visual arts. We rightly wince just a little at those people who can't look at a painting in a museum until they have run to look at its title. But we think that is is a part of musical discernment to listen as carefully to the words of a Passion or an Opera as to the music. Pictures displace words, but words and music are meant to go together. Now thinking takes place in words. Consequently the meaning of music must be somehow closer to our thought than the meaning of a painting. How music and words have meaning separately and together is a confounding and enchanting question which you will hear more about tonight. Following my own advice to you earlier on, let me stop here to tell you forthrightly what I think about the presence of music and the absence of the visual arts from the . program. I think that the Greeks, who produced works of visual art, especially of sculpture and architecture, which once very palpably pierced my soul, had deep reasons for including music among the liberal arts while excluding these visual glories. And we in turn have good reason to stay with the liberal arts and, in preserving our integrity, to exclude something very wonderful--exclude it from the Program, I mean, of course, not from the campus. On the campus we should have, and do 10 �have, a lot of opportunities to do and see such art. But even in the Program itself there is sporadic room, for example, in Seminars, Lectures, Study Groups and Preceptorials on the visual arts. Particularly those Preceptorials, the small semi-elective study groups which you will join in your last two years,• are a good place for tutors to offer such studies. the following title: "Greek Temples, Gothic Cathedrals and Mid- Western Grain Elevators." of their own. preaching: I myself would like one day to offer These last have a certain utilitarian glory Here, incidentally, is the moment for yet another Come to the question period! For there you will hear with what passion and reason the contrary argument can be made. And there you yourselves can join in this perennial conversation. Finally, then, there is that fourth distinction between music and the visual arts which I have left to the last because it is the trickiest, most fascinating yet. representative. The visual arts are by and large They re-present , or imitate, a visible object. They convey a likeness, a similarity, an imitation, in such a way that one can find some sort of rough geometric relation--it is of the kind called projective--between, say, a portrait and its sitter or a landscape painting and its natural scene. It is the representative nature of the visual arts that accounts for · the effect I just mentioned, that these arts go to the soul less directly than does music: They require an intermediate recognition. I must tell you that the hottest and most crucial issue in modern esthetic theory is the "representationality" of all the arts in general and the imitative nature of painting in particular. There are people who claim that a cat in one painting and a cathedral in another are more like each 11 �other than a painted cat is like a live cat or a painted cathedral is like a stone cathedral. They think that imitation (or as you will soon learn to say, mimesis) is no factor in what makes a painting a painting. I mention this to show how fascinatingly extreme the arguments about representative art have become. Music, however, appears to have no such diverting problem; on the face of it, music hardly appears to be representational in the projectivai way of paintings. Take your favorite symphonic movement and ask yourself and your new roommate what it represents. surmise. It's an invitation to wild And yet music seems to show so much and mean so much. Here lies a captivating problem, and so begins the specific demonstration . Is music really in no way representational? We will see how we can think about particular pieces of music in the light of this large questions. I have talked about music as a liberal art, and now we will be drawn into its actual and specific pursuit. 12 �II. In Particular (Wendy Allanbrook) If I were again a student, seated in the audience tonight, the question I would be askingis "Why should one want to say that music is representational? Isn't it precisely its non-representational quality that gives music its glory?" This was surely my opinion when I was in college; I remember clearly the day I discovered a learn~d treatise that corroborated it, and spent hours in the stacks of the college library fiercely underlining pregnant passages. I have since lost my original copy of the treatise, a work by an eminent nineteenth-century music critic, Eduard Hanslick, entitled The Beautiful in Music, but I have no difficulty guessing the formulations that pleased me so: for instance, "The ideas which a composer expresses are mainly and primarily of a purely musical nature." [23] or "[Music's] nature is specifically musical .... [Its] beauty is not contingent upon nor in need of any subject introduced from without but ... it consists wholly of sounds artistically combined." [47] It is no longer clear why this notion of musical autonomy was so important to me then, against what heresy I was defending the sweet art. When, later on in my education, I came up against those who would argue the other way, I fought bitterly, and then fell. Often one becomes most passionately interested in pursuing the notions of which one once thought the opposite; I appear before you tonight with the enthusiasm of the converted. I shouldn't play quite so dumb, of course; there is an obvious enemy in question. For example, music that attempts a one-to-one correspondence with natural phenomena we often find ludicrous, and often indeed it is meant to be gently comic; there is something 13 �delightfully fey about those sixteenth-century madrigals that imitate cuckoos, and it is even more fun when, as was intended, you are singing them yourself. Another connection that gives musical repre- sentation a bad name is the one Hanslick seems principally to have been inveighing against: the noti~n of "self-expression," which leads to the vice of musical biography: in this passage Beethoven rails against his deafness, here Mozart mourns his father's passing. These claims are unsupportable, if only because so often our biographical expectations are frustrated. Mozart wrote some of his most sunny and popular music in the period just after the death of his father. Do we accuse him of lack of feeling on this account (some have), or dismiss the connection altogether? There seems to be a common agreement that music exists in another world than the fine arts and those that have to do with speech. One of your tutors, Mr. White, recently gave a lecture in which he discussed ways in which the fine arts and the poetic arts can be said to imitate. His point of departure was a well-known comparison, by the eighteenth-century German critic, G. E. Lessing, between a Greek statue and a passage in Vergil's Aeneid. Both depict the violent death of the Trojan priest Laokoon in the coils of a sea serpent, the one work in stone and the other in metrical speech. The statue, because it must choose only one moment in time for its representation, avoids the harrowing death cry of the priest and depicts a more restrained moment, prior to that of the greatest agony, in order not to become merely ugly or grotesque. The poetry, because it moves through time, can describe the terrible bellow of the priest, the desperate distortion of his features, because one by one it can leave 14 �them all behind. Music, too, is a temporal art, but can you imagine any way of making it the third in this comparison? no commonality at all. man? There seems to be Where do you make out the monster, where the How can we even specify what moment the composer has chosen? Unless the music is explained by a companion text--and this is really a special case--I see no way of talking about the three with the same analytic language. Unlike poems and paintings, the subject of a musical composition cannot be translated into a meaningful proposition. But what do we gain by severing all the connections the art bears to the human sphere? In fact, it was only in the nineteenth century that those who think about music decided to cast her thus adrift. And that came about largely as a development of that novel notion Miss Brann mentioned, that the arts are our own creation. If they are, it is not a giant step to the conviction that they are created anew by every artist, that every work is a personal statement of a private seeing--or hearing--that the audience is privileged to share. Music becomes pure feeling--the art of self-expression, the inner mysteriously made outer, and although this has its attractions, it is not an aesthetic that is supportable for long. No wonder Hanslick was in revolt; one begins to have some fellow-feeling for him. As a result of this legacy, modern philosophers make an extraordinarily vexed question of expression in music. That they use the word "expression'' is in itself indicative, for I suspect that were they to free themselves from the notion of feelings as the sole proper subject matter for music, they might not be so squeamish in their discussions. As one critic recently remarked, we go through 15 �such tortured arguments, and all we get is the freedom to attach the predicate ''sad" to the slow movement of a Beeth6ven Symphony. But other formulations had guided thinking about music for the previous millenia, formulations that more successfully made the connection between human beings and the art of shaping sound in time. Miss Brann mentioned the ancients' belief that music can impress our souls, give them shape. Aristotle, in remarks in the Politics about the importance of music to the education of a citizen, makes specific claims for the depictive qualities of music in its relation to the human soul: Rhythms and melodies especially contain to the true natures of anger and likenesses gentleness, and further of courage and temperance, and of all their opposites, this and of the other moral qualities is clear from its effects, for when we (and hear these things we are changed in our soul.) Aristotle's claim is that music makes "likenesses" of human passions and qualities, to which we naturally respond. Elsewhere, in the Poetics, he calls the poetic and musical arts all "modes of imitation" (mimesis in the Greek)--modes of imitation of human beings in act. Imitation is another degraded word today, for it implies origi- nals out there, of which the artist simply takes a copy, and it is more modern to consider the artist both the origin and the original. But if the original is the ways of human beings in the world, is the whole of God's cosmos, and there are infinitely many ways of taking that copy (I'll call these variations "style"), then the task of imitation seems not degraded, but endless, various, and noble. 16 �The crucial question then becomes, how do we make these musical copies? The answer lies in the qualitative mathematics of which Miss Brann spoke earlier. How does the soul count, the There are two principal ways, I would maintain: ~ measure? the way that number • shapes time--we call that rhythm--and the way that number informs pitch--it's harder to come up with a generic name for that. I hope not to be too provocatively simple when I say that in this counting only two numbers count, namely 2 and 3 (some Renaissance theorists counted to 6, and we could do that too, but for our purposes this evening it isn't necessary). I'll tell you briefly what those numbers mean, and then move to exemplify them. About rhythm I'll be most brief, for you probably know that the available rhythms reduce to counts of 2 and 3, or some combination thereof. Think of 2, or duple, as a march or simple alternation of left foot and right. 3, or triple, insert a hop on every left. With There are more elegant ways of adorning a walk to get a triple; the minuet Miss Brann mentioned goes to the count of 3. But more of this later. The 2's and 3's of pitch are rather more concealed, to the extent that we commonly call by the name "5" what really ought to be called "3." Yet the phenomena are sufficiently important and dazz- ling to have been credited to a discoverer, Pythagoras, and surrounded with their due mead of apochryphal stories about the circumstances of the discovery. The note we designate as 5 in the string of organized pitches we call a "scale" actually stands third in the order of generation. Take a string, and divide it in two equal parts. Pluck either half, and the resulting pitch will reduplicate the original, but higher--that interval we call the octave, which orders 17 �tonal space by its regular recurrence over the entire series of pitches. It puts the cap on our eight-note scale, which will sound all too familiar to anyone who has ever had a piano lesson: [Ex. 1] . Next in this soul's counting divide the string in thirds, and you have the fifth, so called from its position as number 5 in the ascending scale. It provides an intermediate resting-place in the / octave's span, dividing it almost, but not quite - (and this is crucial) in half. You'll recognize it from the sound of this perennial five-finger exercise: reverse: [Ex. 2]. By the way, the process works in if I want to divide a taut string into perfect halves, all I have to do is find the octave--our ear is indeed the measurer. While the octave is other, it is still somehow the same as our primal pitch, so the fifth is the first independent other; the octave is the encloser, the fifth the first enclosed. We will honor the order of experience by calling this pitch 5, and the interval it forms with our starting-place the fifth. Never forget, however, that it stands proudly third in order of generation, and that its generating number is 3. You will go more deeply into these miracles of embodied number in the music tutorial sophomore year, counting at least as far as 6, but for now this is all the theory you need to know. I shall try to put these various 2's and 3's to the work of imitation. ways. And I shall claim that they do this work in two important It's hard to find proper names for them; we've learned to be wary of the time-honored distinction between form and content in almost all its applications, and in a temporal art like music I think there is almost no defense for it. I find myself, however, stuck with modern names like "reference" and "process," or perhaps "reference" and "syntax" (I can't decide). 18 These duos take more explana- �tion, but they don't halt and freeze the persistent motion of the tones the way "form and content" do. If we wanted to be trendy, I could point out that we are on the cutting edge of modernity here, for our categories could be formalized into the modern pursuits of semiotics, or the study of signs, and narratology, which is nothing more than the study of beginnings, middles, and ends. Actually, that is - not such a bad description of what I want to talk about. I shall present you with three musical examples to illustrate these modes of imitation. In them the 2's and 3's of rhythm will intersect with the 2's and 3's of pitch to make dazzling imitative configurations. Given the embarassment of riches in music history, I can only be suggestive, not inclusive; I shall also be decidedly anti-chronological. I shall begin where those who know my preoccupations could well have predicted--with the music of Mozart. It was the music of Mozart that I most wanted, early on, to defend as pure, and precisely the same music I later found to be most delightfully contaminated with reflections of human activities. Furthermore, this particular work of Mozart's, the piano sonata .in F major, K. 332, a favorite example of mine, is precisely the kind of music the purists would argue is the most autonomous music your money can buy--instrumental music. Here there intrudes no voice uttering sounds that are signs of other presences, and thus forcing a translation to mundane can such music point beyond itself? porary with Mozart gives me~ning. How A French writer roughly contem- us a hint of how this might be: Michel Gui de Chabanon, actually an advocate of music's integrity, perhaps despite himself articulated one crucial way in which music can represent: Imitation in music is not truly sensed unless its 19 �object is music. imitate In songs one can warlike fanfares, melodies, etc. It hunting successfully airs, rustic is only a question of giving one song the character of another. Art, in that case, does not suffer violence. I'll translate this to our own purposes. Once music has a history, it can hardly fail to make reference to this past, - to provide its own vocabulary of expression. Miss Brann mentioned the educative value of minuets, and that is apposite here. Much of the art music you know, the music played in symphony halls and on good-music stations, pieces itself together from the more mundane music we use to accompany daily activities. The tempting world of human motion is out there to imitate, and some of our greatest composers have taken advantage of it. Love songs, lullabies, dances and marches, hymns, when are lifted from their usual environment and placed in the frame of a symphony or sonata, cannot help but point us back to the particular occasion that produced that humble popular gesture. One of the most prominent identifying characteristics of these gestures is rhythm. The music of the minuet, a noble dance, is there to assist the dancer in maintaining a noble posture--restraint, control, refinement. dignity. Practicing it, we may over time learn grace and Hearing it, we cannot help but think of these mobile vir- tues; our body strains to move with them. This smooth even count of three is character-building and character-evoking--truly "qualitative mathematics." To help you count that three, let me play a minuet part way into the first movement of the Mozart sonata. It comes at a crucial point in the piece, when a base has to be touched, a sense of arrival created--not home plate, but, to use a further spatial meta20 �phor, diagonally opposite. motion. Sense the dignity and tranquility of the When you hear what precedes it, you will feel it all the more by contrast: [Ex. 3]. This movement has a profusion of gestures; it might be described by the question "How many qualities has 3?" For it shows us 3 in many lights, often reminding me of one of those magic sugar eggs with the hole at one end, into which you look to marvel at the perfection of the detail observed in its miniature world. First we hear a singer, her breast swelling as she reaches for her high note. ber, this is all conveyed to us on the piano: [Ex. 4] Remem- She should continue, but instead her utterance is answered by two voices, not so clearly vocal anymore, one following the other at a brief interval and singing the same melody--imitative counterpoint is its proper name, and to Mozart's audience it had a rather old-fashioned ring-pompous and over-serious: [Ex. 5]. Another length, a simple unit of minuet, moves to the close, so that our first "sentence'' has three parts or clauses, of equal time but not necessarily equal weight. The next sentence is devoted to the rhythms of a hybrid minuet--a minuet crossed with hunting horns. We recognize the horns because the characteristic pitches of their calls in the field are imitated: [Ex. 6] . After a satisfying and discrete paragraph of this hunting minuet, the movement "turns on a dime" to a dark, passionate music often called "Storm and Stress," after the Romantic temper that affected it. Whole pieces were written in this style, but here it becomes just one affect among many. In its restlessness, however, it serves the subversive function of undermining home base, and moving us to that new place we must reach if we are to have any sense of 21 �having moved at all. And--as you have guessed--at the end of this so-called travelling music, we arrive at the well-shaped minuet you heard before: [Ex. 7]. The new arrival place marks the end of the beginning and the beginning of the middle, and quite naturally this new place is identified with 5 (3). The drama of the r~st of the piece will be the return to 1 via some cunningly shaped paths. The image of some sort of narrative does not seem to me to be far wrong, much more apt than the formalist analysis. Our delight in this imitation is the delight in the reflections of the many-wayed won- ders of a close and ordered world, disposed to form the crucial nodes of a well-wrought narration. What is peculiarly musical about it is that there is no real story in the sense we expect one, no proposition, no picture of Laocoon. Yet in this passage-through-time we sense an order, intuit a deep intent, and are deeply satisfied. This Mozart example is an example of imitation in the most direct and evocative fashion; I could show you many others. like to offer an example of a different sort: But now I would first off, vocal music (music with a text), sacred, not secular, and grand and special rather than playful and habitual. It is a piece those of you who have completed the music tutorial will know well, the culminating aria of Bach's St. Matthew Passion, "Mache dich, mein Herze, rein." It occurs after the Crucifixion, immediately following the moment when Joseph of Arimathea claims Jesus' body from Pontius Pilate. This scene follows the procedure of others in the Passion: a passage from the Gospel of Matthew narrating the scriptural event is set in the simplest speech song, and then commented on by an observer outside the time of the narrative, in verses by an eighteenth-century 22 �poet. The commentary itself usually has two parts--a discursive passage in a free declamatory style, sometimes called arioso, and a more summary, epigrammatic statement, set in the full panoply of . an aria, a closed musical form. This particular scene takes place in the evening, and the arioso text ponders the theological meaning of eventide: In the cool of the evening, Adam's fall was manifest. In the evening the Saviour casts him down. In the evening the dove returned, and brought the olive branch in its beak. o beautiful time! O Eventide! The covenant of peace is now made with God, for Jesus has completed his cross. His body comes to rest. Oh! dear soul, ask, go, and let the dead Jesus be given to you. O salutory, o precious keepsake! In this poetry the peace of the evening and the covenant of peace become one: Adam and Noah are fulfilled in Jesus, who has paid the most memorable price for the sins of all. Eventide becomes a sym- bol--and I think I use that difficult word correctly--for the peace of God that passes all understanding. Symbols are the theological way--the cross is paradigmatic--and the text of the Passion is suffused with them. So is the music, sometimes in an abstract and impalpable way, such as the reach up to B flat on the word "blood" (German Blut) in the scene of the Last Supper. Others, like the aria that follows this arioso, move us directly--musically--at the same time that they undergo this translation to a deeper Christian mean23 �ing. At the end of the arioso the singer (a male, a bass) addresses his own soul, telling it to go receive the dead Jesus, and then, in the most tender and moving aria in the Passion, enjoins his heart to prepare itself for the corning of Christ. Make yourself pure, my heart. I want to bury Jesus himself. The poetry of a second section, the music of which we will not examine, amplifies the symbolism: For he is henceforth to have his rest in me forever and ever. World, get out, let Jesus in! Bach suits actions to words. That's a conventional phrase most analysts like to fudge with, and given the text the composer has to set here, that must seem to you exactly what I am doing. not particularly fertile in musical ideas. The text is How do you draw a musical picture of a heart purifying itself? of a believer burying Jesus in himself (as the second part of the text suggests)? The task seems preposterous, perhaps even blasphemous. I'll suggest an absurdly simple answer. You write a cradle song, a lullaby. Cradle songs from time immemorial have used rhythmic 3's in groups of 2; that is, each 3 is a rock of the cradle, with the extra odd beat catching the pause of the cradle at the extreme of its swing, poised for return. These 3's are then grouped in 2's: the cradle rocks back and forth. Let's hear the instrumental introduction to the aria, to concentrate on the effect of the rhythm. Notice that the bass sets up the rhythm briefly before the melodic voices enter; th~ about it that the singer merely shares: [Ex. 24 motion has an eternality 8] . �Perhaps I should explain further why I find this device so wonderfully appropriate. On the surface it would seem to satisfy neither purification nor burial, the dual requirements of the text. But remember that the arioso text made death into sleep, an image that is important throughout the Passion. The believer--our last example was Joseph of Arimathea--holds the blessedly resting Jesus in his arms; this- male figure universalizes the pieta, the figure of the weeping mother holding Jesus in her arms after the descent from the cross. Mary holds a full-grown son who is beyond the solace of rocking, but the symbolic believer is allowed a maternal lullaby. It is thus, the aria argues, that believers should receive the Christ. In fact, the aria is an injunction to the believer to accept in full serenity the final agony of Christ as the bringer of peace to the world. Thus to bury Him is to rock Him to sleep with a mother's lullaby. There is some final musical detail I cannot omit describing before you actually hear the singer's voice. I have tried to show how Bach, in setting this seemingly unsuggestive piece of text, manages to explode it into deeper meaning using a musical gesture that becomes symbolic, moving the believer both physically and cognitively to a deeper Christianity. Strikingly, Bach sacrifices the text to the hypnosis of the eternal. Syntax, prosody, all those things that suggest human meanings in human time, are suspended, and even that element that makes musical syntax, the 5 (our 3), disappears to some extent. Musically the 1, the center of gravity, is instead held up on top, and a scale descends against it with each rock of the cradle: [Ex. 9]. The singer's line is wholly unvocal; it imitates a characteristic Baroque instrumental line where one instru25 �ment plays the parts of two, first high, then low. further apart so you can hear the two: [Ex. 10]. I'll split them A further distortion of our natural expectations is the actual setting of the text, rhythmically and melodically. "I want to bury Jesus myself"-- "Ich will Jesum selbst begraben"--"Ich will Je-- sum selbst begra-ben." Je- and gra- are stressed unnaturally by the move to a melodic peak on an offbeat: this extraordinarily awkward vocal line does violence to both melody and text in the service of the hypnotic cradle song. Singer, song, and syntax are dissolved in the cosmic lullaby that is the rocking of Jesus to the sleep of sin. All human history focusses on the descent from the cross; that moment of time must stand for eternity. When syntax must reassert itself, at the end of this musical section, we are wholly prepared for the vocal awkwardness on the final "begraben"--"bury"--the deep leap down from the 2 to the 1, the octave to the prime, precisely the kind of musical tone-painting we have grown to scorn this evening. Bach has habituated us in the course of this aria to music become meaning; we accept a musical barbarism as a convincing theological symbol: [Ex. 11] . There is other music I should have talked about, were there time, for example, the repertoire of many-voiced sacred Renaissance vocal compositions. There dance is absent, and composers eschew any obvious translation of textual images into musical ones. Yet the theorists of this music are most emphatic about its imitative quality. The object of imitation is nothing less than "wondrous Nature," as their prime spokesman, Gioseffo Zarlino, a sixteenth-century composer and writer, states. "Every composer ought to follow the beau26 �tiful order of nature, and he will be considered excellent in proportion to the resemblance of his procedures to those of nature." Zar- lino's "wondrous Nature" is a world informed by number, by our 2's and 3's. One of his cardinal principles is unity in variety, fol- lowing nature, which, he says "does not produce identical individuals in a species, but always somehow varied." "Numbers and proportion invite us to variety, for in them we do not find two similar proportions following one another." Here he is speaking about the harmonic proportion, a important number relation named after its embodiment in music. We have already heard the simplest form of that relation, in lowest whole numbers--the dovetailing of the 2 and the 3, or the octave and the fifth. [PLAY] · Harmodzein, the Greek word for the dovetailing of joints in carpentry (it also can mean to "set in order," or "govern," and also to "betroth") describes the way the octave and fifth lie harmoniously together, a concordance of dissimilar elements, giving their name to a number relation you will meet elsewhere in the program. To Zar~ino this relation comes closest of all musical relations to the sound of perfection, and so it must end every composition; for, in his words, "Perfection is characteristic of the end and not of the beginning of a thing." [EXAMPLE 8] A latet music that calls itself harmony (the examples we have been listening to this evening) will add another element to this dovetailing to fill it in, to make it less perfect and hence more sensuous (one eccentric modern theorist calls the fifth the "pre-sexual'' interval); this more homogeneous entity we call a "chord." But still the guiding relation remains the same--the harmonic proportion, the miraculous blending of the 2 and the 3. 27 �I have somewhat perversely tonight been giving you a music history in reverse, and it would be remiss of me not to add a postlude that takes it back to origins, so to speak. We have been dealing all evening with compounds--more than one line at a time--and now we will turn to simples. But only in the sense that we are no longer combining two pitches at a time; any implication that this one-line music is simple in the se-nse of "primitive" is wholly alien to my intention. I have heard it said of the repertoire of Gregorian chant that it is abstract, ethereal, above the world and its relations, out of time in its simple temporality. I don't believe that any example of this most human of arts can be like that, nor do I think that we endow it with any greater dignity or spirituality in so asserting. The goal is to let a sacred text speak out as simply and eloquently as possible, and again the 2's and 3's do the work. The text of the Latin hymn I have chosen, in unrhymed Latin verses, is from the Easter Mass, and it is a meditation on the miracle of the Resurrection. Let It reads, in part: Christians off er their thankful praises to the Paschal Victim. The Lamb hath ransomed the sheep: the sinless Christ reconcileth sinners to the Father .... Tell us, Mary; what did you see in your wayfaring? I saw the tomb of the living Christ, and the from the glory of Him rising .... We know that Christ has truly risen dead; have mercy on us, Victor King. Amen. At the center of this text is an act of human witness, at the conclu- 28 �sion one of human celebration. At no time does the chant call atten- tion to a particular phrase--it never makes "word pictures"--but the whole is animated with human pulses and human breaths. The rhythm of the poetry is primarily trochaic--a stress on the first, third, syllable, etc--and the musical rhythm by and large follows this grouping into 2's: "Victi~ paschali laudes irnrnolent Christi~ni." The 2's and 3's of pitch- order the ebb and flow of the melody. The octave is the limit of rest, the fifth (our 3, remember) the limit of tension. These seemingly narrow melodic limits set the theater for a narration without a story, for a dramatic mimesis of the condition of the human soul. When we hear the third phrase begin on the 5 and rise up to the octave above, our chests swell, our pulses race, at this brave effort against the center of gravity, the 1. On the return we compose ourselves, fold our hands, reflect, always in sympathy with the passion objectified in the music. We haven't here the histrionic swelling breast of the operatic soprano, but the effect is only dissimilar in its restraint. Above all chant is singing: is breath and how long one can hold it, the tightening of the vocal chords in order to attain a higher pitch: [Ex. 12] . posed this music is, and ordered, but inhuman it is not. Corn- For it is never without passion, if passion can be defined as the suffering or tolerating of the physical and emotional effects that devolve from the exertion of our human equipment. Hanslick, in his efforts to make mock of musical imitation, turns one memorable phrase that might seem in its sarcasm to put an end to the question altogether. "The animal to which music is most indebted," he says, "is not the nightingale but the sheep." 29 The song �of the sheep is, of course, that of the gut, the taut string, and we are being reminded to turn our attention away from frivolous thoughts of connections between music and nature to the sober practicalities of the making of pure musical sound. But, as I've tried to say tonight, I think his example contains in it the very image that is • his undoing, for it is the physics of the taut string that makes Aristotla say the There musical makes following~ seems to be tunings some also in the Politics: in us a sort of (harmoniai) and kinship rhythms, philosophers say that the soul to which is a tuning, others, that it possesses tuning. I submit that this music is an imitation of "wondrous Nature," our nature, as it uses musical number in the act of prayerful praise. further submit that very little music is not like this in some way, if we but look and listen. 30 I �., Allanbrook Example- t> ~ Example- 2 ~-a ,, ? 0 - -0- 0 0 t I. -e- 0 0 () 6 Ii II ea Exampl~s -e-· ~ ~0 l) 11 0 .g.. Examplt3 -· . " . A ~~- ? I a :oi).._ - r I ~' I I - Exanrple 4 C~n 1:::1:: 1:;; I Exampk 5 . -~ - I . -....... ~ I I --..-.. I I .....- .. - - Example Exan1ple 6 '~ r..r r . I 7 - - �Examplt 8 · ~Aria - (Chorus I) Exampl~ , 9 L A .... I ..... - I l m.2 --. ·, ., 1- I ' Example to m.2 ., II ~ m.3 .-. m.+ m.'1 �Examp~ II 00 Basso Cc:Jion• n B..~~~~~~~~~ Ma. - che dich,mein Her - ze, ben, _ ma-Che dicb,meinHeJ1.ze,rein,icb_ will Je- IWD selbat_ be- gra-ben, ich willJe-sum aelbst be- gra.-ben. �Example- 12 Victimae paschali laudes Sequence for the Solemn Mass of Easter Day .. I _. 7;· ~,i.~~..~~...~.~~,,~~.5.~.~~-~~·~·~.~~·~i-~.~-~11 5 Vic·ti·mae pa.·sch..li Lau·des •im·mo-lent Ch:i·sti • a·ni. -& • 4 • -- ~ • • 4 I • 0 • • • 4 • . .. .. II re-<on-ci ·Ii· a·Yit pec·c:a·to·res. • - • • • • It • - .. 2. A-gnus red··e·mit .c-Yes: Chri·stus in·no-cns Pa·tri J. Monet vi· ta du·eho con· ru · xe· re mi ·ran-do: dux Yi-tae mor-tu·us. re-gnat Yi·vus. 4.Dic S.An ~y .. • " no . bis . se . • " • . Ii ... Ma cos .. • •:=:; . ri . •• te - stes, • quid SU .·I f [6. • jl Cre • den • dum est 1. s..; · mua Qui • stum § ;a . Yi da . . 4 • 0 ma • gis 511r • iz • " Ii so • xis • se ""'* "w •a; • Ms • .. ~ re • sur • gen • tis: ·OS • . • vi . a? . Ye • stes. in et • • • • o:::Z =• pne·ce • det su .. • • . sti . um, di ri • • • • " glo • ri • am Yi • Yen • tis, et a Se-~ul·c:rum Oni • sti Sm- n= • xit Cui • stus spes me • a: &~ • d . in Ga· Ii · Lae • am. • ri ff mor ·tu Iii-;; • . ve . is • ii ra Ye . . " ci re: • Al - le • lu • ia. II �Victimae paschali 1. Victimae paschali laudes . laudes immolent Christiani. ~angs 1. Ta the Paschal Victim let Christians offer cf praise. 2. Agnus redemit oves: pe•=•=atares. 2. The Lamb has redeemed the sheep. reconciled sinners to the Father. 3. Mars et vita duelo conflixere miranda: regnat vi \ILts. 3. Death and life have en~aged in miraculous combat. of life is slain, <ye"t") liv.ing he reigns. 4. nob is Mari a.,. quid vidisti in via? Die vi vent.is, et gloriam vi di resLU-genti s: 4. Tell LlS, Mary, what YOLl saw on the way? I saw the sepul 1.:hre of the living Christ and the glory of his rising. Christus innocens Patri 5. Angelicas testes, sudarium; et vestes. mea: praecedet sues in Galilae~m. 5. Tt1e angel is risen. 6. i·= reconciliavit Sinless has Christ dux vitae mortuus, The leader Christi Sepulc:rum Surrexit Christus spes '"'i tni::s:;;e ·: ~~ th(;: ·= hr-cud and v·e·'5tur•::. Christ ;ny He will gc before his own into Galilee. C1'-edend1_tm est mag .l. s ·:;cJl i Mari ae ve1·-ac i qua1u .J1_1dae·~n..1m l · ;;:Jp~ ti_tt-b.::<.e fallac:i.• 6. Mary alone is more ta be deceitful crowd cf Jews. 7. S·=im1_:s Cl1ri ·: ;tum ·: ;urr···::?;<i ·:; ·:;i:-? a 111c1~t1_1i ·:; V•::?r•::?: F:i?>: , mi st:ir· ere. -r I ~·~e know that Chr i ·;t has tr1_1l y r-i ·:;en f ram conqueror and king, have mercy en us. o believed th;? than vi ct;~r - the Je:ad. 1..\Ji pi::J •::f Bur-,dund\' Celeve~~h c~ntur y) � 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. 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Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 35 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 Music: The Representative Liberal Art Description An account of the resource Typescript of a lecture delivered on September 2, 1988, by Wye Allanbrook and Eva Brann as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Brann, Eva T. H. Allanbrook, Wye Jamison 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 1988-09-02 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Education, Humanistic Music Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/7970">Recording</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context lec Allanbrook 1988-09-02 Deans Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4bfb74e09e3035f83db139219e5dbb49.pdf 25fd991f25af3833984d681218bfd313 PDF Text Text ST. JOHN'S COLLEGE LIBRARY l\ l~\ \l\ \ l fl~lilfi(il\ ~f\ [ ~ \1\ l\ \1\ l\ \ \1 The St. ] ohn's 3 1696 01138 2114 I VOLUME 21, ISSUE 2 ANNAPOLIS, MARYLAND, AND SANTA FE, NEW MEXICO WINTER 1995 I ANNAPOLIS EDITION Honoring the Decade of the Forties Homecoming in Annapolis, with memories of Stringfellow Barr, Scott Buchanan, and the early days of the New Program ............... page 8 WHEN JOHNNIES· CAME HOME How the passage of the G.I. Bill, which guaranteed education benefits to those who had served in World War II, changed college.......... page 6 A report from Santa Fe by a Graduate Institute participant......... page 12 News from Annapolis & Santa Fe, alumni, students, faculty, Graduate Institute, parents, staff, and friends ................ page 2 News from the classes, ............ ~. . . . . . . . profiles ............ page 13 ............................. 1 1 ' """t-""'"'' l'.AJI., .......... The latest efforts graduates find jobs .... page 16 g, ................ Preceptorial offerings in Santa Fe and Annapolis, plus recommended readings ........... page 19 1-"rnn-r"ll ·rn ~CllOlctrsrup: Profiles of tutors Michael Dink in Annapolis and Charles Bell in Santa Fe .................. page 20 St. John's students on campuses volunteer in their local communities ............. page 22 The Arts: Concerts and art exhibits in Santa Fe and Annapolis ...... page 24 At Homecoming in Annapolis, tutor Chester Burke, a graduate of the class of '74, shares a quiet moment of conversation with Sally Greppin DeKorne (AB4) on the quad. Photo by Keith Harvey. ~NSIDE: 1993-94 ANNUAL REPORT! �l What might Socrates have said about the Internet? Johnnies now have the opportunity to explore this form of global dialogue. Thanks to generous donations from the late James Connor, a former board member, and Santa Fe tutor Grant Franks, the Santa Fe campus went on-line this October. According to Catalog/Systems Librarian Patrick Emerson, the wizard behind the hook-up, the Meem Library is to be connected to the Internet through Checsnet. Students with computers and phone lines can now dial in directly from their dorm rooms. Computers in the library also provide access. College librarian Inga Waite said access to the Internet has been a dream of many students and faculty for the past three years. "It's a form of communication that's sweeping the academic world and people at St. John's are really interested," she said. The Internet offers a wide range of resources and opportunities for students, faculty, and staff. While one advantage is that it is less expensive to send a message via E-mail to somebody in Annapolis (or even Europe) than it would be to call or write to them, the Internet is far more than an electronic postal system. "I see it as a way for the college to be able to communicate its approach to education on a global scale, more than the college has been able to do before now," Waite said. "For instance, students and faculty will be participating in dialogues with people all over the world through newsgroups and mailing lists." In addition, the Placement Office hopes to use the Internet to fmd jobs for graduating seniors and to allow students to correspond directly with graduate schools and professors. "One of the things that's made both campuses excited is the idea ofbeing able to communicate," Waite said. "We think it will bring the campuses closer together." Library services also will be expanded through the net. "We can search virtually any library catalogue in the world," Emerson said. "It should help us improve our own service and give us more options." Waite said professional networking is yet another major advantage to being online. "Ifl want information about a library security system, I can send out a message asking for information about the system and I can get feedback from fellow librarians before I make a decision." While Internet access can be costly, St. John's received a relatively low-cost rate on the hookup. According to Emerson, this is because St. John's has fewer users than most colleges and universities and therefore can use a slower line. (For the present, access will be limited to current students, faculty, and In aa<Imon, -th ....n.n.-rh Higher Education Comrmt1ng consortium of New academic computing services, St. John's can take advantage of lower prices on equipment and software.According to Emerson, Mosaic, FTP (File Transfer Protocal), and E-mail will be available from the start. For those who can only visualize the Internet as a giant spiderweb from space, help is available. Emerson said training and even classes are being provided. by Lesli Allison 2 THE,R£PORTER Hassan Ali Abu-Jarad, a professor from Al-Azhar University in Gaza, attended the Graduate Institute in Annapolis this fall on a Fulbright scholarship. Although Hassan enrolled in the literature segment, the true focus of his studies was discussion itself. Hassan, who leads his university's workshops for school teachers, decided to attend St. John's to find solutions to recurring difficulties he faces in his classes. Many times, students in his classes stray from the texts, he says, and the discussions turn into general, unfocused conversations. When papers are assigned, the very students who are comfortable voicing their own thoughts in class revert to writing about ideas only as the authors present them. During his semester at St. John's, Hassan studied the techniques tutors used to bring students back to the texts, encourage gentle criticism among classmates, and try to understand the larger questions posed by a work, rather than simply make sense of the text. The great books workshops at Al-Azhar University started in 1978. Hassan, whose field is linguistics, was immediately enthusiastic. The text ofhis first class was the story Hay !ben Yaqathan by Iben Tufeil, which was written during the A bas sad period, a time of peace and freedom from 775-1050 a.d. During this time, known as the golden age of Islamic history, educational custom was similar to that practiced at St. John's. People joined together to study and discuss texts. Students whose parents could afford to, set up labs in which they reproduced the landmark experiments of science. Now, although the Abassad period is long past, Hassan hopes a new golden age will come to his part of the world. He has plans to help usher it in. During his stay in Annapolis, Hassan wrote a book, Leading Discussion: An Introduction To Arab t l Educators, and translated Touchstones texts into Arabic. When he returns to Gaza, he plans to start seminar groups for children, modeled after the Touchstones program developed by St. John's tutors. As he introduces this method of learning into his community, he will search for Israeli and Arab-Israeli partners to conduct corresponding seminars with Israeli and Arab- Israeli children. Slowly, he plans to move the groups together, so they can read important texts and discuss important matters together as groups that are already familiar with the techniques of critical, thoughtful, but peaceful discussion. How will he seek these partners? "Very quietly," he says, answering in a whisper even in the safe and crowded Coffee Shop. Although most people starting such an enterprise would seek publicity, Hassan must do the opposite. He fears that a fanatic ("from either side," he stresses) might target him or his groups. Hassan's dream is to see St. John's style campuses, concentrating on the great works of the Middle East, eventually take over Arab and Israeli military bases. "The aim of this program," Hassan says, "is to transform fanatics from all sides into human beings by offering them discussion, ALL-COLLEGE SEMINAR ON MOVIE IN ANNAPOLIS The Annapolis campus held an all-college seminar on the movie "High Noon" (1952) one Friday evening in November. Twice a year, an all-college seminar replaces the weekly lecture; the Student Committee on Instruction chooses the seminar topics. "High Noon" won several Oscars, including best picture. (It also happens to be one of Dean Brann's favorites; she claims she's seen it eight and a halftimes.) It is a western whose little action comes in the last 20 minutes of the film. Gary Cooper plays a small town marshall who marries a Quaker, played by Grace Kelly, and gives up his job out of love for her. Just as marry, he receives news that the man had once terrorized the town and who had been convicted of murder has been pardoned and is returning on the noon train. Waiting at the station are three members of his old gang. The marshall must decide whether to leave with his pacifist wife or stay and fight. The people of the town-for a variety of reasonsrefuse to help him. The college showed the movie twice, and turnout was good for both showings. Students, faculty, staff, and visitors broke into several student volunteer-led groups of 18 to discuss the film and its themes of courage, duty, private vision, and morality. The discussions went well, and many seminar readings were brought into them, including Achilles' actions in the Iliad, Odysseus and Penelope's relationship in the Odyssey, Plato's inner journey of recollection, and Aristotle's Poetics. Many participants hoped there would be more film-based all-college seminars, including some on recent films, such as "The Unforgiven" or "Pulp Fiction." by Michael Christian (A98) The Reporter is published in July and January by the Rublic Relations Office, St. John's College, Box 2800, Annapolis, MD 21404, and in October and April by the Public Relations Office, St. John's College, 1160 Camino de la Cruz Blanca, Santa Fe, NM 87501. Annapolis: Barbara Goyette, editor; Sus3an Borden, writer,; Betsy Blume, Eva Brann, John Christensen, Pamela Kraus, Benjamin Milner, Brother Robert Smith, and Elliott Zuckerman, advisory board; Marcia Baldwin, tech support. Santa Fe: Lesli Allison, editor. USPS 018-750 l, t Hassan Ali Abu-Jarad shares insights on discussion with Gl Director John Verdi. Photo by John Bildahl one of the most important things that people do. It's time to start a new era of peace, coexistence, and understanding. That is the core of what we plan to do." by Sus3an Borden BOARD ACTS TO CHANGE MANAGEMENT OF ENDOWMENT FUND At the October Board of Visitors and Governors meeting in Santa Fe, the board voted to switch the management of the St. John's endowment funds to the Common Fund. The Annapolis endowment had two managers prior to the change, Manning and Napier in Rochester, New York, and Mercantile-Safe Deposit and Trust Co. in Baltimore. Santa Fe used Fayez Sarofim and Co. in Houston. The Common Fund is a non-profit organization, the only one of its kind in the country, s-et up solely to manage college and university endowments. Founded in 1971 and headquartered in Westport, Connecticut, the Common Fund now manages over $17 billion for 1300 member institutions. It is the largest pool of educational endowment and operating funds in the world. A committee of the board studied the investment question for many months before recommending the switch. treaAccording to Fred "Bud" advansurer at the Annapolis campus, the Common Fund are that outstarldUlg t1Jnanc1a1 mana~~ers with expertise make decisions on how the college's money is to be invested. Investments will be diversified, with money going into international markets, venture capital, and real estate as well as the traditional U.S. stocks and bonds. "By diversifying , we reduce our overall risk and further enhance our capability to get a better overall return on our investment... The track record of the Common Fund is excellent," said Mr. Billups. �faculty, Graduate Institute, parents, staff, friends CARITAS SOCIETY: 25 YEARS OF HELPING GREAT ISSUES: KIRKPATRICK ON PEACEKEEPING Speaking at the Great Issues forum in Annapolis in December, former U.N. Ambassador Jeane Kirkpatrick warned that the cost of world peacekeeping is high, and that we should tread carefully when intervening in troublespots around the world. Almost 400 people, including local citizens and high school students, prominent state and national politicians, and St. John's students, tutors, and staff, attended the program. Dr. Kirkpatrick discussed the U.N. peacekeeping roles in Bosnia, Somalia, Haiti, and Kuwait. In clear terms, she laid out the history of U.N. peacekeeping, explaining how that mission relates to the overall aims of the international union. "The U.N. embodies a dream of a world without war, and a world without power," she said. The founders of the United Nations were interested in protecting the sovereign rights of states, and wanted to prevent intervention in the internal affairs of individual countries. "This is one of the most clearly stated ideas in the U.N. charter; in article 51 they [the founders] recognized the irreducible right of states to self-defense," said Dr. Kirkpatrick. "Nothing in the charter provides for pe:Iceket~Plltlg--n was a later invention." In 1956 Dag HaJrnrr-Larsk10lel drew up rules for a U.N. role. A pe<:tce.kee~pulg force should be teiJtlP<)raJry arran!~enaeiJLts have gone on uc;•..;;::aJLt;;;::;. u~.., ......... ,,A. Dr. Kirkpatrick with the con- War and unof Boutros Boutros Nations has to pe(lCe.kee:prrtg forces to turn agatt~::m]pt to restore order to the internal affairs states. Dr. KJJrkpatrLck ""'"'''"''~""''~"~ out that in side a "will to peace" and yet U.N. forces are there; peacekeeping is not peacemaking, she said, noting that "there are no philosopher kings operating out of the Secretary General's office." In another reference to Plato, Dr. Kirkpatrick said that governments grow out of the customs and natures of the ... .., ........ ..,,,.., ........ 1-' JL.l'V._. ............. Founded in Annapolis in 1969 with the aim of helping St. John's students who were in financial trouble, the Caritas Society has fulfilled its goal for twenty five years now-and helped countless Johnnies by giving out over $100,000 in emergency aid. At a gala dinner and concert in November the group, now grown to more than 125 members, celebrated its silver anniversary. The celebration included a short piano and cello concert in the Great Hall by Elliott Zuckerman, tutor, and Eric Stoltzfus, music librarian. Then the guests enjoyed wine and socializing before the banquet, served in Randall Hall. Two hundred guests attended, including founders and past presidents of the society, college alumni, and college officials. Chairing the event were Anna E. Greenberg and Lillian B. Wray. Other committee members included Joy Shaver, Caritas Society president, and Trudi Barris, Martha Breed, Cynthia Jartman, Maryanne Spencer, Margot Hammill, Sandy Altherr, Elaine Reed, Veronica Meneely, and Joan Davis. Robert Goldwin (A50) and Ray Cave (A49) returned to Annapolis to thelp lead Great Issues seminars (above). Former U.N. Ambassador Jeane Kirkpatrick is greeted by President Chris Nelson and Maryland State Senaror John Astle (right) . Photos by John Bildahl. people ("constitutions do not come from sticks and stones but from the nature of men") and thus you can't send in troops and have them change a society, as was the hope in Somalia. Dr. Kirkpatrick said. she it was not a mistake to try to feed in Somalia, but the U.N. effort at nmlont-otmamg was bound to be a failure because of the way Somali sociwas structured-"War do not to ate, that is the nature lords," she said. She forsees the same problems in Haiti, where the traditions of violence aJtld one-man rule, plus the country's weak institutions and poor economy, meaJtl that democracy is not likely to succeed. After the lecture, the audience attended seminars to discuss Dr. Kirkpatrick's comments as well as two readings, selections from the U.N. charter and selections Joining the staff of the pus' Public Relations office Borden, a 1988 She replacj~s Donna who continues her freelance career as a writer and teacher. Sus3aJtl freelances as a for a local malrkt~tirLg For the past two years, Sus3an has been director of residence at the.~. lis campus. Students know her as the one to turn to for advice with a dorm room problem; because she is also in charge of the college's writing assistance program, she guides students through the thickets of paper-writing as well. Writing stories for the Reporter, she says, is the perfect job for her, as it will capitalize on her love of gossip, an interest she developed at St. John's. The "3" in her name is not a typo; she adopted it in elementary school where there were myriad other Susans. JLU.L.I.U.L'"' from Hugo Grotius 's De Jure Belli Ac Pacis Libri Tres. St. John's tutors co-led theseminars with local and national figures who have an interest or expertise in foreign affairs. by Barbara Goyette When Annapolis tutor emeritus Curtis Wilson gave a lecture on the subject of dynamical chaos this fall, he didn't have to rely on words alone to explain his ideas: He used a model, dubbed the "Loony Machine" that was built by lab technicians AI Toft and Otto Friedrich. Built according to a description in the American Journal ofPhysics (1992), the pair of double pendulums in tandem illustrates chaos. Each of the double pendulums is made up of an upper and a lower part which turn on bearings, thus minimizing friction. When the pendulums are displaced in a small oscillation, they travel together very nearly. However, when there is a large initial displacement, the pendulums go "loony." As described by Mr. Wilson, dynamical chaos-the behavior first called chaos by James Yorke in 1975-is "order and apparent randomness intertwined." When, in the double pendulum demonstration, the upper and lower pendulums perturb each other, the result is "circular causation." In the photograph Director of Laboratories Mark Daly, in the center, checks out the chaos with Jeff Burger, a junior, on the left, and Peter Rispin, also a junior, on the right. Photo by John Bildahl WINTER1995 3 �From the Bell Tower BOYD OPENS NEW CHUTE OVER TRAGIC BATTLE SITE People have different ways of commemorating things. Santa Fe tutor emeritus Stuart Boyd recently dropped 8,000 feet out of a plane to commemorate one of the most tragic battles of World War II. OperationMarket Garden, the largest airborne attack of the war, was executed on September 17,1944. Mr. Boyd was among thousands of paratroopers under the British First Airborne who dropped to what eventually became known as "the bridge too far." Cut off from British military support and surrounded by German panzer and infantry divisions, roughly 2,000 paratroopers were killed. Some of those who survived escaped across the Rhine. The remainder, including Mr. Boyd at the age of22, were captured. "In effect, it led to the destruction of the British First Airborne and the destruction of the town of Arnhem where the brave and trusting citizens who met us and helped us, thinking that they were to be liberated, found themselves instead with a destroyed city and still in the grasp of the German army," Mr. Boyd said. For nine months following his capture, Mr. Boyd, a native of Scotland, remained a prisoner of war. "I was in a prison camp near Hanover, and then was transported by train to the Polish border to another camp," he said. "From there we were marched back in the worst winter of the war because of the approaching Russian onslaught. Then, in May ofl945, the British Seventh Armor Division, the famous Desert Rats, broke through into the prison camp and I was released and returned to hospital in Scotland." On September 18, 1994, Mr. Boyd made the jump again, this time to commemorate with his colleagues the 50th anniversary of the ill-fated battle. "It was a very emotional experience because the last time I jumped there it had such a tragic outcome for so many friends," he said. "This return was a kind of salute to their memory. It was also an opportunity to see whether I could still do it. Dropping in freefall for 8,000 feet and reaching terminal velocity and not knowing whether the chute is going to open is, to say the least, an exhilarating experience. It's quite different from the wartime operation jumps, which were from 1,000 feet-the object being to get on the ground as soon as possible because there was a good chance you would be a target and be shot at." The commemorative jump not only allowed survivors to revisit the site and the memories of friends lost, but it also raised funds to benefit the Charity for the British Airborne. The fund helps to support families who have suffered casualties. "I managed to collect $5,000, a considerable portion of which came from faculty, staff, and friends of St. John's College," Mr. Boyd said. Today Mr. Boyd is retired and "nursing sore knees" at home with his wife and his dog in the north of Scotland. "I paint a little, write a little, think a lot, swim, walk and potter in my garden," he said. by Lesli Allison Santa Fe tutor Stuart Boyd re-enacted a parachute drop he originally made in World War II (right). During the war he was taken prisoner (top left), along with others from his unit (left). ANNAPOLIS CAMPUS BREAKS WITH TRADITION, SERVES GOOD FOOD IN COFFEE SHOP It's a little disconcerting, the first few times it happens. You walk into the Coffee Shop in Annapolis and there's that ... smell. Not the traditional institutional smell of canned food overcooking, or the comforting, slightly acrid smell of coffee going stale. No, this smell is unsettlingly unfamiliar to long-time Coffee Shop patrons. It's the smell of hot pizza in the oven, fresh cookies baking, and newly brewed coffee. Community members now accustomed to these smells advise their colleagues to take a deep breath, relax, and get used to them, because if the St. John's community has its way, these smells, and those responsible for them, will be with us for a long time. The responsible party is a father and son team sharing the name Ray Sears, who made the Coffee Shop a satellite of their Pizza Express shop when school opened this past August. They expanded the menu, extended the hours, and began cooking a lot of food for a lot of happy customers. In fact, they're cooking far more food than they ever would have guessed. "When we started, Marriott [who had been running the coffee shop] told us we would do fourteen or fifteen hundred dollars of business a week," says Sears the Younger. "Now, we do that on a Monday." Sears credits the addition of pizza to the menu for the increased sales. "Pizza is our most popular item by far," he says. "We do about sixty percent pizza. One 4 THE REPORTER guy comes in here for pizza four times a day, every day." Students credit the responsive nature ofPizza Express management. From the start, the team has asked for and quickly responded to requests for new and different products. A recent survey further encouraged community input by rewarding respondents with a free soft drink or candy bar. Pizza Express heard Pizza anyone? Chris Gillen, Shon Cook, and Ray Sears Senior can really dish it out. Photo by John Bildahl. from about 180 people, who voiced almost unanimously positive responses. Almost thirty of the comments were along the lines of ''wish you ran the dining hall." When asked ifhe would consider bidding for the food service contract, Sears says. "That's already come up several times. To tell you the truth, I would be the first in line." Graduate Institute students in particular have benefited from the new Coffee Shop's extended hours. In the past, with only one hour to eat between classes, they had two choices: they could dash off campus, or pay full price for the dining hall's all-you-can-eat meal, which they had to consume in the twenty minutes between the end of their class and the dining hall's closing time. Now they can go to the Coffee Shop. John Verdi, director of the Graduate Institute, has already noticed the effect this has on Gis. "Whenever you go down there between 6:30 and 7:30, it's just packed with Gls. Before the Coffee Shop was open at these hours, they had to go off campus to eat, so they'd all disperse. Now they're here in groups, talking before seminar. I think it's even had an impact academically." But not all are so happy with the new Coffee Shop. College horticulturist Blythe Woods resents the tempting smells and flavorful offerings of Pizza Express and pines for the days when the lunch hour was never a challenge to her dietary resolve. "When I step on the scale in the morning," Woods says, "I kind of wish the Coffee Shop had never changed." by Sus3an Borden �CAPITAL CAMPAIGN ON TARGET FOR . . . . . . .,.."" .... As of January 1, 1995, we have 550 days to the conclusion of the Campaign For Our Fourth Century. We have in hand pledges of $24.5 million toward the $30 million goal. Chairman Ray Cave (A49) is optimistic that the college will successfully complete the campaign on time and on goal. What that means is 5 50 days, $5.5 million, or $10,000 every day! For the remainder of the campaign the focus will be on giving every alumnus the opportunity to participate and on fundthe two physical facility needs: the conversion of the Hall of Records buildinto a new library in and creation of a student building in Santa Fe. of any asset are welGifts of all comed and needed. To help secure the independence of St. John's College, call Jeff Bishop (410-626-2505) or Jeff Morgan (505-984-6101). The Annapolis campus experienced a taste of Hollywood when portions of the up1cornmtg movie "Boys" were filmed in September. Produced by PF Productions and distributed by Disney, the film is directed by Stacy Cochran ("My New and stars Winona Ryder ("Age of Innocence," "Little Women") and Lukas Haas ("Witness," "Rambling Rose"). The plot has something to do with Winona failing off a horse and being rescued by boys from a nearby prep schoola place with green lawns, towering trees, historic-looking brick buildings, in short, St. John's College. Scenes were shot in the Coffee Shop (which was re-done in orange and ocher and subsequently returned to its original form), in Randall Hall, in the kitchen, in a Mellon classroom, and on back campus. Few students saw Winona; most discussions seemed to focus on whether this whole movie thing was a giant hassle or sort of interesting. The money the college received was put to good use immediately, with some going for a new sound system in FSK Auditorium (hooray! no more dead zones) and some earmarked for dorm renovations. $30 MILLION Gifts received to date 1 at $5,000,000 ............................................. . 2 at $2,500,000 .......................................... . 5 at $1,000,00 ...................................... . 7 at $500,000 ................................. . 11 at $250,000 ............................ . 12 at $100,000 ...................... . 15 at $50,000 ................. . 20 at $25,000 ............. . 30 at $10,000 ........ . Many less than $10,000 The relationship between philosophy and public affairs will be explored in a new conference and lecture series recently initiated on the Santa Fe campus. The "Tocqueville Lectures" will serve as a forum to engage students, public figures, and local citizens in exploring the character of citizenship, leadership, and education in contemporary American life. The program was created in response to students who have expressed an interest in fmding ways to bring what they know from their studies into the arena of public policy. The series, which will focus on a different topic each year, is funded through a grant from the John M. Olin Foundation. Speakers in the 1994-95 "Citizenship and Democracy" series will examine the complementary duties and responsibilities of democratic citizenship. "They will not only raise the policy questions-what do we do to increase or cultivate a sense of responsible citizenship in a society based on rights- but also the major historical and philosophical questions as well, like why are republican virtues difficult to sustain in liberal societies?" said President Agresto. "We hope these lectures will help to illuminate the difficulties that a liberal and democratic society has in striving for self-excellence and moderating self-interest in the service of public good." Robert Goldwin (ASO), American Enterprise Institute Fellow, former Annapolis dean, and former member of the St. John's College Board of Visitors and Governors, inaugurated the series with a lecture titled, "Civic Rights vs. Civic Duties: An Unfair Fight." Ira Glasser of the American Civil Liberties Union is scheduled to speak on Tuesday, February 7, 1995. His lecture is titled, "To Secure These Rights: What Are Traditional American Values?" In addition to the lecture series, a conference will be held March 31 - April 1 to address in greater detail the issues raised under the lecture topic for the year. Wednesday, November 9, 1994 Robert Goldwin American Enterprise Institute, Washington, D.C. Tuesday, February 7, 1995 Ira Glasser American Civil Liberties Union, New York February 28, 1995 Michael Novak Crisis Magazine, Washington, D.C. Friday, March 31, 1995 James Q. Wilson University of California, Los Angeles by Lesli Allison ADLER AT SANTA FE'S 30TH ANNIVERSARY Mortimer J. Adler spoke to students in Santa Fe on the occasion of the colleges 30th anniversary earlier this year. Mr. Adler later was honored during Founders Day for his contributions to St. Johns College and education. Photo by Joshua Goldberg. EVA BRANN REAPPOINTED DEAN IN ANNAPOLIS The Board ofVisitors and Governors has approved the reappointment ofEva Brann as dean. Miss Brann, the college's first woman dean, has held the position since 1990. She agreed to serve an additional two years of a second term; the usual term is five years. Miss Brann has been a tutor at the college since 1957. She graduated from Brooklyn College and received her master's degree in classics and her doctoral degree in archaeology, both from Yale University. Before coming to St. John's, she was an instructor in archaeology at Stanford University. She has received many academic honors and has been visiting professor at Whitman College and Visiting Honors Scholar at the University of Delaware. Miss Brann is the author of three books and of numerous journal articles. Her most recent book is The World of the Imagination. BASKETBALL RIVALRY? WHAT BASKETBALL RIVALRY? While the Santa Fe campus awaits a gym, its b-ball hounds practice in the parking lot, at the hoops set up there. Meanwhile, in Annapolis, teams that run like proverbial well-oiled machines practice on full courts and play regularly in competitions. What will happen when Johnnies from the two campuses meet to play hoops? The St. John's College Men's Basketball Team from Santa Fe will play an All-Star Men's Team from Annnapolis on March 22 at 7:30 p.m. in Annapolis. Santa Fe students are still on spring break when Annapolis re-opens, so some Western Johnnies can visit the Annapolis campus to play. All alumni, students, and interested parties are invited to attend the big game. WINTER 1995 5 �WHEN JOHNNIES CAME MARCHING HOME early 1940s young men age to war instead Enrollment fohn's *** During thelow. But following Worldofcollegewithwentpassage ofthe G.ofschoolveterans filledat St.classes. *** IL the I Bill the remained ~r by Barbara Goyette "I wasn't planning on going to college because it was just not part of my vocabulary, not something that anyone in my family ever did," says Jack Ladd Carr (A50). "All I wanted after high school was to be in the war." But Mr. Carr had read the article about St.John's College that appeared in Life magazine in February, 1940. And when he was in the Army in the Philippines, he thought more about the school as he read an article about it in the Saturday Evening Post. After he was discharged in Mr. Carr could think about colhad before, lege, as no one in his because ofthe passage of the Servicemen's Readjustment Act of known as the G.I. Bill of Rights. Fifty years ago, the G.I. Bill changed the course ofhigher education in America. Before the war, going to college was the privilege of the few; in 1939, approximately 160,000 students graduated from four-year schools. But in 1950 the number increased to 500,000-mainly because the G.I. Bill money for veterans to go to college or to receive advanced trm"mnlg. Nearly eight million World War II veterans took of the "'"~'""a-.+" with two million attt~ndmg ... v .... ...,Jo:.""'· At St. John's the war had a continual with low enrollment. Scott Buchanan and ~trmgtelJlovv established the New u ...,..,,,.,...,..,.,..., in the tract faculty and interested .:nuu...,!.u,:,, Life article brought the innovations of the program to the public's attention. But after the war broke out, many students enlisted in the service. High school graduates went straight off to Europe or the Pacific. Of the 90 who started as freshmen at St. John's in 1940, only seven graduated in 1944. Numbers remained low during the course of the war. However, when the war was finally over, the good guys having won and the country bouncing back from the Depression and a war-time economy, the millions of veterans who flooded the nation's colleges brought hope and vitality. At St. John's, students who had left their studies to fight returned. And others, many of whom would not otherwise have considered college, came to try out the "Great Books school." Education interrupted by war At St. John's, the drought in numbers of students was over by the fall term of 1946 when the veterans arrived. According to the 1946-47 yearbook, "the anxiety of the preceding three years was non-existent. The student body had increased and our academic interests had become more intense." Many seniors were returning vets, who were much older than the other seniors who had not left. Those returning had to pass an enabling exam, but otherwise there was no provision for refreshing memories of past studies. Of the 56 juniors in 194647, 39 were veterans. Some veterans re-took a quarter of 6 THE REPORTER ary of 1947. The founders of the Program, the rescuers ofthe tiny liberal arts school, they were tired and frustrated by the conflict with the Navy over the possibility of the Naval Academy taking over the campus. When the veterans returned, the college had a new president, John Kieffer, and a new Jack Neustadt. Students thought of the time between 1937 and 1945 as a sort of golden age at St. John's. After the war, "it was traumatic" without Barr and says but the in those days Mr. Van was very was well ...,....,.~ ............. established to run with different Tutors like were and Simon in their These same men would with the college for twenty years or more, several generations of students. In the of the war, St. John's tried to attract and students in order mto survive. Under the Freshman schoolers who demcould do the work were admitted as freshmen. Classes ran trn·ou!Zh~:::mt the summers so that those at age 16 could several years of before old to the ser:.:. describes himself as a and successful student at the Gilman School in Baltimore. His father thought that the war would continue for a long time and advised him to try to start out at St. John's rather than finish at the prep school. "There were a number of other 16-year-olds let in, and we did rather well," said Mr. Atterbury. "My disciplined high school background helped, but I was not mature enough to realize the full implication of what I was exposed to." Mr. VanSant also enrolled early, entering with a state senatorial scholarship. "But there weren't many students here ++~~·l..n.~T Two scenes from the 1947 yearbook illustrate what happened at St. John's as a result of the passage of the G./. Bill. The top photo shows the junior class, many of whom left college to serve in the armed forces and then returned. The huge (for St. John's) freshman class, the class of 1950, also had many veteran members; some of these students would not have considered college if they had not received the stipend for education that was part of the veterans' benefits package. study; George VanSant (A47), for example, had started as a freshman in the summer of 1943, left for the service in June of 1945, and re-entered in January of 1947. "We were on the quarter system, so I took the last term over and then began," he explains. "I was only gone really a year and half," says Mr. Van Sant. "I was in north China and when the war ended we went on occupation duty. I was in the Marine Corps, and we served as support for Chiang Kai-Shek. There were some pretty hairy times." Gerald Atterbury (A46), who enrolled at St. John's when he was 16 and had not yet finished high school, enlisted in the Army Air Corps when he was 18, then came back to St. John's several years later under the G .I. Bill. "I thought the break between my sophomore and junior years was felicitous," he says. "When I came back I was quite a different person. I had been a sheltered rich man's son, but I learned a lot about people in the service. It was a real maturation process I wouldn't have missed." The returning veterans did not identify themselves as a group, nor did they segregate on the basis of officers and enlisted men. They tried to blend in with the other students as much as possible both in class and outside of class. And yet, their age and the experience of having lived through a war inevitably changed the way they viewed their studies. '~ter the war, there was a vitality; everyone worked hard, there was a real seriousness, an aliveness and optimism." "Having been in the service did focus my attention on what the Great Books were saying in a much more intense way. I would have liked to repeat the first two years to see what I missed," admits Mr. Atterbury. Mr. Van Sant says that he thinks being in the war changed the tenor of discussions at the college. "When I came back I lived in the dorm. My roommate and I had cocktails every afternoon, then we went to dinner. When we came back to the room we studied and never talked until 11 p.m. We were quite disciplined," he says. In another important respect the college was a different place before and after World War II. Scott Buchanan and Stringfellow Barr had both left by Janu- because of the war. It slowly dribbled down, and by the time I left in June of 1945, the student body was at about 78. It was forlorn," he says. When he returned a year and a half later, with his tuition, fees, and a stipend provided by the G.I. Bill, the college was transformed; "there was a vitality, everyone worked hard, there was a real seriousness, an aliveness and optimism." Veterans try the Great Books The veterans' optimism sprang not only from their faith in the future but also from the support, both economic and emotional, that the G.I. Bill represented. When President Roosevelt signed the bill in June, 1944, he said, "This ... gives em- �phatic notice to the men and women in our armed forces that the American people do not intend to let them down." Citizen groups like the American Legion had been lobbying hard for educational and other benefits for the returning vets, and federal government committees had been studying various proposals for a benefit program. There were concerns about the potential for political trouble when thousands of G.I.s came back and entered the workforce. The Servicemen's "Having been in the service did focus my attention on the Great Books in an . Intense way. " Readjustment Act benefit package that was guaranteed to veterans allowed for retraining, college education, unemployment benefits, and help with home mortgages. Veterans could receive $500 for tuition and books, plus a monthly stipend of $25 (more for those with families). This was sufficient for almost any college in the country. The class of 1950 was the first one to start at St. John's after the war. It contained a number of veterans, some of whom were married. When Robert Goldwin enrolled as a freshman, he came to Annapolis with his wife, Daisy, and baby daughter. He had been stationed at Fort Meade near Annapolis after serving in the Philippines. After reading several articles about St. John's-one about a garbage scow captain who read philosophy in his long hours at sea and had been invited to lecture and then teach at the college-he decided he was interested. "I was 24 when I came, nearly the same age as some of the tutors, and some of the upperclassmen were very young because they had started early," says Mr. Goldwin. "I had no way of knowing what to expect, but within a few weeks I was completely out of this world and back in third century B.C. Athens." Mr. Goldwin and his family soon moved into the veterans housing that was constructed on back campus, where the Mellon offices are now. There were four long wooden buildings, each divided into three small apartments, with a living room, a bathroom, a kitchen, and two bedrooms. Twelve families lived in the housing, and those with children had priority. Disabled veterans like Mr. Goldwin received their benefits from Public Law 16, rather than the G.I. Bill, but the provisions were similar. For all of the veteran families, he says, lack of money was a problem. "There was no keeping up with the Joneses, though, because we were all in the same boat." One problem was that the veterans' benefits only ran for nine months; everyone had to scramble for money during· the summer. "But rent was low on the barracks, and my wife was renowned for having many hamburger recipes." The 1949 yearbook comments on life in the barracks: "This bourgeois domesticity, blooming in the rarefied air of dialectic and logic, nevertheless provided the closest approach to the much bewailed community of minds that St. John's intended to offer. The genuineness of this way of life and study reached not only through the network of little homes, but up to the dormitories and out to the other married students living in town." While the new students who were veterans attempted to assimilate into the life of the college, they were on the average older than the other students on campus. With having been away from school for several years and preoccupied with other concerns in the service, some of them were ill-prepared for the rigors of the program and had to work very hard just to keep up. Jack Carr, a high school graduate who joined the Army straight out of school and came to St. John's as a freshman in 1946, took some courses in geometry and algebra at a veterans high school in Philadelphia. The attrition rate at St. John's was high; of the 80 members of the class of 1950 who started in 1946, 28 graduated. "What I remember most of all was how small the seminars were getting by the time I was a senior," says Mr. Carr. Mr. Goldwin remembers the long hours spent in class and studying. "There was some feeling among the wives that the Many veterans who came to St. John's after the war were married, and the presence of their families added a touch of hominess to the campus. A group of wives and children enjoy the shade on front campus in this picture from the 1950 yearbook (top). Some veterans joined the American Veterans Committee, which recruited members on campus. The AVC (which distinguished itself from the Veterans of Foreign Wars) held functions in Annapolis and Baltimore (right). college was the great rival. As time went on the wives organized seminars for themselves," he says. A spirit of optimism The veterans at St. John's surely brought diversity to the campus and to the program. They were older; some were married and fathers; they had been in combat or involved in dangerous situations; many had not grown up with the expectation of going to college. They participated fully in the life of St. John's, from study groups to dances to basketball. The college itself had been through tough times-extremely small numbers of students, faculty who left to fight in the war, a risky experimental curriculum that was evolving even as it was being taught, two leaders who had to deal not only with serious financial problems but also with the possibility that their campus would be taken over by the military. Even with the assurance of adequate numbers of students who came under the G.I.Bill, financial and administrative difficulties remained. The veteran students, though, felt optimistic, even if they were aware of the college's problems. Mr. Carr says he doesn't remember ever worrying about getting a job with his St. John's background- "I walked out and there were jobs to pick from." "We really thought we could do anything, " says Mr. Van Sant. ~ Postscript: Of the many veterans who attended St. Johns, we interViewed four. Gerald Atterbury and George Van Sant both enrolled before joining the service and then returned under the G.!. ]Jjll. .•, Robert Goldwin and Jack Ladd Cafr Families with children had priority for the veterans' housing that was built on back campus in 1946. Although small and at times uncomfortable, the barracks proved a welcome alternative to town housing for the young families (above). started as freshmen after the war. Mr. Goldwin, fascinated from the start by the political works of Plato and Aristotle, went to graduate school at the University ofChicago. He s served in the White House, was dean of the Annapolis campus during the early 1970s, and is now a Senior Fellow at the American Enterprise Institute. George Van Sant came from an academic background (his father, a Princeton grad, taught at Penn State) and went to graduate school in philosophy at the University of Virginia. He taught philosophy at Mary Washington College for 32 years. Mr. Atterbury studied engineering at Johns Hopkins, then workedfor IBM, Gould, and Martin Marietta. Jack Ladd Carr earned his masters in city planning from the University of Pennsylvania and went on to serve in planning positions for the cities of Charleston and Annapolis, andfor the state of Maryland. WINTER 1995 7 �• events were lined up to honor .._,...,...,.......... of the '40s under the ""~""""".,.'"rr' committee of David Dobreer (A44)), Sinkey,(A46), George Van Sant (A47), Jonathan Brooks (A49), and Allan Hoffinan There were reminiscences of Barr and Buchanan at the Alumni Association meetnu! (see pages 10-11), a luncheon with more reminiscences (some spontaneous, some rehearsed), a seminar on Scott Buchanan's Res Publica with tutors Curtis Wilson and Hugh McGrath, an elotoast at the banquet by George Van Sant (A47), and several awards (see beclass of 1939, celebrating its 55th reunion, hosted a discussion on St. John's during the transition from the old program to the new program. Chaired by James Boyle and Les Medford, the discussion drew participants from many eras, including alumni from the 1930s, present students, new programers from the '60s, '70s, and '80s, and President Christopher Nelson (SF70). One of the questions under debate was who turned out the lights on Mortimer Adler in one of his early lee- tures at the college-no definitive answer was discovered. Alumni remembered when students would commandeer the local milk horses, and ing scraps of wood to build the annual bonfire. According to one version of the story, the students carted off an outhouse. Various other pranks were remembered with fondness; the spirit of a St. John's community continuing from old program to new seemed to the participants. Several classes celebrated reunions with luncheons, dinners, parties, and/or seminars. The class of'59 marked its 35th (chaired by Goldstein) with a seminar on Kenneth Clarke's "The Nude", led by Malcolm Wyatt. Plato's "Meno" was the reading for the class of 1969's seminar with Eva Brann; steering committee members were Maya Hasegawa and Andy Garrison. The class of 1979-with steering committee members Marjorie Allison, Lisa Simeone, Carol Katrina Plaut, Marjorie Hutter, and Carol Colatrella-had a family picnic on back campus under the sycamore trees, a seminar on Toni Morrison's Beloved led by Michael Comenetz and George Doskow, and a classic Rock Party in the Boat House with Robert George (A85) as DJ. Celebrating their 1Oth reunion, the class of 1984 attended the waltz party in the Great Hall and then a rock party in the coffee shop, participated in the was born in 1926; after serving in the Army Air Corps during World War II, he attended St. John's, graduating in 1949. He went on to Yale Law School. Some of his corporate clients included Smith Barney, E.F. Hutton, Continental Can, Paine Webber, and Prudential. He retired in 1991. Mr. Rea was unable to attend Homecoming because of ill health; the Alumni Award of Merit was presented to him in absentia by Allan Hoffman (A49). The Alumni Association granted Awards of Merit to Henry Clay Smith (A34 ), David Rea (A49), Ahmet Ertegun Tutor and former dean Thomas Slakey was made an the Class Clay Smith: Man ofa Million Words Henry Clay Smith, born in Catonsville, came to St. John's in 1930 on a scholarship. He was given a Senior Fellowship in 1933, which meant he could study what he wanted. After graduating from St. John's, he received his Ph.D. at Johns Hopkins, served as Director of Training at Western Electric, and then was made a professor of psychology at Michigan State University. He retired in 1983 after 34 years. Some of the books he's written are: Industrial Behavior, Personality Development, and Ten Keys to Un- 8 THE REPORTER family picnic on back campus (with a miniseminar convened of babies and toddlers in strollers and on blankets), attended a seminar on the Phaedrus led by Brother Robert, Peter Kalkavage, Nicholas Maistrellis, and Jon Tuck, and hosted a couple of sporting events (tug of war, croquet). Ahmet Ertegun: Master ofjazz Alumni Association president Sharon Bishop (A65) presents an Award of Merit to Henry Clay Smith at the Annapolis Homecoming. derstanding People. In introducing him, Roland Bailey (A35) noted that Henry Clay Smith has written over a million words. In his address to the Alumni Association, Mr.. Smith paid tribute to his St. John's education, and especially to teachers like Ford K. Brown and Richard Scofield. "I wanted to live in a place like St. John's, be a teacher like Brown and Scofield, and have friends like my frater- nity brothers," he said. Mr. Smith explained that he was thankful to St. John's for providing the ideals he has followed in his teaching and writing. David Rea: Lawyer A corporate lawyer at one of the country's most prestigious law firms, David Rea served on the St. John's Board of Visitors and Governors. He Ahmet Ertegun turned his avocation-a love of jazz-into his vocation when he founded Atlantic Records, a company that showcased the music of artists like Joe Turner, Ray Charles, the Coasters, Aretha Franklin, and more recently, Twisted Sister and Pete Townshend. In his introduction, John Hedeman (A43) told about Mr. Ertegun's earliest encounter with jazz when his father, a diplomat from Turkey, took him to London to hear Duke Ellington. After finishing at St. John's in 1944, Mr. Ertegun received a degree in music from Georgetown. With a borrowed sum of $1 0, 000 he started Atlantic Recording Company. Many consider him to be one of the founders of rhythm and blues music; the Award of Merit is in honor of his contribution to popular music as a composer and producer �Oopposite page: A group of '84s, including Pierre and Nancy Mease Gagnier and their baby, meet up on back campus during the picnic. This page, clockwise from top: Annapolis Dean Eva Brann catches up with some friends (top left). Santha Bundy Farah (AGI93) strikes the typical SJC 'thinker'' pose (top right). Lenore Parens (A84) and Joshua Parens (A83) try to convince their future Johnnie that the food is OK (right). James Boyle (A39), Frank White (A39), Norton Schwartz (A39), and Harry Hamilton (A39) look at pictures from the Old Program era (center). At the luncheon for the Decade of the '40s, Frederick Davis (A43) and Stephen Bergen (A47) reminisce (above). All Homecoming photos by Keith Harvey. to the best college in America." He continued, "My mother insisted that the chauffeur bring my prayer rug into the dormitory room. I was the only Moslem in the college at the time; I was also the only Moslem who went on to study St. Thomas in graduate school...St. John's taught me to learn logic, to think out problems; it gave me the ethical instruction that kept me out of trouble, and most important, it taught me to be a good person." Thomas Slakey: Honorary Alumnus Ahmet Ertegun (A44) addresses the Homecoming Banquet crowd as he accepts his award. and also for his service on the Board of Visitors and Governors. In reminiscing about his time at St. John's Mr. Ertegun said that when he arrived on campus at the age of 16, "I came Tutor and former dean Thomas Slakey was made an honorary member of the class of 1994 and member of the Alumni Association. George Bingham (S68) presented the honor, citing Mr. Slakey's devoted service to the college, his exemplary promotion of the liberal arts in programs established elsewhere, and his friendship and mentoring of many students and colleagues over the years. Mr. Bingham related how Mr. Slakey induced him, when he (Mr. Thomas S/akey (right), tutor and former dean, with his wife Marion (center) and George Bingham (;eft). Bingham) was a student, into an "out of body experience" by drawing out thoughts he did not know he had. Mr. Slakey was one of the first to bring to the Santa Fe campus the true spirit of St. John's. Mr. Bingham also recognized Mr. Slakey's "sorties into the real world," when he participated in sit-ins in Annapolis in the 1960s and when he spoke out on the moral dangers of the McCarthy era in the 1950s. WINTER 1995 9 �ANNAPOLIS H 0 m e In honor of the decade of the forties, Charles Nelson and John Van Doren spoke at the Alumni Association meeting about their memories of Stringfellow Barr and Scott Buchanan. Those first exciting years of the New Program-when Stringellow Barr as president and Scott Buchanan as dean shaped the course of study and the methods of teaching and learning, chose the Great Books, found a faculty, and welcomed pioneering students-is indeed a time to remember. Here are excerpts of remarks by two who do remember. REMEMBERING WINKlE by Charles Nelson, A45 This gathering includes many, I am happy to note, who remember Winkie well. There are others not present, living and dead, who also know Winkie and who have had pertinent things to say about him. Since I have the unmerited honor to speak somehow on behalf of both, I have were often ignored or forgotten. He had, like Jefferson, an enormous sense ofthe importance of roots. Yet he outgrew local prejudices and regional biases. He led the way towards racial equality long before the Civil Rights movementofthe '60s ...Hehadthecour~ age to oppose publicly the atmosphere ofsuspicion and distrust engendered by the Joseph McCarthy investigations in the early '50s, and in a true sense 'defended our ancient liberties.' " Allan Hoffman in his remarks at the memorial service recollected a quintessential Winkie Barr story. Charles Nelson (A45) addresses the Alumni Association at Homecoming Allan had gone to with Barr And Buchanan looking on. Photo by Keith Harvey. visit with him at Goodwin House in decided that these remarks should conAlexandria (his last residence; he was sist largely of selections from the carethen in his eighties). "Winkie told me: fully chosen words of these friends and I was in the back of the elevator waitadmirers of Stringfellow Barr. I draw in ing for the doors to close when two large part on the remarks of speakers at elderly gentlemen stepped in. One said his memorial service in the Great Hall on to the other, 'I don't know what February 26, 1982,23 days after his death Goodwin House is coming to; now at age 85 ... they are letting in all kinds. There's a When Wmfree Smith spoke at the mefellow on the second floor who thinks morial service he recalled his experience he's Napoleon, and now we have a new resident on the fourth floor who as a student of Barr's at the University of Vrrginia. Yet (strangely enough) I think is going around and actually telling evthe most compelling reference in his triberybody that he is Stringfellow Barr.'" ute was to the words of Douglas Steve Benedict, on the same occasion, said: "No one isolated Winkie's Buchanan, class of '43 (Douglas, of They made St. John's a place for explorers. It would never be as good a place for those who have the answers as for those who are trying to find their way. course, knew Winkie better than any of us here): "Whenever I think of Wmkie, and I do this often, I think ofhis gallantry, his good humor, and his courage ...His loyalty and his old-fashioned friendship for my father, whom he often gave up home, comforts, and even his work to be with, were very touching. "He, like Thomas Jefferson, operated by a code of honor in his relations with others in an era when loyalty, discretion, and 'virtue' (in the ancient Greek sense) 10 THE REPORTER center more accurately than Mark Van Doren in remarks he made on a windswept hilltop in 195 8 at a party for him and Scott Buchanan. "[He said that] both of them are incendiary; both are burning; they have always burned. Scott burns slowly and smokelessly. Winkie burns with a blaze, bright and red and always there, always at the top of his intensity. He can be loving and he can be angry, and his anger presents itself in spontane- c 0 m • z n g ous fashion. He can lay all areas waste." SCOTT BUCHANAN It is very hard to understand, lookby John Van Doren, A47 ing back, how this college survived those first ten years of theNew Program. Just as Barr and Buchanan were turnWe all knew him, of course-had had ing up the lights on this campus in the encounters with him, if only at the openlate '30s, the lights were going out all ing ceremony of the year when as freshover Europe. . .My freshman class armen we were formally taken into the colrived here exactly two months before lege community. Sometimes he appeared Pearl Harbor...Within two years 60 of before us, as at college meetings or lecthe 65 members were scattered all over tures. Always he presided over the questhe world. tion period after the lecture, and at least Yet, for me at least, the memories of in the first years of the program he was the college from the fall of '41 to the often to be found sitting in the Coffee spring of '43 when I left, and from 1945 Shop, smoking cigarettes and drinking when I returned through 1946 when endless. cups of coffee while some disWmkie left-those memories are not of cussion went on. Later he was less vishardship and struggle but of exuberance, ible save as we happened to catch sight spirited conversation, and laughter. The of him coming on one of the campus tone and style and mood were set by walks in the dark coat and familiar black Winkie. Without his lively presence, hat he always wore, striding in his cuthose would have been grim days inriously stiff-armed way. deed. He didn't tell us, and we didn't If we thought of him it was mostly need to know, the terrible daily struggle as a presence in the dean's office, then in which he and Scott and the faculty in McDowell Hall, where underneath were engaged to keep this place alive. the creaking staircase he did the work No sooner had the veterans begun to he had to, protected from interruption return to the campus than another war by Miss Strange. Some of us were erupted: St. John's battle with the Navy. called to that office for academic failSince Winkie and Scott had suggested ure or disciplinary reasons, and the exupon my return in '45 that my student aid job should be to serve as Wmkie 's assistant, I had a close-up view of those events. My most memorable duties consisted of carrying messages from our two leaders to the Washington apartment of Senator Wayne Morse of Oregon, an ally in the battle, and serving as chauffeur, in Winkie's lovely bottle-green Buick, for those who went to the Congressional hearings ... The John Van Doren remembering Scott Buchanan. Photo by Keith Harvey. passage of the years has simplified those events in my memory: Wmkie got out his slingperience could be unpleasant. Most of shot and slew Goliath, whose name was us went by the door, thinking-! know Admiral Ben Moreen. I thought-that within was the dark According to Wmfree's account there center of things that one didn't apwas a long period of vacillation before proach carelessly. The dean was a man of moods, a brooding figure, of whom Winkie decided to place that smooth stone in his slingshot. And so it is that we were most of us afraid, and yet whom the lives of our heroes always prove to we respected-whom we revered. be more complex, more ambiguous, Whether we understood how much more human than our memories allow... the college was his creation, I am not Wmkie and Scott were voyagers tosure. Even I, who took it as an article gether. They made St. John's a place for of faith, hardly grasped the truth. We explorers. It would never be as good a owed to him the statement of the frrst place for those who have the answers college catalogue, which did so much as for those who are trying to fmd their to defme the program. We owed-we way. On that theme Wmkie left us all a still owe-the inclusion of the mathfond, thoughtful farewell message. It apematical and scientific works that are pears as the last words of what I think is unique to it. We owed its whole delivhis best book, The Will of Zeus: "And ery system, the mix of seminars, tutonow, my reader, if you choose to emrials, laboratories, and lectures that bark, or re-embark, on these Greek seas, turned out to be the heart of it and has may you, like Odysseus, see the cities not changed essentially in nearly 60 years. We owed the lack of rank among and learn the minds of many men before you fmd home."• the tutors, whose lowly title turned out �to be, like Roman citizenship, the highest honor of our state, needing no more. Mr. Buchanan did not teach much after 1943, when I started at the college-he had no time ... Yet he was frequently enough seen standing among a group of students who had cornered him with a question-standing characteristically with his hands in the back pockets ofhis trousers, his legs crossed at the ankles, grinning and nodding at what was said, fixing those piercing blue eyes on someone who raised some new point and coming back with a remark that had a sort of transcendence about it, so that the discussion was suddenly taken to a higher plane-we were made to hear the overtones in what we had been saying. Now and then, when someone said something he hadn't thought of, he'd laugh in his peculiar silent way. He was the best kind of teacher, the kind who makes you realize not how little you know, but how much-who indeed drew out of you stuff (he liked that word, "stuff") you didn't know you had in you, so that you staggered about afterwards in a sort of daze, wondering how you had managed to say that, won- dering if you understood what presumably you meant. I recall a memorable oral exam in which I found myself saying things I had no idea I knew. Perhaps I didn't know then. Indeed I think I realized afterwards how imperfectly I'd grasped my argument. Yet the book had been opened to me, and I never forgot the new way in which I had been invited to examine it. By 1946, when he resigned, Mr. Buchanan was exhausted, having carried on his shoulders for so long not the college he conceived, but the juryrigged affair, the collection of children and retreads with which the war had forced him to make do. Even at best it had had some air of wild improvisation about it, which could not have been sustained, which disappeared when it became Mr. Klein's college, and which is hard now to remember. Something of its flavor returns when I recollect one question period at which Mortimer said a good argument was like a tennis game in which you batted the ball across the net until some shot was a winner or went out. Scott said that was a good figure, except he thought it was best when you didn't have a net. Winkie and Scott were young men, barely into their forties, when they started at St.John's. Bob Hutchins and Moritmer Adler were even younger when they took over at Chicago. They were all buccaneers, boarding academic ships in distress, saving what they wanted and throwing overboard the rest. None of them could now be dean or president of any institution. We may be glad that we were among the seized, that our hearts and minds were caught by their fantastic schemes, that we were set upon new courses. It has not been easy for us since, some of us, sometimes. St. John's is a college of misfits, or should be, partly-of people who are not quite at home in respectable places. When Scott retired we gave hime the Loeb Odyssey as a parting gift, the book for a man whose home is hard to reach and who leaves it when he gets there. We knew he was a wanderer. Nor did he ever return except to make a speech or two, was buried elsewhere when his time came. This place, though, is where in essence he remains, and will as long as the books are read, and the conversation he had said that we would find in them is carried on.~ 1995 HOMECOMING IN SANTA FE The classes of 1970, 1975, 1980, 1985, and 1990 will celebrate their class reunions this year. All alumni are welcome to join in the festivities of the Homecoming Weekend and the Alumni Program sessions. The Summer Alumni Program will take place from July 16 through July 28 (the weeks before and after the Homecoming weekend). Week 1 (July 16-21) will focus on the fine arts. This week will give alumni a look at what happens in the senior fme arts segment in Santa Fe, as well as including other varied material. There will be seminars on paintings, tutorials on readings by artists, and practicum sessions. Week 2 (July 23-28) will include readings in political philosophy and international relations. Both classical and contemporary texts/issues will be explored. Further information will be mailed to all alumni this spring. Class of 1975: Recession following the conferring of degrees. Members of the class of 1970 give downtown Santa a taste of "Reality." Members of the class of 1980 are doing something, but we're not sure what. Members of the class of 1990 perform a balancing act. WINTER1995__ 11 �F CULT¥, STUDE INAF I DISE LAND A look at how the the Eastern Classics program is going in Santa Fe by Sara Harris, EC95 With equal parts humility and enthusiasm, students and faculty in Santa Fe have completed the first official semester of study in Eastern thought. Two years ago a pilot program confirmed the feasibility of such an undertaking. Last year the board and faculty of both campuses approved the program, which offers a master's degree. This fall, with a class of 21 students (nine of whom are SJC alumni), St. John's opened the Graduate Program in Eastern Classics. While some at the college have expressed concern that Eastern material may not lend itself well to the St. John's semi" nar table, students reviewing their first semester said the program, in fact, offers a solid introduction to the writings, arguments, images, and textures of Eastern thought. "It's certainly been a question here at St. John's for a long time," said student and Graduate Council co-chair Derrick Miller. "I think we've finally come up with a good solution." At the same time, students interviewed said they did not believe the undergraduate program should be altered to accommodate Eastern works, a perennial debate within the college community. Some said they thought it necessary first to know intimately the roots of American or Western civilization. Others said they would be concerned with factors such as the limited time available within the program, potential conflicts with the demands of learning Sanskrit or Chinese language, or difficulties accommodating Eastern and Western perspectives in the same curriculum. "It's only natural that the Eastern program should be somewhat separate in that it has its own language[ s]. To mix the two would not be entirely beneficial; you wouldn't really get as much out of it," said student Scott Geib. Difficult content inspires study Motivation for joining the program varies widely, as does the experience brought to it. In fact, students said the program benefits greatly from the varied backgrounds of its participants. For instance, Virginia Tierney spent several years teaching in China before entering the program. "While we were there we made very dear friendships," said Ms. Tierney, "[but then] the political situation became so disturbing to me that I started really wanting to know what was Chinese culture and what was Western culture. I wanted to start making some distinctions because the Chinese would often say that \ their way was not the Western way, and yet many of the things they were doing seemed to me to be very Machiavellian." Students said the level of enthusiasm, commitment, and preparation among their classmat,es enhances the quality of the 12 THE REPORTER classroom experience. Comparing his Sanskrit class with undergraduate study Mr. Miller at St. ing a fairly similar method I think the fervor with which the students approach it is much different." "I think we have a really enthusiastic class. Everybody works and we don't have the 'I didn't prepare' situation-ever." said Ms. Tierney. All students attend the main seminar, which during the fall semester focused on texts within the Indian philosophical, religious, and literary tradition, and during spring will emphasize Chinese and Japanese classics. In addition, students study either Sanskrit or Classical Chinese language, stressing grammar and translation, and participate in two preceptorials each semester which focus on a particular text or tradition. The four offered so far include Taoist and pre-Taoist texts; plays by Kalidasa; a choice of texts in the tradition of Zen Buddhism; and Sankara's commentary on the Upanis ads. Students also have access to a program publication. Maril Blanchard started Open Forum, a monthly newsletter that serves as an information resource and a forum for further exchange. The newsletter has featured detailed essays supplementing works read in class, synopses of student papers, information on doctorallevel education programs, and on-line resources for Asian studies. The remains the most profound element of the students' eXJJen em;es. "You can read them a hundred times " Mr. and always get something Geib said. "I always want to go back and read it again." In comparing the St. John's approach to Asian studies at other schools, Ms. Tierney said it is valuable and unique that St. John's combines religious, philosophical and aesthetic elements as a whole. With this approach, students have been able to look at a range of thought in these traditions, which in many cases has had a powerful impact, she said. "Even if they bothered me or if they angered me, I was passionate about them, dying to read them again." to talk about Eastern works As perhaps in all seminars, the initial classes of the year were difficult and demanded adjustments of all the students. In addition, however, the first Eastern Classics seminars raised issues concerning the perspective of the students in addressing these texts, their qualifications for discussing the works, and the need for contextual information. "At the beginning we were distraught because we didn't know what direction we were going," said Mr. Geib, "but [the St. John's approach to books] works quite well once we get going in it." The program provides students the opportunity to examine the roots of several Asian cultures and in many instances, compare them to basics of American culture. Nonetheless, students interviewed said it was hard to classify differences. "Most of the basic questions are pretty much the same," said Mr. Miller. "The approach to asking them is very different." "Our civilizations evolved differently but we're stillkindofgrabbingatthe same ideas," Mr. Geib said. Join people from around the country this summer to read and discuss some of the greatest literature, philosophy and opera of all time. Summer Classics is a one to three week residential education/vacation opportunity for adults from all backgrounds. Seminars are conducted by members of the faculty each morning from 10 A.M. to noon. In the afternoons and evenings participants are free to explore historic Santa Fe and the surrounding region. Week I JULY 16-22 Homer, Iliad Dostoevski, Crime and Punishment Sophocles, The Theban Plays Week I I JULY 23-29 Opera, Salome, Fanciulla Founding Documents, Partii Virgil, The Aeneid Week I I I JULY 30-AUGUST5 Opera, Salome, Fanciulla Old Testament: Genesis,Exodus,Deuteronomy Nietzsche, Thus Spake Zarathttstra Tuition ~rom $950/week includes room:& boar€~, Wrlte to: Stm1mer Classics-R, St. Jonn's Cotlege , Santa Fe, New M~;xico 8'75£l'\!Hl599 (SOS) 984-6104 ' �Alumni otes Lt. Col. F. Noble (Ret.), extends an official hello to all members of the classes of 1922 to 1924. He lives in Medford, Oregon. Frank Townsend (A) retired from the of medicine in 1986 and lives in City, Md. He reports that he is "alive and well as a result of a total knee rer,la<~enlenlt, a cardiac and two cataract lens rep1lacem.en1:s. Dr. Barry Fisher (A) is an associate professor in the Department of Surgery at the University of Nevada School of Medicine. He has a new son, Joshua, born in March. at Brown studying Russian and music; his other children are in a high school production of "Oliver." His wife Masha is on the school board and Republican Town Committee and he's "trying to imagine medical care in the rational world of 'managed care' where the bottom line is $only." oralctH~e L. Wheaton Smith (A) retired from IBM in 1992 after 30 years. He's still doing some consulting based on 44 years working with computers, mostly software. Along with his wife, he enjoys traveling throughout the world and enjoys visiting his grandchildren closer to home. Virtual Latin is an artificial intelligence software system developed by John Adcock (A). Vrrtual Latin is a surmort system for the PHI Latin CD/ROM 5.3, which contains all extant Latin texts from the founding of Rome to A.D. 200. John says the PC/DOS based software introduces computer assisted reading (LECTRIX) and incorporates an extensive apparatus for the scholar called AMAMUENSYS. "It should be of interest to the scholar, the teacher, the student, and the general reader. Virtual Latin em- Joseph isnow teaching organization at Boston College and has just published a large reference book, The United Nations System (Oxford: Clio Press, 1995). Thomas Day (A) is currently the project manager for the Association of Farmworker Opportunities Programs (AFOP). He's working on setting up a national database of migrant and seasonal workers. On the homefront, he reports that his family has converted to Catholicism ("I just got tired of arguing with the Bible"); his parish (St. Catherine of Siena in Great Falls, Va.) is interested in starting a private Catholic academy with an integrated curriculum a la St. John's. Tom's wife Lois (Eckler) (A77) is proofreading for the NIH. His son is a sophomore in high school; his two daughters are 7th and 2nd graders. He is interested in hearing from any Johnnies who have concrete ideas on how to structure an integrated K through 8 curriculum at: 26 Brookfield Circle, Sterling, VA 20164. Barbara Sherman Simpson (A) is a practicing veterinarian and has recently moved to North Carolina with her husband Dale Simpson and her three-yearold daughter Diana Sherman Simpson. An editorial by Seth about American foreign policy on the op-ed page of The Washington Times on December 6. He is with the George C. Marshall Center for European Security Studies in Germany. Cruger Johnson Phillips (A) reports that she still works as a Community Educator and counselor at the West Hartford St. Ministry, still teaches counseling courses at St. Joseph College, is still in private practice, is still married to the same man, and still has the same two children: Emily, 10, and Emmett, 6. 1976 Meg Collingwood Kimble (A) has been elected to the St. Anne's (Annapolis) vestry, where she also has taught Church School and participated in a number of other parish activities. She lives in Annapolis with husband Ken (A 77) and their children Elizabeth, 7, and Ned, 5, and works as a manager at Kitchen Bazaar, a gourmet cooking supply store. Janet Durholtz, From Teaching to Torts by Sus3an Borden Carolyn Johnson Forche (Fortier) (A) was recently awarded second place for her manuscript of a children's book called Colors Come from God. ..Just Like Me. She writes: "This book was inspired by my 3-year-old granddaughter, who came home from school crying, 'I don't want to be brown anymore because people don't like you when you're brown.' " The award was presented by the Manuscriptors Guild of Houston, Texas. Ms. F orche was the first woman and first African American to be appointed public affairs director of the U.S. Region Five office, covering six states in the midwest. She served from 1979 to 1981. She has also been the public affairs specialist at Provident Hospital in Chicago and worked on many marketing ·campaigns for children's, health, and service organizations. Col. John Lane (A) has resigned his position as Associate Executive Director and Chief Information Officer at the Securities and Exchange Commission to accept the position of Senior Vice PresiTechnology, with NationsBank. He lives in Great Falls, Va. powers the reader without Latin to read texts in Latin and without translation, radically obscuring the distinction betweenreading and learning," he says. For more info, contact Anagnostic Schema, PlO. Box 420362, San Francisco, CA 94142. 1967 Judith Brownstone Sapp (A) writes that her experience at Covington and Burling continues to support the proposition that one year at St. John's is worth much more than four years at Harvard, Yale, or anywhere else. B. Meredith Burke (A) has written a book with Aliza Kolker titled Prenatal Testing: A Sociological Perspective. The book analyzes the social-psychological and ethical implications of invasive prenatal testing. Publisher is Greenwood Publishing Group of Westport, Ct. 1968 Dr. Charles Watson (A) recently acquired a retreat or "dacha" on Martha's Vineyard, which he calls "luxury in middle age." His first son is a sophomore St. John's students like to point out that St. John's College and the Naval Academy are the only two schools in the country that teach Ptolemy. But thanks to alumna Janet Durholz (A82), some students at Cornell University's DDe_roru:tinent Studies can count themselves among those schooled in the mysteries of the eccentric and ecliptic hypotheses. As a graduate student in comparative literature and medieval studies, Durholz developed the course "Astrotexts: Literature and Astronomy." The course was such a hit, she was invited to teach it five or six times. But when she left the Romance Studies Department to attend Cornell's law school, "Astrotexts" dissipated into the ether. Why did Durholz leave comparative literature, romance studies, and medieval languages for the world of product liability and tax code? Durholz cites her affinity for the intellectual rigors of law school. "I loved being a law student," she says. "It's an intellectual challenge. It puts a very high premium on logic compared to the study of literature and languages, where logical thinking is optional or even a detriment." Durholz's other reason for attending law school developed during a decade of work with the Tompkins County Task Force for Battered Women. She realized that, as a lawyer, she could be more effective in making a difference in the lives of abused women. Not content to put her efforts to help battered women on hold while she pursued her degree, Durholz worked with the group throughout law school. "It was kind of strange," she recounts, "being in law school and getting these 3 a.m. phone calls to come to some police station in the middle of the country somewhere to help a beat up woman and her crying kids." Durholz will combine her love of law with her concern for women when she begins work with Wilmer, Cutler, and Pickering, a Washington, D.C., law firm with a large pro bono department. But the high degree of burnout in her specialty and her love of academics lead her to predict an eventual return to teaching. Though some might question this circuitous route from academics to law and back to teaching, Durholz has built her success by pursuing her interests, no matter how varied, and she's encouraged others to do the same. As academic advisor at Cornell, Durholz was surprised when freshmen, on their first day of college, asked her what classes they should take to prepare for law school. Durholz, who thrived in law school with no formal undergraduate preparation, could only offer the counsel she's always lived by. Though her words might sound hollow coming from anyone else, Durholz's standing as Cornell Law School's recipient of the 1993 Fraser Prize for Academic Excellence would make any freshman willing to listen to her advice: "Just learn what you love, and keep learning what you love." Photo by Keith Harvey WINTER 1995 13 �Alumni Notes Russell Kyle Munroe (SF) is the owner of an executive recruiting firm which he founded three years ago. His address is: Peral Pia Bldg. 102; 5-18-7 Minamisuna; Koto-ku, Tokyo 136; Japan. 1977 Lydia Ossorgin (SF) reports that she and Kevin Holthaus (SF83) continue to work (more than full time) training teachers in the Socratic seminar practice in the Anchorage Public Schools. She adds: "In two high schools we have seminar 'schools within schools' where students and teachers spend two hour periods daily with the best works of Eastern and Western traditions. Mike Strong (SF85) joined up this year from Homer, Alaska, along with his wife, Mally Mechaw Strong (SF 84 ), who works as a seminar coach in the schools. My son Michael (13) spent five weeks in Santa Fe this semester studying Euclid and Greek with Tracey Wernet (SF 95). My other children, Maria (11 ), Sergio (1 0), and Juliana (9) join in family evening seminars, especially when the salmon aren't jumping or the bears appearing in spring. Practice begins early for a third generation of Ossorgins heading for St. John's!" 1982 Mark Krinock (SF) presently lives in Kalamazoo, Michigan, where he has started a practice following four years of medical school, six years of residency, and a year of fellowship. He says the only complaint he has received during his studies is ''that! am too 'cerebral' regarding my profession of neurosurgeryimagine that!" He and his wife Karen have been married 13 years, have three boys, with another child on the way. He writes, "I appreciate the invitations to the Chicago chapter events and regret only to be too busy during my first year to attend. Even though I am getting busier, I will get better organized and then be able to take advantage of a truly superior cerebral experience! St. John's continues to be and, I suppose, always will be the point of departure for all that I do! Hello, everybody." Jim Jarvis: Physician/Researcher Working on the front lines of the AIDS battle Even in the throes of patient care and research on HIV transmission between infected mothers and their babies, Dr. James Jarvis (A75) is thinking about Aristotle. In September he lectured at the Annapolis campus on the relationship between modern biology and Aristotle's approach to living things, arguing that the language oftoday's medical research owes more to Aristotle than Descartes. Combining patient care with research, Jim fmds himself constantly referring to his St. John's background as he deals with both the emotional and intellectual sides of his work. Jim's field is clinical immunology and rheumatology. He is an assistant professor of pediatrics at Wayne State University School of Medicine in Detroit and an associate in the Department of Immunology/Microbiology at Wayne State University. After graduating from St. John's, he earned his medical degree from the University of Vermont College of Medicine. He was a resident in pediatrics and a fellow in rheumatology, and for a while served as the only pediatrician in a small town in South Carolina. "What Aristotle tells us is that you have to look at living things in a certain way, because that's the way they are," says Jim. As an example of why mod- 1985 1978 In his second year as an assistant professor of mathematics at Clinton Community College in Plattsburgh, New York, is Winfield Ihlow (A). He, his wife, and his son moved to the north country of New York in 1993. The campus "is in an old 'Grand Hotel' on a high bluff overlooking Lake Champlain, with a magnificent view of the lake, the Green Mountains of Vermont, and the Adirondack Mountains of New York. We have wonderful summers and great winter sports," he writes. Winfield is interested in forming an alumni seminar group and invites Johnnies in the northeast New York, northwest Vermont, and Montreal areas to write him at: Clinton Community College, Lake Shore Road, Plattsburgh, N.Y. 12901. Philip Jemielita (A) reports that after four years working in Holland for Avery Corporation, he has taken a finance director's position for Henkel-Ecolab in Dusseldorf, Germany. He and Kim and their two boys, Matthew (8) and Thomas ( 5) will be relocating in the spring. Another Johnnie in the international community, Chris Olson (A), has moved with his wife Marcela and sons Conrad (8) and Axel (3) from Sao Paulo, Brazil, to Waterloo, Belgium. Chris handles Citibank's relationsips with the European Union institutions and major Belgian banks. He made his annual visit to St. John's in July, when he enjoyed seeing old friends and reading Leon Kass 's new book on the ethics of eating. Robert Covelli (A) recently founded Luna Court, a new literary in the southwest. The monthly will feature interviews with est::tbllsne:o. up-and-coming writers, original short fiction, book reviews and several columns. Two of these columns will feature reviews or reconsiderations of great books which either slipped through the cracks of history or were forgotten over the years. The second column focuses on the kernel of ideas: Did an apple really 14 fall on Isaac Newton's head? Where did Jazz really begin? Anyone interested in subscribing or contributing to Luna Court should contact Robert at 544 East Coronado, Santa Fe, New Mexico 87501 505-983-4788. THE REPORTER Far-flung alumna Maggie Kinser Saiki (A) writes from Japan that she and her husband Hiromu Saidi have bought a century-old thatched roof farmhouse in the mountains north of Kyoto. They are living peacefully among the cedars and beech trees and raising Hannah Jane (3) and Thomas Korekiyo Saiki, born August 5, 1994. Nancy Pound Townsend (A) recently joined the Directors Guild of America as a second assistant director. She is currently living in Los Angeles, "pining for the East Coast." 1986 Edith Hill Updike (A) received her MS. in journalism from Columbia University in May 1994. She will reutrn to Tokyo under a generous fellowship from the Japan-U.S. Friendship Commission. She hopes to meet up with Johnnies James Kennealley, Stephen McShane, Maggie Kinser-Saiti, and Chuk Besher. 1987 Chris (A) and Sabrina Wald Howell (A88) announce the birth of Zebediah Christopher Quinein Howell, on August 21, 1994. Todd B. Peterson (A), a lieutenant in the Navy, recently reported for duty with Helicopter Mine Countermeasures Squadron 15, in Alameda Calif. Todd joined the Navy in June 1988. Brother Robert reports that Smith (A) lives in Boston, has a son named Theodore and works in a theology formed when an Episand a merged and opened in a new building. Eleanor has been selected the 1994 for Economic Justice the West Coast Regional Office of Consumers Union, the nonprofit publisher of Consumer Reports. Her initial focus during the two-year fellowship will be on health issues affecting low-in:.. Jim Jarvis (left) discussesresearch on HIV with fellow physician/researcher Steve Holland (A79) when both visited the Annapolis campus to participate in a career forum for students interested in medicine. ern cell biology can be considered more Aristotelian than Cartesian, he cites what happens to a cell as its pH level begins to fall outside of the physiologic range. "We can give a whole series of things that are inevitable. Enzy~es no longer work efficiently when the pH level falls. Our final understandmg of that process is that those enzymes have a function and ~hen they are denatured, they lose that function." Although we use a Cartesian approach to measure and describe what is happening in the cell, that approach is informed by our understanding of the cell as a part of an organism. Jim is fascinated by the kinds of questions raised during research; he says his daily patient care experiences influence his research directions. "The tremendous beauty of human struggle and vulnerability is something that motivates you every day in the lab," he says. "You want to improve the conditions under which people struggle." It was his interest in the immune system that led him to work with HIV positive children; his focus is the transmission of the virus from mother to child. Jim feels that although progress is being made in understanding the disease, there is still a wide gap between research and actually making patients' lives better. "Young women between the ages of20 and 25 are most at risk and represent the fastest growing number of AIDS cases," says Jim. They become infected between the ages of 15 and 20, and the symptoms begin to appear as they enter their childbearing period. He warns, "If you ~ru;tted ~o wipe out the human species the thing to do is pick an asymptomatic, mvanably lethal, sexually transmitted disease." Outside the field of medicine, Jim pursues his interests in literature (he's recently read Proust, and there's always a book of poetry on his bedside history (he's reading Stephen Ambrose's parallel biographies of General Custer and Crazy Horse), and his family (he enjoys coaching his kids' soccer by Barbara Goyette come and consumers. She has more than six years advocating to protect the rights of tenants, children, and persons with disabilities. Eleanor received her law degree from New York University School of Law in 1993 and she has done advocacy work for groups in New Jersey, New York City, Seattle, Massachusetts, and West Vrrginia. Sara Catania (A) received her master's in journalism from UC Berkeley and is now a staff writer for the Los Angeles Times. Lael Gold (SF) has received a Claud �Alumni Notes W. Place fellowship for her study toward a doctorate in comparative literature at the University of California at Berkeley. 1991 Dianne Cowan (A) is pursuing her Master of Architecture/Master ofArchitecture and Urban Design at Washington University in St. Louis. She says that alumni and students who are interested in architecture or particularly urban design should feel free to contact her at : 6602 Clems Ave., Apt. #3W, St. Louis, MO 63130. Julia Goldberg (SF) was awarded the Creative Writing Fellowship in Fiction for 1994-95 from the University of New Mexico's Graduate English Department, where she is completing a master's degree. Recently moved to Pennsylvania, Benjamin F. Moss IV (A) is working toward a masters in theology at Pittsburgh Theological Seminary. Anne Marlow (SF) and Kenneth David Geter (SF) were married in August in Snoqualmie Falls, Washington. Anne Grabborn (A) and Marcus Hunt (SF95) were married on August 16, 1994, in Concord, Mass. Oliver Reynai (SF92) was Marcus' best man and Rick Redington (SF94) was an usher. The couple reports: "After an all too briefhoneymoon in Bermuda, we have returned to Santa Fe for Marcus' senior year." Seth Padner (A) received his B.A. in history from the University of Wisconsin in 1992 and is currently teaching remedial science classes at Roberto Clemente High School in Chicago. Steve Zell (SF) announces his decision to attend Yeshiva in Jerusalem. He intends to become a rabbi and return to the United States to build a congregation. Scott Saxman: Building a Future in Furniture by Sus3an Borden In the enclave-establishing tradition of Johnnies who've lived in Chicago, Paris, and Tokyo, nearly ten percent of the Annapolis class of '94 has settled in the Minneapolis-St. Paul area. Five of these new graduates live in the same house; two of them, Scott Saxman and Paul Morf, have gone into business together as Saxman and Morf Furnituremakers. During their senior year, Saxman taught woodworking to Morf and his wife Aimee LaLone. This past summer, while Saxman was wondering what to do with his future, Morf called to suggest that the three move in together somewhere and start a business. Saxman eagerly agreed, but they remained uncertain where they would live until they and several friends attended the June 10 wedding of classmates Lori Williamson and David Clement in St. Paul. At the wedding, classmate Beth Martin realized she liked Minneapolis enough to move there. Saxman, Morf, and LaLone decided to join her, and convinced Muneet Bakshi to complete their household. Now, Bakshi works for Ritz Camera and drives a schoolbus, Martin works in a bowling alley and as a restaurant prep cook, and LaLone works for an architect while Saxman and Morf The Minnesota Crew: David Clement, Lori Clement, Scott Saxman, Muneet Bakshi, Aimee LaLone, Paul Mort, Beth Martin build their business. Saxman's interest in woodworking is natural, if not genetic. His grandfather is a cabinet maker whose pieces are in the White House, the Dupont collection, and at Monticello. "But he's not really a teacher," Saxman says. "I was just around it all my life." Even without direct instruction, his grandfather must have found a way to communicate his skills. Saxman recounts, almost with surprise: "One day, I was in the St. John's woodshop, and Amy Wuebbels wanted a lap desk. I hadn't done anything for money, but I did it and it worked." Saxman exhibited his first commissioned piece in the 1993 Mitchell Art Gallery Community Show. Later he sold his work to other community members including Chris Nelson, the Cohens, and the Higueras. These days, Saxman and Morf divide their efforts between custom orders and experimental pieces for Art Borders, an art gallery in Minneapolis. The two seem to enjoy choosing the names that are required for their gallery pieces. Of their current project, a cabinet in Australian lacewood, teak, and maple, Saxman says "it's thin at the bottom and gets wider at the top, so we're calling it Dr. Caligari's Cabinet." 1992 Catherine Emily Barrier (A) is in her second year of law school at UNCChapel Hill. She asks whether there are any Johnnies near her, and gives her address as: 109 Coleridge Ct, Carrboro, N.C.27510, email:ceb7991 @email.tmc.edu 1993 Working at a homeless shelter in downtown Milwaukee, Carmen Denk (A) says that she fmally gets "to work in a job helping people. I'm learning much about other backgrounds and cultures, and am being stretched in numerous ways. I'm slowly realizing ways in which my SJC education has improved my character and helped prepare me for a career in counseling." Millicant Roberts (A) writes that after spending five months in Toulouse, France, she's returned to Oxford, Mississippi, to work with Project LEAP (Learn, Earn and Prosper), an organization devoted to the education of AFDC recipients. 1994 Kevin Johnson (A), who's living in Brighton, Mass., is an administrative assistant for a small government agency that advises the legislature on health care policy. "It beats bussing tables, I' 11 tell you that ri:LUch," he writes. RE-EVALUATING SEMINAR DISCUSSIONS In Santa Fe last July I attended the 25th reunion of the class of '69, which for me was a heartwarming experience of reuniting with St. John's classmates, some of whom I hadn't seen in 25 years. The weekend's activities were beautifully orchestrated, well-planned, and well-organized. The event that probably meant the most to me was the Saturday afternoon "unseminar" led by Joe Reynolds. After the unseminar was over, we were so fired up with ideas that somehow I got nominated to do something with them-so here they are ... A good dozen of us showed up at the unseminar. Joe's opening question was how the St. John's readings had affected our lives, but we quickly plunged into the more emotional territory of what we felt was wrong with many seminars we attended during 1965-1969. The biggest disturbance most of us felt was that we were never taught how to have a discussion. There we were, fresh out of high school, with most of us never having experienced a single real discussion in school, let alone four hours of them every week! Yet we were expected to sit down and just know how to do it. The result was often a freefor-all, with the most aggressive students dominating, and the quieter students sitting back, unable to contribute. Often, the tutors showed little leadership in mediating the argumentative discussions or insisting on fairness and common courtesy among the students. At the end of those seminars we frequently felt frustrated and dejected. Now, we of the unseminar are not here just to criticize; we have specific suggestions. We suggest that every freshman take a seminar on "How to Have a Seminar": how to listen, how to let the other person fmish before you speak, how to summarize what the other person said before you say your piece, how to stick to the topic, and so forth. These techniques of group dynamics are being taught in some (lucky) high schools in the Touchstones Program. But just taking a seminar (or series of seminars) on group dynamics will do nothing unless these techniques are specifically practiced. We suggest that at the end of every Great Books semi- nar, students take the last 15 minutes and analyze how they carried on the discussion that evening and critique themselves. Selfobservation never becomes habitual; it must be consciously and continuously practiced. And it must be shared with each other. It's not only the students who have to learn how to carry on a discussion, but also tutors. How many of them went to colleges where they had seminars discussing great ideas? Just because they're tutors doesn't mean they are knowledgeable about how to lead a seminar. So there should be tutor training in seminar leadership. We also felt the number of students in a seminar, 18-22, was too large. Why do two tutors need to be present? Why not split the group into 10-12 students, each led by one tutor? It's a much less intimidating environment, especially for students who are not confident in speaking in such a large group. And why do only the tutors come up with the opening questions? Why don't the students get a chance to do this? Why not have a rotating assignment, where each stucontinued on page 17 WINTER 1995 15 �Winter 1995 Alumni St. John's College Association News Glenn Ballard, S68, editor Thomas Geyer, A68, communications committee chair ALUMNI ASSOCIATION ESTABLISHES CAREER NETWORK Professionals in the field of placement say that 70 percent of the time people get jobs through person-to-person contact. Only 30 percent of jobs come through search firms or agencies, direct mail or newspapers. The Alumni Association and the Placement Directors of both campuses have initiated an Alumni Network to assist recent graduates of the college in their career development. Help is especially needed in today's difficult employment market, with keen competition for graduate school admissions, and with many new graduates heavily burdened with debt from their four years at St. John's. Objectives of the Alumni Network The purpose of networking is to provide assistance to the graduate in any way possible. Assistance may come from a word of encouragement or advice. A professional or mentor relationship may develop. It may be that he or she knows of a job opening and can direct the graduate to that opportunity, though that may be rare. Bill Tilles (A59), chair of the Placement Committee of the Alumni Association, says: "This is not a 'provide a job for a graduate' campaign. It employs the effective networking techniques in use throughout the country today to assist the graduate with information, suggestions, and contacts so to the right The Alumni Network will smooth the transition to the real world of work or study after St. John's. Graduates will have immediate contact with people who understand the unique qualifications and concerns of a Johnnie. Not all new graduates will have a clear idea about career choices. 16 THE REPORTER There may be graduates who are interested in meeting with an alumnus or alumna just to talk about the future and get some perspective on "what's out there." The contribution of the alumnus/ a may be a discussion of the qualifications for specific fields, jobs, or graduate schools. The alumnus/a may wish to recommend the Justin Burke (A87) was aided in his job search by alumni. graduate to someone else with whom he or she can further develop an approach to a career field, a graduate school program, or close in on a specific job. All of these contacts will help the graduate better understand his or her options and make the next contact in the network more meaningful. Justin Burke (A87) found a job working through alumni, and he brought the idea of an alumni network to the Placement Office and the Association. Justin has made himself available to who are seeking information that will lead to a career opportunity. "Directly after graduation," he said, "I obtained a position that was advertised through the Placement Office by Jonathan Zavin (A68). Within two years, I moved on to a small yet rapidly growing company where I oversaw employee hiring. Wanting to return the favor of the· employment opportunity provided by Jonathan, I contacted the Placement Office and offered my experience and assistance to students making the transition from St. John's directly into the job market. I figured that with such a common basis of understanding, each graduate should not have to reinvent the wheel and could receive helpful insight from experienced alumni." Getting Started The Placement Directors are currently contacting alumni interested in participating in the network. According to Jennifer Chenoweth, Placement Director on the Santa Fe campus, a list has been compiled of more than 400 alumni who are interested in the network. In addition to occupational information, both Jennifer and Karen Holland, Placement Director in Annapolis, will be collecting biographical information in their interviews. Such biographical information will help graduates identify those alumni with whom they have common interests. When a student inquires about a career field and seeks advice on alumni contacts, they will be given background as well as vocational information on the prospective alumni contact. The Placement Directors will send a postcard to the alumnus/a alerting him or her to the upcoming call. The rest is up to the graduate and the alumnus/a. The ripple effect of an Alumni Network of 400-plus members represents thousands potential contacts, each with some of information or specific assistance. The Alumni Network will be invaluable to the graduates willing to work diligently at the process. -Bill Tilles, Annapolis '59 Chairperson, SJC Alumni Association Placement Committee Chapter Profile: PORTLAND Alumni in northwest Oregon and southwest Washington, who have shown an ongoing interest in forming and sustaining a chapter for seminars and social events, met again January 21, 1995, for an alumni-led seminar on Shakespeare's ''The Tempest:' Other recent events have been held in Portland-so this one took place in Salem. Seminars on Shakespeare, forged on the native strength of his perfect English, often attain great fluidity and vigor, as if by some Pentecostal visit of the Bard himself. For exact time and location of chapter events, contact Rachel Sullivan at 503629-5838. The recent history of the Portland-area group begins on May 31 , 1992, when Santa Fe tutor Glen Freitas led a "sampler seminar'' on Flannery O'Connor's short Story "Parker's Back." The seminar, held in downtown Portland, attracted about 30 alumni-some from as far away as Eugene, 100 miles to the south. Subsequent phone calls and several potlucks revealed that about half of the alumni living in the Eugene-Portland-Vancouver area had an interest in seminars, social events, or both. In March, 1993, about 15 alumni enjoyed a staged reading of "Fever," a new play by nationally known playwright Sharon Whitney, afterward sought comment, questions, and Three weeks later, tutor Carey Stickney conducted an animated seminar on Sophocles's play "Philoctetes." About 20 alumni attended, with many staying for dinner at one of Portland's best Greek restaurants. Our most recent scheduled event occurred in January, 1994, with tutor Torrance Kirby leading 25 �15 an opportunity to ask the openOr, not have the whole group come a dozen opening qm!stlons and the group decide what que:stiCm or questions to focus on? not have a rotating "observer"? This is someone who doesn't in the discussion for the seminar, but who gives a at the end of the seminar. The observer gives feedback to the group on his/her observations of how the group carried on the discussion, what went well, and what needs improvement. The role of observer changes from student to student each so that everyone gets a chance. St. John's is dedicated to teachstudents how to think. But the college needs to be just as dedicated in teaching students how to analyze their own discussion process with each other. After all, we live in a world with other people, and we are always sharing ideas. One of the joys I have in coming back to St. John's as an "adult" is the week-long Summer Seminars. Everyone is so considerate! The seminars are usually very satisfying because we've learned a lot about how to carry on a discussion in a group since we were students. We must improve the process of discussion if we want to improve the content of the seminars. Certainly, St. John's has a bias toward letting students figure out things for themselves, but I think sometimes the slowness of that process can hinder growth. We could let children in grade school just "figure out for themselves" how to read-but if we did, many of them would never learn how, so we speed up the process very deliberately. So, why not speed up everyone's evolution in college and assist them more in the process for group dynamics? Why shouldn't you feel some satisfaction at the end of a seminar? Not because you have "answers," but because you shared your ideas, listened to other peoples' ideas, and evolved a larger picture in the synergy of discovery. Of course, we in the unseminar talked about many more things than I've put into this letter, and I invite my fellow classmates to write to The Reporter about their perceptions. We all agreed that we would have another unseminar at our next reunion, that this would be a tradition among us. Our unseminar was a a very satisfying process and we heartily recommend it to all class reunions. r n u• Association is inclusive of all alumni and does not discriminate on the basis of race. religion. color. sex. sexual orientation. age. national or ethnic origin. or against the handicapped. \snow updating his list names, phone numbers, and postal email addresses. Contact Dale with current information. ADD: A member whose current dues are unpaid is not in good standing may not vote at any meeting, in person orby proxy. Amendment to Article IV, Board of Directors, Section II, ALBUQUERQUE Harold M. Morgan, Jr. (505)256-0294 ANNAPOLIS Joel D. Lehman (410)956-2814 AUSTIN Joe Reynolds (51 BOSTON Alvin Aronson (617)566-6657 BUFFALO/ ROCHESTERnORONTO Hank Constantine (716)586-5393 CHICAGO Rick Lightburn (312)667-0068 Amanda Fuller (312)337-41 05 DALLAS/FORT WORTH Suzanne Doremus (817)496-8571 Jonathan Hustis (214)340-8442 LOS ANGELES Julia Takahashi (310)434-7624 MINNEAPOLIS/ST. PAUL Glenda Eoyang (612)783-1405 or (612)379-3883 SACRAMENTO Adrianne Laidlaw (916)362-5131 Helen Feeley (916)452-1 082 ST. LOUIS Lorin Cuoco (314)935-5576 or (314)725-8972 SAN FRANCISCO/ NORTHERN CALIFORNIA Alex Poulsen (51 0)430-1924 .,..-.,,~ -Beth Kuper (S69) NEW YORK Justin Burke (212)228-8423 or (2121 )620-3955 SANTA FE John Pollak (505)983-2144 Cincy Jokela (505)984-61 03 PHILADELPHIA Jim Schweidel (215)836-7632 SEATTLE Jim Doherty (206)937 -8886 PORTLAND Rachael Sullivan (503)629-5838 WASHINGTON, D.C. Sam Stiles (301 )424-9119 The Reporter welcomes letters, comments, and corrections on issues of interest to readers. Letters may be edited for clarity and/or length. Please address to The Reporter, St. John's College, P.O. Box 2800, Annapolis, MD 21404 or The Reporter, St. John's College, 1160 Camino de la Cruz Blanca, Santa Fe, NM 87501 WINTER 1995 17 �OBITUARIES Mr. Lampee served in the Mediterranean Sea during World War II. He is survived by his wife, Sallie Lampee, two sons, one daughter, and four grandchildren. JAMES E. CONNOR: Board Member James E. Connor, a member of the St. John's College Board of Visitors and Governors, died in Dallas on October 30. Mr. Connor was a member of the board from 1991 until his untimely death. He served as chairman of the board's audit committee and was a member of the finance committee. He also served as a member of the Executive Committee of The Campaign for Our Fourth Century. "St. John's has lost a true friend and a strong leader," said John Agresto, president of the Santa Fe campus. "Jim gave generously and worked tirelessly on behalf of this college. He also, for many of us, was a close personal friend. His dedication and commitment to St. John's will always be remembered, and he will be deeply missed." Outside of his contributions to St. John's, Mr. Connor led a full and active life. He received his bachelor's, master's and doctoral degrees from Columbia University, where he was an assistant professor of political science from 1965-68. During this time he also was selected as a White House fellow and was a staff assistant to the director of the U.S. Bureau of the Budget. From 1971-74 he held several executive positions in the U.S. Atomic Energy Commission, the Department of Commerce and the Office of Economic Opportunity. From 1974-77 he served in the Ford Administration as secretary to the Cabinet and staff secretary to the president. After leaving Washington, Mr. Connor became the managing director at First Boston Corporation in New York until his retirement in 1989. Following retirement, Mr. Connor also served on the board of directors for Suncoast Industries, where he was interim president and chief executive officer during their restructuring, and he recently had joined the board of the Neuroscience Institute, part of the Scripps Institute in La Jolla, California. In addition, Mr. Connor found the time to write two books, one on the Soviet banking system, and another on the state of America today, entitled, Everything Old is New Again, which will be published posthumously. Mr. Connor was an amateur astronomer, military historian, gardener, and golfer. ROBERT BUTMAN: Creative Writing Teacher Robert Hawes Butman, who taught creative writing in the fine arts program in Annapolis since 1991, died on October 21. He was 70. Mr. Butman received a master's degree in English at the University of North Carolina. His history with St. John's goes back to 1953 when he began a two-year teaching internship on a Ford Foundation grant. After teaching at Haverford and Bryn Mawr colleges for many years, he returned to St. John's in 1979, when he coled a freshman seminar and directed a production of the Oresteia. When he retired and moved to Annapolis, he began to teach the writing course. Mr. Butman's wit, attention to detail, imagination, and love ofteaching combined to make him a sought-after instructor. GEORGE L. DARLEY: Lawyer George L. Darley (A24) died in September. He retired in 1966 after working as a staff lawyer for several insurance companies. A Baltimore native, he attended Polytechnic Institute. He was an All-American quarterback at St. John's and was known for his punting and broken-field running. After graduating from St.' John's, he coached at Johns Hopkins for eleven years. He served as assistant coach and chief scout for the football and lacrosse teams, and he became head basketball coach and head football coach. He resigned his coaching duties in 193 5 as the university was de-emphasizing intercollegiate sports. 18 THE REPORTER MILBURN ALEXANDER BUCKLER: Class of '25 Milburn Alexander Buckler, a member of the class of 1925 and a resident of Calvert County, Md., died in June. He graduated from preparatory school in Annapolis before entering St. John's. At the college he was president of the Phi Sigma Kappa fraternity, and Battalion Major of the Cadet Corps. Mr. Buckler worked in a variety of occupations; he was principal of Calvert County High School, an engineer with the Navy at Solomons, an executive with Woodward and Lothrop in Washington, and was manager of his father's farm. From the 1940s until his retirement in 1964, he taught in Calvert County. LEWIS SCHEFFENACKER: Retired Salesman Lewis E.Scheffenacker (A34) died in October in Milford, Delaware. A former resident of Roland Park in Baltimore, he was a retired salesman. Born and reared on Guilford Avenue, he atttended Baltimore city schools and graduated from St. John's, where he was an all-American lacrosse player. ROBERT H. LAMPEE: Newspaper Ad Executive Robert H. Lampee (A35) died in August in Whitehall, Michigan. He had been a newspaper advertising executive for 3 5 years, beginning his career at the Grand Rapids Herald. He also owned and operated a calligraphy studio for 15 years. ISRAEL GREENGOLD: Annapolis Merchant Israel "Sonny" Greengold (A3 8) died in August in Annapolis. Born in 1915, he attended Annapolis High School, St. John's, and Baltimore Business College. During World War II he served in the Army. Following the war he returned to Annapolis and the family business, a men's and boy's clothing store that was started by his parents in 1908. He was co-owner of Greengold's for 25 years before retiring in 1980. Mr. Greengold was involved in many community activities in Annapolis, including Congregation Kneseth Israel, Amos Masonic Lodge No. 226, the Jewish War Veterans, the American Heart Association, and Anne Arundel Medical Center. ELLEN LUFF: Lawyer and Women's Advocate Ellen Luff(A61) died ofbrain cancer in November in California. Born in Washington, D.C., Ms. Luff was a graduate of St. John's and the University ofBaltimore Law School. She was involved in politics, feminism, holistic health, and spiritual development. She worked with the Legal Aid Bureau and was an assistant state's attorney in Baltimore following law school. Later she became an associate attorney with the law firm ofBlumenthal, May and Downs. She formed the partnership of Luff and Perkins with Robert Perkins of Annapolis. In 1992, she recieved an award for her pioneering efforts in founding the Women's Law Center in Baltimore. Ms. Luff helped write and worked for passage of the Maryland Equal Rights Amendment adopted by the General Assembly in 1972. After that, she traveled around the world studying the status of women in a variety of legal systems. She was an active tree farmer, herbalist, reflexologist, and a graduate of the Baltimore School of Massage. She was on the board of directors of the Annapolis Holistic Health Community. TAMES BARRETT: Retired Officer Lt. Col. James Herman Barrett (A41) was killed in a shooting at the Pensacola, Florida, abortion clinic in July. Lt. Col. Barrett and his wife June were volunteering as escorts to Dr. John Britton and were with him outside the clinic when a gunman opened fire. Both Lt. Col. Barrett and Dr. Britton were killed, and Mrs. Barrett was injured. The Barretts had lived in Annapolis for many years and had retired to Florida. Lt. Col. Barrett served in World War II as a navigator and then taught elementary school in Maryland. DONALD BOUNDS: Baltimore Accountant Donald Bounds (A48) died of cancer at his home in Lutherville, Md., in August. Born and raised in Salisbury, Md~, he atended Wicomico High School and St. John's College before earning a degree in accounting from the University of Baltimore. He was a partner for 20 years in the Baltimore income tax service firm of Bert, Bell, and Bounds, which was formerly known as Katz and Bounds. Earlier he had worked for Commercial Credit Corporation in Salisbury and Washington, D.C., and as Manager ofValuation Department at Baltimore Life Insurance Company in Baltimore. He was a member of the board of directors of E.S. Adkins and Company in Salisbury, and was a former softball coach for the Lutherville-Timonium Recreation Council. He was an owner and breeder of standardbred race horses and a member of the United States Trotting Association. Mr. Bounds served in the U.S. Army during the Korean War. He is survived by his wife, Eleanor Adkins Bounds, a daughter, Alicia Bounds, a grandson, and his mother, E. Lucille Bounds. ROBERT SPAETH: Former Tutor and Assistant Dean Mr. Spaeth, a tutor on the Annapolis campus from 1963 to 1979, died on November 28, 1994 in Saulk Rapids, Minnesota. Mr. Spaeth also served as Assistant Dean, and he was involved in local Annapolis politics. He taught at St. Johns University in his native Minnesota after leaving Annapolis. The following is written by Geoffrey Comber. There were many sides to Bob Spaeth and they all came together in the complex person whose company I always found enjoyable, though at times he could be irritatingly stubborn. But the very last thing that anyone could call Bob was dull or boring. Politics, science, jazz, religion, history, and so much more were activities he made a part of himself. And one of the keys that made the many facets of Bob into the one whole person that you wanted to know and be with was that, for him, all those things that mattered to him had to be activities in which he could actually engage himself. If they were not activities that could truly affect him, make changes, shape and make connections with his life, they were not for him. In an address he gave to freshmen at St. John's University when he was Dean of Arts there in 1984, he said, "Conversation is worthwhile in proportion to the importance of the idea discussed. And ideas are important in proportion to their connection to the worldnature, persons, society, God." In tum, it was important to him that those same matters, when he spoke with others about them, cor1nected personally with whomsoever he was speaking. This was true of continued on page 24 �The Program PRECEPTORIALS WHAT'S HOT AND WHAT'S NOT In deciding which preceptorial to sign up for, St. John's students actually get to exercise the subject-choosing faculty of the mind. Whether that faculty had been forcibly restrained during the rigors of allrequiredness or had just been gratefully napping with one less demand to worry about, it still had to shake itself awake and decide. Among the many positives: Students break out of the seminar mold for eight weeks. They concentrate on one subject. They new conversation-mates, they might not have shared an interest. own for choosing reading or study matter *Messiaen's "Quatour," for piano, ,. ,. ..............,...- violin, and cello, composed in a Nazi concentration camp in Silesia. Readings include Elie Wiesel's novel Night, Jean-Paul Sartre's essay "Existentialism," passages from the Book of Revelation, Proposed and field are to the Holocaust Museum and to a Burke. doctrine of or Nature, the unity of mind and body, and the possibility and limits of human freedom or blessedness. Leader: Mr. Cohen. *Plato's Republic and the question: What effect does justice have on the soul of the just person.. .Is it good? Is it profitable? Does it lead to happiness? Leader: Mr. Dink. *Seven Heidegger essays: "On the Essence of Truth," "What Calls for Thinking?," "The Thing," "The Question Concerning Technology," "The Origin of the Work of Art," "The Way to Language," and "Poetically Man Dwells." Leader: Ms. Haigney. *Thucydides. Leader: Mr. AJI.'-''AJS'-'A"· *Rousseau's Emile. Leader: Mr. Maistrellis. Leader: Mr. Kutler. *"The Clouds" The can be read as a of art and also as a source, the only source that gives some hint of the way his contemporaries view Socrates. Leader: Mr. Radista. *Faulkner's Go Down, Moses; The Sound and the Fury; Requiem for a Nun. Leader: Mr. Sachs. *Prolegomena to Any Future Metaphysics by Kant. Leader: Mr. Sageng. *Aristotle's Metaphysics. Leader: Mr. Schoener. *The problem of Odysseus, as por- trayed in Homer and in Sophocles' "Ajax" and "Philoctetes." Leader: Mr. Schulman. *Plato's Sophist. Leader: Ms. Seeger. *Sigrid Undset's Kristin Lavransdatter. Leader: Mr. Sparrow. *Hegel's Phenomenology of Spirit, with a concentration on the last twothirds, most parts of which are not read for senior seminar. Leader: Mr. Williamson. *The poetry and essays of T.S. Eliot, read in chronological order. Texts include: "The Love Song of J. Alfred Prufrock," "The Waste Land," "Four Quartets," "Reflections on Vers Libre," "Tradition and the Individual Talent," "The Perfect ""The Function of Criticism," and "What is a Classic?" Leader: Mr. Yee. *Is there History? Works by Hegel, Nietzsche, and Foucault as a of how response to the affects truth. Leader: Mr. Zeiderman. *Miguel De Unamuno's The Tragic Sense ofLife. Leader: George Aigla. *Aristotle's Politics. Leader: David Bolotin. *Kant's of Judgement. Leader: James Carey. *Three French novels: Rousseau's La Nouvelle Heloise, Mme. de La Fayette's La Princesse de Cleves, andLes Liaisons Jar.!o-P.rP.n'sP..« by Laclos. Leader: James ..._...._,_,.""'·UJLl"""' from Claude Levi-Strauss. How can we understand another culture without sacrificing it to our logic and our logic to it? Leader: John Cornell. *Machiavelli's The Prince and Aristotle's Politics. Leader: Janet Dougherty. *Shakespeare Tragedies: Macbeth, Othello, King Lear. Leader: Elizabeth Engel. *Shakespeare's The Tempest. Leader: James Forkin. *Proust's Swann s Way. Leader: Glenn Freitas. *Thoreau's Walden and "Civil Disobedience." Leader: William Kerr. *Augustine's Confessions. Leader: Torrance Kirby. *Hume's Treatise on Human Nature. Leader: Georgia Knight. *A study of the holocaust through the testimony of its victims, perpetrators and resistors. Leader: Philip LeCuyer. *Dostoevski 's Crime and Punishment. Leader: Basia Miller. *Aristotle's Metaphysics. Leader: Timothy Miller. *Husserl 's Cartesian Meditations. Leader: Victoria Mora. *Jung's psychological essays. Leader: Gerald Proietti. *Plato's Laws. Leader: Robert Richardson. *Archimedes. Leader: Robert Sacks. *Mallarme's poetry. Leader: Thomas Scally. *Selected Trinitarian and Christo logical Discourses of Sts. Gregory of Nazianzus, Gregory of Nyssa and Maximus the Confessor. Leader: David Starr. . *Cervantes's Don Quixote. Leader: Joan Silver. *Madison's notes from the Constitutional Convention. Leader: Jack Steadman. *Plato's The Statesman. Leader: by some of the mt1eH!ge11t writers on film such as r:....... u.._ . ..,u_J,.. , Andre Serge L1e:gtr1ea KnlCaller, and others. Leader: Venkatesh. *Godel's Proof. Leader: Hans Von Brie sen. ........ .., ....... AUf''" -'-'H.A.:>L\.-AH' Recommended Readings and Books ofNote And the Band Played On: Politics, People and the AIDS Epidemic by Randy Shilts. A stunning expose of how AIDS was left to spread uncontrolled during the early eighties. No one who had anything to do with ignoring the problem is left unscathed, from the president and the media, to the medical and the gay communities. Well written and well documented, this is great reading for anyone interested in AIDS and how people attempted to fight one of the worst diseases of this century. -Recommended by John Schroeder, Graduate Institute student and Public Relations assistant, Santa Fe The Evolution ofCooperation, by Robert Axelrod. Under the influence of Machiavelli, social Darwinism, and scarcity of resources, one might be led to ignore the sheer obviousness of cooperation as a natural survival mechanism, in nature as well as in business. This volume, centered on the iterated prisoner's dilemma, but including both bacterial behavior and warfare, is a wonderful antidote to the notion of the world as unremittingly competitive. The limits on cooperation are also discussed. -Recommended by Hans Von Briesen, Director of Laboratories, Santa Fe A Prayer for Owen Meany by John Irving. By the same author who wrote The World According to Garp, this is a satirical romp through life in the United States. It tells the story of the son of a granite quarry owner who believes that he is God's instrument, and he is. -Recommended by John Schroeder, Santa Fe Nature as Landscape, Dwelling and Understanding, by Kraft E. von Maltzahn. Human interaction with the natural world has created serious environmental problems. InNature as Landscape Kraft von Maltzahn examines the 'unnatural' relationship that has developed between human beings and nature. Drawing on evidence from philosophy and the history of science, he argues that humans have become estranged from nature and shows how this estrangement has evolved. Von Maltzahn focuses on how we experience aspects of nature in terms of their outer appearance, such as landscape, and contends that the naturalistic scientific tradition has taught us to divorce ourselves from the natural world, to become impartial observers rather than participants. He examines the nature of the human life-world as merely subjective. Drawing on phenomenology, semiotics, visual thinking, gestalt psychology, and Paleness arguments about tacit knowing, he offers an alternative way of perceiving the natural world that would reunite humans and nature. -Recommended by Torrance Kirby, tutor, Santa Fe A Guide to Oriental Classics, from Columbia University Press, is a bibliographic tour of the great books of the Islamic, Indian, Chinese and Japanese traditions. For each work information is given on translations, secondary sources, and possible topics for discussion. This is an excellent resource for anyone exploring Eastern territory for the first time: just reading the table of contents is illuminating. Recommended for those in search of alumni seminar topics. -Recommended by Jennie Packard, Admissions Secretary for the Graduate Program in Eastern Classics and pilot program alumna Liberal Education and the Canon, by Laura Christian Ford. Laura Ford is Associate Provost of Wake Forest University, and, accordingly, her dealings with the canon wars are, for once, completely practical. Under six headings, from "Sexual Harassment" to "The Death Penalty," she shows how canonical texts can be used to throw light on current issues. The first case of"explicitly bartered sex," it turns out, is documented in Odyssey V: Calypso extracts sexual favors from Odysseus who, being mortal, is subordinate and wants, moreover, to go home. -Reviewed by Eva Brann, Dean, Annapolis WINTER 1995 19 �Scholarship I to to. by Barbara Goyette Every year two tutors on the Annapolis from the Nathat enables them to devote more time to a single and of interest usual teaching schedule allows. year Michael Dink will be concentrating on a constellation of questions arising from study of Plato, whose works have fascinated him since his student days at St. John's (he graduated in 1975). The National Endowment for the Humanities endows a in Ancient, Medieval, Renaissance Thought and a Thought; a tutor holds chair for two years, studying year leading a gtvmg a group end of the second year. When one tutor is the year of study on an "ancient" topic, another is second year of work on a "modem" As Mr. begins thinking about Plato, Peter Kalkavage is in his second year and is leading a faculty study group on Hegel's Phenomenology ofSpirit. The NEH grant frees the tutors from part of their teaching load for both years. Defining a complex ofquestions Mr. Dink's questions deal with the most basic grounds of philosophy. He explains: "One could call the project 'Philosophy and the Human Good in Plato.' How is the claim that philosophy is good related to other claims made about the good for man?" This subject involves a complex of issues, beginning with a discussion of the goals of philosophy: are they practical-for the guidance of human life-or are they theoretical-knowledge for its own sake? An attendant question is whether the goals of philosophy are achievable; can one still defend the goodness ofphilosophy if its goals cannot be reached? "Achievability is a big issue in the Platonic dialogues," says Mr. Dink. Philosophy is sometimes called an impossible task, and the dialogues often suggest that philosophy is reaching for something that's beyond human grasp. The "Symposium," which deals with different kinds of eros or love, will be one focus of study. "The linking of eros to philosophy is one of the things that brings up the question of achievability," 20 THE REPORTER good for man is posed: pleasure versus intelligence." to Already well-used, Michael DiRk's copy of the "Republic" will get even more use over the next two years as he pursues a long-held interest in the basic questions of philsoophy. Photo by John Bildahl says Mr. Dink. Diatoma gives an account of eros as a child of poverty and resource, and not as a god. She claims that gods don't philosophize-because they are already wise. "So if one achieved wisdom, that would be in a way the death of philosophy. Philosophy qua philosophy is essentially lacking in wisdom." As to whether there might be an intrinsic good in the activity of searching itself, Mr. Dink-laughing-offers an example of what that might mean for the enterprise of philosophy: "Suppose you participate in a sport like basketball with the purpose ofwinning a game, and you do not win. Does that mean the activity has not been good? You could say the exercise was good for us or that certain kinds of excellence have been achieved. In a similar way, we can ask whether the activity of philosophizing does something good for the soul, even if wisdom is in principle beyond its grasp." Almost any dialogue would address the questions Mr. Dink is thinking about in his study, but he plans to focus on just a few. In addition to the "Symposium" he will be spending time on the "Republic," the subject of his preceptorial this fall. "Does the 'Republic' actually defend or does it critique the goodness of justice; does philosophy end up superseding justice as the best candidate for human good, or do philosophy and justice presuppose or mutually imply one another?" he asks. "I think it's still an open question. There are obvious senses in which philosophy presupposes some level of justice ... There are notorious questions about whether the order of the soul which Socrates calls just is related to acting on behalf of the common good Are the goals of philosophy practical-for the guidance of human life-or are they theoretical-knowledge for its own sake? or acting justly in the city... One might have that order of the soul and decide the city is ofno concern." In addition to reading the "Republic" with his preceptorial group, he will deliver a lecture at Catholic University in the spring, on the topic of the goodness ofjustice and the goodness of philosophy. A third dialogue he hopes to spend time on is the "Timaeus," with its accounts of the cosmos pointing the way on the at Catholic University, he worked on Plato as well as Aristotle; Husserl and Heidegger; and phy (Descartes through Hegel). master's thesis topic was the "Phaedo" and his dissertation was a line-by-line commentary on the "Sophist." While Mr. Dink has a solid interest in philosophy, he ardently pursues the other facets ofthe program as well. Before entering St. John's as a Febbie, he finished a year and a half at Harvard. The necessity of declaring a major finally induced him to give St. John's a try, and he's been devoted to its ideals ever since. After graduate school, he taught at the Santa Fe campus from 1980to 1984 and then came east to Annapolis. Relating other intellectual concerns to Plato is easy for someone so wrapped up in the St. John's program. Kant's moral philosophy, although a "nest of problems," interests Mr. Dink, especially the notion of moral obligation as a distinct kind of good. "Also, in the course of doing sophomore seminar and because my wife has a revived interest in her Jewish heritage, I've been thinking about the Jewish Bible, and the questions ofjustice, law, and morality," he says. "I'd also like to spend more time on Emanuel Levinas, who talks about justice in the relationship of the self to the radically other, and claims that this relationship is at the basis of any discourse about truth. Unlike other 'post modem' thinkers, he does not claim to be rejecting philosophy, but giving it a more radical basis." a. �Career Opportunities CoNTRADICTION EQuALs CoMPLEMENTARITY Bell Returns to Heracleitus by Travis Dunn, S97 After showing his Symbolic History Through Sight and Sound series for the past 25 years, Santa Fe tutor Charles Bell has decided to take time off from presenting his weekly multimedia shows in order to complete a book of philosophy. Mr. Bell, born in 1916 in Greenville, Mississippi, said the impetus for his system of philosophy came from his reading about the dual particle-wave nature of light as a 13year-old. "But I've worked it out since then," he said with an impish grin. "The first essay I published making it very clear was 194 5 the of Science magazine ... [My philosophy] is still as now as it was " Mr. Bell stood back and wondered. Mr. Bell doesn't stand back and wonder: He affirms the paradox and says virtue is both taught and innate. Mr. Bell gives another example of Contours but still needs He when I was about thirteen," he said. "If I come upon the possibility of an axiomatic complementarity then I say since the axioms are complementary, both are true-true over the condition of contradiction... Whenever you precipitate one of these axioms you have to see that out into the fabric of reality--of actuality-those are complementary axioms." Thus Mr. Bell affirms Dionysian and Apollonian, action and meditation. "So what [I'm] doing is taking what. .. was formerly seen to be the shipwreck of reason .. and saying that's the principle of reason. "I see that causality can be emergent. ... [Today] we don't know of any purely primal causality," as ancients thought they he For example, Beethoven spent 20 years revising the chorale ofhis Ninth phony- "that's the way an a.n-•a.... o-""~"'t . . , .........., . . . . . _ .._) works-like an ,.... Mr. Bell said he is uncertain how his book eventually will be published, since all of the publishers who accepted his novels and books of poetry have died. Though he's "taking time off' to work on his book, Charles Bell seems unable to limit himself to doing one thing at one time: *Besides his "big project"-his book of philosophy-he's also working on a little book on translation. It will include an anthology of poetic translations he's made himself for Symbolic History and an essay explaining his method of translation.(His method, not surprisingly, follows from his philosophy of "embracing the poles," i.e. he affirms both highly literal and creatively interpretive translation.) *Mr. Bell still plans to present Symbolic History shows as well, though less frequently and out-of-order. When he does present a show, he said he '11 choose one that has relevance to a seminar reading that a class is doing. *Mr. Bell also plans to bring his Symbolic History to completion by typing up the rest of the scripts to the shows and transferring all his material to a permanent form on CD ROM. *And in order to clarify the ideas to be presented in his book, he'll also give lectures on his philosophy in which students, tutors, and townspeople can discuss his work.-. 7 ...... , . , , . . . . " ' . " " ' his The Half Gods): He wrote sketches over a number of years, then took a year off to work on one of the books, memorized the sketches, then put the parts together into a completed whole. "My philosophy starts with the intention-with the belief-that one can reconstitute what has been axiomatic of philosophy," said Mr. Bell. He thinks that previous philosophers have had a confused notion of causality, a notion he seeks to correct in his book. Ancient philosophers find one effect and seek one cause, he said. According to Mr. Bell, this method fails when one takes into account modem scientific knowledge, particularly the theory of evolution. "The old one-way value truth will not hold with regard to organized reality," he said. In a way, Mr. Bell's philosophy is a return to Heracleitus. Mr. Bell, like Heracleitus, says contradictory axioms are true simultaneously. "Whenever I look for axioms I find complementary axioms which seem in a certain sense to contradict one another," he said. Mr. Bell gives the example of Plato's "Meno," in which the characters debate whether virtue can be taught or is innate. Plato and other philosophers saw that the answer was a paradox, but they were so afraid of paradox and contradiction that they .... T11".,t ........... Charles Bell, tutor in Santa Fe. two axioms being simultaneously true. He takes the Euclidian axiom that a whole is equal to the sum of its parts and says this axiom only applies to conceptual things-such as the geometric figures that Euclid treats. Mr. Bell says that the converse is true of organized things, such as harpsichords or students. For if the parts are separated from these wholes, the wholes are destroyed. But both of these statements are true, and instead of seeing the propositions "the whole is equal to the sum of its parts" and "whole is not equal to the sum of its parts" as contradictory, as Aristotle would, Mr. Bell sees these propositions as complementary. Mr. Bell's ideas spring from Schrodinger's writings on the nature of light. Schrodinger affirms both the proposition that light travels in waves and the propostion that light doesn't travel in waves (it also travels in particles). Schrodinger embraces this paradox and creates a scientific system that predicts and -explains how light operates. Mr. Bell incorporates this acceptance of paradox into all rational thought. "I got the scientific sense that you had to reason that way from reading about the complementarity of light from the Annapolis Placement Office The National Science Foundation offers opportunities for research in universities, national research institutes, and corporate laboratories in Japan. Applicants must be U.S. citizens or permanent residents. Awards are available for graduate students, postdoctoral fellows, and senior investigators for the long and medium term research visits, short-term visits, bilateral seminars, and dissertation enhancement. For further information call: (703)3061130. RWD Technologies, Inc. of Columbia, Maryland, announces Fellows Programs to enhance personal research and teaching while applying current research ideas to real-world technological projects. Candidates must be full-time, four-year college and university faculty in the region near Columbia and be able to contribute one day per week for a semester (typically 15 weeks). A stipend of $5,000 is awarded. For an application form, write: Dr. R.W. Deutsch, RWD Technologies, Inc., Attention: Fellows Program, 10480 Little Patuxent Parkway, Suite 1200, Columbia, Maryland 21044-3530. ..........~~""" of at the of Alabama seeks a tenured member to serve as Director of its Hudson Strode in Renaissance Studies. The Director has overall supervision of the and activities of the program. record of excellence in teaching, scholarship, and publication consistent with a tenured appointment as an associate or full professor. Applicants should send a letter of application, curriculum vitae, and the names of at least three references to : John P. Hermann and Harold Weber, Co-chairs, Strode Search Committee, Department of English, P.O. Box 870244, University of Alabama, Tuscaloosa, AL 35487-0244. Screening of applications begins on October 1, 1994 and continues until the position is filled. ••~, lnii,.,<~>wo•~it.., The James Madison Fellowship Program is a federally-endowed effort to strengthen teaching in the nation's schools about the framing, principles, and history of the U.S. Constitution. In the Spring of 1995, James Madison Junior and Senior Fellowships will be awarded to college seniors, college graduates, and experienced teachers for use in the 1995-96 academic year. Junior Fellows will be eligible for a maximum of$24,000 for up to two years of full-time study and Senior Fellows for a maximum of$24,000 for up to five years of part-time study. For more information call: (800)525-6928. Deadline: March 1, 1995. The Mathematical Sciences Program at the University of Texas at Dallas invites applications for a tenure-track junior appointment in Applied Mathematics and a tenure-track appointment in Statistics to begin Fall 1995. Applicants are asked to send a letter of application and curriculum vitae, and to arrange for at least three letters of recommendation to be sent to : Academic Search #20 17 and #20 18, respectively, MIS MP 12, The University ofTexas at Dallas, PO Box 830688, Richardson, Texas, 75083-0688. Applications will be accepted until January 15, 1995 or until the position is filled. For further information you may contact: Professor Robert Sterling at (214) 690-2361. WINTER 1995 21 �Campus Life OUTTHERE IN THE REAL WORLD ST. JOHN'S SAYS GOOD MORNING TO AMERICA by John Schroeder, SGI by Barbara Goyette St. John's College in Santa Fe recently initiated a new work-study program to take the seminar style oflearning to local high schools. While St. John's students have long volunteered in local schools, this program, begun by Director of Placement Jennifer Chenoweth, enables students to earn work-study funds for community service. Melissa Cate, a junior from Londonderry, N.H.; Tony Lagouranis, a sophomore from New York; Richard Martin, a sophomore from Mililani, Hawaii; and Patrick Nash, a sophomore from West Newfield, Maine, were selected for the program based on their interest in teaching careers and tutor recommendations. After contacting all the high schools in New Mexico, the four established the program, which consists of five weekly seminars at Santa Fe and Capital high schools. "It seems strange to be reading parts of books that [the students] will never read entirely... but the dialogue skills that they are developing are good, even if they are not going to be scholars," Mr. Lagouranis said. As the program goes on the high school students are asking more questions and are to talk to one another. aren't always are "Mr. ""'""'.,.."'""' 1 "' said. "Sometimes those who aren't in the of their class say the that are most out" Melissa Cate said found that "It takes a while for them to get used to the discussions ... but now they are bringing up a lot of insights that I hadn't thought of, which is great, because I'm learning at the same time as they are." In addition to the weekly seminars, the program has conducted seminars at the New Mexico Military Institute, Crownpoint High School, and Alamagordo High School, allowing a variety of high school classes and teachers to be exposed to the St. John's style of teaching. The New Mexico School for the Deaf asked the St. John's students to prepare an activity for fifth and sixth grade classes who were studying ancient Greece. After acting out several of Aesop's fables, the St. John's leaders held a seminar. "The students seemed to enjoy it a lot, because it was something they were interested in," Ms. Chenoweth said. "We would like to do a lot more programs like that." Next semester St. John's will host a seminar on campus, with participants chosen by their teachers and seminar leaders. The high school students will be able to share their ideas with other students from Santa Fe in the college environment. "The goal is to help out and share with the local ,..,."....,.,..,.., .....,,+-.T We'd like to do as many schools as possible," Melissa Cate said. "It's an op.,..,.,.,....-,".''t"' for to see new ways of on and Twelve third and fourth graders were sitting on the legs in as rapt attention as I could expect from eightve::~.r-IJms. As I read from a children's book about the Trojan war, my voice dropped when I got to the part about Agamemnon, eager to satisfy the gods and set sail for Troy, sacrificing his young daughter Iphagenia. "You don't mean ... ?" asked Kate Axford, a curious third grader with long straight hair, her eyes widening. "Yes, Kate, I'm afraid so," I replied. "Sometimes this isn't a very pretty story." This was Junior Great Books, an activity that Caroline Christensen, director of financial aid at the Annapolis campus, and I have been leading at the Chesapeake Academy Elementary School in Arnold, Md., since October. The Junior Great Books program provides curricula for elementary schools around the country to implement St. John's style discussions ofliterature in the classroom. Chesapeake Academy is one of several schools around Annapolis to draw volunteers from the college. The philosophy of Junior Great Books should be familiar to those who know the St. John's program. The rules are simple. After hearing or reading a short story, a small group of students discusses the text, offering only opinions that they can support with the text. When I heard my first Junior Great Books discussion, my first impression was that it was similar to the seminars I would expect from adults. may be '•U.L.LV.I.,~U~o wonder about the same things as juniors and seniors at St. John's. When I was reading aloud about the Trojan Horse, Jonathan Stepanuk, a vocal third grader, blurted out with astonishment, "But that's against the rules of war!" The students then weighed these rules, and the resulting talk was, in form at least, what one would expect from a freshman seminar. The students weren't the only ones to learn from the experience. Mrs. Christensen and I had to find ways to draw the class's girls into the discussions. "The boys just dominated so totally," said Mrs. Christensen. "As a mother of two daughters it made me worry." In our search to find material that would bring the girls into the conversation, we were surprised to discover that the favorite stories among both girls and boys were the ones about war. After reading both the myth of Persephone's journey into Hades and the history of the battle ofMarathon, we asked the students to choose their favorite. The vote was almost unanimously for Marathon. Working with twelve energetic eightand nine-year-olds was certainly taxing. "You give them an inch, they take a mile," said Mrs. Christensen. "If one got to go to the bathroom, suddenly they all had to go." This is one problem I don't recall from my freshman seminar. 22 THE REPORTER Eight and a half minutes of the college's 15 minutes of fame ticked off when ABC TV's "Good Morning America" featured the St. John's Annapolis campus on Sunday, November 6. The program originated in Annapolis and the producers' idea was to compare and contrast the town's two "universities" (their word): St. John's and the U.S. Naval Academy. Preparations for the eight and a half minutes began in early October when scouts from ABC toured the campus. GMA honcho Randy Berone and segment producer Cindy Greenberg decided to use a taped segment about "a day in the life" of a St. John's student and a midshipman to lead into a live segment, a forum on the two schools with students discussing their educations. On October 20, a three-person film crew arrived to tape senior Gregory Hodges as he spent a typical Thursday. About ten hours' ·worth of material was edited down to about five minutes, including shots of Greg jogging at the Academy, meeting with tutor Mera Flaumenhaft in the Coffee Shop, commenting in seminar, and sitting in the library with his girlfriend, Alice Brown. The crew also shot the Freshman Chorus singing Henry Purcell's "Come Along Fellow Sailors." For the live portion of the show, Mike Mangiaracina ('95), Cora Johnson ('95), Victoria Printz ('95), Adam Wing ('96), Ian Nyberg ('96), and Salvatore Scibona ('97) assembled at dawn to troop down to the City Dock, where a stage had been set up along the water, dozens of TV types scurried around messing with lights, reflectors and miles UA.LH.n.JL.LJLE; Cora Johnson, a senior, chats with middies while waiting in the rain during the Good Morning America live broadcast (above.) Adam Wing, a junior, talks with Midshipman Bridety (right). of cable, and several hundred Annapolitans had gathered. It started to drizzle, then it poured. The Johnnies were seated with Naval Academy midshipmen, awaiting the promised forum. Anchors Willow Bay and Antonio Mora talked into mikes, the lights shone, the audience clapped. After the taped segments on the schools were broadcast, Willow Bay asked a couple of questions-should the schools interact more? what do you think of the role of the Naval Academy today? what about this croquet match? Cora Johnson and Mike Mangiaracina commented, along with three middies. Then it was over. While the students on campus generally pronounced the St. John's segment "cheesy" because it didn't explain the program, it made the Johnnies appear involved and intelligent, and the campus looked great. (n.b. "cheesy" in today's parlance means tacky.) President Chris Nelson said the segment "might have seemed a bit lightweight" but that it nevertheless brought St. John's to the public's attention. Positive outcomes from the appearance: the Johnnies and middies went to brunch together and formulated plans for activities like St. John's students having lunch at the Academy, midshipmen attending a seminar, and a joint waltz party. �A by Sus3an Borden by John Schroeder, SGI A recent meeting of the Live Poets' Society began with a brief discussion of whether or not members wanted to abandon the two most whimsical features of their group: its name and its meeting place in the cupola room of McDowell Hall. Members don't mind climbing the four flights of steps to their weekly meetings and they don't consider the name inaccurate. But they wonder if these features give the group an inappropriate mystique of obscure pretension that keeps other students from joining. Although they reached no decision, it was clear from the meeting that followed that, far from being a cultish gathering of artistes engaged in vainglorious versifying, the Live Poets' Society is a hard-working down-to-earth group of students who are serious about writing poetry. At their Sunday night meetings, members read poems they've written during the week, then ask for specific feedback: Is the meaning clear? Are the images vivid? Those listening also ask questions, usually about technique and interpretation. After a disclaimer announcing that she wrote her poem a half hour before the meeting, Senior Marissa Mijal read out loud: We conducted a survey of students in Santa Fe to see what their reactions were to the recent election, the press, politics in general, and the need for "philosopher kings." The conservatives on campus proved to be the most willing to fill out and return our surveys, in hopes of countering what they view as a liberal student body. No one seemed surprised about the outcome of the election, although there was no consensus on whether this was a direct reflection on Clinton's presidency. However, few expected much to come out ofWashington in the next two years; those who responded foresee gridlock to continue, or ensue, depending on their political persuasion. One person stated that he hopes the Republicans don't let the election go to their "collective heads (as it appears that it has)." The media received good marks for its coverage of the elections on a nationallevel, but according to students, did a poor job of informing people about the candidates in the local races. On the whole, students seemed to feel the media has a positive influence on politics as long as they are covering the issues, but has a negative influence when they start covering the personal lives of candidates. The media also received negative marks for reducing elections to issues of who looks the best and who can come up with the best six-second bumper-sticker quote. Students thought that with more major third party candidates, elections will get better, more issues will be discussed, and voter turnout will increase, as long as the press starts treating these parties seriously. They also expressed some hesitation at people with no political experience running for major political offices, especially on the federal level. Many students, including one conservative, still feel Clinton has a chance of winning in 1996. Some of the issues The phyllophagous silkworm. The phyllophagous silkworm Goes phaging through the trees, Eating phyllornes ofmulberries. But someone put phrenetic virus in the near phreatic well, And when the roots open up to drink In the poisons seep. The toxins, · Entering the veins, cause phyllomania; All the better for the phyllophagous silkworm. "Did you write this during lab?" someone asked Mijal. "No." "Did you write this with the dictionary in your hand?" Tutor David Stephenson PARENTS' The words of live poets can charm even souls of stone, it seems. Tutor David Stephenson and sophomore Adam Marker discuss the work of Live Poets' Society members. Photo by Keith Harvey. guessed-correctly. After arguing in seminars and tutorials about the words of authors long dead, the Live Poets find it satisfying to be able to ask writers about the meaning of their words. Mr. Stephenson started the Live Poets' Society in 1990 to give a group of students the chance to work on and publish poetry. "I had been thinking about it for a few years," he said, "because I felt that one of the real drawbacks of studying so many great poets was that when I would ask students to try to write a poem, they would just despair. They thought that they had to measure up to Shakespeare or Sappho or Yeats. I thought it was important that we have a workshop in which people could compare works in progress, works that were imperfect, works at any stage in the process of writing." The group takes its name from the movie "The Dead Poets' Society." Changing the name to Live Poets emphasizes the difference between the group's endeavors and those of the language tutorial. Freshman Danielle Tabela explained: "The point of it is to keep the work contemporary. Poems are supposed to be written by the people in the group, but if we're going to read someone else's work, it should be someone alive." WEEKEND IN SANTA Parents could experience something of the lifestyles of the young and philosophical at the annual Parents' Weekend, held in Santa Fe October 13-16 and in Annapolis October 29-30. Attending seminars and tutorials, parents discussed, reasoned, and attempted to understand (if only they had known they could sit down and talk rationally like this when their students were fourteen!). In Annapolis, Alex Pickands, a senior, and his sister Christina Jeffers practiced their "similar smiles" routine (right). In Santa Fe, Meghan Williams and her mother, Paula Craig-Williams, participated in the Student-Parent LookAlike Contest emceed by President John Agresto (above). More than 200 Annapolis parents attended the weekend this year, and 176 visited in Santa Fe. FE AND the next presidential candidates might face are education, health care, the size of the federal government, crime, the environment, trade, and governmental gridlock. Students said that they believe America will retain its leadership role in the 21st century. One said we will retain our leadership role because we have the ability to do things that other countries cannot. Another said the U.S. will retain its position because "we have lots and lots of bombs." A third said "if we return to the values of the founders and return our republic to a truly free country with a bustling free market, strong military, limited government and strong citizen participation in all levels of government, we would be envied by the entire world." While just one person expressed an interest in running for public office, all who answered said they would consider going into politics or government in an appointed position or as a career. Only one of the respondents voted in this election. The reasons why students didn't vote ranged from a bureaucratic snafu in voter registration and being too out-of-touch with the issues to vote, to the belief that you should vote for someone rather than against someone else. However, all agreed the student body should be more politically active. Everyone who answered the survey agreed that Aristotle was right in his assertion that man is by nature a political animal, and most agreed that we should be searching for "philosopher kings" to run our government. Although this survey does not reflect the views of the entire student body in Santa Fe, Johnnies here, while not currently active in politics, seem to hold faith in the future. All that were polled are willing to be a part of that future, which is definitely a good sign for America. ANNAPOLIS 1 WINTER 1995 23 �The Arts The newly established Fine Arts Guild has invited two artists to exhibit work in the Santa Fe art gallery this February. Arlene Becker and Stan Berning are the flrst artists to be selected by the guild. Mr. Berning, a surrealist painter and Santa Fe gallery owner, will exhibit paint sketches and various drawings as preliminary studies for an oil-on-canvas series he plans to create in 1995. Ms. Becker, who resides both in Santa Fe and Chicago, will exhibit her sculptures which display the "interconnection between human beings and the natural world." "This is a flrst for our gallery-an exhibit featuring a sculptor and a painter in a joint exhibition. It promises to be very exciting," said art gallery coordinator Ginger Roherty. The show will open with a reception from 3-5 p.m. on Sunday, February 5, 1995, in the Fireside Lounge and will run through Sunday, February 26. For more information or for gallery hours, please call Ms. Roherty at (505) 984-6099. Continuing the exploration of the history of printmaking from Rembrandt to the Twentieth Century. An exhibit of works by James Whistler will be on in the Elizabeth Mitchell at St. John's Col10-March 'lr<rnr.i .... -1-n of 3, 1995. Whistler" features James 40 images the foremost etcher since Rembrandt. ing in HncTI"'-rui The images in this exhibit of life and trace as he lived and traveled England, and Venice. Works in the exhibit are from the Syracuse University Art Collection and include "Sixteen Etchings of the Thames," a famous set, and several "Nocturnes." Whistler was an American, born in Massachusetts in 1834. As a young man he joined the U.S. Coast & Geodesic Survey in Washington, D.C., where he learned the fundamentals of etching doing topographical surveys. As an artist in Paris, he carried small etching plates with him and sketched on them the scenes he came across. He deVl..l!..i.J.I..d ..i.L 24 THE REPORTER etching tecnmqm~s pn:as1:w<1 a scene's Jan,lctuarTm~s cused instead on ""'-11"''-'u Whistler studied and combined that with the scenes and evepts of the age. Whistler the influential French set after France and in 1858. He began work on the Thames set in London the year. These works ...... u,._..,.,,.L St. John's Concert Series: Music on Both Campuses The Francesco Trio, pictured abo~e on the left, performed on the Santa Fe campus in November as ~art of~e 30th anmversary concert series. Featuring pianist Nathan Schwartz, celhst Bonrne Hampton, and violinist Miwako Watanabe, the trio has won numerous awards. . In Annapolis, the St. John's Concert Series featured the Angeles String quartet .m January. The Bachmann-Klibonoff-Fridman Trio, pictured above on the nght, Will perform on April 7. continued from page 18 ve 1rmf~rt his etcJtnn!;IS he began to employ r~.,.,.,.,.,.'"''"datmospheric softness. Although Whistler's etchings were ...,~,_, .............. his were not well-rehe a libel suit against criticJohnRuskinin 1877. Whistlerwon the suit but was awarded only a farthing in damages, leaving him bankrupt. Whistler's final two sets of etchings both portrayed scenes from Venice. By the time the second set was published in 1886, he had achieved acclaim for all of his work; his paintings and etchings were exhibited in Europe and America. Black Lion Wharf, 1859 and his social true with his students. no means did he claim to underall he but his students knew that he cared what texts said and that he also insisted on author esr>eciiaUv) tant to studer1ts, .lLl.u~uu..:>, or anyone who to be nearby until he had a new perspective. It was for characteristics such as along with his sense that so many students became his friends. Bob entered into everything he did with zest and enthusiasm. He came to St. John's College in Annapolis in 1963. We shared an office until 1967, when he became Assistant Dean. His interest and personal involvement in politics at all levels of government was of long standing. Ever since he arrived in Annapolis, he had held especially Sunday mornings, over informal Democratic party headquarters at Buddy Levy's Capital Drug Store on West St. 1971, he convinced himself, with encouragement from his to run for the office of alderman for the Annapolis City Council. He won. Not surprisingly, his integrity in that office was notoriously impeccable. I personally knew him to refuse gifts and donations when there was even the remotest appearance of a conflict of interest. His political interests and connections went back to his Minnesota roots in the Democratic Farmer-Labor Party. Whether they agreed or bitterly disagreed with him, his political associates always repected him. One of his longna1ont~ne:d time J.J..u,.~..~.u,.:>, ex-U.S. senator and pn~sictentlal carldi~jat,e, gave the eulogy at his funeral. It seems to close this with an account of how some of the "sent him off' on his Her account catches the scene, its miliar memories. She has can use her langmLge. "And we sent off with tributes from his old friends: .LJF.'"'!uJcau, Gene and Fr. Emeric. A good friend of ours, Don several Duke will ever have Solitude" gone to communion to "In and "Take a Train. Once Bob to me that not only was jazz the only kind I could get all its .,.....,,.,.""''.,...n just one piece: "On the Sunny Side Street. Don that as everyone left the Church. then we all came back to the house to have one last But it wasn't sad: we ate is a chef at restaurant and he we listened to Billie t1cmacav. and Spaeth stories 50 You should know, too, that L. the children have opened a Spaeth Scholarship Memorial Fund for students who need help at St. John's University. Contributions should be sent to Betty at: 8939 Crestview Dr., St. Josephs, MN 56374. We all remember you with fondness, Spaeth. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The St. John's Reporter</em> Description An account of the resource College newspaper which started publication in 1974. Continued publication into 2000. Includes primarily historical content.<br /><br />Click on <strong><a title="The St. John's Reporter" href="http://digitalarchives.sjc.edu/items/browse?collection=35">Items in <em>The St. John's Reporter</em></a></strong> <span>to view and sort all items in the collection.</span> Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 24 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context vol 21 issue 2 Winter 1995 Title A name given to the resource The St. John's Reporter, Volume 21 Issue 2 Date A point or period of time associated with an event in the lifecycle of the resource 1995-01 Description An account of the resource Volume 21, Issue 2 of The St. John's Reporter. Published in Winter 1995. Publisher An entity responsible for making the resource available Public Relations Office 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 Santa Fe, NM Creator An entity primarily responsible for making the resource Goyette, Barbara (editor) Allison, Lesli (editor) 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 The Reporter https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/52feb4fdfc36b14b47297528404c8d89.pdf e1fc8dfd96a922719af70e4c716e6027 PDF Text Text SANTA FE ST. JOHN'S COLLEGE ANNAPOLIS ST. JOHN'S COLLEGE LIBRARY 1 1 1 1 1 1 1 1 1~ ~ 1r1~r 1 1r1 f 1'1i1n 111111111111111 31696 01138 2130 GROUNDBREAKING FOR HALL OF RECORDS RENOVATION .............. PAGE 3 BOOKWORM BLUES .. PAGE S SANTA FE WHOOPS ANNAPOLIS IN B-BALL ............................................ PAGE 2 STATEMENT OF EDUCATI,ONAL POLICY. ......... PAG E 6 SCHOLARSHIP. ............. PAGE 7 POST BACCALAUREATE BLUES? ........................... PAGE 10 THE ST. JOHN'S HOMESCHOOL CONNECTION ...... . ........................................... PAGE 12 ALUMNI ASSOCIATION NEWS .............................. PAGE 14 ALUMNI NOTES ........ PAGE 18 JOHNNY MORONIC'S ESSAY. ............................. PAGE 22 PRINTS AT MITCHELL GALLERY. ...................... PAGE 24 �NEWS FROM WATSON FUNDS STUDY OF "INTENTIONAL COMMUNITIES" Jillian Conrad, SF95, has been awarded a Watson Fellowship for studyoutside the United States. Originally from Las Cruces, New Mexico, Ms. Conrad will spend next year visiting a Rudolf Steiner farm in J arna, Sweden, a kibbutz in Israel and a community of rickshaw drivers in Vellore, India. In her proposal to the Thomas J. Watson Foundation, Ms. Connor said her intent was to "experience the dayto-day life of a group of people driven to create their own community by their dedication to a certain philosophical, religious or cultural ideal. Each of these communities depends on farming or other physical work to keep the community self-sufficient. I plan to work, eat and relax alongside the members of these communities in order to figure out what makes a community, and whether intentional communities work." Watson Fellowships are awarded annually to graduating seniors from select liberal arts colleges. The program provides stipends of $16,000 for Ill single Fellows. THORNE SCHOLARSHIPS AWARDED IN SANTA FE The Pre-Medical Committee on the Santa Fe campus has awarded Thorne Scholarships for the 1995 year to the following students: Carmen (Liz) Hering, SF95; Max O'Donnell, SF95; Svetlana Pilyugina, SF97; and Mathew Strickland, SF96. The award, which funds summer classes in general and inorganic chemistry, is given to students committed to the field of medicine who demonstrate financial need II and a strong academic record. THE BELL TOWERS ••• BRETHREN IN BOOKS VIE FOR HOOP HONORS BY SUS3AN BORDEN 'rou~d Ann~polis t~e ~ame pl~yed ( J 7 h e word going the campus about intercamvus basketball to be March 22 was, perhaps, a tad rconfident. Annapolis would wm, everyone agreed. First and foremost, Annapolis students said, we have a gym, where we ve been honing our skills for the past four months of our basketball season. Second, they reasoned, we have our all-star team here, at home, ready to play. Who, Naptown Johnnies wondered, would the Santa Fe team have, but a handful of guys who were willing and able to make the long trip east. Sure, they agreed, the Annapolis team would take it easy on Santa Fe. After all, you have to feel sorry for our Brethren in Books who, because they have no gym, need to travel 2100 miles just to play an intramural game. But as far as Annapolis farts were concerned, the fates had decided and Zeus had decreed: Annapolis would win. But even before the initial tip-off, some fans started changing their tune. A glimpse of the opposing team revealed a formidable group of athletes, not the scraggly bunch of road-trippers they had imagined. Still, most remained confident in the Annapolis team, classically clad in the orange St. John's "books and balance" t-shirt. But Santa Fe looked pretty tough in their black uniforms which proudly proclaimed "Great Books" on the front, while defiantly declaring "No Gym" on the back. Before the game, all present gathered around a podium placed at center court, where a sneakershod Eva Brann delivered the fifth lecture in the Temple Iglehart Lecture Series "On The Body." Reminding students from both campuses of their metacorvoreal connection, the Annapolis dean pointed out that "we, the St. John's College campuses, are twins, but not mere twins, not even mere identical twins: We are Siamese twins. So, we are seeing the incredible sight of a bunch of Siamese twins playing ball with each other." Ms. Brann's lecture went on to explore the theory of basketball which, she noted, "begins by taking into account Newton's third law, the law of recoil: that bodies coming together in violence, or Newton implies in a long lost scholium-in love, come apart with equal and reciprocal force." With the words of Miss Brann still ringing in their ears, the teams took to the court. Annapolis and Santa Fe played the first several minutes fairly even, with basket answering basket. But around the fifteen minute mark, Santa Fe pulled ahead, ending the half up by twelve points. Santa Fe widened the lead in the second half, at one point pulling ahead of Annapolis by twenty points. As the end drew near, Santa Fe slowed its pace, but by then their victory was assured. The final score: Santa Fe 67, Annapolis 58. The next day a student, arriving at the gym for an early morning workout, found a handwritten note taped to the locker room door. 1 Oh, somewhere on I.his campus you can hear I.he lunes of:JJac.h. 9real minds are racin!J somewhere, J1ffedw1'fh Xanl andJfume andBoche. :Jlndsomewhere !/o.IJ'nnies are fauyhiny, andlea/iny lhrouy.h ~nlaiyne. :JJul I.here is no /oy in Xaplown-danla Ye has won l.£e yame. II �REPORTER BACK TO THE FUTURE OR IS IT THE PAST? BY BARBARA GOYETTE Breaking ground for the new library in Annapolis, where tradition gets an update ~ h; library traditionally has played an important role e life of St. John's, from earliest times when the books of Thomas Bray (the first public library in the colonies) were given to King William's School, to the Civil War era when many of the college's books were purloined by soldiers quartered on campus, to the New Program when the term "great books" assumed a mystique of significance and became the public marker of the college's identity. The tradition is due for an update. In a groundbreaking ceremony on February 28, President Chris Nelson and a host of alumni, students, staff, politicians and local friends took shiny new shovels and dipped them into the historic dirt of front campus to begin formally the project of converting the Hall of Records building into a college library. Led by President Nelson, groups of shovel-wielders donned hard hats and posed for pictures. Among those in attendance were Louis Goldstein, comptroller for the state of Maryland and Al Hopkins, mayor of Annapolis. The renovation and conversion of the Maryland State Hall of Reco;:ds building should take about 14 months~ and be finished by the spring di..1996, just in time to kick off the college's 300th anniversary celebration. In the meantime, a huge hole decorates front campus, and the Hall of Records building is surrounded by an eight-foot-tall chain link fence. From the outside, the new library will retain the appearance of the present Georgian Revival building, which was built by the state in 1934 to hold its archives. When you walk inside, however, you'll experience sights and spaces unlike anything else on the Annapolis campus. Architect Travis Price, who attended St. John's in 1968-69, designed a three-storied atrium lit from above by a large skylight. Stainless steel and cherry wood will be used for the balconies, curving stairway, and columns that ascend upward through the three stories. Walk to the right and you'll be zapped into a time warp as you enter the elegant Queen Anne Room, two stories high with a series of round windows and woodwork embellished by carved moldings. Mr. Price calls this juxtaposition "a CONT. ON PAGE 4 Representatives of the college's Annapolis Friends group join C~ris Nelson in shoveling symbolic hunks of dirt: Peggy Sue Atterburg, Joy Shover, Mory Koy Biern, Maryanne Spencer, Chris Nelson, Esther Slaff, St. John's librarian Kitty Kinzer, Mox Duncan and John Moore. Photo by John Bildohl 3 STUDENT RECOGNIZED FOR SCIENCE ACHIEVEMENT Jeremiah James, a junior on the Annapolis campus, has been named a Becton Dickinson Fellow. Underwritten by Becton Dickinson & Company, in cooperation with the Independent College Fund of Maryland, the fellows program recognizes superior academic achievement in the life sciences. Jeremiah has worked as an administrative assistant to the director of laboratories and was a lab assistant for freshman lab class. II AWARD FUNDS STUDY IN NEUROSCIENCE Kelly Stirman, SF97, of Lubbock, Texas, and India Morrison, SF96, of Tempe, Arizona, have each won a $2500 fellowship for summer study at Duke University. The Undergraduate Neurosciences Summer Research Program in Mechanism of Behavior is funded by the National Science Foundation. Ms. Stirman and Ms. Morrison were among twelve students nationwide selected for the award. II ~ St John's College f~"\_ SANTA FE, NEW MEXICO 66 LEARNING IS A .~ KIND OF NATURAL Cl} FOOD FOR THE MINDn Cl} - Cicero And a week of St. John's ......_ College Summer Classics is the r " intellectual equivalent of a '-I Thanksgiving feast. Where Cl} ~ else can you go to read and ~ discuss the greatest literature, ~ philosophy and opera of all time, explore one of the world's E most historic cities, visit pueblos ~ ~ ~ ~ and archeological sites, attend great opera, hike, fish and much more? If learning and play are important to you, we invite you to join us this summer. TUITION FROM $950 I WEEK INCLUDES ROOM & BOARD. WRITE TO: SUMMER CLASSICS-C. ST .JOHN'S COLLEGE SANTA FE. NEW MEXICO 87501-4599 • (505) 984-6104 �4 T R2EPORTER H E CAMPAIGN GRANTS FUND CAPITAL CAMPAIGN, LIBRARY AND FINANCIAL AID St. John's College has received a number of grants recently in support of various projects and programs; From the Arthur Vining Davis Foundations, the two campuses are sharing a $125,000 grant; in Santa Fe it will be used for the NEH challenge and in Annapolis for the newlibrary. In Annapolis, local businesses and corporations have demonstrated their support of the college by making pledges for the new library: First National Bank of Maryland, $50,000; Baltimore Gas & Electric Company, $75,000; UNC Incorporated, $25,000; Nationwide Insurance Company and Nationwide Foundation, $50,000; Annapolis Banking and Trust Company, $25,000. The Beneficial CorporationHodson Trust donated $250,000 for the computer system for-the library. The system will be named Clarence in honor of Clarence Hodson, who established the Hodson Trust in his will. To provide Graduate Institute fellowships for public school teachers in Milwaukee, the Lynde and Harry Bradley Foundation is providing a grant for $50,000. The Emily Davie and Joseph S. Kornfeld Foundation has given a grant for $100,037 to fund the Touchstones program and Graduate Institute fellowships for Harlem schoolteachers. The program is in its : second year. The college has received grants for financial aid from the J.M. Kaplan Fund ($5,000), from the Beneficial Corporation-Hodson Trust ($412,000), and from the James M. Johnston Trust for Charitable and Educational Purposes ($10,000). All of these groups have long supported St. John's. For funding preceptorials, the college received a grant of $57,000 from the Evalyn Cook Richter and Paul K. Richter Memorial Funds. To connect the Annapolis campus with the Internet, the National Science Foundation granted $25,000. In Santa Fe, the Brown Foundation gave $500,000 for the NEH challenge. To fund a series of lectures and a conference on the CONT.ONPAGE5 F 0 R 0 U R F 0 U R T H c R y DEADLINE NEARS FORllBRARY CHALLENGE GRANT the Spring of 1996, St. John's College will begin the ebration of its tercentenary with the dedication of the new library in Annapolis. The Hall of Records library is the latest chapter for what began as the first free and public library in North America, when Rev. Thomas Bray gave his collection of books to King William's School in 1696. The new library also will complete a 60-year quest by the college to re-acquire that parcel of land on its campus which it sold to the State of Maryland in 1934. The new library will more than double the square feet and shelving for books, while tripling the study and reading areas. It will remain a quiet place for students and tutors to read, study and reflect. In addition, an on-line computer system will offer access to all other collections nationwide. To complete this project, we must meet the $2,900,000 challenge set by the State of Maryland which expires in June 1995. Opportunities exist in the new library to specially acknowledge gifts of all sizes. While every donor will FUTURE CONT. FROM PAGE 2 metaphorical passage of time based on an architecture of today meeting an architecture of yesterday." The new library also will have an underground addition extending toward Paca-Carroll. Two sides will be at ground level and will be lined with large windows. With its elliptical shape, this addition is another startlingly different kind of At the groundbreaking for the new library in space. It will hold 65 perAnnapolis, State Comptroller Louis Goldstein {left) cent of the collection and joined architect Travis Price, Tom McCrac~en of provide areas for study Henry Lewis Contractors, and a future resident of and reading. A landthe building, librarian Kitty Kinzer. scaped terrace will be be recognized on a plaque in the library, some donors may wish to ha'fe their names appear on a particular area of the library in recognition of their generosity. Study carrels, reading rooms, a periodical room, a rare book room, stack areas and gardens are available for gifts ranging from $25,000 to $1,000,000. We need help from alumni, friends and parents of alumni and students if we are to meet this important challenge and if we are to create this exciting new facility for St. John's College. If you wish to make a gift or suggest other sources ofsupport, please contact Jeff Bishop or Chris Nelson on the Annapolis campus. II Annapolis president Chris Nelson was happy to receive a check for $250,000 from the Beneficial CorporationHodson Trust to fund the computer system, dubbed (\arence, for the new library. Finn Caspersen from the trust presented the check af a ceremony in Baltimore. built on top of the addition. From front campus, the addition will hardly be noticeable, thus preserving the sweep of lawn with brick buildings on three sides. In remarks at the groundbreaking ceremony, President Nelson called the new library "a community effort if ever there was one." Indeed, the college and the architect worked closely with the Historic District Commission in Annapolis to come up with a design that would both serve the needs of the college and conform to historic district guidelines. The campus planning committee and librarian Kitty Kinzer contributed ideas about the elements that were necessary for the final design. Alumni from every era as well as the Friends of St. John's College, individuals and businesses in Annapolis, have been involved with fundraising for the project. Woodward Hall, the library since 1899, will be remodeled into a center for the Graduate Institute, tutor offices and classrooms. The King William Room will stay as is (but with spiffed up furniture) and senior orals will still be held there - one tradition that will remain. II �REPORTER T H CAMPAIGN E 5 F 0 R 0 U R F 0 U "GREAT BOOKS, NO GYM" OR THE BOOKWORM BLUES reat Books, No Gym." Despite the slogan's dark umor, it underscores an aspect of life on the Santa Fe ampus which few find appealing. Constructed in 1909, the Annapolis gymnasium has long been a central part of student life in Annapolis. And, as far back as 1962, the college identified the need for a student activities center in its original master plan for the Santa Fe campus. That need was reaffirmed by overwhelming votes from the faculty in 1987, 1992 and again in 1994. However, over the years more pressing demands for classrooms, dormitories and a library have delayed its construction. Today, the need is greater than ever. Over the past ten years, the campus population has doubled to its current enrollment of 500 undergraduate and graduate students. More than 85 percent of these students are enrolled in some form of extracurricular activity, from life-drawing and yoga to volleyball, fencing and dance. Without an appropriate facility, students have scheduled these activities wherever possible -typically in lobbies, classrooms and common rooms. Ihe Funding the construction of the center is one of the highest objectives -0f The Campaign for Our Fourth Century. For an estimated cost of $4 .7 million, the center will include a gymnasium; studios for dance, art, photography and pottery; a weight-training room; handball and racquetball courts; a student activities office; and a center for the St. John's College Search and Rescue Team. Perhaps most importantly, the center will provide a location for social interaction beyond the classroom. "St. John's has thought about this building for thirty years now," said John Agresto, president of the Santa Fe campus. "Every generation of students has looked forward to it. The faculty has repeatedly reaffirmed its commitment to it. What's been a promise for thirty years can now become a reality." This reality will only be possible with the help of alumni, parents and friends. Students for generations to come will benefit directly and lastingly from the foresight of those who help today. In turn, the student activities center offers an opportunity to be a part of St. John's future. Join us in establishing this historic cornerstone. R T H c R y GRANTS CONT. FROM PAGE 4 relationship of philosophy to public affairs, called the Tocqueville Lectures, the John M. Olin Foundation gave $25,000. The Cimmarron Foundation made a $100,000 contribution to The Campaign For Our Fourth Century. For the Presidential Discretionary Fund, the Earhart Foundation has given a grant of $9,000. Two foundations demonstrated their support of the college with grants for financial aid: The Ahmanson Foundation ($7,500) and the Hubbard Foundation ($4,554). II FUNDS ENDOW TEACHING CHAIR The Santa Fe campus of St. John's College has received an award of $500,000 from The Brown Foundation, Inc. of Houston, Texas. The funds will complete the match for a National Endowment for the Humanities grant to establish an endowed teaching chair. At the recommendation of the foundation, the chair will be named the Louise Talbot Trigg Distinguished Teaching Chair in the Humanities, in honor of St. John's visitor emerita. To be filled on a rotating term, the chair will provide an opportunity for members of the St. John's faculty to undertake scholarly and educational endeavors of benefit both to the college and to the wider educational community. In particular, faculty members holding the chair will have the time and resources to help in various outreach activities for educational institutions -schools, high schools and colleges -interested in the type of education fostered by St. John's. II PROPOSED STUDENT ACTIVITIES CENTER IN SANTA FE TO NAME: BUILDING - WEIGHT-TRAINING ROOM - 2,500,000 BUILDING ENDOWMENT - DANCE/AEROBICS STUDIO - 1,000,000 MULTI-PURPOSE GYMNASIUM - LOBBY - A LOCKER ROOM 750,000 500,000 STUDENT ACTIVITIES OFFICE - ART STUDIO - SEARCH AND RESCUE TEAM CENTER - 250,000 THE CAMPAIGN FOR OUR FOURTH CENTURY 100,000 Santa Fe: Jeff Morgan, Vice-President for Advancement 505-984-6099 (2) - 100,000 100,000 PHOTOGRAPHY STUDIO - 250,000 CONTACT 250,000 POTTERY STUDIO - 100,000 "Annapolis: Jeff Bishop, Vice-President for Advancement 410-263-2371 50,000 HANDBALURACQUETBALL COURT (3) - 25,000 �THOMAS MAY APPOINTED DIRECTOR OF GRADUATE INSTITUTE Tutor Thomas May has been appointed director of the Gradµate Institute on the Annapolis campus for a three-year term beginning in June. John Verdi, the present director, will resume his regular teaching duties at the college. Mr. May, who has b~en on the faculty since 1979, served previously as the director of the Graduate Institute from 1986 to 1989. He was a visiting fellow of St. Chad's College, Durham University, in England. A 1971 graduate of Loyola College in Baltimore, Mr. May worked toward his doctoral degree at Fordham University. Before coming to St. John's he taught classes in ethics, aesthetics and western philosophy, and classical Hindu thought at Loyola and Goucher colleges. Mr. May has taught at both the undergraduate and graduate level across the St. John's curriculum, including music and Freshman Chorus. He has a special interest in art and chairs the faculty advisory committee for the Mitchell Gallery. II The Reporter is published in April and October by the Public Relations Office, St. John's College, 1160 Camino-Cruz Blanca, Santa Fe, NM 87 501 and in July and January by the Public Relations Office, St. John's College, Box 2800, Annapolis, MO 21404. SANTA FE: Lesli Allison, editor John Schroeder, assistant editor Lisa Donenfeld, graphic designer. ANNAPOLIS: Barbara Goyette, editor Sus3an Borden, writer Betsy Blume, Eva Brann, John Christensen, Pamela Kraus, Benjamin Milner, Brother Robert Smith, and· Elliott Zuckerman, advisory board. USPS 018-750 DEAN'S ANNUAL STATEMENT OF EDUCATIONAL POLICY BY STEPHEN R. VAN LUCHENE DEAN, SANTA FE .............................................................................................................................................................................,. ....... . 0 he Dean's Statement this year describes the situation of both perspectives since they are mutually implied. It is a tall Santa Fe campus and suggests some possibilities for order to undertake a full discussion of the serious practical difp nning our future. It presents a detailed analysis of our ficulties, to inquire deeply into the connection between the financial situation followed by a primer on financial aid and practical difficulties and the quality .of instructional life, and describes the two major financial problems we face: that our expenfinally to ask if there are ways of rethinking our work here that ditures exceed our income and that institutionally providedfinancial in addressing the practical difficultie~ will help us to succeed aid is taking a share of revenue that will soon overtake the cost of even more fully with our kind of learning. To set our sights any instruction if it follows its present trend. lower than this would be unworthy of us as we begin our fourth The statement describes several features of the college that must decade in Santa Fe. I hope with this paper at least to make a be kept in mind and balanced as we consider the proper ways of real beginning with this much needed project. addressing these concerns. It offers a new way of thinking through the In focusing on the Santa Fe campus, I intend no slight on problems of college financing, both from our institutional standpoint our sister campus in Annapolis. In plain fact, the problems and from the standpoint of students and their parents. It proposes Annapolis faces just now are manageable matters of strengthenrevitalizing the phrase "working my way through college" and ing a college that rests on a firm, if restructuring student labor and finannot large, financial and demographic cial aid in ways that would make it base. Santa Fe, on the other hand, possible for students to bear more faces issues that begin with material responsibility for their education while preparing themselves to bear the larger well being and reach beyond to the responsibilities they will face in the very heart of our essential work. world of work when they have left the ~lways have been an It is appropriate to begin by college. noticing how far the Santa Fe campus has come since its beginning in rented rooms at La Posada thirty years ago. Today, the Santa Fe camonly after painstaking deliberation. But we have pus, like the Annapolis campus, can point proudly to traditions of scholalso traditionally prided ourselves on not only our arship and learning that constitute the soul of the college. This campus willingness but our insistence on exploring even the has grown from the seed planted here thirty years ago into a vital organism most troublesome of serious issues to their very roots. with a dedicated and mature faculty, seasoned officers and a talented support staff, a growing body of distinguished alumni, enrollment virtually at capacity for the last several years, and a magnificent campus equipped with nearly all the buildings we might need or want. Our financial condition, if it is not all we might wish, is a. far cry from what it was in those days even fifteen years ago when (as was reported by an accredited agency) we regularly needed to be saved, and usually at the The deans in Santa Fe and Annapolis alternate each year last minute before the books were closed, by the US cavalry in in presenting a Statement of Educational Policy to the college the form of a beloved supporter from Texas. as a whole. This statement has taken many forms over the Much more could be said in praise of our accomplishyears. At times it has been dedicated to a single pressing colments, but this occasion can better be used to look hard at the lege-wide issue. such as writing at the college or the question of problems we face, both old and new, as the college prepares for flexibility in the program; at other times, it has been the occa-. its next generation of students. sion for describing some dimension .of life at the college-the For the past several years we have operated in what might role of the tutor or the intellectual life of the students. This be described as the "hopeful" mode. Our hope was focused on year, the thirtieth anniversary of the Santa Fe campus, I will 1) expectations of rapid receipt of the first $7.8 million from the depart from the usual and appropriate distinction we make capital campaign proceeds, 2) the seeming success of sharp between "educational poliGy" on the one hand and "practical increases in tuition and fees over the past five years, and 3) matters" on the other to discuss the condition of the Santa Fe campus and its prospects for the future as fully as possible from CONT. ON PAGE 7 The penultimate section of the paper is meant to help the Santa Fe campus ask fundamental questions about its work and the principles it serves. It suggests that while the common enterprise of the college on its two campuses-its national mission-is of great importance, each campus must also build a strong relationship with its local community and region. The paper builds a case for certain changes in practice and for reexamining certain fundamental questions that can be best understood in the context of the whole document. Its introductory paragraphs (following) will give you a sense of the questions it addresses and perhaps whet your appetite to read the whole: institution committed to conservative action and change �REPORTER 7 SCHOLARSHIP ••• SANTA FE TUTORS STUDY MODERN THOUGHT M ODERN TIM:ES BY TRAVIS DUNN o ,,he philosophy of the past 60 years is the focus of a w faculty study group on the Santa Fe campus. Created he fall of the 1994-95 school year, the Modern Times Study Group was made possible by the Schmidt Tutorship~a fund which alternates between the two campuses and normally allows for one tutor to have 1/3 release time for one year in order for the tutor to examine a text. Dean Van Luchene decided to break up the tutorship amongst four tutors over a two-year span and have each tutor lead this new study group for one semester. The tutors were to construct reading lists from 20th cenniry texts. "The dean thought it [the Schmidtt Tutorship] should have a thematic unity that it doesn't always have," said Santa Fe tutor Joshua Kates. Duringthe fall semester the group, led by Mr. Kates; focused on 20th century continental philosophy. Thi~ semester the group was led by John Cornell with the focus on philosophical anthropology. Ralph Sweritzell and Bruce Venable will each run the group for a semester next year, and their respective objects of study will be artificial intelligence and neurophysiology. "It might be good, as a faculty, to be aware of some of the more significant developments in the last 60 years or so," said Mr. Kates. The purpose of the study group is not explicitly to change the program or modernize it, he said, but rather to give tutors insight into developments in modern thought - and such insight may lead to new texts being considered as program material. "There is some common direction in 20th centu:ry thought that I think we're getting a glimpse of," faid Mr. Cornell. Last semester the group, led by Mr. Kates, studied the writings of Heidegger, Husserl and Derrida. "In those readings we were trying to get a sense of Heidegger's overall itinerary," said Mr. Kates. "We then turned to Husserl to see what he had to say about reason in history and finally to Derrida who writes about Husserl." Mr. Cornell began his segment with Marcel Mauss The Gift - "one of those rare texts in anthropology that tries to show something essential about all societies by looking at the ones that have been called primitive." The reading list for this semester also included writers like de Saussure and Levi-Strauss. Structural linguistics involves "looking beneath grammar to the way language is structured on another plane .... [Structuralism] is also an attack on the Cartesian subject which is the foundation of modern thought in the West....It makes a major statement about what human beings are." The authors the group has studied this semester are well-read in the Great Books, Mr. Cornell said. "Their discourse tends to be of a philosophical nature that gets to radical questions ... and therefore I think they have something in common with our texts ... although they were not recognized by many of my colleagues until we started this. So I think, in that respect, it's been well received by people because they recognize these are people who are doing social science-they're thinking about human questions with some new methods, but it's not like they're a bunch of specialists who are out of touch with what the grand tradition has been thinking about. There is a real community between some of these authors and the authors that we read." As an example, the Oedipus myth is brought up throughout readings on this semester's list, he said. The format of the study group basically is that of a normal seminar. "If it's like a seminar, it's like some of the hottest St. John's seminars because tutors see things at stake," Mr. Cornell said. "I think teachers will identif}r or oppose more vehemently the voices of their own centu:ry. One gets to see where tutors really livewhat they think is really important, how they read things, what they detest, what they hope for out of the life of the mind, and what they think the direction of the Great Books looks like in our century.. .I think it's fun." Ill READING L I S T SPRIN'G 1 9 9 5 MARCEL MAuss, THE GIFT FERDINAND DE SAUSSURE, COURSE IN GENERAL LINGUISTICS INTRO. (CH CH. 1, CH. 3 (SECS. 1-6); PT II: 3); PT. I: CHS. 3-5 CLAUDE LEVI-STRAUSS, "STRUCTURAL ANALYSIS IN LINGUISTICS AND ANTHROPOLOGY", FROM STRUCTURAL ANTHROPOLOGY (BASIC BOOKS) PP. 31-51; AND GEORGES BATAILLE, "THE PROHIBITION OF INCEST", PT. 2 OF VOL. II OF THE ACCURSED SHARE (ZONE BOOKS) PP. 27-58 CLAUDE LEVI-STRAUSS, "THE STRUCTURAL STUDY OF MYTH 11 1 ANTHROPOLOGY, PP. FROM STRUCTURAL 206-230 SIGMUND FREUD, TOTFAI AND TABOO, CH. (SEC. 4), CH. 2 4 (SECS. 3-7) CLAUDE LEVI STRAUSS, TOT&UIS&I (BEACON 1-3, 15-32 PRESS), PP. (CH. 1, "THE TOTEMIC ILLUSION") AND RENE GIRARD, "VIOLENCE AND REPRESENTATION IN THE MYTHICAL TEXT", FROM To DOUBLE BUSINESS BOUND (JOHNS HOPKINS), PP. 178-197 CLAUDE LEVI-STRAUSS, THE SAVAGE MIND DEAN CONT. FROM PAGE 6 stability or slight growth in enrollment, even with higher tuition. As I will show, these grounds for hope have diminished, and two particularly ominous financial trends suggest that, while we are not in critical danger, we easily could be within a year or two if these trends are not broken. I will make the case for replacing "hopefulness" with a new mode that might be dubbed "self-reliant forethought" and suggest some new ways of thinking about Santa Fe. We alway.s have been an institution committed to conservative action and change only and after painstaking deliberation. But we have also traditionally prided ourselves on not only our willingness but our insistence on exploring even the most troublesome of serious issues to their very roots. With the future of the college at stake, we must muster our collective powers of intellect and imagination to explore eve:ry possibility that offers some promise for our future. Though there are any number of issues looming just over the horizon with respect to encroachment by outside agencies, demands for accountability, urgings toward multiculturalis~, attacks on the "canon," and so on, the two issues that press hardest now are first our problem of regularly spending more money than we take in, and, not completely independent of it, an alarming trend that has emerged over the last few years in financial aid, though its effects go further. The causes of these difficulties are largely national conditions of education and of the economy, though they manifest themselves in a peculiar way here. That the causes are larger than little St. John's should give us small comfort; it is up to us to solve them for ourselves if we can, for no one else is going to, and there is much in our favor. While large universities may be compelled to follow out the course on which they are determined, it should be possible for a small, dynamic, thoughtful college like St. John's to take greater charge in shaping its own future. Copied of the complete document may he requ&Jted from the Dean d Offi£e in Santa Fe at 505-984-6070. Ill (U. CHICAGO), CH. 1: "THE SCIENCE OF THE CONCRETE", PP. 1-33. MIRCEA ELIADE, "SENSE-EXPERIENCE AND MYSTICAL EXPERIENCE AMONG PRIMITIVES", FROM MYTHS, DREMIS, AND MYSTERIES (HARPER) I PP. 73-84 AND CLAUDE LEVI-STRAUSS, "THE SORCERER AND HIS MAGIC", FROM STRUCTURAL ANTHROPOLOGY, PP. 167-184 CLAUDE LEVI~STRAUSS, TRISTES TROPIQUES, CHS. 20, 23: "A NATIVE SOCIETY AND ITS STYLE"; "THE LIVING AND THE DEAD" (PENGUIN 178-197, 230-246) �8 REPORTER JOHNNIES ATTEND AIR FORCE ASSEMBLY CAREY REVIEWS RADIATION STUDIES AT LOS ALAMOS Elizabeth Trice, SF97, and Aysha Massell, SF96, were the two St. John's College representatives chosen to attend the 37th annual Academy Assembly at the Air Force Academy in February. The three-day conference undertook the topic of "U.S. Intervention Policy in the PostCold War World." Over 80 colleges were represented, with approximately 40 percent of the participants having military affiliations. Even though they were the only liberal arts majors to attend, and "philosopher king" jokes were abundant, the St. John's name preceded them. Brigadier General Reuben A. Cuvero, dean of faculty at the Air Force Academy, approached the two Johnnies to express his admiration for the St. John's tradition, Ms. Trice said. Dr. Karl Walling, A84, a political science professor at the academy, said that even though he feels "a little out of place at the academy," he finds that he is "well appreciated for his ability to think creatively and ask questions that otherwise wouldn't arise." Iii BY LESLI ALLISON Santo Fe tutor Jim Corey recently was invited to join the Human Studies Project Team of Los Alamos National Laboratory as on ethical consultant. Reporter file photo. Ill Physiological studies in which scientists investigated new uses of radioactive tracers for studying physiological processes in the body, such as the metabolism of iron in blood formation. Such tests were forerunners of today's nuclear medicine. The most controversial of these studies involved the injection of west of Santa Fe, and within sight of St. John's plutonium into human subjects. "Workers are exposed to minute amounts of plutonium and the Hege, is Los Alamos National Laboratory, home of the question was, what is the rate at which it is excreted?" Mr. Carey atomic bomb. It was here that Oppenheimer and fellow said. "The studies focused on the excretion of plutonium, not on how scientists helped launch the world into the nuclear age. It is here, much damage plutonium can do to the body. Listening to the press, too, that much of the nation's nuclear research still is conducted. one could be led to believe that the plutonium was given to determine Once a gated and top secret community, Los Alamos has long been how much could be given before damage occurred. In fact, the people the target of rumors and the source of many a sensational headline. were given plutonium only to see how quickly it could be excreted Today, Los Alamos National Laboratory is again at the center from the body, and of course it was given in very small doses, in of a media maelstrom, this time for past radiation experiments conalmost every case the smallest amount that could be measured." ducted on human subjects. Headlines in local papers clamor about In terms of whether the individuals involved in these experiexperiments on dead fetuses, radiation injections into unsuspecting ments gave informed consent, Mr. Carey said there are some cases individuals and autopsies on deceased government workers. where gray areas exist. The stir is the result of the "Openness Initiative" announced by "It's not clear whether or not informed consent was given in all Secretary of Energy Hazel O'Leary in December of 1993. "The Cold of the cases, since informed consent used not to be obtained in writing." War is Over-We're Coming Clean" was her theme. Under this inihe said. "If indeed these people were exposed without informed consent, tiative, thousands of formerly classified documents were released to I think it was definitely wrong, but it wasn't the egregious, Frankenstein the public. Ensuing media reports focused on documents revealing experiment that it's been made out to have been." past radiation experiments on human subjects, and allegations that While he did write a paper for the team on rationalism and scientists had acted unethically in conducting these experiments. ethics, and learned more about At Los Alamos, The the labs as a result of his Human Studies Project Team involvement, he said the main was created to locate, review and thing he carried away was a deeprelease documents pertaining to end mistrust of the media the radiation studies. Santa Fe "I learned more about the tutor Jim Carey was invited to s not clear whether press than anything," he said. join the team as one of two ethi"When I would see what the cal consultants. Other team or not informed consent was given in all of the team was doing and then I members primarily are senior would read articles in the press, cases. indeed these people were exposed laboratory officials. I came away with the sense that "Our role was to be prewithout informed consent, I think it was definitely the press was much more intersent at the weekly meetings to ested in what their readers, with offer advice when it was needed wrong, but it wasn't the egregious, Frankenstein their insatiable craving for enteron anything pertaining to ethical want to read. matters," Mr. Carey said. "We experiment that it's been made out to have been." tainment, would the truth, if it The concern for also were supposed to bring the wasn't lurid, was not very high. perspective of informed citizens The content that was worthy to the project." didn't get much attention at all, According to fact sheets whereas an unsubstantiated alleissued by the team, the biomedgation would get front center attention. It's unlikely ical research conducted at Los Alamos National that the public could be educated on an issue as comLaboratories from the 194 Os through the 1960s plex as this through the press. Someone once said consisted of four primary categories: 'News is the first draft of history' but it's an unbalanced draft." Iii Bioassay studies to measure specific types of radiation in urine, He continued to add, however, that while the media may be at feces, and other biological samples for materials such as plutonium fault for preferring the sensational to the substantive, the general and tritium public is even more to blame. II The development of radiation detectors for radiation monitoring "I would suspect the problem isn't so much with the press as Ill Dosimetry calibration in which scientists studied how the body with the public, whose purient curiosity is tempered only by laziabsorbs, retains and distributes internally the various radionuclides ness." he said. "For instance, an enormous number of documents needed for radiation dosimetry. Most of this work was done in aniwas released directly to the public. One place they were made mals, but some stud~es involved low doses to people to verify that available was in the reading room at the Santa Fe Public Library, the animal results were applicable to humans. These studies were and, according what we were told several months after the release, considered especially important in assessing the risk from fallout only one person had bothered to peruse that material." II after atmospheric weapons tests. "fj;, STUDENTS AWARDED AMBASSADORIAL, SCHOLARSHIPS Sara Harris, a student in the Graduate Program in Eastern Classics, and Rebecca Amaral, SF96, have each received an Ambassadorial Scholarship from the Rotary International Foundation. The award of approximately $21,000 will cove,r transportation, tuition and living expenses for graduate study abroad. The award is given annually to 1500 applicants nationwide. Ms. Harris, who currently holds a B.A. in East Asian studies from Oberlin, intends to study next year at International Christian University in Tokyo, Japan. The focus of her studies will be international communications. Originally from Brenham, Texas, Ms. Amaral will studyliterature and writing in Great Britain. II If �REPORTER GUIDING THE WAY TO REAL SCIENCE translation and provided commentary. Also in the works are volumes on Newton's Principia and three papers by Maxwell on the electromagnetic field (chosen and with commentary by tutor Thomas Simpson). Mr. Flaumenhaft himself is working on one on Ptolemy and Copernicus and another on early and modern geometry, including Apollonius and Descartes. LTiutor Harvey Flaumenhaft is working on a series of guidebooks to help reluctant science readers IN THE BEGINNING WERE THE NOTEBOOKS Q r some people, reading science can be like trying to gure out all the positions of the various sides in the Bosnia conflict -- or even like going to the dentist twice a year; it's something you think you should do but for lack of time or compelling motivation you just don't get to it. Annapolis tutor Harvey Flaumenhaft has a solution. For those who think they should read the scientists that have been important in the history of thought~ Newton, Copernicus, Descartes, Aristotle, Ptolemy~but don't, he has designed guidebooks. As series editor of the "Masterworks of Discovery" his mission is to make real science accessible. Mr. Flaumenhaft has :found that many people are eager to understand the scientific works that form the underpinnings of our thought. The key is to make the works less formidable, and that is what he has done in the "Masterworks of Discovery" books. "I think of them as available both to people who are utterly naive about science and to people who have advanced degrees. Instead of taking the current state of the art and running with it, they want to have some notion of where their starting points originated," he said. Each"Masterworks" volume~softcover, about 150 pages, and published by Rutgers University Press~contains portions of text, commentary, explanations of terms, diagrams, and background on the scientist. The first one, Gregor Mendei'J &cperimentJ on Plant HybriJJ, by Alain F. Corcos and Floyd V Monaghan, came out in 1992. Next was Newton'J Opticd by Dennis Sepper. Joe Sachs, another tutor in Annapolis, has prepared a volume on Aristotle's PhyJicJ which will be ready for publication soon. He's done a fresh The idea for the series came from several sources. Mr. Flaumenhaft participated in a panel to advise the National Endowment for the Humanities. A joint program with the National Science Foundation to foster studies that included bioethics and values clarification was near an end, and the NEH wanted ideas about how to continue linking the humanities with science. "I suggested that they might get people to write guidebooks to help those who were not experts but, nevertheless, wanted to read the great works in science," Mr. Flaumenhaft said. "Then I got a phone call from John Agresto [who is now president of the Santa Fe campus but was then acting director of NEH] saying they thought the guidebooks were right on target, and would I be interested in taking charge of such a thing. My first thought was that it was crazy, but my second thought was that you just don't walk away from such a project." In fact, Mr. Flaumenhaft had been keeping notebooks with questions and comments on the tutorials he taught at St. John's. He had a lot of material that he felt related to the project. "In teaching at St. John's, I was in a situation where it was expected that people who were not specialists could read the scientific texts and get something out of it. The classes here are part of a successful on-going experiment in reading these works," he said. That he taught at St. John's was a major help in setting up the series. In 1987, Mr Flaumenhaft accepted a grant from NEH that freed him from class time so that he could line up writers and a publisher. Karen Reeds, an editor at Rutgers University Press, contacted him about Rutgers handling the series. "She was very enthusiastic, very intelligent, with a doctorate in the history of science and an active professional life in the field," said Mr. Flaumenhaft. CONT. ON PAGE 20 The association has worked well. 9 HOMECOMING JULY 2JL = 23 KN SANTA FE o ,.,he classes of '70, '75, '80, 85, '90 and Graduate Institute alumni have seminars, picnics, dancing, hiking and more planned for a memorable Homecoming weekend. All alumni are invited! SUMMER ALUMNK PROGRAM JULY JL6 28 = In Week One of the Summer Alumni Program, Focw on the VuuaL ArtJ (July 16 - 21), alumni will have the opportunity to explore the visual arts as they have the great books. Week Two, P(}LiticaL PhiloJophy: Pa.Jt and Pruent (July 23 - 28), will include discussion of international relations and American politics. Distinguished speaker and scholar, Thomas E. Mann, director of the Governmental Studies Program at the Brookings Institution, will give the opening lecture for Week Two, "American Politics: Is It Everything the Founders Envisioned It Would Be?" Detailed information is included in the Homecoming and Summer Alumni Program brochure sent to all alumni. If you have not received a brochure or would like further information, please contact the Santa Fe Alumni Office at 505-984-6109. la �10 REPORTER PATHS?~ POST BACCALAUREATE BLUES? COMMENTARY BY LESLI ALLISON NAME: John Agresto POSITION: President, Santa Fe Campus COLLEGE: Boston College MAJOR: Political Science WHAT DID YOU WANT TO DO? I didn't know. I thought I wanted to teach. DID YOU EXPECT TO BE ACOLLEGE PRESIDENT?: Don't be silly. HOW LONG DID IT TAKE TO GET ON YOUR PERMANENT CAREER PATH? I went to graduate school immediately and it's been a straight academic path ever since. ANY REGRETS?: "Regrets? I have a few. But then again, too few to mention." NAME: John Schroeder POSITION: Secretary, Public Relations COLLEGE: St. John's University MAJOR: Government WHAT DID YOU WANT TO DO? Originally I wanted to go into politics, but now I'll probably end up teaching. DID YOU IMAGINE YOU WOULD ONE DAY WORK IN APUBLIC RELATIONS OFFICE? No. If you had told me when I was in college that I'd be working in public relations, I would have said you were a fool. HOW LONG DID IT TAKE TO GET ON YOUR PERMANENT CAREER PATH? I'm not there yet. Had I not been here, I certainly wouldn't be getting a master's in liberal arts, I'd be more focused in my studies. This is a detour. ANY REGRETS? No. NAME: Jennifer Chenoweth POSITION: Director of Placement, SF COLLEGE: Kansas City Art Institute MAJOR: Fine Art WHAT DID YOU WANT TO DO? I knew I wanted to be in academia. I wanted to go to graduate school and I wanted to be a teacher, but I didn't know if I could do it. DID YOU IMAGINE YOU WOULD ONE DAY BE APLACEMENT DIRECTOR? Heck no. HOW LONG DID IT TAKE TO GET ON YOUR PERMANENT CAREER PATH? I've been out four years. I think in part I'm building the foundations for a career. ANY REGRETS? No. (!) n the surface, our messages compete. One publication In a follow-up interview to the NooMoon article, Ms. designed to attract students to St. John's tells you we Chenoweth explained that comparing the transition period for St. are among the top schools in the nation in the percentJohn's students with the transition period cited by other schools is age of graduates who go on to earn a Ph.D. Another publication actually like comparing apples and oranges. tells you a liberal arts education is the best career preparation of "I think other schools are just looking at whether their graduall. But a third and seemingly contradictory position often found in ates are employed or not," she said. "What we're looking at is the time it takes them to find their primary career path. Other schools college publications tells you just the opposite: We deliberately do NOT prepare our students for a career or for graduate study. are not measuring the transition time in terms of quality." An informal survey of several other liberal arts colleges conIt's not difficult to reconcile these messages. While the St. John's program is not career-oriented, it does, in fact, provide stufirmed that when these schools keep statistics on their alumnidents with essential skills for the future. This has been documented which few seem to do-they determinethe length of the transition by studies of alumni career paths and by reports on the skills necperiod based on full-time employment rather than the attainment of essary to succeed in a variety of fields - skills such as analytical a professional career or path. thinking, careful listenAccording to Ms. ing and communication. Chenoweth, if we use Despite these studthe standard measure ies, however, there is a of transition time, St. John's compares favorperception among some ably to other colleges. In students, alumni and fact, an October 1994 other members of the is tempting these days to believe that article in Cow?Jeling college community that specialization is the key to future success, but we think that is exactly wrong. True, for a St. John's education Today cited a survey in many students required courses-even in the major field-are a nuisance tolerated as a which St. John's was doesn't adequately premeans to the end of the diploma that wins the job that begins the career. For these rated among the top five pare and can even students a college education is, at best, an introduction to some technical knowledge, colleges and universities unprepare students for in the nation in terms of the working world. And, most of which will be re-learned on the job, along with all the things never learned in the likelihood of its the thinking continues, college that make up the substance of professional life. The professions themselves graduates finding a good while this is an unfortugrounded as they are in what we casually refer to as "the real world" -sometimes job after graduation. nate consequence of a denigrate the very pre-professional graduates drawn to the field: ad agencies don't want In addition, the pure liberal arts educaadvertising majors; newspapers and magazines won't hire journalism graduates. 1994 Money Magazine tion, the sacrifice is §t GuiJe to Col!egeJ found worth the gain. that only 27% of all Perhaps this perWe don't mean to dismiss the importance of specific knowledge. Far from it. But, college graduates go ception stems from forgetting for the moment the aura that often surrounds a technical degree from an elite on to pursue advanced the college's repeated university, companies in most fields are looking for well-rounded employees; people study. By comparison, emphasis on the purwho can read and understand, organize and analyze, plan and execute. 74% of St. John's pose of its liberal graduates pursue arts curriculum as educa-The National &view College GuiJe advanced study with tional, not vocational. up to 70% of those Nevertheless, it appears earning Ph.D.s. to be a largely unfounded In a 1993 study by perception and one possithe Higher Education bly detrimental to our Data Sharing college community. Consortium, St. John's ranked in the top 10% of all American colIn a recent edition of the Santa Fe student newspaper, NooMoon, leges and universities in terms of the percentage of its graduates an article on changes in the work-study program gave an alarming comparison. It said that according to Santa Fe placement director who earn doctoral degrees. Karen Holland, director of placement in Annapolis, said most Jennifer Chenoweth, Johnnies have a five- to ten-year gap between graduation and starting a career, whereas other institutions claim a St. John's graduates go to graduate school within three to five years. She also said that most recent graduates get entry-level jobs one- to three-year transition period. with an average salary of about $18,000. And, within five to ten "The impression I've always had is that it takes Johnnies years "our graduates do spectacularly well and get great jobs," she longer to get into the real world in terms of employment or a career," said Travis Dunn, a sophomore in Santa Fe. "From everysaid. "They do everything you can imagine." Why then, if St. John's has such a high success rate among its thing I've heard, though, St. John's alumni eventually go on to really good jobs. I never thought St. John's prepared one for getting a graduates do some Johnnies end up waiting tables or driving taxis? According to the U.S. New,1 and World Report 1995 Guide to career immediately. I think that's probably the general perception." On further examination, however, it appears the notion that College,1, fewer than 20% of all college graduates have secured fulltime employment of any kind by graduation. As it turns out, it's not St. John's graduates are at a disadvantage in the job market or at all unusual for recent graduates from any college_ or university to entering graduate programs has little, if any, factual support. �REPORTER 11 an incremental pay scale. want to take time off, to travel or to work in a non-professional or "There are some skills that are easy to give them, like resume entry-level job while considering the future. In fact, it may be good writing, but they need more than that," he said. "They need the to take some time off. underlying attitude, the confidence. That's why it's good to provide "I think some transition time is a very healthy thing," Ms. solid on-campus jobs for them which offer both criticism and Chenoweth said. "There are some things in life you can only do when rewards. We want to give them experience in job situations. That you're just out of college, like travel, be a little bit irresponsible, and will give them a sense of familiarity with the world of work and help experiment with jobs and with different parts of the country." take away that sense that it's unknown and scary or frightening." Despite the favorable studies, surveys and the notion that some This focus, however, is relatively new at St. John's and one drifting after graduation is healthy, the issue of the St. John's transiwhich continues to be met by some resistance in the college commution period has lately entered the limelight. Students on campus connity. Simply put, some believe that concerns about things unrelated tinue to debate the merits and shortcomings of the St. John's educato the academic program can be distracting at best and destructive to tion in terms of its value in the job market. And alumni and the colthe New Program at worst. lege administration have continued to emphasize the need for "I think just the opposite," expanded career counseling services. Mr. Van Luchene said. "You If St. John's compares so don't want students to be workfavorably against other schools in ing more than 10 - 12 hours per this respect, why such concern? week, but on the other hand, for And why does the perception them to have an appropriate job remain that students here may be helps them with their studies disadvantaged in the job market? B INDIVIDUAL EXIT INTERVIEWS WITH DIRECTOR OF because it develops a certain kind According to Mr. Van PLACEMENT FOR EACH SENIORIN SPRING of discipline. A successful work Luchene, self-confidence and familexperience can also help with iarity with the environment of the II REQUIRED MEETING OF SENIORSWITH DEAN AND some of the personal and psychoworking world are important for DIRECTOR OF PLACEMENT IN THE FALL logical problems we see in sturecent graduates as they make their Bl ALUMNI OUTREACH PROGRAM TO RECENT dents because it contributes to way in "the real world." Since St. GRADUATING CLASSES things like self-esteem." John's students occupy a fairly While a lack of self-confidence insulated, protected environment B NETWORK OF ALUMNI AVAILABLE TO ASSIST RECENT GRADUATES WITH CAREERAND TRANSITION ADVICE and "real-world" experience may for four years, they may feel less plague some students at St. John's, prepared for the "push and shove" 8 COUNSELING AND PLANNING ASSISTANCE FOR the overall picture remains favorworld outside than students who STUDENTS AND ALUMNI able: Johnnies get jobs and go to attend larger institutions, he said. II GRADUATE SCHOOLAPPLICATION ASSISTANCE graduate school at a rate compara"Some students leave thinking ble to or better than students at that getting back to St. John's 8 RECRUITING ON CAMPUS BY GOVERNMENT EMPLOYERS, other institutions. College is what they should be BUSINESSES AND NON-PROFIT ORGANIZATIONS The supposition that Johnnies striving for, but we don't mean for II MEETINGS WITH STUDENTS REGARDING MEDICINE, LAW, are less prepared than other stuit to be that sort an oasis," Santa Fe EDUCATION, JOURNALISM AND COMPUTER SCIENCE dents for the "real world," theredean Steve Van Luchen said. "It's a fore, is misleading. It's also dannecessary feature of the life of the Bl WORKSHOPS FOR STUDENTSON GRANT~WRIT1NG, gerous. It is dangerous because it college. But we can't let them forSCHOLARSHIPS AND FELLOWSHIPS, WRITING, AND gives students and alumni a false get about the world, so we need to TEACHING ENGLISH ABROAD perception of themselves, of the give some constant attention to that Bl CURRENT INFORMATION ON JOBS, INTERNSHIPS AND merits of their education and of all the way along. That's a little bit VOLUNTEER OPPORTUNITIES the college. It contributes to the different from when I came to the myth that St. John's has "spoiled" college. We now believe we have a Bl ·NEWSLETTERWITH ARTICLES, EVENTS, OPPORTUNITIES AND COMPETITIONS its students, unfitted them in serious obligation to make that some way for fruitful employment transition period a little more proThis information was submitted by the Placement Office in Santa and future success. In some cases, ductive. That's why we have the Fe. Similar programs are conducted by the Annapolis Placement this can become a self-fulfilling placement director involved with Office. For further information~ contact the Placement Office in prophecy as new graduates them early on, so the transition Santa·Fe at(505) 984-6066,.orinAnnapolis at (410) 263-2371. approach employers without from the life of the college to the confidence. Finally, it can lead to world can be more seamless. a suspicion among recent graduates that somehow, people who For this reason, Mr. Van Luchene and Ms. Chenoweth are went to other schools have skills and attributes that Johnnies didn't implementing several changes to the work-study program on camget. This is false. Take it from an Ivy League English major: Out in pus. The maximum amount of hours students can work will be the job market we're shooting from the hip, just like you. increased from 10 to 12. Work-study positions also will allow for increased levels of responsibility and, accordingly, will now have STUDENT/ALUMNI. SERVICES PROVIDED BYTHE PlACEMENlOFFlfE nm a NAME: Lesli Allison POSITION: Director of Communications COLLEGE: Columbia University MAJOR: English WHAT DID YOU WANT TO DO? Write, photojournalism, ranch, adventure DID YOU IMAGINE YOU WOULD ONE DAY BE APUBLIC RELATIONS DIRECTOR? Absolutely not. I still can't believe it. HOW LONG DID IT TAKE TO GET ON YOUR PERMANENT CAREER PATH? It's been eight years since I graduated and I'm not on it yet. I don't know that I ever will be. ANY REGRETS? Not really. I sometimes wish I had majored in physics, and I do wish I'd had the quality of education our undergraduates here receive. NAME: Nick Giacona POSITION: Director of Prospect Management and Research COLLEGE: UCLA MAJOR: Psychobiology WHAT DID YOU WANT TO DO? Medical research, studying mind/body relationships. I actually did it for a couple of years afterward and that's when I decided I didn't want to do medical research. DID YOU IMAGINE YOU WOULD ONE DAY BE ADIRECTOR OF PROSPECT MANAGEMENT AND RESEARCH? Never. I think when I was in college, my career didn't exist. HOW LONG DID IT TAKE TO GET ON YOUR PERMANENT CAREER PATH? I graduated in '79 and I started doing research in '82, but I didn't really get serious until '85, so a good six years. ANY REGRETS? None. It was a circuitous route, but I'm happy about the way it turned out and I wouldn't change it. I think I found the right calling for my instincts. I just had to wait for my career to evolve. NAME: Larry Clendenin POSITION: Director of Admission COLLEGE: St. John's College MAJOR: Not applicable WHAT DID YOU WANT TO DO? Be a college president DID YOU IMAGINE YOU WOULD ONE DAY BE ADIRECTOR OF ADMISSION? No HOW LONG DID IT TAKE TO GET ON YOUR PERMANENT CAREER PATH? Two years. ANY REGRETS? No. II �I see that St. John's is abolishing the French Reading Knowledge Exam as a condition for entering the senior year. I think you should keep the exam, if not as a requirement, then as a TARGET-a recommended level which students should TRY to achieve. You say that some students do well in language class yet are unable to pass the exam. Do you think some of those who do well in class may have difficulty using French out in the world after graduation? I say give them the exam anyway; the experience won't hurt and may encourage them to work on their language some more and to begin to realize that there is a lot of French to be met outside the comfortable walls of the classroom. THE ST. JOHN'S-HOMESCHOOL CONNECTION BY BARBARA GOYETTE there a connection between the type of education fered at St. John's and the homeschooling movement? veral of the current students on the Annapolis campus were taught at home (see profiles on pages 13 and 21), and a number of alumni, formulating their own theories about how children learn, have kept their children out of traditional schools and are working with them at home. Nationwide, between 650,000 and one million children are taught at home, according to estimates by homeschooling groups. Reasons for homeschooling differ widely. Some Christian fundamentalist families want their children to have religion as the focus of their learning. Some homeschooling parents think children learn -Daniel H Daniel! Beth Kuper's letter about her "unseminar" struck a sore point with me, too. When I attended the Graduate Institute I had already done two master's degrees and was self-employed in my own management development business. As an undergraduate I had won regional and national contests in intercollegiate debate and group discussion. St. John's seminar format looked inviting and easy. During my first summer, after a stormy exchange, the tutor, John White, suggested I meet with him for coffee and a little private discourse. "Mr. Snyder," he said, "stop dominating the seminar. You' re preventing others from exploring their own ideas." He shocked me speechless, but he helped me listen, ponder, and gain new ideas from other bright minds. The process was not so easy after all. By the end of my second summer, I could listen for an endless 25 minutes (wow!) before I jumped into the flow. I don't think I'd have attended any "prep course" on how to do seminars, if one had been offered. I didn't think I needed it at first. The intellectual experience had to hit me, just like the classic texts. Would Beth have been interested in a prep course on how to study Plato, much less how to discuss it? St. John's group discussion process is truly complex. Perhaps an analysis and self-critique after a session or two would be valuable and maybe less painful than your tutor's counsel. -Joel J. Snyder, SG/85 Ill something that truly interests and inspires them-and this can be better attempted at home than in a classroom. "My primary reason for choosing to homeschool my children came from watching them," said Janet Nelson Berggren, A72, who lives in Evanston, Illinois. "I wanted to preserve the sense of joy in learning and curiosity children have at a young age." She's working with Charlie, who's in first grade, trying to integrate history, geography, math and language skills into whatever they decide to study. Recently, for example, Charlie developed an interest in knights and castles when they read about King Arthur. Anne Glenn Cruse, A76, takes a similar approach with her daughter, Emma, who is five. "Living is learning," Anne said. "There are opportunities for children all the time; we ruin it when we put them into buildings and require that they all study the same things at the same time." Recently she and Emma watched their cat stalk a bird, then learned all about the bird, including its name, what it eats, where it migrates. Emma has learned about weight and measurement from studying horses, and SOOfi: she will start riding lessons. Janel Nelson Berggren, A72, with her son, Charlie, at Homecoming. Janet homeschools Charlie. and tries to nurture his "tremendous capacity to learn." Photo by Keith Harvey. best when they are pursuing what interests them. Some parents hope to cover more academic ground than traditional schools do. Homeschools range from the highly regimented to the completely unstructured; some use prepared curricula, others look for unconventional teaching methods. Homeschooling is legal in every state, although regulations governing it vary considerably. St. John~s seems to attract independent-minded students who have been homeschooled. According to Admissions director John Christensen, homeschooled students are asked to submit either GED results or scores from standardized tests, just like other applicants who do not have a high school diploma. Three alumni who homeschool their children share an opinion about education: Those who take responsibility for their own learning get the most out of it. And all three homeschooling alumni expressed the same thought about sending their children to "regular" school: Children will learn best when they are working on "I don't feel that people who send their children to school are wrong. This is a personal decision for us," says Laurie Richardson Cavanaugh, A83. She homeschools her son, Patrick, who is seven, and she'll work with her two other children Molly (5) and Althea (3) when they are ready. When Laurie thought about her children going off to school all day, she realized that she would be delegating their education to others - and also that she would be missing all the fun. Patrick loves math and science, and Laurie and her hus- �that only experts have the answers." Because she doesn't feel that band Steve worried that the elementary schools tended to emphasize language arts. They didn't want Patrick to become disenchanttraditional schools can provide such opportunities, she calls herself an "unschooler." ed with learning because of school. Laurie Cavanaugh considers herself a tutor or facilitator rather None of the Johnnie homeschoolers are following a prepared curriculum; only Laurie Cavanaugh, who lives in Wilmington, than a teacher. Her broad-based St. John's background, which covDelaware, has to submit curriculum guidelines to her local school. ered all disciplines, makes Laurie more confident about helping her In Maryland, where Anne and Bryant Cruse, A73, live, parchildren to follow their interests. ents who homeschool must have their program checked by the Janet Berggren agrees. She comes from a quintessential St. local school, or they can join a satellite school, an organization that John's family (she, her father, and her brothers all went to St. John's, and her brother Chris is now president in Annapolis). provides resources for homeschoolers. Anne has joined a group in Janet thinks the notion of taking Annapolis that is orientresponsibility for learning is the ed toward people with link between St. John's and her philosophy, which homeschooling, and she says, "In was influenced by John homeschooling, you are trusting Taylor Gatto, a teacher that your children have the abiliin the New York public ty and desire to learn. It's similar schools who writes to the St. John's notion that stuabout the evils of tradidents can tackle the readings tional schooling, and by John Holt, the educaand have the ability to discuss tional guru whose Teach and learn from them. Your Own is a classic among homeschoolers. Illinois law treats homeschools like private schools, so Janet Berggren must cover certain subject areas with her children, but by Su,J]an Bordan she does not need to Emily Murphy, A95, began submit tests or progress Christy Mcflroy A97 and sister Charissa Mcflroy benefitted from homeschooling as children. her homeschooling in fourth reports. She also cites See story page 21. grade when she and her parents John Holt as an influsought a better education for her, one that would capitalize on her ence on her decision to homeschool, and adds David and Micki special talents without dwelling on her academic weaknesses. Colfax's Home..!Choolingfor EwelLence and Nancy Wallace's Better Than An early reader (she started reading at age 2), Emily was Schooling to the list. already writing in complete sentences by the time she entered first Anne, Janet and Laurie all take their children to the library, to grade. Her handwriting, however, was terrible. Her teachers, museums and on field trips. The usual trapping of elementary uncertain what to do with Emily the precocious student, focussed on schools-textbooks, worksheets and tests-may or may not be Emily with the atrocious handwriting. One teacher, upon discoverused. But another ingredient of regular school is essential-playing ing that Emily's math abilities lagged behind her language skills, frewith other children. One of the big questions for homeschoolers is quently used this discrepancy as an opportunity to berate her. When how to provide opportunities for socialization for their children. the Murphy family moved to Homeschooling networks or groups can be part of the answer. Connecticut in 1981, they decided Often homeschoolers with differing philosophies and children of to try homeschooling. different ages can band together for activities; Janet Berggren's At first, Emily's experiences group, for example, holds weekly gym and nature classes. For in school led her to refuse to do Anne Cruse, finding a group that jibes with her own philosophyany math or writing. "I wouldn't in which education hinges on exploration rather than regimentaeven write my own name," she tion- has been important. says. Her father worked with her Laurie Cavanaugh said she thinks homeschooling goes along to overcome her writing problem, with the St. John's philosophy of not dwelling on testing and spending an hour each evening grades. She's interested in developing a great books program for taking dictation from Emily. her children and would like to hear from other St. John's alumni When that method became too who are homeschooling. She and Steve talk with other homeschoolers slow for her, she took up the pen on the Internet, where Laurie reports that St. John's is mentioned and their focus turned to editing. as a good college for homeschooled students. (Laurie's e-mail Her math aversion was cured address is: Lauriel030@aol.com.) when, after some shopping The alumni interviewed for this article shared similar goals around, she found amath textand methods in their quest to provide education for their children. book she was comfortable with. All allow their children's interests to dictate what they study-at Emily Murphy, A95 Although math and writing least at this early point in their homeschooling experience. And were struggles, Emily had no they agree that their background as St. John's students gives them problems with history and English literature. "I've always been a confidence to act as teachers. Anne Cruse, for example, remembers that at St. John's she voracious reader of history," she said. "And my mother has a maslearned best the things that she figured out for herself. Anne wants ter's in English and my father has a PhD, so my parents just put out her daughter to be able to think independently; she wants her "out their Norton Anthologies and we'd study that." CONT. ON PAGE21 of a system that rewards dependence and passivity and teaches you II m STUDENT PROFILE: EMILY MURPHY LIBERALARTS FOR MATURE LEARNERS "A lot of the students sitting around the seminar table could be my grandchildren," Annapolis Graduate Institute student Robert Gamble said. "It was a little awkward at first, but soon I felt I fit right into the discussions." Mr. Gamble, who is 84 and lives in Annapolis, applied to the Graduate Institute at his wife's urging. He's the oldest student ever to enroll. Mr. Gamble graduated from the Naval Academy in engineering and worked in industry for many years. He did management work for a trucking company and a farm machinery company, and he was also involved with labor relations. "I never had the opportunity to experience this kind of liberal arts education. The St. John's Graduate Institute is such an unusual course," he said. Studying the philosophy and theology segment is interesting, Mr. Gamble said, because he can explore the beliefs of other thinkers. And he praised the expertise of the tutors and the discussion format of the classes, where he contributes to the give and take of ideas. Older people can be a good market for the Graduate Institute, Mr. Gamble said. "Instead of disliking learning, they feel they would like some more. There's a sort of a vacuum that education fills."B , TUTORS TO TEACH SUMMER COURSES Laurence Berns and Gisela Berns, both tutors in Annapolis, will teach courses this summer at The Clearing, a rustic retreat in Ellison Bay, Wisconsin. Mr. Berns' class, titled "Human Nature, Eating, and Ethics," will use as text The Hungry Soul: Eating and the Pe1fecting of Our . Nature by Leon Kass. Dr. Kass, a physician, teaches philosophy and literature at the University of Chicago and formerly taught at St. John's. Mr. Berns hopes to explore "how our biological make-up sets the conditions for our spiritual, social and ethical lives." Mrs. Berns will teach a class titled "The Romantic Imagination: Nature as Expression of the Human Heart." Poems by different authors (Shakespeare, Keats, Dickinson, Frost, Stevens) will be examined in light of their sensibilities about nature as an expression of the human heart. Their classes run July 23-29. For information on The Clearing, contact: P.O. Box 65, Ellison Bay, WI 54210. B �14 REPORTER Spring 1995 St. John's College Alumni Association News Glenn Ballard, 868, editor - Thomas Geyer, A68, communications committee chair ELECTION NOTICES Election of Alumni Representatives to the St. John's College Board of Visitors and Governors. In accordance with Article VIII, section II of the By-Laws of the St. John's College Alumni Association, notice is hereby given that the following alumni have been nominated by the Alumni Association Board of Directors for election to the St. John's College Board of Visitors and Governors. For his second term: STEWART GREENFIELD, A53, Westport, CT Military Service, 1953-55; Founder and CEO, Oak Investment Partners, 1974-90; Vice President and General Partner, Donaldson, Lufkin and Jenrette, 19717 4; Director, National Venture Capital Association; Board member, Nature Conservancy; Trustee, Nature Center, Westport, CT; Member, St. John's College Board of Visitors and Governors, 1993 - . For her second term: ANNE L. LANE, SGl84, Santa Fe, NM B.A., Political Science, George Washington University, 1966; Civilian Employee Relations, Kirkland Air Force Base, 1968-78; Post-graduate course work toward a Ph.D. in Classical Philosophy, 1985-87, University of New Mexico; Volunteer leader of honors seminars, Albuquerque Public High Schools, 1987-91; Substitute teacher, Bernalillo Public School System, Sandoval County, NM; Member, St. John's College Board of Visitors and Governors, 1993For her first term: DR. SUSAN M. FERRON, SF77, Marine-on-St. Croix, MN Post-Baccalaureate, University of Minnesota, 198082, 1990-94; M.D., Mayo Medical School, 1986; Residency in Internal Medicine, Mayo CONT. ON PAGE 15 WHO PAYS THEIR ASSOCIATION DUES? 1994 ANNUAL REPORT OF THE ALUMNI ASSOCIATION Sharon Bishop, President 30% 25% 20% 15% 10% PERCENT OF ALUMNI DUES PAYERS BY YEAR 25 _••••••••••••••• i7. ................... '2.q 19 .••••••••••••••'..?~ ~L-------------- ~------ll 9 1 '"' 9 10 92 93 94 u 5% n earlier annual reports, we focused on the committees and operations of the Alumni Association Board (1993) and on what we do with the dues (1992). This year, we thought it would be interesting to look at "who" pays their Association dues. I Association Members vs. Members in Good Standing First, ALL alumni are members of the St. John's College Alumni Association (SJCAA), whether they pay their dues or not. The bylaws of the Association define alumni as all who have been awarded a degree by the College and all who have completed at least one semester of undergraduate study or at least one segment of Graduate Institute Study (after their entering class would have graduated}. Further, "all who have ever been alumni shall continue to be." To be a member of the SJCAA "in good standing," however, requires that current Association dues are paid. Being a member in good standing means that the alumnus/a is entitled to cast one vote in person or by proxy at any Association meeting. From the by-laws: "A member who current dues are unpaid is not in good standing and may not vote at any meeting, in person or by proxy." What The Dues Are Annual Association dues in 1994 were $30.00 for members of the classes of 1984 and earlier, $7.50 for members of the classes of 1985 to 1993, and free for members of the class of 1994. Dues are free for members of each year's graduating class. Association dues have not increased since l 989. Reportedly, some members are confused between Association dues and contributions to the College. A financial contribution to the College, while extremely worthwhile, does not constitute payment of Association dues or render a member in good standing with the Association. The Association is an independently chartered organization which keeps its own separate accounts and files with the IRS as a non-profit organization. The College provides financial support for alumni activities but does not give the Association any money. All Association funds come directly from alumni. In the event that an alumnus/ a sends the Association more money than is required for the dues (which happens periodically), the Association assumes that the overage was intended as a contribution to the College and transfers that amount to the College's Annual Fund. The result is that you can send money to the Association intended for the College, and it will get there, but you can't send money to the College intended for the Association. 1994 Dues Income and Payers In 1994, the Association received $30,349.45 from 1,433 members, representing approximately 17 percent of the 8,240 alumni for whom the Association has valid addresses. Over the last four years, the actual number of alumni paying dues has increased substantially: from 1,256 in 1991 to 1,433 in 1994. The overall percentage of alumni paying dues has, however, remained fairly constant: 17 percent in-1991 and 17 percent in 1994. The reason for this apparent anomaly is that the total number of alumni with valid addresses has also increased substantially: from 7,433 in 1991 to 8,240 in 1994, partially as a result of graduating classes and partially as a result of College efforts to find "lost" alumni. 0% 91 - - - Non Grads AN + SF ••••••••• Graduates AN + SF - - - All Alumni Overall, a much higher percentag~ of alumni who are graduates (23%) pay dues than nongraduates (10%). Also, alumni of the undergraduate program (19%) are more likely to pay Associates dues than alumni of the Graduate lnstlh.Jte (13%). Dues Payers By Decade . _. _ On a percentage basis, the DecClcf~ 'of the Forties are the most stalwart supporters of the Alumni Association: fully one third (33%) of alumni from this decade paid their 1994 Association dues. They are followed by the Decade of the Fifties with 29%, and the Decade of the Thirties with 27%, of their members paying dues. Interestingly, these "older" decades, as well as the Decade of the Twenties (which only. has 49 alumni remaining}, all have a higher percentage of dues-paying alumni than any more recent decade. For the Annapolis Decades of the Sixties, Seventies and Eighties, the percentage of duespayers i~ fairly consistent, ranging only from 20-22%. For the comparable Santa Fe Decades, the range is much greater: 23% of the Decades of the Sixties are duespayers, compared to only 11-13% of the Decades of the Seventies and Eighties. Our most recent alumni {the Decade of the Nineties) have the lowest percentage of duespayers: only 16% from Annapolis classes and 11 % from Santa Fe. ALUMNI DUES PAYERS BY CLASS DECADE (UNDERGRADUATE CLASSES ONLY) A 1920'• 1930'1 1940'• 19SO'I SP 1960'1 A SP 1970'1 A SF 1980'1 A SF 1990'1 Dues Payers By Class Year For some unknown reason, the percentage of alumni who are dues payers varies significantly by class year. Some classes have a fairly high percentage of dues payers while other adjacent classes have a fairly low percentage. For example, the Annapolis Class of 1962 has the highest percentage of dues payers (32%), while the Class of 1961 has the lowest percentage (13%) in the Decade of the Sixties. The Santa Fe Class of l 977 has twice the percentage of dues payers (20%) compared to the Santa Fe Class of 1976 (10%). To the 1,433 alumni who paid their 1994 dues; THANK YOU! We hope you will continue to support the Association. To the 6,807 alumni who did not pay their 1994 dues: we hope you will become an Association member in good standing with the payment of your 1995 dues. Just think how much stronger the Ill Association could be with financial support from all alumni! �REPORTER NEW YORK CHAPTER VIEWS THE THAW COLLECTION BY MICHAEL DAVID BLUME A78 n Thursday, December 29th of the year just passed, on a mild ofternoon punctuated by chilly gusts of wind, some two dozen alumni and friends of the College congregated at the Pierpont Morgan Library to attend a docent-led tour of the collection of master drawings assembled by Eugene Thaw, an alumnus of the class of '46. They came from Trenton, New Jersey, and Rockland County, New York, as well as various sections of New York City, braving holiday traffic and the first stirrings of rush hour, to converge at 36th Street off of Madison, in the Murray Hill section of Manhattan. Some were of Mr. Thaw's era, the decade of the forties, when Barr and Buchanan reigned. Among those forties alumni were Allan Hoffman, Peter Weiss alld Peter Davies. Other decades were represented, of course, among them Tom Williams from the Fifties, Frances Burns from the Sixties, and numerous younger alumni, among them Adam Eggers, Fielding Dupuy and the current president of the New York Chapter, Justin Burke. Charles Nelson and his wife Ann, the parents of the current Annapolis campus President, made it down from Croton-on-Hudson. And, of course, my wife Betsy Blume, the Annapolis campus Director of Alumni Activities, and myself, both '70's graduates, drove up from Annapolis. Our son David, at age 10, was the youngest participant, but he has become an old hand both at museum going and chapter visitation. The Alumni Association felt that the exhibit was of such importance, it deserved a visit, and Justin Burke showed real enthusiasm for incorporating a tour into the schedule of New York chapter activities. After soliciting advice from Francis Mason '43, a former director of the Morgan Library, Betsy and Justin arranged the particulars with splendid cooperation from the Library staff. The Library was first established by John Pierpont Morgan, one of the most important financiers and industrialists of his day, as well as a philanthropist and patron of the arts. With ample expert advice, in particular from Bella de Costa Greene, whom he hired as his librarian in 1905, Morgan had already amassed considerable manuscript holdings, as well as paintings, sculptures, and objets d'art, by the time he hired Charles McKim to build his library edifice on 36th Street. McKim, a leading neodassicist, designed a marble rectangle with a recessed portico, decorated with becoming simplicily and tasfe. The interior was much more richly and colorfully O decorated, most impressively in the Rotunda, the vaulted foyer to the Library. The Library was completed in 1906, although much of Morgan's collection remained elsewhere, and after his death in 1913, the disposition of his various holdings took some time to settle. His son, J.P. Morgan, Jr., established the Library as a public institution with its own trustees and endowment in 1924. Since then, the Library has undergone various renovations and expansions, most recently when it acquired J. P. Morgan Jr.'s former townhouse, which was adjacent to the Library property. It has also, of course, built up its collections. The collection of drawings and prints held by the Library is strong, with its strength much enhanced by the Eugene V. and Clare Thaw collection, which, of course, had exerted the attraction on our group in the first place. Gene Thaw has been one of the more important dealers in Old Master paintings for much of his adult life, and has collected in _that area as well as in drawings. Since retirement, he has taken up resiCONT. ON PAGE 16 HILAIRE-GERMAIN-EDGAR DEGAS (1834-1917), Seated Dancer, essence over pencil, on pink paper. l 0 15/16 x 8 11/16 inches. Collection of Eugene V. and Clore Thaw. Photography by: David A. Loggie. c.1994 The Pierpont Morgon Library. 15 ELECTION CONT. FROM PAGE 16 Graduate School of Medicine, 198689; Asst. Director of Admissions, St. John's College, Santa Fe Campus, 1977-78; Director of Admissions, St. John's College, Santa Fe, 1978-79; Medical,Staff, Brainerd Regional Human Services Center, Brainerd, MN, 1989-1994; Instructor, Dept. of Medicine, University of Minnesota Medical School, 1995-present; Certification, American Board of Internal Medicine, 1989; Member, Ethics Committee, Brainerd Regional Human Services, 1989-93, Chairman, 1990-93; American College of Physicians, 1991-present. NOTICE IS ALSO GIVEN THAT NOMINATIONS MAY BE MADE BY PETITION The rules governing submission of nominations by petition are as follows: 1. Petitions must be signed by at least 50 members of the Alumni Association in good standing. 2. Nominations must be accompanied by a biographical sketch of the nominee. 3. The consent of all persons nominated must be obtained. 4. The petition must reach the Directors of Alumni Activities NO LATER THAN DECEMBER 1, 1995; c/o St. John's College, PO Box 2800, Annapolis, MD 21404. If nominations by petition are received, there will be an election conducted by mail ballot. If there are no such nominations, the nominees listed above will be considered elected. Terms will begin July, 1996. ELECTION OF DIRECTORS Of THE ST. JOHN'S COLLEGE ALUMNI ASSOCIATION In accordance with the Article VII, Sections I and II of the By-Laws of the Alumni Association, notice is hereby given that the following alumni have been nominated to serve on the St. John's College Alumni Association Board of Directors: For three year terms as Directors: BARBARA SKAUG I.AUER SF76, Laramie, WY J. D. with Honors, University of Wyoming, 1984; L.L.M. University of Edinburgh, 1988; Appellate Counsel and Assistant Public Defender, Wyoming State Public Defender, 19891992; Partner, Lauer & Newlon, 1993 - ; CONT. ON PAGE 16 �16 REPORTER ELECTION CONT. FROM PAGE 15 THAW CONT. FROM PAGE 15 Editor, legal Publications Division of lugamo Corp., 1994 - ; taught Jurisprudence at U. of Wyoming College of law, 1989-90; judicial clerk, Wyoming Supreme Court, 1987-88; Registrar, Graduate Institute, St. John's College; Director, St. John's College Alumni Association, 1986; Advisory Board, land and Water Review, 1987 ; Colorado Bar Assoc. legal Fee Arbitration Committee, 1989 ; Member, St. John's College Board of Visitors and Governors, 1991 ; Chair, Alumni Relations Committee, 1992 . dence in Santa Fe, pursuing an interest in Native American artifacts, from an aesthetic rather than anthropological stand-point. (That collection is to go to the New York State Historical Association in Cooperstown, N.Y.) He has also written extensively on art, notably in a book about his friend Jackson Pollock, and as a contributing editor for The New Republic. His association with the Library, as trustee and benefactor, has been of long-standing, making this gift particularly appropriate. The exhibition begins with a Rhenish drapery study from the 15th century, unattributed, presum~d to be preparatory to a painting of the Presentation of Christ in the TJmple, a familiar subject of the time. It is followed by a study of three standing Apostles, by Mantegna, from the same period. The first drawing is an exquisite play of light and shadow, with subtly wrought folds and almost painterly expressiveness. The second is much sketchier, a working through of compositional ideas, with figural relations the dominant concern. In a show of about 100 drawings, many of the drawings have a "working", unfinished quality, where the interest lies predominantly in following the genesis of an artist's ideas. But many are complete works in themselves, some colored in pastel chalk, watercolor, or gouache. A fine portrait by Lucas Cranach the Elder uses thinly applied oil paint on paper. Entitled "Portrait of a Man in a Black Cap," it is a robust character study absorbing one in facial details. Jacques de Gheyn ll's "Animal Studies" employs ink, chalk, watercolor, and gouache in startlingly detailed renderings of a bird, a dragonfly, a frog, and a frog's head. Among Mr. Thaw's favorite drawings is Rembrandt's "Three Studies for a Descent from the Cross," which allows for some comparison of the ideas for treatment of the theme that Rembrandt contemplated. Another favorite is by Francisco Jose de Goya, captioned "leave it all to providence" (in Spanish), taken from the Black Border Album, and showing a young woman in an attitude of resignation. Degas's drawings, particularly "Mlle. Becat at the Cafe des Ambassadeurs," show a strong affinity to Toulouse-lautrec. Matisse's "Self-Portrait" and Picasso's "Portrait of Lydia lopovka" show affinities in the way they had come to handle lines. Picasso's "Portrait of Marie-Therese Walter" is· almost too intimate, as the subject was his lover on her way out of favor, and, perhaps, reveals a certain shameless appropriativeness on the artist's part. The last two works in the exhibition are unexpected. There is a still life by Alberto Giacometti, most famous as a sculptor, which shows his draughtsmanship and solidity of observation. last, an WILLIAM TILLES, A59, Rockville, MD IBM Corporation, 1961-92; Manager, Public Safety, Courts and Corrections Public Sector Industry Marketing Staff, 1990-92; Manager of Systems Integration Marketing, State and local Government, 1987-90; Marketing Manager, Federal Systems Division, 1985-87; Senior Program Administrator for the IBM Information Network, 1982-85; Founder, Tampa, Florida, library Great Books Program, 1982- 85; President, St. John's College Alumni Association, 1970-72; CoChair, Washington D.C. Chapter, St. John's College Alumni Association, 1971-72; Member, St. John's College Board of Visitors and Governors, 1992; Chair, Visiting Committee, l 993 ; Director, St. John's College Alumni Association, 1993 . DORINE TEPPER REAL, SF69, Westport, CA Work themes include education: organizing coop preschool program, aide in Montessori preschool, math, reading tutor for independent primary school, aide in special education classrooms, adult literacy tutor; computers: setup and training of a wordprocessing network for scientific publications group; and editing; Director, Westport County Water District; active member, Northern California Chapter, St. John's College Alumni Association; Director, St. John's College Alumni Association, 1993 . MARK MIDDLEBROOK, A83, San Francisco, CA M.S., Engineering Science, University of California at Berkeley; Principal, Daedalus Consulting, specializing in computer CONT. ON PG 19 extraordinary untitled drawing by Jackson Pollock, showing the influence of surrealism, with nebulous glyphs and biomorphic figures overwhelming more recognizable figures, but pointing towards the purer abstraction of Action Painting. After the guided tour, we spent time on our own in the library, after which about fifteen of us adj~urned to a brasserie in the neighborhood, at which Mr.. Burke had made reservations, called Bienvenue. It was modest, comfortable, and tasty, and permitted some catchingup amongst old acquaintances, or the striking up of new ones. Allan Hoffman and I briefly reminisced about an event that took place nearly a dozen years ago, when he was New York Chapter President. Gene Thaw had addressed the New York Chapter and various College officials on the desirability of including the fine arts in the Program, on the suggested basis of seminars similar to those on The St. Matthew's Passion, Don Giovanni, and Tristan and Isolde. Before the lecture, some of us had drinks with Gene in the bar of the Princeton Club, and I got a chance to talk with him at some length. I found him formidably knowledgeable, and passionate about art. His lecture demonstrated those qualities, along with eloquence. As it happened, Edwin Delattre, the former President, suggested I write up the lecture for the College weekly. Thus, this is not the first occasion I have had to praise Gene in print. ., And praise him I must, for his pra~tfced eye and the scholarly appreciation he brought to the selection of these drawings; the intelligence and tenacity with which he advanced his collection; and the generosity of his dispositive intent. I have seen many collections by individuals (and their advisers), such as those of Barnes, Hirshhorn, and the Cone sisters. Although more modest in scope, and representative of only a fraction of his holdings, this collection compares favorably in terms of sureness of taste, diversity of interests, and historical comprehensiveness. The nature of Gene's interest may be summarized in something he wrote: "It is a particular quality of drawings, their kinship to handwriting, which most attracts us to them as evidence of the authentic touch of the artists' own hand. In this age of computers, multiples, and other devices for graphics programming and duplication, the artists' hand seems to be getting less and less important. All the more reason to cherish such survivals from other times when the hand of genius was a sign of civilization." It may also be said that the conne>l~~eur's eye is a sign of civilization, and his passion a hope for its~ontinuance. We should be grateful to Gene for his achievements, and proud of him as an alumII nus of St. John's. CHAPTER CONTACTS Please call those listed below for information about alumni activities in each area. ALBUQUERQUE: Harold M. Morgan, Jr. (505) 256-0294 NEW YORK: Justin Burke (212) 228-8423 or (l 12) 620-3955 ANNAPOLIS: Joel D. Lehman (410) 956-2814 AUSTIN: Joe Reynolds (512) 867-8461 BOSTON: Alvin Aronson (617) 566-6657 PHILADELPHIA: Jim Schweidel (215) 836-7632 PORTLAND: Rachel Sullivan (503) 629-:5838 BUFFALO/ROCHESTER/TORONTO: Hank Constantine (716) 586-5393 CHICAGO: Rick Lightburn (312) 667-0068 or Amanda Fuller (312) 337-4105 SACRAMENTO: Arianne Laidlaw (916) 362-513 I or Helen Hobart (916) 452-1082 DALLAS/FORT WORTH: Suzanne Doremus (811) 496-8571 or Jonathan Hustis (214) 340-8442 SAN FRANCISCO/NORTHERN CALIFORNIA: Alex Poulsen (510) 4301924 LOS ANGELES: Julia Takahashi (310) 434-7624 SANTA FE: john Pollak (505) 983-2.144 or Cindy Jokela (505) 984-6103 SEATILE: Jim Doherty (206) 937-8886 MINNEAPOLIS/ST. PAUL: Glenda Eoyang (612) 783-1405 or (612) 3793883 (W) WASHINGTON, D.C.: Sam Stiles (30 I) 424-91 19 or Bill Ross (30 I) 230-4594 �·REPORTER - · WASHINGTON, D.C., ALUMNI CHAPTER BY WILLIAM WARFIELD ROSS, A47 Murasaki (see photo). last year Annapolis dean Eva Brann chose he Washington area chapter serves more than 800 alumni/ ae W.P. Kinsella's Shoeless Joe, which made for a wonderful seminar in the District of Columbia and suburban Maryland and (the film was entitled Field of Dreams}. Dean Brann returned this Virginia-the largest alumni concentration in the country. This spring to lead a discussion on cognitive psychology. Other Annapolis area offers an unusually wide range of organizational, cultural, and tutors who have led seminars for us include Laurence Berns, Chester social activities, and perhaps for this reason the chapter has succeedBurke, A74, Henry Higuera, Adam Schulman, John White, A65, and ed largely through its emphasis on the seminars, which provide an Curtis Wilson. Former Annapolis dean Robert Goldwin, A50, who ongoing opportunity for continuing dialogue on perennial questions. now lives in Washington, led a seminar last year on Plutarch and Seminars are held every other week throughout the year except returns this spring for one on Polybius. We have also taken advanfor July and August. We have been meeting regularly since 1979, tage of lwo journies east, on other business, by Santa Fe tutors. Tutor when the seminar was organized by Edward F. Grandi, A77, and Mark Aickelin, A75. Readings are suggested by those who attend. They have included a re-reading of some of the works that we read as students, some non-program books by the same authors, and other works ancient and modem-poetry and fiction, science, philosophy and public affairs. Some by Plato, Aristotle and Shakespeare usually show up on our list at least once a year, and the moderns have ranged from Hannah Arendt to Victor Zuckerkandl. Over the summer break we usually read something that we would not have time for during the year, such as Madame Bovary or Anna Karinina. For many years we met at a left to right: Jeon Mitsok, SGl85, Samuel V. Stiles, A54, Annapolis tutor George Doskow, and William R. Tilles, A59, discussing branch library in the District of The Tole of Genji (2/1/95) ot the Armadillo Grill, Bethesda, Md. Photo by Vivion Ronoy, A65. Columbia, then we went to dinner at one of several nearby restaurants. When budget cuts last year caused the library to dose in the emeritus Charles Bell presented a slide show on the eighteenth centuevenings, we were forced to find somewhere else to meet, and it has ry and led the discussion; and Cary Stickney, A75, the new director proved to be even better. We hold our seminar in a private room of a of The Graduate Institute, led a seminar in January on a short story restaurant, ordering dinner before the discussion begins. Two hours by Harold Brodkey. later, the doors are opened and dinner is served at our table. The Each December we hold our annual chapter business meeting, conversation may, or course, continue, but informally. followed by a holiday party. We are now able to have these events in In addition to the regular seminars, we have gone to the Air and the same restaurant that we use for seminars. Other social events Space Museum twice for large screen films, followed by discussion, have included picnics, summer outings, and potluck dinners at homes thanks to arrangements by James T. Hyder, A84. We have also had of alumni. several fine arts seminars in recent years. For these, we meet at an Edward Grandi was for some years the seminar coordinator, folart museum or gallery to sit before one or lwo paintings and discuss lowed by Samuel V. Stiles, A54. When we formally organized ourthem for an hour or so. These have been led by Sharon H. Garvey, selves into a chapter of the Alumni Association, the first president was SGl78, who has selected and researched the paintings and made Deborah Papier, A72, who was succeeded by Sharon Garvey and arrangements for the viewing and seminars. We held an afternoon then Samuel Stiles. seminar on an opera, in which we watched a video, followed by disAlumni who visit the Washington area are invited to join us for cussion. The opera was be Boito's Mefistofefe, and the discussion built seminars and other events. For further information on chapter activion our recent seminar on Goethe's Faust, Part I. ties, call Sam Stiles at (301) 424-9119, or Bill Ross at (301) Because Washington is only thirty miles from Annapolis, we 320-4594. have been able to call on tutors to lead seminars more frequently than can most alumni chapters. Tutor Sam Kutler, A54, led a series of seminars on Einstein's Relativity and Stephen W. Hawking's A Brief History of Time. Annapolis president Chris Nelson, SF70, led a seminar on short stories by Matsu-Basho and Komo No Ch-mei, and tutor George Doskow led one recenrly on The Tale of Genii by lady T 17 ELEOION CONT. FROM PAGE 18 for engineering firms, 1988 ; Contributing Editor, CADalyst magazine, 1990 ; President, Northern California Chapter, St. John's College Alumni Association, 1988-91; Homecoming lecturer, St. John's College, Santa Fe, 1991; Director, St. John's College Alumni Association, 1993 . BEVERLY ANGEL SGl89, Austin, TX Teacher and Dept. Chair, Chemistry, Math and Physics, St. Michael's Academy, 1992 ; Elgin High School, 1990-92; Teacher, 1977 ; Teaching Certificate, University of Houston, 1977; Volunteer Teacher, Austin Adult literacy Council; Volunteer, Kerrville Summer Music Festival; Founder and President, Austin Chapter, St. John's College Alumni Association, 1990-93; Director, St. John's College Alumni Association, 1990-93, 1994 NOTICE IS HEREBY GIVEN THAT NOMINATIONS MAY BE MADE BY PETITION: Rules governing submission of nominations by petition are as follows: 1 . Petitions must be signed by no fewer than thirty (30) members of the Alumni Association in good standing. 2. Petitions must be presented to the Secretary of the Alumni Association prior to the Annual Meeting at which the election is to be held. George Bingham, SF68, Secretary St. John's College Alumni Association P.O. Box 2800 Annapolis, MD 21404 3. The election will be held at the Annual Meeting on Saturday, July 22, 1995, at 2:00 p.m., in the Senior Common Room, Peterson Student Center, Santa Fe Campus. 4. The candidates for Directors receiving the highest number of votes for those offices shall be declared elected. H �18 ALUMNI REPORTER NOTES AND PROFILES ••• Morris Parslow (A). reports that having retired, he is now professor emeritus of Grinnell College in Grinnell, Iowa. The spring 1994 issue of The Merton SeaJonaL contains an article by Bill Buchanan (A) on "The Search for Brahmachari." Brahmachari is the Hindu friend Thomas Merton speaks of so endearingly in The SeJJen Story Mountain. Bill tracked him down and interviewed him. He is living in an ashram near the Calcutta airport, still writing and teaching, in his nineties. Bill also has an article in Swami ViJJek.ananda, a Hundred YearJ Since ChU:ago, a CommemoratiJJe Volume. It is called "Notes on Swami Vivekananda, Christian Science, and Vedanta," and in it Christian Science is seen as a kind of distant American cousin of Vedanta. Charles R. Powleske (A) is beginning his 36th year at the Business Council for International Understanding. For the past 12 years he has been president and CEO. Munir Hussein, A90, is BCIU's vice president for programs. Charles writes that Munir was "mainly responsible for organizing the White House Conference on Trade and Investment in Central and Eastern Europe, which was held in Cleveland in January. Over 1200 people participated, including President Clinton, Secretary of Commerce Ron Brown, and 14 high-level government delegations &om the region. This was an ambitious undertaking for BCIU and, happily, one of our most successful." Ronald McGuirk (A), a senior vice president of First National Bank of Maryland, has been named corporate secretary of the bank's holding company, First Maryland Bancorp and each of its direct and indirect subsidiaries, including four subsidiary banks. As secretary, he will play an active role in corporate governance and in coordinating matters for the various boards of directors and advisory boards. Ronald has been with First National for 35 years. He has served as a member of the Anne Arundel County Council and is active in the local community. Frank B. Murray (A) was conferred an honorary Doctor of Science degree by Moray House College, Institute of Dear Alumni of St. John's College, It is with deep regret that lhave accepted Cindy Jokela's resignation as director of Alumni Relations in Santa Fe. Cindy has done an outstanding job over the past four years, and her efforts and commitmentt<>~t. John's and its alumni will be sorely missed. . .. . Cindy, her husband John, and sons, Karlin and Les, will best8;ying in Minnesota where John. h.as an opportunity to stay on as a faculty member at St. Olaf College. Cindy will continue with her campaign re~ponsibilities. So, for all of you who are volunteers in the campaign, Cindy wiU continue to be the key staff person in Santa Fe for the Alumni D~vision of the campaign. We have begun a ~~arch for the director of Alumni Relations and, there~ fore, I want to share with you some of the key criteria for the position and encourage any of you who are interested to apply~ The Alumni Relations Director develops,. promotes and. coordinates al~ni activities for the Santa Fe campus in conjunction with the Alumni Association and its hoard. The person in this position .recruits, trains, motivates and works with alumni fundraising volunteers. The director is expected to maintain close co;mmunication and coordinati,on with the Annapolis alumni direct~r. The director coordinates and supports activities of the alumni fundraising volunteers. The person in this position reports to the vice president for college advancement. Qualified candidates·~ holci a BAand have two y~a:rs administrative experience in a.college setting, one year.office m.anaget;nentexperience and one year of writing., editing and public .relations expe~ie:11ce. The position requires excellent organizati~naland communications skills •. ·. ' To apply for this position, or to obtain additional inf()rin,atlon, please call or write to: Ted (;onzales, Director of Personnel,(505)984-6141, 1160 Camino Cruz Blanc~. &anta Fe, New Mexico 8750}-4599 Sincerely, Jeffrey D. Morgan, Vice President for Advancement Education, at Heriot-Watt University in Edinburgh. Currently dean of the College of Education at the University of Delaware, Dr. Murray earned his MAT in 1961 and his PhD in 1966 from Johns Hopkins University. He taught high school for several years, then taught at Johns Hopkins, the University of Minnesota, and Teachers' College of Columbia University. In the speech marking the presentation, Dr. Murray was honored as "a scholar and researcher of outstanding distinction and international renown, having sustained for nearly 30 years an unbroken series of publications." His work in developmental and educational psychology has been devoted to the line of psychology pioneered by Jean Piaget. Dr. Murray was cited for helping to create a research tradition that has "extended our understanding of children's cognitive, affective and conceptual development and provided a richer understanding of the complexities of learning to read and how mathematical and other types of thinking can be nurtured." Barbara Mordes Ross (A) reports that the Homecoming reunion for the class of '69 was "fantastic." She's looking for anyone interested in a 1965-75 middle of the decades reunion, since many of her classmates took longer than four years to graduate. At the University of Alabama, Tuskaloosa, Michael Hendry (A) is teaching Latin, Greek, and Greek mythology. He has published almost 20 articles. Douglas Mayer (A) has joined the law firm ofWachtell, Lipton, Rosen & Katz in New York. Sheri Anderson (SF) reports that she received a letter from the mother of classmate Leeza Tschursin. Leeza had completed a doctorate in microbiology, but a&er efforts to deal with serious depression, she took her life. Her mother requests prayers, for her from her friends. Her mother's address is: Diana MacArthur, 5103 Cape Cod Court, Bethesda, Md. The Oberlin News-Tribune in Oberlin, Ohio, named Anne Hawk (A) "Oberlinian of the Year" for her work with families and children. Anne is the guiding force behind the Lorain County Family Fun Fair, a day of recreation arid exchange of information that brings together parents, children, and the agencies that serve them. The fair has been held each summer for two years, last year attracting thousands of visitors and including more than 60 local businesses. Anne works with Families Yes!, an organization that supports'al1 families however they are made up and entourages programs that help families before they are in crisis. 1 John Polgreen (SF) is a founding partner in the WPA Group in St. Paul. The company develops computer-based training and related services. In 1988 he completed a PhD in education at the University of Minnesota. He writes that he is married and has three children, two of whom are currently sophomores at St. John's in Annapolis. Jacques Duvoisin (A) teaches ethics at Babson College in Boston. A man of few words, Matthew Hartzell (A) says "Hi" to his classmates. Peter Davis (A) reports that he has recently become the manager of public policy for NationsBank Corp. He is still living in Atlanta, where he's been for the past 12 years. Prudence Davis (A) is the Mother Prioress of the Benedictine Priory of Vita Pax in Turve, Bedford, England. Erica Chaney King (A), a lieutenant colonel in the Marine Corps, was transferred in October 1994 from California to North Carolina, where she now serves as the commanding officer of the Financial Management School, Camp Lejeune. Sara Marcy (SF) and her husband, David Garcia, had a baby girl, Victoria Amparo Garcia, on January 12, 1995. They're living in Queens, Ny., while David completes law school at St. John's University. Sara is the New York Technology Manager for Chubb Insurance. They can be contacted via email at 74312.174@compuserve.com. Sara also writes that Tina Clark (SF) is in the process of starting her own fashion company and currently is traveling in Europe, and Lance Forsythe, SF81, currently is working at St. John's ----------------------------~----·~--~~- -~-- -- �University in New F oundland, Canada and can be reached via E-mail at forsythl@sparky2.esd.mun.ca. Judi Hammett and Carl Aron (both A) became the proud parents of Maia Hammett-Aron on May 15. Maia was in a hurry and didn't want to wait to get to the Baltimore Birth Center, so she was delivered by Carl in the bathroom at home, as their friends looked on -including Dave Lowther, A86. Curran G. Engel (SE)and his fiancee, Annalisa Chamherlain, have moved to a new home in Oakland, Ca. Curran reports that he is still working in film. Their new address is: 2515 Carmel Street, Oakland, CA 94602; (510)-5302293; e-mail: Curran E@alo.com. Jeremy Lauer (A) writes that he will be moving to Geneva, Switzerland, where he will take a position as editor for the Office of Publication of the World Hea\th Organization. Charles Beckman(A) has passed the bar exam. Andrew Beckman (A) is in his third year of medical school. Eleanor Hamburger (A) is now an attorney with Consumers Union in San Francisco. She is working 011 mental health issues. Shirley M. Banks (SF) writes, "After hiding out since 19B6, when I left St. John's, I am pleased to send a note about the state of my life here in Atlanta. "I live in Midtown, one of the city's most urban neighborhoods .... After working for six years at the Feminist Women's Health Center in Atlanta, I returned to school in the summer of 1993,I am a fulltime student at Kennesaw State.College, majoring in biology and mathematics. I tutor mathematics for a living. (Jack Lincoln, my freshman math tutor, will not miss the irony of this development, having lamented my "unnecessary diffidence" toward the subject in my first don rag. Katharine Mulford, my sophomore math tutor, will be astounded. Ain't life grand?) Intermittently I work at Borders Book Shop where James Silver, A79, is an assistant manager. I was confirmed in the Episcopal Church in 1988, and serve as a verger (a what?) and cantor at All Saints' Church, and sit on the board of directors of Integrity/Atlanta. "Richard Stark, SF90, my best friend, lived in Atlanta until 1990. He now lives on the Upper East Side of Manhattan and manages a bookstore in Chelsea. He says 'hi.' "I would love to hear from old friends. My e-mail address is sbanks@pigseye.kennesaw.edu and my mailing address is: 790 Myrtle Street, N.E., Apartment 6, Atlanta, GA 303081431; phone: (404) B75-1449." Debbie Hollis (SF) currently is working on her second master's degree while working for USWEST as a research librarian. She got her first master's in library science from the University of Washington in 1989, moved to Denver, and "temped around" until she started with USWEST. Her second master's will be in computer information systems and she will finish in June, 1995. She also has taken up Timiki Aikido and just received her black belt. Friends are welcome to write or call or Internet. Her address is: 3336 S. Alcott Street, Sheridan, CO BO 11 O; phone: (303) 7891769; e-mail: Library30@aol.com. After many tumultuous engagements, Melissa Johnson (SF) and CJ Dallett (SF) were married on Friday, October 7, 1994 in Santa Fe at the home of Deborah Fleig, SFBB. The majority of those witnessing the union were Johnnies: Lara Anderson, SFBB; Denise Malone Barlow, SFBB, Toby Barlow, SF8B, and their daughters Nora and Rose; Theresa Donnelly, SFBB; Caren Friedman, ABB, and Richard Scholnik, SFB5; Robyn Hodges, SFB7; Myra Andrews Keen, SFBB; Sarah Maxwell, SF92, and Jeremy Parfitt, SFB9; tutor Elliott Skinner; the Slakeys: Anne, SF88, Bill, SFB8, and Tom, SFBl; and Mark van de Walle, SFB9. Melissa teaches math at Capital High School in Santa Fe and CJ is the owner of "Red D Designs,"a furniture design and restoration company. They welcome letters at P.O. Box 203, Ojo Caliente, NM B7549. Jennifer Lapham (A) is a graduate student at the Art Institute of Chicago. Jeanne Duvoisin (A) earned an LLM in tax law from NYU Law School last May; she works in Los Angeles now. Raymond Gifford (A) hasjoined the law firm of Raker & Hostetler in Denver. The firm has offices in eight U.S. cities. Raymond, who was formerly with Kirkland and Ellis, has practiced in general commercial litigation, handling matters including toxic tort litigation and securities fraud. He earned his JD degree from the University of Chicago. "On September 4, I married Cristina Bernardi of Chicago," writes Mark Shiffman (A). Guests included Jay and Fawn Powers, ABB, Sophie Ehrhadt (formerly Romano), SFB9, Owen Jones, Olivia Neel, Frances Daniels, and William Culley , all SF90. Eric Lavoie, ABB, was best man. Alexandra Kincannon (A) married Paul Moorehead in May 1993. She is currently living in Fredericksburg, Virginia. Jim Kolsky (SF) got an MS in statistics from University of California, Davis, in 1992. He is currently working on a PhD in statistics at Oregon state University and hopes to be done during the summer of 1996. He is also planning to get married at the end of June to Cathy Baker. Adam Eggers (A) graduated from law school in 1994. He finished at Cardozo School of Law in New York, and is now living and working in NYC. "Having survived law school and the bar exam, it is time to make a living," he says. His message is: B "H. Sapna Gandhi Slatkin (A) writes, "I met my husband, Robert, on December 31, 1993 at the bookstore where I worked. Our eyes met-it was love at first sight! After an hour or so of making eye contact, Robert asked me out for New Year's Eve. Unfortunately, I had other commitments but we immediately made plans to lunch the next day. On Saturday, we met for lunch and spent the entire afternoon together falling in love. On Sunday, we had dinner and after dessert, Robert suggested we get married. I quickly agreed. We were married in a dual ceremony on July 30 at a historic home in Louisville. First, we had an American/Western wedding, with the bride wearing a traditional ivory gown and the groom wearing a tux. An hour later, we married again in an abbreviated Indian ceremony that lasted only one and a half hours. Bride and groom wore Indian garb (see photo, pg. lB). The wedding was attended by over 200 guests from Toronto, Montreal, London, San Francisco, New York City, Boston, Atlanta, Baltimore, Maui, Hawaii, and Melbourne, Florida. Johnnies in attendance were Andrea Rush (SF), Jill Ingram, lnesAzcarate (A). We were told that everyone had a great time and that the weddings were beautiful. We'll have to take them at their word because our memory is blurred. Married life is great. I would love to hear from friends. 1046 Everett Avenue, Louisville, KY 40204; 502-459-B655." Ken Geter (SF) recently was accepted into the Graduate Program at the Department of Environmental Health at Colorado State University. He is seeking a master's.degree in veterinary epidemiology. Ken currently is employed at The Center for Veterinary Epidemiology, College of Veterinary Medicine and Biomedical Sciences, Colorado State Univ. Kimi Kanda (SF) and her husband, Eran Williams, SF89, have been living in Hungary for the past six months, "enjoying an Eastern European adventure." Eran is teaching with the Soros Foundation and Kim is learning Hungarian and doing private tutoring. The couple expects to remain in Hungary for at least another year. Sarah Miles (SF) was married to Brandon Valentini in November at the Cristo Rey Catholic Church in Santa Fe. Sarah currently works as a statistical analyst with Research and Polling Inc. of Albuquerque. Brandon is a business student and works for the New Mexico State Fair. James Perriguey (SF) reports that he "will be enjoying a travel spree 'til July as a student of metaphysical law and astrology under the renowned astrologer Alan Oken. He will be assisting an international group of travellers to the ancient temples of Central America where he will meet with the Dalai-Lama at ChichenItza. Then to Norway, Denmark, Lourdes, Zurich and Portugal, working as an apprentice and assistant." He adds that he is "eager to correspond with y'all." His address is: 3211 Breeze Terrace, Austin, TX 7B722-1911. Nicholas Burmeister (SF) is attending the University of Seattle to obtain a degree in existential psychotherapy. He says that any Johnnies who come through can give him a call or write a riote. His address is 605 10th Ave. East, Apt. 1, Seattle, WA 98102. Brian Dorland (A) writes that he recently has been accepted into the University of Maryland's Graduate Physics program .. He writes: "I have the privilege of going to France and Germany in April. I will be presenting a paper entitled 'The Utility of Metadata Catalog Databases Using HTML Interfaces' at the Weaving the Astronomy Web' conference in Strasbourg, France, and also attending the Third International World Wide Web conference right after it in Darmstadt, Germany. The paper is pretty dry, except where I sneak the Kantian term 'schema' into a discussion of computer databases ...Also, my dne"atlci:-a-half-year-old daughter �20 Natalya's favorite word is 'book.' Hmmm ... " Robert Nease, Jr. (A) is pursuing a masters in writing and publishing at Emerson College in Boston. He received a Bookbuilders Award. Diana Rempe Cetas and Justin Cetas (both SF) would like to announce (somewhat belatedly) the birth of their daughter, Isabelle Sophia Cetas, on September 14, 1994. Diana writes, "We are living in Tucson for what feels like the rest of our lives, as Justin has just begun work on his MD/Ph.D and I begin grad school in the fall. Isabelle is content simply to practice rolling over. "Our door is open to anyone who should find her/himself in Tucson. Our phone number is (602) 623-4030 or send e-mail to: jcetas@gas.uug.arizona.edu." Heather Malcom (SF)writes: "I have been back in New York City six months already and the only things I am addicted to so far are e-mail, cheap sunglasses and vinyl. Chris Leyclon, A93, made it out here with me and hasn't freaked out yet either. I work for an amazing woman at New York University. She is a professor with a joint appointment in Chemistry and Math, we have a computer lab where she and about ten other people use computational techniques to research the dynamics of bio- , molecules. I am pretty lost most of the time, but I do have to admit that I would be much worse off had it not been for senior lab. I WAS paying attention, Mr. Forkin! ! But the most exciting thing for me at the moment is that I have been elected to serve on the board of Third Wave, a national non-profit organization dedicated to feminist and youth activism for social change. Our next big project is Freedom Summer '96, when we will be traveling around the country to register voters for the '96 election. Anyone interested in Third Wave (or NYU or NYCor me) should contact me at: Courant Institute, 251 Mercer Street, New York, NY 10012; e-mail: malcolmh@nyu.edu P.S. I continue to send books in for the Books by Women Project, I hope others will too! IEI SCIENCE CONT. FROM PAGE 9 Although Mr. Flaumenhaft's degrees are in political philosophy, he encountered no unfriendly gatekeepers protecting academic turf in the field of history of REPORTER science. Encouragement, advice and support from renowned historian of science and tutor emeritus Curtis Wilson was invaluable. Mr. Flaumenhaft's St. John's background made up for any lack of formal credentials. According to his way of thinking, the connection between political philosophy and science is not far-fetched. He is particularly interested in the emergence of early modern political thought in opposition to classical political thought. During the Enlightenment, the divisions common in modern minds between math/science and the humanities had not yet been defined. MARKETING MENDEL AND NEWTON His first answer to the question of who would read these guidebooks to science is "Me, thirty years ago." In other words, people who are not St. Johnnies but who are perhaps professionals in the academic world. They read Aristotle, Hobbes and Locke and are aware that they are dealing with only part of the story. They might like to read Ptolemy or Descartes' scientific work, but they don't have the time or the opportunity to sit down with students and work through it. Commentaries by specialists tend to be forbidding. The guidebooks, on the other hand, are user-friendly. Everything such a person would need is included: texts, charts, diagrams, notes, commentary. Another group of readers are engineers, scientists and military or business types who do high-tech work. They might want to investigate the source of their presuppositions. Also they are curious about why Ptolemy, for instance, envisioned the universe as revolving around the earth and why he tried to explain everything with circles. "These people are not technophobes," he says, "but they are not about to pick up Ptolemy. If it were available in a guidebook they might." A third group of readers Mr. Flaumenhaft identifies are those involved with core curricula. Those establishing such a curriculum can be at a loss for what to do about teaching science. They don't want just introductory material, or what Mr. Flaumenhaft calls "physics for poets," which lack substance and rigor. The material in the guidebooks is real science, however, and quite do-able in a classroom setting. This is also the kind of science that perhaps should be taught to high school and elementary school teachers, Mr. Flaumenhaft said. A group not mentioned by Mr. Flaumenhaft is St. John's alumni. Science and math are such use-it-or-lose-it disciplines, that if alumni haven't spent time on Ptolemy or Newton in 20 years, they might not remember much. These guidebooks make a great refresher course. While it's true that at one time these scientific texts were read by well-educated people, today they are considered difficult going. BEAUTY IN THE BEAST But it is difficult, are they also beautiful, as beautiful as Shakespeare? According to Mr. Flaumenhaft, you have to do a good deal of work before you can make that judgment. "In some books that I have studied for years, I find the artistry austere but simply amazing," he said. Apollonius he finds especially beautiful. There is a long stretch of propositions that is extremely tedious, but ultimately the whole "is something neatly and tightly put together, with no waste, that enables you to see wondrous sights." Even for those who can't bring themselves to go to the dentist or solve the puzzle of Bosnia, then, reading science can be worthwhile. IEI ALUMNI PROFILE PATRICIAMEYE~ SGI82: GNING STUDENTSA VOICE hy Sara Harru, EC95 One of the most direct ways to put a St. John's education to work, it would seem, would be to teach it. It is remarkable to hear of the. innovative ways the basic pedagogy is being implemented across the country.In particular, the work of Patricia Meyer, a high school teacher in the Glenbard East (Lombard, II.) humanities department is noteworthy. Ms. Meyer has tailored the St. John's pedagogy to a large-class public high school humanities curriculum and made it "one of the showcase classes" of the district. One of the most innovative measures is her development of student leader/facilitators who guide the discussion within a five- or snc-member group of classmates. The leader I facilitators are required to tum in their questions at the beginning of discussion days and meet weekly with other student leader/facilitators to discuss their successes and problems. Ms. Meyer was working as a public school teacher when she decided to return to school for a master's degree. Her colleague, a St. John's graduate, encouraged her to go to St. John's and she started in the summer of 1979, attending each summer for four years until 1982. That also was the year her school district proposed starting a humanities course-- and tapped her to help develop it. 1 'We kn.ew we wanted to use primacy texts and we knew we wanted to use the seminar mode," Ms. Meyer said. So, with some advice from her former tutors and the help of her alumni colleague, in 1982 she established the fust humanities program for Glenbard East. Having student leader/facilitators is a recent develOpment, the result of budget cutbacks that forced the end of team teaching. "I put out a call to all the kids who were enrolled" and instead of the handful of students she expected, ''half the class showed up. JI Ms~ Meyer runs an all-day workshop in the summer, which covers how to ask a good question, how to find the core issues of a text, how to evoke responses and how to control the dynamics of a discussion. Then the students practice on a short piece and discuss the qualitiesof the questions and techniques that worked well. Since that time, the popularity of the class has grown steadily. The students ''truly love it/' Ms.Meyer said. She consistently gets positive feedback, as well as requests to become student leader/facilitators. The most common response is students saying/'We love having a voice in class.'' Aside from the size of the class, the biggest change Ms. Meyer said she has noticed over the· 13-year life of the program is the 11 increase in female students questioning the values of what men have told us." .The question of how this perspective affects how laws were written, for example, is likely to arise in a discussion of Locke. In addition, she 8aid her role has changed from organizing the discussion and drawing outthe main points, to spending more time with student leaders and visiting each discussion group during class. Infact, she now worries about "not taking over their role," she said. Ms. Meyer also hope& to take her show on the road, spreading the word about the program in the region and encouraging wider participation. Part of their work was a teacher's workshop she. presented with four of her students at a Shakespeare Reperto1yworkshop. The reading listlargelyreflects the St. John's seminar curriculum but also includes a selection of African folk tales and a choice of the works of Chinua Achebe, Bessie Head or Buchi Emecheta. Discussion classes also are interspersed with field trips, essay writing, viewings ofart and architecture and listening to music. B �ALUMNl PROFILE · SECOND CAREER TIME: A LETTER FROM CHRIS KING, A75 Here's some news aboutmy wife, Amy L. Oosterhout, A82, and me: Aniy works as a real estate title searcher. She has been in business for h~rself for about seven years. She specializes in searching titles in the various Circuit Courts in the Baltimore area for attorneys located in other areas. of the state, though she has some clients in Baltimore as well. Business has been growing slowly, but steadily, through the years, though not yet to the point that she has to become an employer. Amy is on the cutting edge in the record rooms around Baltimore; her portable computer has almost completely replaced pen and paper for her, and this has aroused great curiosity among her fellow title searchers. In 1990, after almost ten years as a litigator, I quit the practice oflaw, and became a bus driver. I did :Ratenjoythelaw (except for a part-time position teaching legal writing at the University of Baltimore Law School). There was too much pressure, too much fighting (whic:;h is what people hire lawyers to do, I know), too little personal satisfaction (most. ~ases are settled, that is, compromised, not won or lost), and, frankly, it was not particularly lucrative for me (lest one think my decision completely noble or insane). Driving MTA buses here in Baltimore combines two long-time loves of mine: professional driving and cities. The lines I drive serve people in all parts of the city, during all hours of the day (and night). After four years, I remain happy with my job and my decision to leave the law. I still love my city, but I don't know any more about how to solve its problems than I did when I started this job. If I figure it out, I'll be sure to let someone know. For additional fun, I do a little desktop publishing and typesetting with the family desktop computer, and I play with Harry. Harry, our only child, would make his namesake, Harry Golding, proud. He is six DOVVj and loves computers and maps and Thomas the Tank Engine. I could praise him for pages on end, but you still wouldn't think he was as wonderfulas your kids, I know. Within the past year, we learned that Harry has a genetic deficiency called Velo-Cardio-Facial Syndrome (VCFS). Medicine discovered VCFS only about 15 years ago, and learned to confirm it with blood tests only about two years ago. Information about VCFS is still pretty spare, and limited mostly t() technical articles in genetic journals. If anyone in the St. John's community knows about VCFS or knows of any support groups for it, please let us know. Classmates finding themselves in the Baltimore-Washington area: please get in touch. We're at: 135 Soutp Potomac St., Baltimore, MD 21224.;2252. Phone (410)522-2665; Fax (410)522-2033; E-mail 71071.613@compuserve.com. ill HOMESCHOOL CONT. FROM PAGE 13 For her science education, Emily took summer and weekend courses for gifted high school students at a nearby college. "It wasn't like regular school," she said. "There weren't grades. The majority of the kids were there because they really wanted to do the work." Her enjoyment of science continues at St. John's, where the college's approach matches her learning style. "The way we go about it here requires a lot less rote memorization and a lot more explanation, which really helps me. I always want to know why I'm doing something." . She said this approach is what drew her to the college. "I mainly chose St. .. John's because of the conversations," she said. "That's really been the way I've learned. I'd read something and then I'd talk about it with my mom." But, although the college's emphasis on conversation dovetails with her home schooling experience, the all-required program is in direct contrast to her earlier education, where she. determined her own curriculum. This c_ontrast has never bothered Emily. "Another reason I chose St. John's was that I liked the idea of trying a little regimentation after eighteen years of having to do it all myself. It's nice to have structure every once in a while. And St. John's has a lot of freedom within that structure. You can do a lot outside of class." Now a senior preparing to graduate, Emily plans to enter museum studies. She has applied to the Wmterthur Program in Early American Material Culture, and is exploring several possibilities for internships. STUDENT PROFILE: MARY CATHERINE FORD by Ben ZeNey, A98 Many students applying to St. John's come from umique academic situations. Some have been at the top of their class, earning straight N.s and astronomically high standardized test scores. Some, although intelligent, lag behind the others, unmotivated or unchallenged by the traditional educational systems. Very few take the initiative to change how their education is progressing. However, that is just what Mary Catherine Ford (a January freshman in Annapolis) decided to do after years of dissatisfaction with traditional schools. Ms. Ford claims her high school was "boring and a waste of time." After transferring between several different schools, she decided to take personal responsibility for her academic pursuits. After reading a newspaper ad for a homeschooling program, Ms. Ford and her father decided this would be a great substitute for a traditional high school education. In addition, the cost of the homeschooling program was substantially less than the tuition at her parochial school. She used the Seton Home Study School materials. Ms. Ford taught herself about literature, grammar, history, American government, and even studied several languages. Although she did not have a laboratory available for her use, Ms. Ford was able to study basic biology at home, as well. In addition, because she was enrolled in a Catholic-run program, she was able to continue her study of religion. Ms. Ford's academic performance drastically improved with homeschooling. She was motivated to read and formulate ideas about her readings. Many aspects of Ms. Ford's homeschooling experience parallel the St. John's program. Both experiences promote selfrehance in a challenging environment, and both encourage students to think about what they read. In fact, Ms. Ford applied only to St. John's. "After I read about St. John's .. .! knew it was the place for me," she said. STUDENT PROFILE: CHRISTY McELROY by Siu3an Bordan Christy McElroy, A!97, and her sister Charissa (who is currently applying to St. John's) began their education in a small private school. But by the time Christy reached third grade, the McElroy family had grown to five children; the cost of private school became prohibitive. The family explored the public school system and found it incompatible with their fundamentalist Christian beliefs. They decided to homeschool their children. What at first looked like a financial decision had become a religious necessity. When Chrisij and Charissa were young, their parents designed their studies. "We've never used anyone's curriculum," Charissa said. "We have this big laundry room full of resource materials, textbooks and workbooks, on subjects from art to math and everything in between." But for the McElroys, as for most homeschoolers, education is not limited to books. "The emphasis was to be wellrounded," Christy says. "Over the years we did so many social things. We were involved in several church groups, setting up and performing musical programs. As some of the oldest students still in homeschooling, we were asked to offer courses to other homeschoolers. I was in a ballet company for several years. We did Girl Scouts. People may say that we' re sheltered, but we didn't just stay at home and study." One aspect of their education that Christy and Charissa are often called upon to explain is its religious emphasis. "People look at me and think I've been brainwashed, just like they think I've been sheltered," Christy said. "But I've had a specific education in a belief system. When I read the authors at St. John's who have another belief system, I have something to compare it with. If you have an idea of what justice is like according to the Bible, it's easier to understand justice according to Aristotle, because you can say 'it's not like the Bible because it's like this, but it is like the Bible because it's like this.'" Charissa agrees that her education not only has not closed her mind, but also makes a good fit with St. John's. "St. John's is a natural extension of homeschooling in three ways, she said, "in method of education, the actual things learned, and the quality of education." "The similarity of method is perhaps the most striking thing," Christy said. "The discussion method can be considered the primary thing that is different about St. John's. They study the great thinkers in other programs at other colleges, but not like we do here. In our home, discussion was fundamental to our learning. We would have oral tests all the time and constantly be asked about our studies during dinner." Even with Christy now attending college, the sisters continue discussing their studiestogether. Although Charissa is studying under the aegis of her school district in Pennsylvania, she lives in Annapolis with Christy. The sisters review Charissa's work and discuss what each is learning. "Homeschooling doesn't necessarily have to involve parents," Christy points out. "It's kind of like St. John's," Charissa says, "because you have to be interested in your QWn education and be Ill responsible foryourown learning." 11 �22 LOGOI OF THEMYTHOI Were duels once held in the hallways of Pinkney? Is Mellon Hall earthquake-proof? Was Mr. Kaplan really a taxi driver in New York who was discovered by two tutors discussing . philosophy in the back seat of his cab? Did Mr. Lenkowski really make a killing in the stock market? A school that is nearly 300 years old must have accumulated a number of myths and legends. Let us hear from you alumni-what were the stories of your era? The ace reporters in Annapolis will try to figure out if there is any truth to them. Send in the fullest version of the story you'd like to find out about, complete with names, places, dates, sources. Get it to us via any means of communication: write The Reporter, Box 2800, Annapolis, MD 21404; call (410)6262539; fax The Reporter (410)263-4828; we'll even be on the lookout for carrier pigeons and bottles with messages floatII ing in College Creek. COLLEGE OFFICIALS SERVE COUNTY President Chris Nels on and Vice President for Advancement Jeff Bishop are both serving on the transition team for John Gary, the newly elected county executive for Anne Arundel County. Mr. Nelson co-chairs the group that is reviewing Anne Arundel Community College. Mr. Bishop chairs the Committee on Social Services. "The department deals with income maintenance, child abuse and neglect, homelessness, dependent care, and other issues," said Mr. Bishop. "After studying how the department is organized and how services are delivered, we will be making recommendations about how to improve efficiency and delivery," Most of what the department does is mandated by the federal government and funded by the states, and Mr. Bishop said the co~nty handles its role well. "Since we spend time here at St. John's discussing man's responsibility to his community, I think it's important for the college to serve as an example of community involvement," he said. II REPORTER 1 JOHNNY MORONIC S SENIOR ESSAY HAILED AS MASTERPIECE BY SUS3AN BORDEN mong the 80 essays submitted to Miss Brann at the annual senior essay writing party this year was a work that revealed such depth of understanding and passion of thought that, although its author is not a currently enrolled student, it was accepted immediately. The essay, aptly titled "As Any Reader Can Clearly See" was written by Johnny Moronic, a newcomer to the St. John's community, yet clearly a thinker whose piercing insights and unique vision rank him among the greatest essayists ever to ring the bell atop McDowell Hall. Indeed, some faculty members say, not since Johnny Quest Moron has the college seen the likes of an essay such as Mr. Moronic's. Johnny Quest Moron, you'll remember, is the author of a 1981 senior essay intriguingly titled "Johnny Moron's Senior Essay." Mr. Moron's work, so subtle in its design, yet so cunning in its structure, appears to the uneducated eye as a collection of random musings by an assortment of amateur thinkers, almost as if several seniors had nothing better to do during the essay writing period than contribute a page or two of incoherent ramblings to a joke essay. But, those who know better say this haphazard appearance reveals the genius of the work. The seeming incoherence satisfies the casual reader, while masking the essay's esoteric teachings that only the dedicated student will work to decipher. Imagine the genius of a mind that brings us a sentence such as: "And if we take it as a line and bring it to a cube so that it can be perceived, we have the distance between tragedies, and it has been shown that Wagner's opera is five hundred thirty one thousand, four hundred forty one times more tragic than the World Spirit." Indeed, Mr. Moron's idiocy is transcended only by the depth of his underlying profundity. But while Mr. Moron's 1981 essay was a masterpiece of encrypted wisdom, Mr. Moronic's 1995 essay is the very eidos of clarity. Consider its opening sentence, which plainly describes the condition of modern man: "Since all of the paralogisms of practical reason are ampliative, there can be no doubt that our knowledge, then, abstracts from all content of a priori knowledge; certainly, the architectonic of natural reason teaches us nothing whatsoever regarding the content of the Antinomies." Contemplate the wisdom of the final page which treats the reader to the elegant Alex Bowles beauty of simple truths laid bare: "We can deduce that space teaches us nothing whatsoever regarding the content of our sense perceptions; however, the discipline of human reason proves the validity of, however, the Ideal of practical reason." Yet not all are happy with Mr. Moronic's intellectual mastery. There are rumors within the senior class that Mr. Moronic did not write the essay by himself. Some have gone so far as to charge that Mr. Moronic's essay was, in fact, written by a Kant-generating computer program. But others suggest that those making the accusations are resentful of the fact that Mr. Moronic's work is obviously a shoo-in for the essay prize. Senior Zena Hitz, far from casting aspersions on the essay's genesis, had nothing but praise for the work and its author. "I don't think the school will see anything like it for a long time," she said. "Mr. Moronic has really broken new ground. In fact, I wouldn't be surprised if his essay were put on the program. It's far more lucid than much of what we read." Mr. Moronic agreed. "The essay is perhaps better than Kant, he said. 'Tve obtained and perfected the form th~t he sought." II 11 MOVIE MOGUL IN THE MAKING BY BARBARA GOYETTE Annapolis junior Alex Bowles loves film; his student-run production company is already working on a St. John's movie. a ih~. has its own language~" said Alex Bowles, a junior the Annapolis campus, "so that ifyou see more films and those of a better quality, you will understand the medium better." In his role as Film Archon, Alex is the chief cheese of the committee that chooses and shows the weekend films at the college. He said he picks movies that he's always wanted to see as well as those he's always loved. The result is one of the campus's most popular diversions-and one shared by the Annapolis community, since "townies" fill half the seats at every showing. Alex, who grew up in San Francisco, traces his interest in film to a strong interest in painting. "That's what I was best at in high school, what I put the most serious consistent effort into," he said. He didn't realize that film would become his passion until he took a year off between high school and college to travel and sort things through. After deferring his enrollment at St. John's he spent three months in Africa and seven months traveling around the Mediterranean .. "I just woke up one morning and was in bed thinking about where I should have breakfast, when it occurred to me that I wanted to be involved in making films," he said. So why would a student talented at painting and considering a career in film choose a college like St. John's? "I was brought up in a house full of books, not being allowed to watch much TV The idea of reading these books for four years really appealed to me," he said. "I also liked the idea of not having to sit through lectures." The stuff of drama, he noted, hasn't changed, and at St. John's he can concentrate on reading and discussing the foundations of drama, literature and philosophy. He continues his interest in art, not by painting (he hasn't picked up a brush in four years) but by working as a student aide at the Mitchell Gallery. When he led tours of the Rembrandt exhibit this fall, he found that the 45 minutes allotted for the tour 'was always over too quickly. "There was so much to talk about in the pictures; every time I looked at them, I found more," he said. CONT. ON PAGE 23 �OBITUARIES AND MEMORIAM ••• ROY ARMSTRONG Roy Armstrong, who served for 27 years at St. John's in Annapolis, died in January. Mr. Armstrong retired as director of laboratories in 1992; he began working for the college in 1965. Born in Halifax, Nova Scotia, he received a degree in electronics from the National Radio Institute. In the 1940s he played guitar with country music star Hank Snow and his band. · - Mr. Armstrong lived in Edgewater, Md., and was interested in computers and electronics. He is survived by his wife, Hilda Mae Snow Armstrong; one son; and three daughters. IN MEMORIAM: JOHN SILVER How strange to read the obituary of a friend, especially when the words speak so little of the friend I knew. Hidden between the articles recounting the achievements of other now dead, the few lines spoke the barest facts d the case: he .died, he was buried. A young man, he had so little time to accomplish what he had hoped for the world around him, l~t aloil~ what he dreamed for himself. I cannot now describ9 fhe kind of person that John had been, the traits which I admired in my friend, and the weaknesses which made us both laugh when we would discuss ourselves. I have come to recognize a kind of memory disorder in myself which prevents such recollections. Yet I cannot forget what I felt toward John, the friendship I continue-to feel. I care nothing when I hear of the deaths of other talented or important people. No Kennedy assassination, no Crucifixion could affect me more than the death of my friend, John. It is the persistence of friendship without my friend which causeis me pain. Perhaps that is all that survives death. If so, what a legacy you've · left me, John. 'Z>.idyou .know) J7o.£n7 I.ha! day mhenyou &ave lo l/ie s£ore7 you drove lo i/ie s/ia.flow edje ofhfa? 'l>1dyou hnow, w/ien you swam oul, you swaIIl away froIIl a.f.fof us 7 be_yonc/I.he ranye ofour arIIls (ye! no! bo/onc/our love).? 'Z>1dyou hnow) years before) w/ien we wou.fds.d .fa21{Y kle In ..my near e..mpl_f/ dor..m1lory roo..m, la..lkny a/pas! andendless /ulure7 I.he la.lli ofhfa-iownyyouI.Ii, chef you hnow, even 1/ien, i/ial affl/iai wou.fdsoon re01a1n ofeverylkny yreal w1f£1n you wou.fc/ex1sl onfy w1!£1n 1/ie £earls andlon51..me01or1es oflrue,(r1encfs? Ou.rely every mo.Tl2enfyou hoed, unbnow1n51, bnew Ils ua.fue. !7 /.foal now beyond your hfe )s .horizon w1f.£ i/ie .luxury ofdays oryears) perhaps, whichyou w1ffnever hnow) 57alher1ny whaf 1/ie waves £ave spared. W1!£1n 01e !7carry your easy s..m1le beneal£ IIly sec.rel fuflerness. Your fr1encfs£1p !7shff fae.! ancfs/iare a51a1n as bes! !7can. 'l>o ni_y fears acfcflo your endless ocean.? Xo) lei l£e02 buoyyou onward for as fang as 02y £rfa carr1es w1lhn If whalyou c/iose lo 571ve. -Marie Ru.J/er, A89 RAYMOND FREDERICK DEVANTIER JR., SGl93 Raymond Frederick DeVantier Jr. died in an automobile accident November 30, 1994. Mr. DeVantier was a long-term substitute teacher and night school teacher at Santa Fe High School. He was deeply involved in the education of children and will be greatly missed by his students, colleagues, and friends. Mr. DeVantier was born on April 28, 1952 in Bethlehem, Pa. He graduated from Windham College in Vermont, earned a master's degree from the St. John's Graduate Institute in Santa Fe, and pursued graduate study at the University of Chicago. He is survived by his parents, Mr. and Mrs. Raymond DeVantier of Bethlehem, Pa.; two sisters: Ellen Desnoyers of Syracuse, Ny. and Andrea Whitney of Cranston, Ri.; his grandmother, Ellwood Gordon of Moscow, Pa.; and an aunt, Jeanne Gordon, also of Moscow. Contributions to the Raymond F. De Vantier Memorial Scholarship Fund may be· sent to Santa Fe High School, 2100 Yucca Road, Santa Fe, NM 87501. LAVERA LEVERETT, SGl70 LaVera Leverett, known by her married name, LaVera Loyd, died in February of Alzheimer's Disease. Born in 1926 in Clarksville, Tx., Ms. Leverett earned her Associate of Arts degree from Southern Methodist University. She moved to New Mexico in 1949, were she taught school in Rutheron, a small ranching community. In 1960, Ms. Leverett and her husband moved to Santa Fe. She earned her bachelor's degree from the College of Santa Fe in 1965 and later completed her master's degree at the St. John's Graduate Institute and her Ph.D. at the University of Colorado. A life-long educator, Ms. Leverett taught English at Santa Fe High School from 1966 to 1976. In 1978, after completing her doctorate, she returned to Santa Fe High as an assistant principal, a position she held until her retirement in 1988. She was a founding member of the Santa Fe chapter of the National Organization for Women, was active in the local Democratic Women's Organization, and served on the local draft board and on the city drunken driving task force. She is survived by her sons Lannis and Richard Loyd and daughters Lori Ann Gallegos and R. Gail Morozoff; three grandchildren, five sisters, two brothers and numerous nieces and nephews. RALPH (. DAVIS, Al8 Ralph Cresap Davis, a retired attorney and law professor, died in February. Mr. Davis was former chairman of the Maryland Humanities Council. He began his law practice in Annapolis in 1949 and served as counsel to St. John's, the Naval Institute, Historic Annapolis, the Key School, and the Annapolis Housing Authority before moving to Smithsburg in 1968. The Rev. John McDowell Leavitt, president of St. John's from 1881to1883, was Mr. Davis' great-grandfather. Mr. Davis received his law degree from the University of Maryland School of Law in 1949 and his master of law degree from Georgetown . University in 1962. He served as a lieutenant in the Navy from 1942 to 1946 and fought at Okinawa. While he lived in Annapolis, Mr. Davis was the organizing counsel and member of the board of trustees of Historic Annapolis and the Key School. He served on major standing committees of the Anne Arundel County Bar Association and headed the 1958 special committee that recommended the creation of the county Law Department. He was also a founding mem her of the Annapolis Unitarian Universalist Church. From 1961 to 1968 he was the supervising trial attorney for the Office of the Solicitor of the U.S. Department of Labor. After moving to Washington County in 1968, he taught business law and management at Frederick Community College and at Mount St. Mary's College in Emmitsburg, the Mont Alto campus of Penn State and at Anne Arundel Community College. He served on the Maryland Humanities Council, an affiliate of the National Endowment for the Humanities, from 1981to1989. He was also a founding member of the Ocean World Institute. He is survived by his wife, Emma Lou Davis; three daughters; B one step-son; and four grandchildren. MOGUL CONT. FROM PAGE 22 In addition to promoting the films and art gallery exhibits among his fellow students, Alex is starting a production company so that students can make films. "When I took over as Film Archon it was just a matter of running the theater on weekends," he said. "I want to set up a group and actually make some short films so that people here get a real sense of what's involved." He said he hopes to raise enough money showing movies to get some basic equipment like editing decks, monitors, a camera, a simple lighting kit and a shotgun microphone. This spring Alex has started a filmmaking project using borrowed equipment and the expertise he picked up working last summer in film production in San Francisco. About 20 students are interested in the project, which will be a 40-minute film called "Surviving Desire, an academic romance." Each student participating in the film will get a sense of the whole production process, working through all the steps from directing to camera work to editing-a very St. John's-like approach to learning. Alex is working with Justin Burke, A 87, a director of Archive Films in New York, to set up a database of alumni in film production. Putting a list on the Internet, will encourage communication between current students and alumni already established in the field. Although Alex will take next year off from school to work on a film he's writing, St. John's will be very much a part of his script. "Being immersed in the books for the last three years has had an effect-the ideas are bound to be reflected in what I do," he said. "What you learn here is central to making good drama. You have to learn how to think in order to write-and what's on the El screen has to make sense." �ART ... PRINTS AT THE MITCHELL GALLERY .................................................................................................................................................................................................................. c::i ~ ~ CF] ~ <:)', <:)', ~ ~ ~ "f' ,...., ~ 0 ca ~ ..J :::: 00 r.11 ~ '-' ca ~ i;.;i ~ ~ 0 :i.. :;.:i ~ ~ z 0 g::: Q.) u z ·5= z = 0 Q.) ca ~ u 0 ,...., ~ '° ,...., r.11 ~ 0 :::::: """':> §-.; O' ..J 0 0 E:$ ·:;;; u "' ~ \,,,) "' = ~ .. :;.:i = t- ;:i <£ ca ~ 0 u CF] CF] i:.; p:: Ci ca c =< if1 Jim Barrett of Annapolis finds his specs make viewing the details easier. He's looking at one of the prints in the Whistler exhibit in January. Photo by Keith Harvey a mg off a banner year at the Mitchell Gallery will be an exhibit of 169 prints by artists like Albrecht Altdorfer, Durer, Rembrandt, Anthony Van Dyck, Stephano della Bella and Claude le Lorrain. The exhibit, called "Masterpieces of Renaissance and Baroque Printmaking," concludes the focus on prints begun in September with the Rembrandt exhibit and continued through the winter with a display of Whistler's etchings. "Masterpieces" runs April 7 through May 21. The "Masterpieces" exhibit chronicles the development of printmaking in Europe from its beginnings in the fifteenth century to the seventeenth century. With artists from both northern Europe and Italy represented, the exhibit also points up the ways printmaking was prac- Claude Gellee (le lorrain) French, 1600-1682, Harbor with large ca. 1 Etching, 4 15/16 x 77/16 inches. Bayly Art Museum, 1986.5 ticed in different locations. From the early sixteenth century onward, artists travelled, spreading their own styles and techniques while studying new ones. Northern artists, including Hendrick Goltzius and Albrecht Durer, made the trip to Italy frequently; it was less common for Italians to journey outside their own country, but exceptions included Jacopo de Barbari and the Italians working at Fountainebleau. In contrast to painting and architecture, advances in printmaking techniques often began in northern Europe rather than in Italy. Engraving, drypoint, chiaroscuro woodcut, and other refinements were first developed by northern artists. Durer in particular was admired by Italian artists and collectors. Many of the prints in the exhibit illustrate scenes from mythology, ancient history or the Bible, giving them a strong relevance to the works read in the St. John's program. Works in the exhibit are from the collections of the Bayly Art Museum of the University of Virginia in Charlottesville and Mrs. Gertrude Weber. It is organized by the Trust for Museum Ill Exhibitions in Washington, D.C. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The St. John's Reporter</em> Description An account of the resource College newspaper which started publication in 1974. Continued publication into 2000. Includes primarily historical content.<br /><br />Click on <strong><a title="The St. John's Reporter" href="http://digitalarchives.sjc.edu/items/browse?collection=35">Items in <em>The St. John's Reporter</em></a></strong> <span>to view and sort all items in the collection.</span> Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 24 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context vol 21 Spring 1995 Title A name given to the resource Reporter, Spring 1995 Date A point or period of time associated with an event in the lifecycle of the resource 1995-04 Description An account of the resource Volume 21 of The St. John's Reporter. Published in Spring 1995. Publisher An entity responsible for making the resource available Public Relations Office 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 Santa Fe, NM Creator An entity primarily responsible for making the resource Goyette, Barbara (editor) Allison, Lesli (editor) 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 The Reporter https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/878f3dc86d8ccdaaf2ce4ed4c0824d02.pdf febd1b50232cd7fcfba627bfad51b6d6 PDF Text Text ST. JOHN'S COLLEGE LIBRARY ST. JOHN'S COLLEGE 1 1 1 1 1 1 1 1 1~nr1 1 1 1 r1m1 1 1 1 1 1 1 1 1 31696 01138 2148 SANTA FE EDITION WWI MONUMENT RESTORED, TO BE REDEDICATED ................ P. 1 FRESHMEN PITCH IN ON COMMUNITY DAY........... P. 2 LOCAL DEVELOPER BEAUTIFIES SANTA FE CAMPUS .......................... P. 6 S.F. HOMECOMING 1995 ............................... P. 8 IMAGES FROM THE ATTIC ..................... PP. 11-12 ALUMNI ASSOCIATION NEWSLETTER: AUSTIN CHAPTER, WEB HOME PAGE, AND MORE GOOD BOOKS .................. PP. 15-17 ALUMNI NOTES .. PP. 18-19 �NEWS FR 0 THE BE.LL TOWERS ••• AGRESTO ADDRESSES CULTU L FU DI ISS ES Santa Fe campus President John Agresto recently participated in a major symposium on the impact of federal funding on American culture. Sponsored by the Lyndon B. Johnson School of Public Affairs at the University of Texas, Austin, the symposium was entitled, "Government's Stake in American Culture." WORLD WAR I MONUMENT RESTORED, BE REDEDICATED Mr. Agresto was joined by William D~ Ford, former congressman; Sheldon Hackney, chairman, National Endowment for the Humanities; Harold Williams, president and C.E.O., ].Paul Getty Trust; Daniel Boorstin, librarian of Congress emeritus; and Jack Valenti, president, Motion Picture Society of America, among others. !iii The World War I monument that stands on front campus in Annapolis, a sometimes-forgotten piece of St. John's history, will be remembered more clearly in the future, thanks to its restoration. A ceremony to rededicate the monument will take place on November 11, Veterans' Day, at 10 a.m. Last year, the Annapolis chapter of the Alumni Association took on the cleaning and restoration of the monument as a project. Evidently, the monument had not been cleaned since being erected in 1920. The Maryland Military Monuments Commission, a state commission, gave a $500 grant to get the project underway, and this was matched by a $ 5 00 gift from the St. John's Alumni Association. The Annapolis chapter raised the remainder of the money necessary for the restoration, which was carried out by Nicholas Veloz, a fellow of the American Institute for the Conservation of Historic and Artistic Works. Mr. Veloz used the most advanced conservation techniques to clean the monument, including spraying the bronze plaque with ground walnut shells and waxing it with carnauba and micro-crystalline waxes. The monument, which commemorates the St. John's students who died in the Great War, is the work of Baltimore sculptor Hans Schuler. A bronze plaque lists the names of 24 men. The rededication ceremony will include remarks by President Christopher Nelson, choral and instrumental music selections, remarks by Admiral Robert Long (a former member of the St. John's Board of Visitors and Governors who served on the President's Commission on downsizing the military), the presentation of swords by the Knights of Columbus, three volleys, and the GRANT FUNDS CONFERENCE ON TRADITION tradition in American society. One of the primary events· in this series will be a national conference funded by a major grant from the Bradley Foundation. The three• day conference, scheduled for the fall of 1996, will address the question of tradition and progress in four areas: education, science and technology, art and culture, and American politics. "In all of our plans, our aim is to make this celebration of St. John's 300th year one that is reflective of what we are and what we have to offer, not only to our students, but to a larger public and to the nation as a whole," Santa Fe playing of taps. Iii! Mr. Jomes Keesing, Royal Botanic Gardens, points to a blossom on Liberty Tree offspring. SON OF LIBERTY ALIVE AND WELL Must-see stops in London include: Poets Corner at Westminster, the Tower, the bookshops on Charing Cross Road, the Rosetta Stone at the British Museum, the son of the Liberty Tree at the Royal Botanic Gardens in Kew. The son of the Liberty Tree? Yes, a Liberty Tree seedling was given to the garden as part of the 197 6 Bicentennial celebration, and, according to recent visitor Joy Shaver, the baby is now a teenager and doing quite well. Mrs .. Shaver, a friend of St. John's who just completed four years as president of the Caritas Society, made a pilgrimage to visit the tree on a recent visit to ~ngland. She met with James Keesing, whose title a~ the Botanic Gardens is scientific liaison, living collections. "The specimen of Liriodendron tulipifera is on the edge of the newly planted Azalea Garden and quite close to our largest Tulip Tree," he said. At the time of Mrs. Shaver's visit the tree was in flower and thriving, a bit of the New World carrying on in the Old. Ill As St. John's College prepares to celebrate its tricentennial, the question may be fairly asked why anyone should care that an institution is 300 years old. Through a series of lectures and events marking the anniversary, the Santa Fe campus will explore the value of· President John Agresto said. II �REPOR'lGER .2 FRESHMEN BOND, PAINT, WEED BY LESLI ALLISON ST. JOHN'S 101: AN INTRODUCTION FOR FRESHMEN """""'_ __,,..~ reshmen orientation took a new turn this year in Santa Fe as dozens of students and faculty members gave some parts of campus a face-lift. Community Day, organized by senior Andrew Van Luchene, replaced traditional orientation activities such as camping and off-campus community service. "We were going to other places to do community service when there was plenty to be done right here," Van Luchene said. "This also was a way for freshmen to bond to each other and to upperclassmen and faculty." Community Day took place on Saturday, five days after freshmen arrived on campus. Participation was optional, but attendance was high. The two major projects for the day were the creation of a mural in the upper commons room and landscapmg m the upper dorms area. With "mis-tinted" paints purchased at a discount, approximate! y SO people tackled the mural project, and each other. In the end, three quarters of the upper commons room and about as many of the students were covered in paint. In the meantime, others wereweeding, trimming trees and installing 12 tons worth of rock terraces. "It rained the whole day and it didn't interfere," • Van Luchene said. "People worked in the mud. We had to drain out places where we were working and keep going." As a result of the landscaping, the area now has a more finished look, Van Luchene said. "Before it was just grasses and weeds. Now we have a lot of terraces we can plant." To keep spirits high, a barbecue grill was kept going all day and a dance party was held in the commons room later that evening. Van Luchene said he hopes Community Day will help to instill a greater sense of ownership among students. "It gives people a sense that the place is theirs. It encourages them to Like most of the extra-curricular activities on the Annapolis campus, the freshman orientation program is student-organized and student-run. "Last spring we decided who would be in charge for the coming fall, and students volunteered to work on freshman orientation," said co-organizer Lynette Dowty, A97. "We ended up with 28 volunteers. We worked some over the summer on it, and then the weekend before school started it was just crazy." Freshman orientation ran like a well-oiled machine, or as well-oiled as a machine could be after a summer spent pursuing the almighty dollar or lolling in the sun reading non-program books-the usual occupations of Johnnies in the off-season. Small groups of five freshmen were assigned to an advisor or pair of advisors, who led their charges through an academic workshop (what's a don rag, how to get to know tutors, how to get help with Greek), a social life symposium (restaurants in Annapolis, how to learn to waltz, how to get to D.C., smoking and sexual harassment policies, all about parties), and an introduction to St. John's intramurals with Mr. Pickens (followed by dodge ball and pizza). Freshman orientation advisors, identified by their special tee shirts (Know thyself...and others, in Greek), were enthusiastic about helping out the newcomers. "The atmosphere is very casual," said co-organizer Malinda Campbell, A97. "The freshmen ask us questions and we try to tell them what respect it." St. John's is really like." M A R K Y 0 U R lil CALE NDARS PARENTS WEEKEND IN SANTA FE FEBRUARY 16, 17, 18 Visit your son or daughter, attend a seminar, meet other parents, ski Santa Fe. A detailed program and registration form will be mailed soon. For further information or to make early hotel reservations, please contact Liz Skewes at 505-984-6103 or by e-mail at alumni@mail.sjcsf.edu. lil �3 REPORTER COMMUNITY NOTES ..• SKEWES TO HEAD ALUMNI RELATIONS IN SANTA FE he's done laundry for such Hollywood stars as Steve McQueen and George Hamilton, interviewed a cannibal and crafted the alumni magazine at Dickinson College. At last her varied path has carried her here, to St. John's College. Meet Liz Skewes, the new alumni relations director for the Santa Fe campus. Ms. Skewes replaces Cindy Jokela who recently moved to -·~ "l~ Minnesota but continues her involvement in the Alumni Division Our After a childhood spent every three or four years due to I· many a star. "I've fluffed folded for all of them," she said. Following high school, Ms. .ui'-·-'-'-''--H.-'--< •vmT~~.,... Skewes attended UCLA, receiving her B.A. in political science. She continued on to Ohio State where she received her Master of Arts in journalism. Three years later, while working as an investigative reporter in Huntington, West Virginia, she stumbled across an astonishing story of two serial killers. "That started a year of my life talking to truly sick and disgusting people," she said. "It was quite a wild ride. Among other things, I went down to Florida and spent two days talking to a guy who told me ate people." several years as a~~ ..~~~~-~ later in Tampa, ,v,::.nn::.c took a"""''"' ... ''"' . . . in the public department College in next six years articles and helping to reshape Dickinson's alumni magazine. In joining the St. John's staff, Ms. Ske-Wes said she hopes to bring some fresh ideas to the alumni relations program while at the same time strengthening many of the efforts currently underway. "One thing I'd like to do is to build on some of the chapter activities and to try to encourage more people to come out for those events," she said. "I'd also like to find out what kinds of services the college might be able to provide to its alumni." Ms. Skewes welcomes ideas, suggestions-and even complaints-from alumni. She can be reached at the Office of Alumni Relations, St. John's College, Santa Fe, NM 87501-4599; 505-9846103; alumni@mail.sjcsf.edu ,,u1u111.111.11.1 poses with her new husband John Martinez and his grandson Joshua. Diane Mexico. Diane and returned in her present position as registrar in 1986. Iii] INETYHOU PARIS BY SUS3AN BORDEN Two from Annapolis conquer one of the bicycling world's great challenges Congratulations to Annapolis Vice President Jeff Bishop and Athletic Director Leo Pickens, who this August completed the Paris- Brest-Paris Randonnee, a French bicycle race that requires cyclists to finish its 760-mile course in 90 hours. Along with John Lawrence, a friend of Jeff Bishop, the two had trained and participated in qualifying events for two years before the race. The test of endurance was almost too much, even for the well-trained Pickens. "My low point came at the beginning of the second day," he says. "I had ridden for 24 hours straight and gone 40 hours without sleep. I found myself abandoned by my riding partners. I got off my bike, grabbed a peanut butter and jelly sandwich and some water, trying to force fuel into rny body. I lay down in a cornfield and a voice said to me: 'Leo, just surrender to sleep, sweet sleep.' Sleep was the most important thing in my life just then. I almost did surrender... " Bishop was grateful to the people of Franee for their role in the race. "The thing that keeps you going are the thousands of villagers who line this course and come out at three or four or five o'clock in the morning to cheer you on, give you food, point you in the right direction, and yell 'bon courage.' Whenever you heard 'bon courage,' there was no way you were going to quit," he says. Bishop reached the finish line after 81and1/2 hours. Pickens got there at the 85-hour mark. He recalls the thrill of the final miles: "The race ended in St. Quentin en Yveline, a modern planned city with beautiful wide streets and new high-rise office CONT. ON PAGE 19 Still smiling after more than three days in the saddle, the three Annapolis participants in the Paris-Brest-Paris race pose for ovictory pie. Left to right: John Lourence, Leo Pickens, and Jeff Bishop; Julie Lawrence is holding the SJ( banner. �COMMUNITY NOTES ••. NEW FACULTY ON CAMPUS FOURJO~N SANTA . EE FACULTY MORGAN RESIGNS IN SANTA FE After seven years of dedicated service to St. John's College, Jeff Morgan, vice president for advancement in Santa Fe, resigned his position on October 1. During his tenure, Mr. Morgan increased annual giving levels to the Santa Fe campus by more than 300% and played a leading role in the most successful capital campaign in the college's 300-year history. 'Jeff has helped to make this college and this campus more secure than ever in its history," Santa Fe President John Agresto said. "And I will personally miss a friend who helped to show me what is possible as well as where the pitfalls were. He's even saved me from walking into some of them." Mr. Morgan will assume the position of chief advancement officer for the new Native American Preparatory School in Pecos, New Mexico. llil The Reporter is published in April and October by the Public Relations Office, St. John's College, 1160 Camino Cruz Blanco, Santo Fe, NM 87 501. and in July and January by the Public Relations Office, St. John's CoJlege, Box 2800, Annapolis, MD 21404. SANTA FE: Lesli Allison, editor; John Schroeder, assistant editor; Lisa Donenfeld, graphic designer. ANNAPOLIS: Barbaro Goyette, editor; Sus3on Borden, writer; Betsy Blume, Eva Bronn, John Christensen, Pamela Krous, Benjamin Milner, and Brother Robert Smith, advisory board. Poslmoster: Send address changes to Reporter, Office of Public Relations, St. John's College, Santo Fe, NM 87501 Second Closs Postage Paid of Annapolis, MD, opplicofion to moil at additional moiling offices pending. ISSN 018-750 The Santa Fe campus welcomed four new facultymembers this fall. Maren Ormseth Cohn is a Ph.D. candidate at the University of Chicago's Committee on Social Thought. Her dissertation is titled "T.E. Lawrence and Odysseus: A Study of Selfhood and Heroism in Ancient and Modern Times." Mrs. Cohn received her B .A. from Stanford University with Distinction and Honors in Humanities Special Programs, with a concentration in modern thought and literature. She is married to Jim Cohn, also a tutor in Santa Fe. Samuel B. Johnson holds aJ.D. in law from Yale Law School and a Ph.D. in mathematics from Duke University. Mr. Johnson has served both as an acting attorney and as an associate professor at Guilford College. He has studied and has basic mastery of ten languages and has instructed in Japanese and German. Alice Parker Behnegar received her Ph.D. from the University of Chicago's Committee on Social Thought, her J.D. from Stanford University and her A.B. from Smith College. Her dissertation for The Committee on Social Thought was titled "Feminism and Liberalism: The Problem of Equality." She also was a junior fellow with the John M. Olin Center for Inquiry into the Theory and Practice of Democracy, and a Carthage post-doctoral fellow in The Symposium on Science, Reason, and Modern Democracy, and visiting assistant professor in political science at Michigan State University. Leonard W. Ortmann received his Ph.D. in philosophy with a minor in classical Greek from Pennsylvania State University. His dissertation was titled "Art ~nd Science: Nietzsche's Image of a Socrates Who Practices Music." He received his B.A. from Yale. Ill addition to having received an NEH grant, the DAAD scholarship, and a Fulbright award, he has served as assistant professor of philosophy at Conception Seminary College, and as an English and German instructor at several institutions. SIX JQ.lN ANNAPOLIS FACGULTY Six f!ewtutors];i~v~ been appointed to thefacwty at the Annapolis campus. Jonathan Badger comes from Fordham University in New York, where he has been teaching political theory. While pursuing his Ph.D. and teaching, Mr. Badger was an H.B. Earhart Fellow. His dissertation is on Nietzsche and Plato. Mr. Badger's B.S. is from the University of South Carolina in Columbia, S.C., with a major in computer science. His M.A. is from North Carolina State University in Raleigh, N.C., where he concentrated in political philosophy, European intellectual history, and music. William Braithwaite, a lawyer, has been associate professor at the Loyola School of Law in Chicago since 1979. He was a partner in the firm of Mayer, Brown & Platt in Chicago from 1973 to 1979. His law degree is from Washington and Lee University. Mr. Braithwaite co-authored a book, Law and Philosophy: The Practice of Theory, and has written a number of articles on the relationship of law to philosophy and on modern legal practice. Two of his sons attend St. John's in Annapolis. Robert Alan Goldberg was most recently assistant professor of political science at Kenyon College in Gambier, Ohio. He is a graduate of Harvard University in classics and government, received his M.A. from the University of Toronto, and is currently working on his Ph.D. dissertation at Toronto on democracy and justice in Aristotle's Politics. Mr. Goldberg attended St. John's College from 1977 to 1979. His publications include articles on ancient democratic theory. He has taught political science courses covering the topics of culture and multi-culturalism, gender and the family, and American government and political thought. Katherine Heines is a graduate of St. John's College in Santa Fe, and has been pursuing post-graduate studies at The Catholic University of America in Washington, D.C. Her field of interest is ancient philosophy. She has taught at The Catholic University and at Marquette University. Her doctoral dissertation topic is Plato's Symposium. Oksana Lassowsky has a Ph.D. in mathematics from Pennsylvania State University. Her B.A. is also in mathematics, from Clarion State College in Pennsylvania. Since 1990, she has been an assistant professor of mathematics at Albright College. Ms. Lassowsky is a concert pianist who was a semi-finalist in the Stravinsky Awards International Piano Competition in 1989 and has given numerous solo and chamber music recitals. She is also author of a prizewinning children's story. George Russell has an M.A. and a Ph.D. in philosophy from The Catholic University of America and a B.A. in philosophy from St. Francis College, New York. His areas of specialization are the philosophy of David Hume, political philosophy, and moral philosophy. Since 1991, he has been assistant professor at Xavier University in Cincinnati, Ohio, where he taught courses in ethics, theory of knowledge, and political theory. Prior to that he taught at Albertus Magnus College in New Haven, C.T. and at St. Patrick's Academy in Washington, D.C., where he was dean of students.llJ �S T REPORTER H E CAMPAIGN F 0 R 0 U R FOURTH T U R Y GOAL IN SIGHT, CAMPAIGN FOCUSES ON ALUMNI Efforts will center on raising money for the Santa Fe student activities center and for financial aid With participation from alumni, friends, parents, and board members, the campaign has reached $29,200,000 in gifts and pledges as of October 1. With the June close of the campaign just eight months away, the $30 million goal set three years ago is within reach. According to Jeff Bishop, vice president for advancement in Annapolis, alumni participation will be the focus of the final push of the campaign. So far, alumni have given or pledged a total of $15,625,000with increasing participation from classes in every decade. "Our goal for the alumni division is for all classes to reach at least 50% participation in The Campaign for Our Fourth Century," said Bishop. "Many classes are close to that goal, and some have exceeded it." Almost half of alumni from the 1940's, for example, have made a pledge. Some individual classes are posting gifts from over 50% of their members: 1935, 1942, 1950, 1984. The percentage of alumni who contribute is as important as the amount contributed because it shows that those who know St. John's best-the alumni-support its mission. During the last months of the campaign, said Bishop, efforts with alumni will center on raising money NEW LIBRARY CONSTRUCTION UPDATE Putting round walls in square holes for the student activities center in Santa Fe and for financial aid funding for both campuses. Class leaders will be giving all fellow alumni the opportunity to participate in the campaign to raise much-needed dollars that will ensure the college's future. "Every pledge makes a difference," said Bishop. Other notable gifts include donations and pledges from members of the Board of Visitors and Governors of more than $12 million. And the campaign has received from a variety of donors gifts of $100,000 or more-58 of them. This is significant because the feasibility study commissioned For most of the summer, the library project to renovate the Hall of Records building looked like a $6.8 million disaster zone--piles of lumber and cement block, a jumble of steel beams, mounds of dirt, heaps of old brick were scattered inside the fence, and a seven-storyhigh crane pulled hunks of the building's core out through the roof. But now the addition is taking shape--the shape of an ellipse. Early in the school year, the wham of what sounded like sledgehammers slung by giants interrupted normally silent afternoons when students were reading for seminar or engrossed in lab experiments. With a spray of sparks from the welder's torch, workers were attaching corrugated metal plates to form the roof of the addition. Inside the existing building, which was built in 1934, contractors discovered that the central core had provided support for the before the campaign started predicted no more than ten gifts of that magnitude. CONTACT THE CAMPAIGN FOR OUR FOURTH CENTURY Santa Fe: John Agresto President 505-984-6098 Annapolis: Jeff Bishop, Vice-President for Advancement 410-626-2505 entire structure. When the core was removed, steel beams were added. Its outlines traced by steel geometry, a staircase whose curves echo the shape of the addition will connect the three levels of the building. According to Annapolis Treasurer Bud Billups, crews are now putting in duct work, an elevator, wiring, and cables. The project is on schedule and on budget and should be complete by the May 1, 1996, deadline. !iii �LOCAL DEVELOPER BEAUTIFIES S T P BY LESLI ALLISON ntil r.ecentl. y·.·'· the patio on the south side of Santa Fe's Peterson Student Center stood in sore need of attention. Isolated from the rest of campus behind a large stone wall, and lost among the many pressing needs of the college, the patio had fallen into a dilapidated state. The old fountain had long been silent, its pool filled with leaves and bits of paper. Passers by moved quickly across its walkways, always enroute to other places. Today, however, thanks to Santa Fe developer Joe Schepps, the fountain is bubbling, the pool is full and covered in the summer with water lilies, and the bulky stone wall is gone. Brick walkways, gardens and statuary make it a place the St. John's community can enjoy rather than avoid. Moreover, the Phil and Emilie Schepps Garden, named after Mr. Schepps' parents, is only one aspect of a much larger campus landscaping plan Mr. Schepps is funding for the college. "Joe has really done a wonderful thing for the college," Santa Fe President John Agresto said. "His work will have a lasting effect here, both in the way others perceive our campus and in the way we ourselves feel about the college." The relationship between Mr. Schepps and St. John's had its origin a number of years ago when Mr. Schepps and his wife, Kathy, first hired a St. John's student to baby-sit their infant son. When that student moved on, another was hired, and later another. "We've had about five different people over the last decade become close to our family," Mr. Schepps said. "That's how I first became attached to the school." It was also through a student that Mr. Schepps first was introduced to President Agresto. "I found him really responsive and nice and it was then my friendship with him began," Mr. Schepps said. In addition to the work Mr. Schepps has done for the college, he also is a member of the board of nearby Rio Grande Elementary School and recently helped to negotiate the lease of a small triangular patch of college land to help the schooll expand its Nancy Connor addresses guests and board members at the dedication of the Jomes Connor memorial plaque. classroom space. [ii] Members of the Boord of Visitors and Governors gather for the dedication of the Schepps Gorden. Also dedicated during the some ceremony were a memorial plaque by Santo Fe artist Glenna Goodacre honoring the late Jim Connor, and a gift of sculpture by Santo Fe artist Nita Schwartz and friends. Ancient Mon and Ancient Woman keep sentinel in the new Schepps Gorden. The two works were donated to the college by the artist, Nita Schwartz, and friends. �N GRADUATION DAY, ET WET Western works, Mr. Cohen also The inaugural year of The addressed a kind of wisdom best Graduate Program in Eastern understood as "not knowing." Classics concluded this summer in "Not-knowing is not a mannerSanta Fe as 20 candidates received ism to be adopted, as it is for the degree of Master of Arts in Apollodorus, nor a credo that Eastern Classics. Side by side with should be used to oppose anyone them were 22 recipients of the who feels sure of anything; finding Master of Arts in Liberal Studies. the invigoration of not knowing, Rod Gammon, a graduate of discovering how what was taken for the Eastern classics program, prothe whole is only a part, is an vided bagpipe accompaniment to achievement that must be honestly the procession. The Santa Fe Brass won," he said. "I know of nowhere ensemble also accompanied the cerin world literature where the disemomes. covery of what remains to be In his commencement address, learned is more difficult, elusive, Santa Fe tutor Marty Cohen spoke fascinating and crucial than in of Socrates and Hwang-Ti, Aristotle regard to certain Eastern notions of and Patanjali, but primarily, he enlightenment, which I believe spoke of "primordial virtue" and issue not wisdom. from arro"Sometimes, gance but when I find from promyself found realrespecting ization. those human My own qualities §know of nowhere in world attempts that defy idealization, literature where the discovery of what remains to cope with these I posit a matters realm, prito be learned is more difficult, elusive, have been mordial virtue, of fascinating and crucial than in regard to certain helped immeasurwhich priably by Eastern notions of enlightenment mordial my years courage 1s at St. one part," he John's of said. "I try trying to to envision underthe physiogstand what nomy of pria question is." mordial compassion, primordial In conclusion, he said, "I hope humility, primordial humor-the and trust that your time at St. whole set of analogues to primordial John's leaves you more able to courage. These are not simply defireceive from others the unceremocient modes of another kind of nious blessings and challenges of virtue, to which they are clearly ordinary life, and that when you subordinated; they have their own reciprocate, the liquor you offer light and dignity that both Eastern will be redolent with the powers and Western texts have prompted of insight, inquiry, and not knowme to consider." ing that have aged during your Through anecdotes and passages from a yariety of Eastern and time at St. John's. Judith Hughes-Vassar with her grandson and Annapolis Graduate Institute Director Tom Moy. Photo by Keith Harvey. GI COMMENCEMENT SPEAKER: "TAKE ST. JOHN S 1 WITH YOU" BY BARBARA GOYETTE "The unlived life is not worth examining," said Professor Alan Hornstein, causing a murmur of surprise to ripple through the audience of Graduate Institute master's degree candidates and their friends and families. In turning Plato on his head, Mr. Hornstein hoped to point out to those gathered for summer commencement that our active, public lives and our private, reflective lives should be grounded in the same values. Fourteen students received the Master of Liberal Arts degree at the commencement exercises on August 11 in Annapolis. Tutor and Graduate Institute Director Tom May welcomed the graduates, and Betsy Blume, alumni director in Annapolis, awarded a prize on behalf of the Alumni Association to James Robert Van Dyke, S.J., for best tutorial essay. President Christopher Nelson conferred the degrees. Mr. Hornstein, a professor of law at the University of Maryland School of Law, received his degree from the Graduate Institute in 1986 and has served as a visiting tutor. In his address, he called on his experience as a teacher of law to discuss how our professional lives should not become divorced from our private lives. He cited Atticus Finch, the lawyer-hero of Harper Lee's To Kill a Mockingbird, as a man who "is not bound by different sets of values as a family man, a lawyer, and a public man. He is the same man, living out the same values." While enmeshed in the life of a graduate student ~t St. John's, Mr. Hornstein said, reflection and inquiry become important. "I urge you not to neglect the world outside," he said. And, once gone from the close community of learning that the Graduate Institute becomes in the summer, students need "to take moments from everyday life to reflect and take stock. By both living life-and by examining it-you will not be leaving St. John's, you will be taking it with you," he said in conclusion. Ill �S.F. HOMECOMING 1 s BY LIZ SKE-WES anta Fe-For the nearly 200 alumni who came to Santa Fe for Homecoming on July 21, 2 2 and 2 3, the weekend provided the chance to take part in seminars led by some of their favorite tutors, the time to visit with old friends, and the luxury-thanks to a team of baby-sitters - of dancing the night away at the Homecoming dinner. While the focus was on the reunion classes - with special events for those who graduated in '70, '75, '80, '85 and '90 -there was plenty for alumni of all ages, including an all-alumni seminar on Friday night on The Bear, led by Santa Fe tutor Bill Darkey, and a Saturday afternoon picnic for alumni and their families. There also were tributes and honors. Former tutors David Jones and Michael Ossorgin were remembered on Saturday afternoon at the annual meeting of the college's Alumni Association with talks by former colleagues, students and family members. Jones, a 1959 Annapolis graduate and a tutor at St. John's from 1964 to 1990, was remembered by Santa Fe tutor Ted Skinner, who said that Jones "lives on very much in this institution and in our teach" Harvey Goldstein, A59, also about Jones, saying former classmate, a in cowboy boots," was a man extraordinary rn arts and sciences. to he did gernus may well have been I've ever known." Ossorgin, a tutor at the college for 30 years until his death in 1986, was remembered as fondly by one of his students, .H'..ul1...J.1a.c:i. Waltzing has become a tradition at the Santa Fe Homecoming Dinner and Dance Party. Michael Mechau, AS 9, and by his daughter, Lydia, who graduated from the Santa Fe campus in 1977. Mechau recalled Ossorgin as "a mysterious figure ... in the course of the year, he scarcely uttered more than very thoughtful opening seminar questions. Yet his presence was so expressive of intense concentration and deep seriousness that we could not help but be fascinated and influenced by it." Lydia Ossorgin's memories of her father were of a man who, she was a small sitting at a full tutors, deans ers, would wink at her to let her know was a part of group. Her helped open the Santa Fe campus, she said, and her father's contacts in the music world helped bring international talents to play in Santa Fe. "These concerts were always highlights of St. John's community life .... But for my brothers and me, who grew up being, cajoled into eating pablum for Uncle Tchaikovsky or Uncle Rachmaninoff, and later paid a quarter by my father if we didn't guess but knew - the composer, the artist, and the key of the music he played, this time of our lives was profound! y rich. "To say that my father's life was dedicated to his family and church, or to the study and writing of music, or to the reading of Dostoyevsky, or to his dedication to the great works and the college, is to limit it," she said. "He never separated these loves in his life. My father's presence included each of us - precisely in the moment where we stood - so that doors opened to infinite possibilities and to the most simple, sublime and direct answers." At the dinner on Saturday night, tutors Timothy Miller and Ralph Swentzell were made honorary alumni and graduates Gerald Peters, SF70, and Rina Swentzell, SGI70, were given awards of merit. Christopher Nelson, SF70, currently the president of the Annapolis campus, also was given an award of merit, but received that award at the Annapolis homecoming in September. After an evening of waltzing in the Great Hall, alumni were treated on Sunday morning to a leisurely brunch at the home of John Agresto, Santa Fe's president. Those who weren't staying for the second week of the summer alumni program then turned in their dorm room keys and headed back to their homes - but hopefully only until July 12, 13 and 14, when Homecoming 1996 will give alumni a chance to come back to campus once again. Brookings Institution Scholar Thomas. Mann conducts a seminar during Alumni Program week in Santa Fe. �LETTERS TO THE EDITOR ••• PEN LETTER TO THE ST. JOHN'S ALUM I In the spring, the Johnny List on the Internet began a discussion about various aspects of gender. As part of this discussion, many alumnae related their experiences as female students at the college. I felt that the next step was to re-open a discussion that has occupied many students over the years, i.e., women authors on the program. So, I drew up a version of the proposal printed below. At first, people were quiet, but when I asked for opinions a second time, the subscribers seriously took up the issue. The impetus for this proposal is my belief that the dialogue on gender at St. John's although never silenced, has been quiet and tentative. One way of opening that dialogue is to add more great works by women. One of the criticisms I have encountered is that additions to the program cannot be made on the basis of the sex of the author. They are not proposed on that basis. They are proposed because they are great works. If they were once overlooked, it may have been because of the sex of the authors. So, we now ask that they now be considered. Another problem that arises concerns the deletion of other works on the program. Each work will have to be considered separately. When a single work is considered for seminar, something will have to be taken off the list. This is a long process undertaken by the Instruction Committee. They will make the final decision, as they have always done when they decide to add a work or shift things around. Many of the alumni I have contacted support this proposal and almost none are against it. If you want to add your name to the list before I present it to the faculties of the two campuses please send me a note. If you just want to voice your opinion or suggest other works to add to my list, please do. I want to know what the alumni think. My address: c/o Lew & Gina McMurran 6724 SW Virginia Ave Portland, OR 97219 Thanks, Mary Helen McMurran SF '87 THE PROPOSAL As former St. John's students interested in the quality of education at the college, we address the tutors and administration on the subject of women authors in the curriculum. We believe that the St. John's program should consider a broader range of great works by women for potential inclusion in the program. We do not here present reasons for including more works by women authors because arguments must be made for each work as an individual case. Instead, we point out two important benefits of implementing our proposal. 1 ) Because great works by women represent central voices in the philosophical, political, and artistic dialogue that constitutes the Western tradition, including more of these works on the St. John's program is a means of recognizing the contributions of women to the Western canon. 2) Since many works written by men included in the program engage in a discussion of women and femininity, works which portray the experiences of women and record their thoughts will allow for a real dialogue on gender to take place in the classroom, as it did in the historical tradition. The following is a list of suggested works: FRESHMAN YEAR: Sappho. Poems. (language tutorial) SOPHOMORE YEAR: Love Letters of Abelard and Heloise. (seminar) Christine de Pisan. The Book of the City of Ladies. (seminar) JUNIOR YEAR: Hildegard von Bingen. (music tutorial) *Eliot, George. Middlema-rch. (seminar) Graffigny, Francoise. Letters from a Peruvian Woman. (excerpts language tutorial) **de Lafayette, Marie Madeleine. La Princesse de C!eves. Shelley, Mary. Frankenstein. (seminar) Wollstonecraft, Mary. Vindication of the Rights of Women. de Gouges, Olympe. Rights of Women. (together in seminar) SENIOR YEAR: de Beauvoir, Simone. The Second Sex. (excerpts- seminar) Dickinson, Emily. Poems. (language tutorial) Hurston, Zora Neale. Their Eyes Were Watching God (seminar) Sand, George. The Haunted Pool. (language tutorial) Stanton, Elizabeth Cady. Seneca Falls Speech. (seminar) Woolf, Virginia. A Room of One's Own. (seminar) *Already included in Annapolis program; proposed for Santa Fe only.** Already included in Santa Fe program; proposed for Annapolis only. A LIST OF ALUMNI WHO SUPPORT THE PROPOSAL: Rachel Shroeder Andreyev SF88 Ines Azcarate A91 Lexey Bartlett A94 Marie Benedict A84 Tequila Brooks A91 Sheri Brown A76 Franees Burns A69 Debra Burkett Roberta Carnevale SF Sarah Coburn SF94 Amelia Crawford SF87 Christopher (C.J.) Dallett SF88 Melissa Johnson Dallett SF88 Karen Delahunty SF87 Sharon Dinitz A95 Sophie Romano Ehrhardt SF89 Bill Fant A79 Dan Fassett SF84 Martha Franks SF7 8 Charlotte Glover SF87 Rich Green SF87 Alan Baffa A87 Sarah Harwell SF84 Nathan Hey SF87 Barbara Hum SF87 Laura Hunt SF93 Christopher Johnson SF91 Leslie Kay SF83 Amber Keyser SF94 Andrew Krivak, S.J. A86 Janet Kolsky SF93 Chris Leydon A93 Breta Malcolm (friend of the college) Heather-Malcolm SF94 Nancy Marcus Mary Helen McMurran SF87 Jennifer Miller A84 MatthewMiller SF87 Joanne Murray A70 Jeff North SF87 Laura O'Keefe SF92 Cate Parish A7 6 Margaret Parish A86 Valerie Pawlewicz A89 Sue Price A84 John Riley SFGI87 Barb Ritter SF86 Yolanda Rivera A86 J'laine Robnolt A86 Melissa Sedlis A 7 3 Nadine Shea SF9 l Raoul Slavin SF94 Barb Smalley A84 Anne Marie Streeter A86 Mary Ruth Strzeszewski SF89 Julia Takahashi SF74 Mary Tarail SF7 2 Margo Hobbs Thompson A85 Daniel Vona A67 David Wallace SF75 Elizabeth Wallace SF88 Professor Jennifer Wicke SF7 2 EmilyWilson SF89 !iii SEE PAGE 14 FOR MORE LETTERS TO THE EDITOR �TUTORS SPEAK ON EASTERN CLASSICS BY SCOTT A. ANDERSON g n the opinion of those involved with its implementation, the Eastern classics pro- gram has been a clear success. The class discussions in seminars, precepts, and language tutorials were lively and rich, as important dialogues are meant to be. Socrates urges us to follow an argument wherever it leads. For some of us, after completing the undergraduate or liberal arts graduate programs, we have found ourselves following arguments east, east beyond the Euphrates river, east outside the Ural mountains. The Eastern classics program offers alumni the perfect forum to examine ideas both familiar and foreign to those raised by the material of the established curriculum. Several tutors were asked to relate their impressions of the Eastern classics program to the St. John's experience: JAMES CAREY We call ourselves and encourage others to call us "the great books school." Now there are great books in the Eastern tradition, so we should be trying to read them too, unless we're content to call ourselves "the great books of the West school." We made the right decision not to include Eastern classics in the undergraduate program. It's already overcrowded and they would make only a token appearance there. I taught the Sanskrit tutorial last year and was impressed how much discipline and intelligence the students brought to the study of the language. They accomplished a lot more than we expected. I remember only one occasion when a student had not managed to translate all the assigned sentences in the grammar we were working through last fall, and he had a legitimate excuse. I don't see this venture as opening doors here {at St. John's} to the study of all so-called "cultures," since most of these don't have written traditions of great antiquity, and many don't have written traditions at all. A written tradition allows for great minds to address other minds across centuries, and is in my opinion a necessary condition for the emergence of a "classic." The study of Eastern classics is intrinsically rewarding. But it also gives us at St. John's a broader perspective from which to consider the Western intellectual tradition. On the other hand, there can hardly be a better preparation for studying Eastern classics than the kind of familiarity with the Western intellectual tradition that we aim at in our other programs. So I think alumni would particularly benefit from the Eastern classics program. CARY STICKNEY What has emerged from this program is not different than what you might expect. We discover we can learn a great deal from a Homer, someone far removed from us, nonetheless speaking to enduring human concerns. This is the case of Kalidasa, or the Mahabharata. It should be no surprise to us, who successfully overlook historicism to learn from Homer, that we can do the same thing with these other authors. There clearly is a tradition in the East, where one sees human thought examining itself, following and varying certain themes through the centuries. The books converse in a way similar to that of the Western books. Some alumni of the undergraduate program really hit their stride in the Eastern classics in a way they hadn't before. They come to full fruition as speakers, readers, and writers. Finding a whole other set of great books, they can bring their experience to this project which is both new and familiar\ It makes me think of those seniors who say "now, I could do freshman year justice." This is a way in which seniors become freshmen agam. RALPH SWENTZELL The density of these great works is enormous. If you took all of the great books found in a literary tradition, India and China would far exceed Europe, yet we condense them into one year. The weightiness of the Eastern classics seminar reading list is weighty indeed. Freshmen are being forced into the strange world of Greeks, and sophomores the Bible. There is this same strangeness to the Eastern works. Not just any old strangeness, but a strangeness with quality. About these readings-instead of knowledge, these books are about wisdom. .. how to be wise ... sagely, like the works of freshman and sophomore year. They approach how best to live one's life, and so they have an impact on the whole person, not just the cerebral cortex. When I look at it, a year's work in terms of reading these "wisdom" books, it's no exaggeration that this seminar list is denser than any other. The Sanskrit and Chinese studies are accomplishing what I assume to be the goal of St. John's. We've come closer to the ideal than any Greek class I've seen. That ideal is to have people use their knowledge of language to see through into deeper meaning behind the great texts. It is all too common to hear students at the end of sophomore year say, "Thank god I'll never see Greek again." These graduate students don't do that. My impression is that many of the masters' essays closely examined translations, looking at Chinese and Sanskrit terms. I'm seeing ideas being struggled with seriously in the Eastern classics, so I think it's one of the best things St. John's has going in its program. KRISHNAN VENKATESH One thing I love to remember-a student said to me, "Before I started this program, I thought I was open to Eastern thought." It's a good thing for it to exist. It reminds Johnnies that there are other books out there, that other people think, too. We might fall into a bad habit, to understand ourselves to be the only ones. So I think its very existence is a healthy reminder that other books exist. An understanding of this whole project is getting to overhear, or participate in, another conversation about the same questions. An analogy would be carrying your own discussion out of seminar, and then wondering what people were talking about in other seminars. Nietzsche and Chuang Tzu, for example, initiated different questions about the same thing. Thucydides and Ssu-Ma Chien, too. Starting with the same phenomena, they can arrive at different thoughts. Classical Chinese is a completely different language from Greek. For one thing, it lacks morphology. As a result of this, texts can be bafflingly terse, bewilderingly ambiguous, much more so than even pre-Socratic fragments. The study of Chinese may help us to rethink Aristotelian approaches to language. What kind of a medium for rational thought is this language if it lacks the capacity for precise connections that we expect from philosophical thinking? For tutors of the undergraduate curriculum, an acquaintance with Chinese may deepen discussions concerning the possibilities of language. It seems natural for us to assume that Greek is paradigmatic of all languages. But what if Chinese were the more paradigmatic? �11 REP©RTER IMAGES FROM THE ATTIC BY BARBARA GOYETTE Old photographs from the St. John's archives in Annapolis provide a glimpse of life in the past ,,__ __, oday, we take pho- can connect us to the past. Take the photo of the class of 1889, photogtographs of everyrapher unknown. Twelve men stand thing-pets and stiffly in front of an ivy-covered flowers, babies at building. Dressed in caped topcoats, birth and children at graduation, with fresh collars, waistcoats, and the Grand Canyon and Chartres cravats, their heads topped with Cathedral. Photographs illustrate nearly identical round bowlers, their who we are on our drivers' licenses; right hands-gloved, in most photos scanned into the World cases-clutching walking sticks, Wide Web tell strangers about St. these St. John's students stare into John's. Some photos are snapshots the camera's lens. Some appear dapthat record a special or even an per and self-confident; others have everyday event. Some photographs the tentative air of the too-young in are works of art, their lighting and an adult setting. Despite the composition carefully considered. image's otherworldly air, we realize that these people are the same age as today's students sitting on the quad, and that their costumes are as au courant as grunge shoes and baggy jeans. These students probably left home for the first time to come to St. John's, just like today's students, just like alumni from every era. They endured, or enjoyed as the case may be, several years of enforced study at the college and are now ready to enter the craggy terrain of adulthood._ The camera's lens focussed, the shutter fell shut, and they remain for us today as they were on that far-distant afternoon. Mr. Weigle (left) and Mr. Klein (right} at commencement. This is the kind of thing we No date, photographer unknown. hope to find when rummaging in the attic-a bit of the past held forOthers serve as documentationever. St. John's has its own attic. It's news photos of the war in Bosnia, a tiny "archive" room in the library, for example. presided over by Kitty Kinzer, the Ephemeral bits of reality held librarian. Old yearbooks on shelves forever in the guise of paper treated and in piles are hidden by boxes and with chemicals, photographs not boxes of photographs, which are only record our present lives, they hidden by more boxes of old magazines. For years the photographs have been stored in file drawers and movmg boxes. Now they are finally seeing the light of day, being studied, cataloged, and preserved. Humphreys began in 1835 as a dormitory, but when this photo was taken by E. H. Mrs. Kinzer, Pickering in the l 920's it served as the science building. with the help of Emily about the photos should be entered Murphy, A95, is putting this particin a data base, she said, and then the ular corner of the attic in order, and images should be scanned in, so that wonderful bits of the past are being anyone wanting to look at an image discovered. will be able to find it listed in the data base and then look at the sca~ned image. The photo itself HOW OLD PHOTOGRAPHS need never. be touched-a boon to WILL BE PRESERVED preservation. Mrs. Kinzer gave Emily the Emily has been working on task of cataloging the library's implementing these suggestions. photo collection as a campus workShe has gone through hundreds of study job last year. In order to find pictures, studied them, and cataloged pertinent data in a computer out the best way to catalog and preprogram. "I devised a system with serve the pictures, an expert was consulted-Mame Warren of the seven fields, including photographMaryland State Archives. Ms. er, date, building, person, activity, Warren is the photo archivist for the locality (i.e., coffee shop, back camstate, and she also has written several pus, etc.). I'm also working on a books based on the collections of her processing manual so that the next father, famed photographer Marion person to have my job can continue Warren (he photographed students, the project," she says. Scanning in tutors, and campus activities from the images will be the next phase of the 1950's to the 1970's and many the project. "Every time I think I'm done, of his images are in the St. John's collection). somebody finds another box of phoMs. Warren suggested conservtographs," she says. Emily estimates that ing the photographs by putting the St. John's collection contains about them in acid free mylar sleeves and 2200 photos of Annapolis. So far, she's then into binders. Information looked at about 1900 pictures. �REPORTER Included in the collection are many old photos from the 1880's to the 1940's. For example, the Alfred Eisenstadt photos that were taken for the Life magazine article of 1940 are at the college. Images other than those that appeared in the article are also a part of the collection; some of these were used in the 1940 yearbook. IMAGES AS PART OF THE COLLECTIVE CONSCIOUSNESS Marion Warren's photographs from the 1950's on represent an important era at St. John's. A photographer who came to Annapolis following World War II, Warren documented many aspects of the town's life, including the sailing craft at the dock, farmers in the out1ying regions, business leaders and building projects, and St. John's. His images are part of the collective consciousness of the college-many were used in the admissions catalogs of the 1960's and early 1970's. These photos of tutors-] acob Klein, Hugh McGrath, Simon Kaplan, Winfree Smith-and of students in seminar and other classes were a window into the life of the college for prospective students who studied the catalogues for clues about what St. John's was really like. According to Emily, the earliest images in the St. John's collection Students from the doss of 1889. Photographer unknown. 12 are from the 1880's~ The majority of the "old" photos date from the turn of the century-buildings, groups of students in their military training uniforms, portraits. "One that I particularly like is labeled 'Fun' and it shows all the belongings of one student piled in a corner of a room. It dates from the 1920's," says Emily. Another interesting image, also from about 1920, is a panoramic. The print is about six inches by six feet and it shows the campus from McDowell all the way around to the houses across College Avenue. The view includes the entire student brigade, all in Wine, song, but where ore the women? As this photo shows, excerpts of speeches, yearbook students in 1903 knew the pleasures (vices?) of college life. the uniforms of the then-milientries, essays, interviews, and cortary college, in addition to the Photographer unknown. respondence-a book that would campus band. help tell the story of the campus whoever looks at it. Emily even Emily enjoys working with the and bind readers from today with thinks that photographs can induce older photographs. She hopes to purthe past. a personal experience: "You can read sue a career as a museum curator and The book project will be sponabout the Civil War, but until you is particularly interested in photos and sored by the Friends of St. John's, an see the Mathew Brady photographs objects from the Civil War era. "Now Annapolis group that supports of Antietam, you don't realize how our society has the attitude dictated events at the college. Emily will be horrible it was. It makes it much by TV that everything is handed to working over the course of the next more real." That kind of connection us. We don't use our imagination as year to choose photos and unearth is why she enjoys working with the much," she says, comparing modernspeeches and correspondence to use St. John's collection. Preserving the day photos with those from the era of in the text. images of the college will help us all black and white. "A black and white Meanwhile, Mrs. Kinzer is remember, will help us recognize photo is more arty... You have to fill pleased that the photograph collecthe traditions and history that are in the colors, or maybe you just think tion is finally getting its due. The part and parcel of this 300-year-old of that world as black and white, with new library will have more room for institution. a little bit of records. The photograph files will Mrs. Kinzer and Emily, after yellow mixed in. be organized and accessible on comconsidering the extent of the collec"From a hisputer. "There will be a hospitable tion and thinking about the history toric standpoint, area for people to come and use our of the Annapolis campus, thought this [photo colold records," she says. "As soon as that a book would best showcase the lection} is a the indexes are available, they will photo preservation project. They record of a be on the public terminals in the envision a 300th birthday volume time," notes that would include old images and library." lll Emily. Before the invention of the camera, we could have averMLIUB1111111--tW you have photographs from your bal description days at St.John's tucked in some corner of your attic or stuffed in a box under a bed? If of an event or a scene-one person's view. A camera makes an image that is universally available, able to be interpreted by you think they may be of some interest and would like them to be part of the St.]ohn's collection, please send them to Mrs. Kinzer at the library. {{There are many gaps in our collection,'' says Mrs. Kinzer. {{Years when there were no yearbooks are not well represented, for example. If there is a notation on the back of the photograph about when it was taken and who or what the subject is, that would be most welcome. n + �LETTERS CONT. FROM PAGE 9 WHAT'S ON THE LIST I gather that there is some agitation for the addition of books written by women. Women on the St.John's campuses may, indeed, feel swamped by the books and since they were written by men they may feel swamped by men. However, I certainly as a man did and still do feel swamped by the books. Indeed, I went to Dean Buchanan one day and confessed/ complained that I was so confused I didn't know which end was upthat if someone pointed to a dog and said, "What is it?" that I wouldn't say, "It's a dog" because I wouldn't be able to answer if someone asked how I knew it was a dog. I asked the dean how long I would be so confused and he ans>"ered, "Certainly as long as you're here." Yes, I was swamped by the books. Scott Buchanan, primarily, chose the books for the reading list. He chose those books, I maintain, which he knew would swamp every serious student. In my view that was his primary objective-to con- fuse students and cause them to suffer and to cause them to learn. As I see it, Scott Buchanan was a Greek in the highest sense of the word. The one student in my tutorials who despised the Greeks also thought Dean Buchanan to be the Devil and, I venture, for the same reason-they likewise confused him (some people don't want to be confused) causing him to suffer. This student rebelled by never coming back. The concept that learning is suffering was and is, I say, at the core of Scott Buchanan's concept for St. John's. If a book is provocatively swampable and intrinsically important to Western civilization, then it would be within his range to be considered for the St. John's list. Quality, merit, provocative swampability, and intrinsic importance to Western civilization should, in Scott Buchanan's concept, I offer, determine the books in the St. John's listnothing else. -George Cayley, A45 and SGI78 Ill MORE ON SEMINAR TYLES I must respond to Dana N etherton's letter "Thoughts on Seminar Styles" in the Summer '95 Reporter, taking in particular the quotation from Beth Kuper concerning freshman seminar as a starting point-"a free-for-all, with the most aggressive students dominating, and the quieter students sitting back, unable to contribute." The description is apt; I recognize my freshman seminar. But, hey, that is the stuff out of which the seminar is made. Indeed it is volatile, indeed it is frustrating, but no way should that conflict be avoided, no way! The seminar is not, forgive me, a croquet game. The best seminars I remember have elements more akin to surfing-the great wave of an idea comes along, and it may begin with the still, small voice of someone who has been "unable to contribute" for a long time. Contribution isn't the point; understanding is. And it is an important measure of understanding to value the SETTING THE RECORDS STRAIGHT BY LESLI ALLISON g f you received this copy of the St. John's Reporter in the mail, chances are that at some point in the past you have received duplicate mailings from the college, the mailings you received were sporadic, or you haven't received mailings at all. .. that is until now. On its face, the Alumni Database Cleanup Project may not seem like something to write home about. However, the project will have a significant impact on the college's ability to communicate with alumni, parents, friends and others. The project dates back to 1992 when the Alumni Relations Committee of the St. John's College Board of Visitors and Governors began to take a serious interest in the accuracy of alumni records on both campuses. Part of this interest was long-standing; the alumni lists held by each campus had been known to be highly inaccurate for a number of years. The interest also was motivated by a desire to assist the capital campaign. Finally, the Alumni Relations Committee and the Alumni Association Board had acquired for the ·first time a generation of computer-literate members who began to raise questions about the adequacy of the technology that supported the alumni list on both campuses. "The Alumni Association and the Alumni Relations Committee were unhappy-and rightly sowith the discrepancies between the two campuses in terms of alumni information, class year, campus designation, and the problem of duplicate mailings," said Nick Giacona, Santa Fe's director of prospect research and chairman of the Intercampus Computer Committee. "Some people were getting triplicate mailings, and some were get- dynamics of the seminar as they progress from rough to rougher to-not smooth, but exciting, invigorating, empowering. The best example of this I can think of occurs at the beginning of The Republic. Everyone is together in the home of a genteel old man-he would indeed consider a croquet-type seminar to be the optimum form of dia-. logue. But then comes Thrasymachus-"hunched up like a wild beast, he flung himself at us as if to tear us to pieces." (Bloom translation) What is happening here to the dialogue? And why does Socrates finish Book I of The Republic calling Thrasymachus "blessed"? I think he truly means it. Exciting things are possible in seminar. I extend praise to all of my wise tutors who let the seminar be, as I cherish memories of the diversity of "characters" in whose company I answered the seminar bell. -Dianne Bentley, A62 llil ting no mail at all." In response, a computer summit meeting was held last January in Annapolis with representatives from both campuses present. The discussion was moderated by board member and alumnus Bill Tilles, A59. By the end of the meeting, the two campuses had agreed to develop a common alumni database policy for class year and campus designation, create an inter-campus committee made up of staff from each campus, and, with the help of funding from the Alumni Association Board, hire aides and create computer work stations to facilitate data entry. "In the past, we haven't had the time or the resources to attack it," Mr. Giacona said. "This has been a project that has been more than 200 CONT. ON PAGE 17 �MC DOWELL PRINT AVAILABLE Luke Trares and Pia Thadhani, both juniors, spent the summer deaning and testing equipment for the junior laborafory classes. Photo by John Bildahl. 11 HOW TO "WIN JUNIOR LAB BY SUS3AN BORDEN g f junior year is the Boston Marathon of the St. John's program, then lab is the Heartbreak Hill of junior year. Although many students hope just to finish the race, others plan to rise and conquer, to understand, to "win" junior lab. Junior lab assistants cite this as the key benefit of their job. They see the responsibility that comes with the position as a path to understanding. They say that attending twice as many classes gives them a double-dose of thought time. This year in Annapolis, two juniors will get a triple-dose. Luke Trares and Pia Thadhani are the first archons of Annapolis' new junior lab archon internship. The pair spent the summer cleaning electrometers, testing spectrometers and cataloging galvanometers. They worked with Director of laboratories Mark Daly to learn the experiments and equipment of junior lab. Now that the school year has begun, they meet with Daly regularly to keep ahead of the experiments, and they meet weekly with their fellow lab assistants to teach them the experiments. Daly hopes that having students teach the experiments will lead to more interaction and interest among the lab assistants. "We're trying to encourage students to get together after hours, work with the equipment, and talk about challenges with class- work and with the experiments," he says. "With Pia and Luke as archons, the students will have someone they can talk to 24 hours a day." Santa Fe Dean Stephen Van Luchene brought up the idea at a meeting in Annapolis where he described the role of the lab archons in Santa Fe. Annapolis tutor Anita Kronsberg notes that "the lab programs are different and administered differently so we can't do something identical. But we thought we'd use what they were doing as a point of departure." Although Kronsberg is already pleased with the quality of the lab program, she sees clear advantages to the internship. "The more we can get the lab assistants working together, the more they' re likely to infuse the labs with an even greater enthusiasm." Kronsberg particularly likes the idea of students being able to talk to other students when they run into difficult lab readings, as they do regularly in their other classes. "It makes them aware that they can do something when they get confused, something that's not tutor-dependent. Students prefer to figure things out among themselves. They do not like to rely too much on their tutors," she points out. Dean Eva Brann has high hopes for the program. "We will now have an extra layer of help for everyonetutors as well as students," she says. lil Annapolis alumni have fond memories of McDowell Hall. Seminars, waltz parties, the coffee shop, the Dean's Office (pre-1989) -these and other memories mark the days spent in and around this lovely old building. To help alumni remember their time at St. John's, Bruce Preston, A65, a Washington, D.C., architect, has produced a black and white drawing ofMcDowell Hall. The 11by17-inch print is matted and ready for framing. For a limited time, this drawing is being offered to St. John's alumni for $25. All profits from the sale of the print will be donated to The Campaign for Our Fourth Century. The print can be ordered by mail (add $3.00 for postage) from: Advancement Office, St. John's College, Box 2800, Annapolis, MD 21404. -submitted by Grace (logerfo) Bateman, Jessica (Hoffmann) Davis, and Jethro (Mark) Eisenstein, class of 1965 llil JAZZ ECHOES IN THE HALL Thanks to alumnus Michael MacDonald, SF76, Grammy-nominated pianist Fred Hersch was on the Santa Fe campus recently in a solo performance benefitting St. John's College. A Grammy awardwinning sound engineer himself, MacDonald sponsored the event as a gift to the college. More than 200 students, faculty and local residents attended the stellar performance in the Great Hall. Hersch also gave a smaller, private performance to honor benefactors of the college. llil �f LL l L U ASSOCIATION NEWS JOHN'S (OLLEGE MARK MtDDLEBROOKJ A83 I THOMAS GEYER 1 A68, COMMUNICATfdNS COMMITTEE CHAIRMAN EDITOR The Alumni Association Newsletter is published in each issue of the Reporter. We welcome letters, capsule book reviews, and article ideas from alumni. Send submissions and suggestions to Mark Middlebrook at 73030. 1604@ compuserve.com (e-mail) or call 510/547-0602. by Larry Davis, SGl87 Austin Chapter Vice President Editor's note: This article is part of an ongoing series profiling local alumni chapters. Our next profile will feature the Philadelphia chapter. The Austin chapter had its unofficial beginning in December 1989 with a reading of Those Who Walk Away from Orne/as, a short story about a utopia except for one small detail. Among those in attendance was Jill Wilkinson, benefactor of several Austin area alumni and a former member of the Board of Visitors and Governors. This unofficial group continued for about two years, meeting at the homes of members for seminars, with the readselected and the discussion led by the host. "founding mother" of unchartered group N I in July 1991 at a gala affair at the Hyatt featuring a reading of Euripedes's Iphigenia at Au/is led by Santa Fe tutor and native Texan {very important) Tim Miller. The first officers were President Bev Angel (currently the Secretary of the Alumni Association Board), Vice President Joe Reynolds, and Secretary-Treasurer Larry Davis. The above individuals, plus Paul Martin, have held almost all of the officer positions of the chapter since its chartering. This cabal is not intended to be a de facto self-perpetuating "board": We hope (and pray!) that other chapter members will step forward and serve as officers. The chapter's primary, indeed almost exclusive, activities have been monthly seminars which, in view of the relatively small size of the chapter, have been well attended. The discussions are almost always quite good. Exceptions were those readings involving the arts. We encourage nonalumni to attend our seminars, and there are usually several such "friends", as we call them (as opposed to, say, bubbas), in attendance. Our readings are selected by meeting. The tutor visits are always very well attended, and we would invite tutors more often if the college would financially support more visits. We have always had a pot-luck dinner in conjunction with tutor visits. The dinners seem to promote a convivial atmosphere. The chapter decided to try having our monthly seminar meetings on a given date of each month (the 13th, for good luck) instead of, say, the third Thursday. This arrangement allows everyone the opportunity to make most of the meetings. Since the day of the week will vary from month to month, no one is precluded from attending every meeting because of another obligation on that particular day of the week. A number of our members are graduate students at The University of Texas (Hook 'em Horns! [editor's translation: "We hope fervently that our heavily-padded Neanderthals are able to triumph over your heavily-padded Neanderthals in contests employing an inflated ellipsoidal porcine hide"]), and we have had a difficult time getting them to forego their studies for the ALUMNI ADD INCLUSION CLAUSE TO ASSOCIATION Peterson Hall's Senior Common Room in Santa Fe was bursting at the doorways for this year's Alumni Association Annual Meeting, which was held on July 22nd during Homecoming. No doubt most alumni came to hear the heart-full, joyous, and often humorous encomia to tutors David Jones and Michael Ossorgin. Nonetheless, there was also business to be transacted, which the numerous alumni present dispatched expeditiously. Three amendments to the Alumni Association By-laws passed unanimously, including the addition of a clause expre~sing inclusiveness in Association membership. Article II, Membership, Section I, Regular Members originally read: "All who have ever been alumni shall continue to be." To this life sentence without appeal was added: "The Association is inclusive of all alumni and does not discriminate on the basis of race, religion, color, sex, sexual orientation, age, national or ethnic origin, or against the handicapped." band whoever agrees, at the conclusion of a meeting, to lead a future seminar. Readings have been a 50-50 mix of program non-program texts. invite tutors about twice per year to lead our seminars, one of which is combined with the annual business more important activity of chapter meetings. St. John's seems to have instilled in them some sort of study habits. What is the world coming to?! Bv-LAws intrepid alumni who through the Internet derives either the sputterings of prim Senators or the adulation of techno-fetishists, �R.EPOR{lJ'ER. here's a more moderate preds. The Internet is a vast network of computer networks, through which people with computers and modems exchange email messages and files and search for information. The Internet's immensity is both a blessing and a curse: The resources are endless, but so is the time you can waste typing cryptic UNIX commands while trying to locate something of value. The WorldWide Web has evolved as a more civilized means of organizing and navigating data on the Internet. The Web is organized as a huge number of home pages, which are akin to electronic greeting rooms. Schools, businesses, government institutions, and individuals create home pages on computers called Web servers, which are spread around the g\obe. Home pages (and everything else on the Web) employ a graphical user interface, whereby plain text is dressed up with different fonts and pictures, and your mouse clicks serve to maneuver within and among Web pages. ''Behind" home page are usually other, more detailed offerings, just as a greeting room offers access to rooms for other functions. You walk {or crawl, depending on the speed of your modem} to these other rooms by picking highlighted words with your mouse. The most interesting characteristic of the Web is that the links to other pages aren't limited to a single Web server. Those who create web pages can include highlighted words that cause you to "jump" to other home pages on other servers anywhere on the Internet. For example, the Santa Fe campus' Web pages include a "hypertexted reading list" organized by year. Picking James Joyce's "The Dead" connects you to a server across the pond and transfers the text of the story to your computer, whence you might search for all occurrences of the word "snow". Whether doing so would result in better senior seminars or essays is another question. Of course one must start all this aimless exploration somewhere. Every home page has an address, which Internet-savvy folks call its URL, or uni- form resource locator. URLs are perplexing aggregations of letters, slashes, and other symbols, and as with e-mail addresses, you must type everything accurately in order to accomplish anything. Before you can mistype anything, though, you'll need a connection to the Internet that supports WorldWide Web access, plus a piece of communications software called a Web browser. Both of these necessities can be had from commercial Internet service providers or from traditional on-line services like CompuServe and America On-line. The URL for the unofficial alumni home page is: http://www.leland.stanford.edu/ ""redcloud/johnny.html , 1(> Ted Skinner addresses the Alumni Association in honor of David Jones. and it currently includes: + An on-line directory of alumni who ask to be listed. You can find e-mail and "real" addresses for some alumni, send e-mail directly to listed alumni, and connect to the home pages of alumni who have them. + A Transcript of Santa Fe Dean Steve Van Luchene's controversial October 1994 "Statement of Educational Policy and Program" (introductory paragraphs of which were published in the Spring 1995 Reporter). + Connections to the official home pages for both campuses (http:// sjc.stjohns-nm.edu/ for Santa Fe and http://www.sjca.edu/ for Annapolis). CHAPTER CONTACTS Please call those listed below for information about alumni activities in each area. ALBUQUERQUE: Harold M. Morgan, Jr. (505) 256-0294 NEW YORK: Justin Burke (212) 228-8423 or (212) 620-3955 ANNAPOLIS: Joel D. Lehman (410) 956-2814 AUSTIN: Joe Reynolds (5 12) 867-8461 BOSTON: Alvin Aronson (617) 566-6657 BUFFALO/ROCHESTER/TORONTO: Hank Constantine (716) 586-5393 CHICAGO: Amanda Fuller (312) 337-4105 or Rick Lightbum (312) 667-0068 DALLAS/FORT WORTH: Suzanne Doremus (817) 496-8571 or Jonathan Hustis (214) 340-8442 PHILADELPHIA: Jim Schweidel (215) 836-7632 PORTLAND: Rachel Sullivan (503) 629-5838 SACRAMENTO: Arianne Laidlaw (916) 362-513 I or Helen Hobart (916) 452-1082 SAN FRANCISCO/NORTHERN CALIFORNIA: Cynthia Kay Catherine Hobgood (415) 552-9349 SANTA FE: John Pollak (505) 983-2144 or Elizabeth Skewes (505) 984-6103 LOS ANGELES: Julia Takahashi (310) 434-7624 SEATTLE: Jim Doherty (206) 937-8886 MINNEAPOLIS/ST. PAUL: Glenda Eoyang (612) 783-1405 or (612) 379-3883 (W) WASHINGTON, D.C.: Sam Stiles (30 I) 424-91 19 or Bill Ross (30 I) 230-4594 �ALUMNI ASSOCIATION NEWS ... Ex sees and tells the truth, a man who lacks one lower arm. Unable to work stone, he takes on the craft of storytelling and feeds it with wanderlust. His tales create laughter but also foreboding in the villagers, who, like us, are made to confront love and work and "the slavery of skill." L1BR1s ALUMNORUM CAPSULE REVIEWS "Law One of the Discriminating 'Devour everything you can swr111ow with relish, indiscriminately. Test texts as I recommended before, give everything a - Annapolis Eva Brann, in her is a Book?" 991 lecture lished on pp. 75 in Volume number one, St. John's Review) Louis Armstrong: Portrait of the Mst as a Young Man, 1923-1934, 1994, Columbia/legacy. 4 CD's booklet. Submitted a 77 page reviews to Crace 170 pages. rtl"l"'°IOICIO<" that will elicit or groans, depending and what you're payInternet connect time. lnl","'\rn•rotinn about the alumni Internet mailing list discussion group and how to participate in it. like the alumni mailing list discussion group, the unofficial alumni home page is an independent creation of individual alumni. It was dubbed "unofficial" in order to distinguish it from the College's Web home pages and from a possible future home page for the Alumni Association. TRAVEL PROGRAM TO DISCOVER TWAIN'S MISSISSIPPI "Persons attempting to find a motive in this narrative will be prosecuted; persons attempting to find a moral in it will be banished; persons attempting to find a plot in it will be shot." So goes Mark Twain's famous warning to those who read Huckleberry Finn. Travelers interested in the St. John's Travel Program's second voyage-down the Mississippi River from Memphis to New Orleans aboard the "American Queen"-will have to disregard Twain's words. Reading and discussion on the cruise, led by St. John's president Christopher Nelson, will focus on Huckleberry Finn. Dates for the trip are March 1- 7, 1996. All alumni and friends of St. John's are invited to participate in the travel program. The "American Queen" is a replica steam-powered paddlewheeler, the largest in the world. The ship is outfitted in the elegant style of old, but is modern in all creature comforts (including elevators, an athletic club, a swimming pool, a movie theater, a library, and a sun deck). The river journey will include ports of call to Francisville's Rosedown Plantation, Natchez, Vicksburg, and Magnolia Mound, a working plantation in Baton Rouge. Annapolis Travel Service is serving as the agent for the trip and will make arrangements for air trans- Middlebrook, This sculpted story positively radiates through its simple but shapely prose. A village of stoneworkers labors smugly as their way of life begins to crumble from the intrusion of the Bronze Age. One among them portation at competitive rates. They will also help with arrangements in Memphis and New Orleans for travelers wishing to extend either the beginning or the end of the trip. For information on the cruise "Discover Mark Twain's America" contact Pamela McKee in the Annapolis Advancement Office at 410-626-2506. Hllm~VH.1111?"6 Ill CONT. FROM PAGE 13 years in the making. There are more than 14,000 alumni to date." Last summer, the efforts of the summit began to pay off. Darien Large, SF95, and Luke Trares, A97, worked tirelessly to reconcile records on both campuses. "Thanks to Bill Tilles, Betsy Blume, Chris Denny, Kim Kern, and several others, we really are about to complete this project," Mr. Giacona said. "And, we've already begun seeing positive results." The last phase, currently under- men ts, not Among the many are two versions of "St. Louis Blues": a bluesy 1925 recording with Armstrong on cornet accompanying Bessie Smith, a 1929.ro\\icking rhumba version on which Armstrong's smoking trumpet is supported by his 10 piece orchestra. way, involves developing an electronic method of automatically importing and exporting alumni information between the campuses. "One benefit of this project is that the data going into the next alumni register is going to be as clean as it can be from our data," Mr. Giacona said. "I'd also just like to apologize to the alumns for the unacceptable level of inaccurate and inconsistent information on our databases in the past. We're really trying to correct that in the future. Bear with us as we work out the wrinkles." SANTA FE olumni@moil.sicsf.edu ANNAPOLIS 7~637~2660@cofl1p~erve.co111 Ill �REPORTER ALUMNI NOTES ••• year as chief resident) at University The Reverend Dr. Harold A. Milstead (A) writes that he is finishing 5 5 years as a pastor under the uninterrupted appointment of the bishop. He is living in Indian Head, MD. Jack I.add Carr (A) was interviewed on National Public Radio's "All Things Cnnsidered." The occasion for the interview was the 50th anniversary of the Japanese surrender marking the end of World War II. Mr. Carr discussed how the G.I. Bill enabled him to attend St. John's -The fust in his family to go to college. He told Linda Wertheimer: "Many people were going off to trade schools and getting degrees so that they could get on with their lives. I did the impos.sible thing - went to this college that taught the great books." The Baltimore Salon of Leslie Starr (A) and her husband, Joe Turner, was the scene in August of an informal get-together. Traditional refreshments were served. Present were Ezra Harris (A), currently residing in Jerusalem, Israel; David and Susan Kiralis Shipman (A) of China, ME.; their daughter, Johanna, a freshman at Barnard College; their son, Ezra, of Madison, N.H., his wife, Leigh Le Clair, and their one-year-old son, Jacob. News of the past 25 years was exchanged and pleasant memories revisited. The reunion theme continued as the Shipmans went on to spend a week with McKee and Ilene Pregler Lee (A) and their daughter, Mollie, a freshman at Simon's Rock College, and friends from many years in Chapel Hill, N.C. ;,'!;',70 Judith Paine Harris (SF) and her five children are "having a home schooling experience" and live in Bloomfield, New Mexico, according to William B. Malloy, SF 77, who learned about her from her sister Nun Susanna (Joan Paine, SF73). William B. Malloy (SF) writes: "I have recently resolved to write a half serious-half comedic memoir of my four years as a friar in the '60s. (I flew the coop the weekend of Woodstock; but no, I did not attend.) The working title is The House of Perfect Observance,' and it will delve into both the ideals and impe.tfections ofsuch a house. This combines both my interest and my recognized talent, since as I:>on C.OOk once put it at the beginning of a fourth year seminar, 'I direct this question to our resident expert on Original Sin.' Any publishen; reading this?" Susan Otto (SF) was one of the federal public defenders assigned to Oklahoma City bombing suspect Timothy McVeigh, but she was removed from the case. Miriam Marcus-Smith (SF) writes: "After three years of combining graduate school, family and work, I'm pleased to report that on June 10, I received my Master of Health Administration degree from the University of Washington. However, I couldn't bear to leave the UW, so I'm staying on for at least the next two years as a research coordinator (a.k.a. project manager) for a Robert Wood Johnson Foundation-funded grant looking at the behavioral and utilization effects of physician compensation methods. By the way, it is a small world: Last fall I was surprised to see a SJC diploma on the wall in our program office and learned that it belongs to Tatiana Masters (a much more recent alumna than me [SF90}), who works in the International Health Program in the Department of Health Services. "My kids are now 7 and 5, both growing and developing fast, so we' re getting more into activities like soccer and swimming. Our home address and phone haven't changed from 21906 3rd Dr. SE, Bothell, WA 98021; 206486-05 72. My new work phone is 206-616-4922." Dr. Peter Faulhaber (SF) reports that he was married to Lynne Jaskulek last year, and that they now have a son, Justin, born in April. After finishing his residency (the last Hospitals of Cleveland-Case Western Reserve, Peter is now a Fellow in Nuclear Medicine at Case Western. Didi Schancke (A) has moved back to the U.S. after eight years in Africa and the Middle East, where she worked as a reporter. She is married, has two daughters, and is living in southern Maryland. According to William Malloy (SF77), Margaret Krebe Jesperson (SF) owns and operates a wilderness outfitting and guide business called South Mountain Tours, in Edgewood, N.M. Daniel Van Doren (A) has a son, Benjamin, who is 15 months old. Elizabeth Bowser (A) is currently serving as the pastor of the First Presbyterian Church of Watsontown, Pennsylvania. Elizabeth went on from St. John's to earn a Master of Divinity degree from Princeton Theological Seminary and served as an ordained pastor in two Presbyterian churches in the Philadelphia area prior to coming to her current parish in central Pennsylvania. She is married to Eric Affsprung, a psychologist at Bucknell University. They have two sons, Joseph (age 3) and Daniel (age 1). Heraddress is 220 S. 15th St., Lewisburg, PA 17837. Melissa (Kullberg) Ryan (SF) and Michael Ryan (SF86) had a baby girl: Chloe Elise Ryan on July 24. Kelly Cowling (SF) has just finished her master's degree in nurse-midwifery at the University of Texas Medical Branch and passed the national certifying exam in nursemidwifery. "I expect to defend my dissertation on the connection between aesthetics and morality in Kant in August," writes Jeffrey L. Wilson (A). "In September I begin as assistant professor of philosophy at Loyola Marymount University in Los Angeles. Ancient philosophy, ethics, aes- thetics, and German philosophy are among my responsibilities there. I occasionally write book reviews (in German) for the Philosophischer Literaturanzeiger, published in Aachen. During the past nine months, I've had the pleasure several times of attending, leading, or hosting alumni seminan; in the L.A. area." ·cr~ Al Haffa (A) has received a Newcombe Fellowship for work on his Ph.D. dissertation at the University of Wisconsin in the departments of classics and comparative literature. His proposed dissertation title is "The Poetics of Supplication in Homer, Virgil, and Tasso." John Newell (A) writes with some good news: Last summer the status of his health was upgraded to 'cured' with respect to the rather advanced cancer he had developed (Si mori hunc vis, tibi hie necandus est!). He is currently working towards a Ph.D. in ancient Greek and Roman literature, philosophy, and science through the classics department at the University of Pittsburgh (Cum doctus sit titulus, tamen homo erit, etiam, ignarus). Lastly, he is engaged (Omnes, praeter unam, nubiles laxatae et gaudentes exspirant!) though a date has not yet been set. For translations of the Latin here, or for other reasons, you may contact him by email atJFNST4@PITT.EDU or at the address given in the register. Scott Vineberg (A) was married to Lisa Bush in 1989; they have two children, Grace, who is 4, and Kalli, who is 2. Jean Campbell (A) will be starting chiropractic school in the fall. Spyros Ritsinias (A) earned his law degree from George Mason University and is now in private practice. Kim Wt.strand LaFave (A) graduated from George Mason University this year in English. With husband Greg, she has a daughter Emily, 4, and two stepsons, 10 and 12. Dariush and Lisa LiskeDoorandish (88 and 90, A) report that they have a daughter, Miriam, born on July 4, 1994. �ALUMNI NOTES ••• Sara Wetherson (A) has finished her master's thesis and now has an MA in women's studies and public policy from George Washington University. She's looking for a job. Susan Petrone (A) will begin work on an M.A. in English with a concentration in creative writing at Cleveland State University in the fall. She returned to the U.S. in 1994 after working in the Netherlands for two years. "Among the things I brought home was a dutch husband, Jan-Arend Bult," she writes. "I realize now how small a city Cleveland really is, because I keep running into Marty Gelfand, A89." "My new position beginning in midJune is assistant director of Post-graduate and Continuing Education at Northwestern College of Chiropractic · in Minneapolis," reports Kelly Koepke (SF). "It is nice to be going back to academia and to start applying what I have been learning in my MBA program at the University of St. Thomas in St. Paul. If any alums find themselves in the Twin Cities, look me up!" Liz Mogford (SF) is in the Peace Corps in Cameroon (Africa). She is working at a post in Meme, a village near Mora in Extreme North Cameroon. Much of her work has focused on the funding and completion of a hospital in Meme. Her father, James Mogford, writes: "The building had remained unfinished-no roof, no floor, incomplete interior, open to the elements ...-for quite some time. Unfinished projects are common because graft and thievery will often exhaust the funds while workers use paid-for time and materials for their own purposes. Liz was aware of such practices so she controlled money, materials and workers very carefully-a ticklish task because it had to be done without subverting local authority, without upsetting traditions, and without creating resentment among those involved. ''Dwing the last week of May the completed hospital was dedicated. Liz said that the dedication turned out to be much more elaborate than she had anticipated: attendance comprised Chiefs, local Governors, various officials and dignitaries, and many appreciative people; there were numerous speeches including one delivered in French (in the village she uses Mandara and Fufuldi); the celebration lasted more than one day-it was a big deal! The surprise came at the end when the actual dedication occurred and the hospital was named after Liz-Hospital Liz Mogford. I can't speak for Liz, but I can say that I was thrilled that she was so honored." Liz's term in the Peace Corp will end in December and she has no firm plans yet. In the meantime, she welcomes correspondence at the following address: Liz Mogford, Centre de Sante de Meme, B.P. 15, Mora, LExtreme Nord, Cameroun, Africa. Michelle Baker (SF) lI'Cflltly had a month-loog exhibit ciblackand white photographs at the Op:nEye Gallery on Oras Js1anL F.ast Srund, Wa4llngton. Jeaneen McAmis (A) writes that she has finally d&nvered her true vocation: "lounging in a hammock sipping coconut milk by the sea. OfCOlll"Se, this entails teaching English, which f ve fuund I really love and have some talent fur-plus it enables me to travel-a nice combination ifyou have to work fur a living. I finished my coufsework fur a rnseis in teaching English as a second/fureign language at the School fur International Training in Vermont (cold!), did a couple cfinternship; teaching adults and kids in Ca;ta Rica (pua:lise) and Mexico (hot and dusty). Now f m writing my thesis and living with my sister in Knoxville, Tennessee (none too exotic). Next year proOO.blyJapin to piy offall these student loons, then who knows? As one cfmy ffiL students put it, "The world is my clam!" Jeaneen would like to hear from fellow Johnnies as well as alumni involval with ffiL pi.5t/present. Shes at 202 Twelfi:h St., #27, Knoxville, 1N37916. Ramona Denk (A) will be traveling to Davao City in the Philippines to start a birth center that will provide maternity care to poor women. Teddi Ann Galligan (SFGI/AGI) and David Diggs (AGI) married on September 1 in Washington, D.C. They are living and learning in Haiti. Their address is c/o Lynx Air, P.O. Box 407139, Ft. Lauderdale, FL 33340. Lake Perriguey (SF), formerly known as James Perriguey, began his legal studies at Northwestern School of Law of Lewis and Clark College this fall. He may be reached at: 2210 N.W Everett #115 Portland, OR 972105510; 503-224-2429. Jim Michel (SF) and Jenna Palmer (SF93) were married in August in San Francisco. Jim is a third year law student at Golden Gate University and worked this summer with the San Francisco public defender. Jenna will begin a master's program in English literature at S.E State in the fall. Their address is 1591 Page St. #302, San Francisco, CA 94117. Jmichel@ggu.edu. C. William Cox (A) writes that he is now married to Deena A. Kuchinsky ofYorktown Heights, NY After leaving St. John's, he attended HampdenSydney College in Virginia, then transferred to Fordham University. He is currently employed as a typesetter/ graphic designer/pre-press person/troubleshooter at Alphagraphics in Greenwich, Connecticut. He'd like to hear from friends, and notes that e-mail virtually guarantees a response. stronghelm@aol.com. Michael Zinanti (SF) and Susan Svetich (SF92) were married September 1 in Denver, Colorado. "I am home after two short years on Palan, a small island in the Pacific, where I taught at a local Catholic high school," writes William J. McMahon (A). "I plan to be in the Chicago area for the next year and would love to hear from anyone." A sprightly notice arrived in the Reporter's box announcing the marriage ofJulie R Girone (A) and Eric Marc Martin in August at the Brooklyn Botanical Gardens. Phoebe Merrin (SF) recently completed her master's degree in library science at Simmons College in Boston. She currently is looking for reference work in an academic library, preferably in the west. Her address is 234 Owl Creek Road, Boulder, Colorado 80302. Iii! TO PARIS CONT. FROM PAGE 3 buildings. After riding through countryside for three and a half days, I found myself in Friday lunch-time traffic. Once I smelled the finish line, I sprinted the last several miles, running red lights and weaving in and out of traffic, doing some of my best 'traffic jamming,' as they say in bike riding parlance, as I sped to the finish line. We finished at the Gymnasium of the Rights of Man. A crowd of hundreds cheered. as we crossed the line. It was hard to believe that I'd done it, it was over: Two years of training and preparation were now finished." Finished is a key word for both Pickens and Bishop. Neither plans to ride the Randonnee again. "I love bicycling, and will continue to use it as part of my fitness regimen and to tour. Travelling by bicycle is the best way to see the country. But what I've learned from endurance racing is that the best distance is no more than 7 5 miles a day. That's the maximum humane amount of bicycling," says Pickens. Bishop's finish was even more final. He plans to give up cycling entirely. "It was not about biking for me, it was about the challenge. I enjoyed biking but it could never come close to being as memorable and as pleasurable as the conclusion of this race. Therefore, I guess I'll quit while I'm on top." Bishop does, however, have plans for a new challenge: "Once the feeling returns to my fingers which are still numb from the race I will start taking piano lessons," he says. But how will he top his bicycling accomplishments? Will he aim to play Carnegie Hall? "Probably not Carnegie Hall," he says. 'TU be happy with the lounge at the Holiday Inn on the Pennsylvania Turnpike." llil �REPORTER 20 A JOURNEY OF TILTING AT THE WINDMILLS OF ACADEMIA LIGHT BY SUS3AN BORDEN BY LIZ SK.EWES After more than 25 years of working as a lighting specialist in films and more than a decade of being at the top of the industry- working on movies that include "Unforgiven", "French Kiss" and the currently running "Dangerous Minds", starring Michele Pfieffer - Tom Stem, SF69, says the key for him still is "the issue of trying to get to the first principles, which is one of the main points of the St. John's experience." It's an experience that led him from building houses in Santa Fe to graduate school at Stanford University to working on documentary films and, eventuto lighting major feature films. "I've always been rather mechani, ,..,,.11...,"'',; "Stern says. His introduction into film work came after graduation when one of his classmates, was working on a shoestring documentary on New Mexico's land ownership. "He was intrigued with the idea· that if all the land in 1800 was owned by the Hispanics, how come it wasn't anymore. I helped out on the project along with a few other people." From there, Stern made his way into the graduate program in communications at Stanford. He worked as a teaching assistant and a residence assistant, but says he still wasn't planning on a film career. "There weren't a whole lot of people who were planning much of anything in the '60s," he says. Still, the master's degree from Stanford and his thesis project on neonatal care and premature babies put Stern in contact with a number of doctors who then hired him to make medical documentaries about devices they were developing and new surgical techniques. It meant spending a lot of time in operating rooms and finessing the surgical nurses to avoid having to sterilize every last lens cap that might find its way near the operating room. "Then I branched out into technical films. It was where the money was, plus CONT. ON PAGE 21 nnapolis tutor Henry Higuera's book, Eros and Empire, was published this summer, but Higuera is only marginally excited. Higuera completed the book, his doctoral dissertation for the University of Toronto's department of political philosophy, in 1982. What happened in the intervening thirteen years tells a story about academic publishing and the ins and outs of scholarship's fashions. "Don't do it." That was the advice for which Henry Higuera self-mockingly Clifford a professor at the University of Toronto, in the preface to Eros and Empire. offered advice in 1977 when Higuera . . . . . to write his soence r-1"'""",..,...,..,,...,,..,.n temporaries on the function of natural law and its relationship to Christianity, and focused on the question of whether the Bible alone, or the Bible as understood through the traditions of scholasticism, justified the political structures in effect at the time. Higuera argued that Cervantes, through Don Quixote, "tries to grapple with what is great and what is insane about Spanish imperialism. More dif- to the Straussian notion of esoteric interpretation, the idea that an author will imbed a message in a text intended for a perceptive few, and contrary to its surface meaning. Higuera's suggestion that Cervantes wrote Don Quixote as a critique of Christianity and the Spanish empire at the height of the Spanish Inquisition demands some notion of hidden meanings. Higuera was not the first to come to this conclusion. "Don Quixote has a long tradition of esoteric interpretations, because the book is so crazy, it makes no sense, it's so obviously enigmatic, its such a puzzle. Unfortunately all those interpretations were written the worst ,_.A"-'-'-·'-'- on Cervantes' Don Quixote. When Higuera asked him to on his suggestion, did not mince words. "If you write on Don Quixote you will be forever branded as the worst kind of Straussian obscurantist. And you'll never, ever get a job," he said. Though Higuera was disturbed by Orwin's prediction, his teacher and mentor, Allan Bloom, encouraged him to disregard the advice and write his dissertation, a political reading of Don Quixote. Higuera was a student of Bloom's (author of The Closing of the American Mind and student of Leo Strauss, a guest lecturer and close friend of St. John's) when Bloom was teaching at the University of Toronto. When Bloom began teaching at the University of Chicago in 1979, Higuera chose an advisor from Toronto, but Bloom remained his teacher in the truest sense. In his dissertation, Higuera traced the notion of love of God from the Symposium, through the neoPlatonists, St. Augustine, Thomas Aquinas (via Aristotle), Dante, and the Spanish mystics, using sexual love as a way to understand what love of God means. He explored the schools of thought of Cervantes' con- not ficult yet, he grapples with the complicated religion that helped inspire and justify that imperialism. In so doing he delves very deeply indeed: Eventually the novel explores issues crucial to Christian love, to any religion that tries to cope with politics, and to revealed religion as such." Although Higuera's work was well received by his committee, his subject matter and approach made publication difficult. When publishers sent out his manuscript for peer review, it kept hitting the same walls. "Political theorists were not interested in a political interpretation of Don Quixote because no one thought it was about politics. Hispanists hated it because it portrays Cervantes as writing a critique of Christianity," Higuera explains. "People weren't interested in imperialism, in Spain, in Roman Catholicism-they think those are all dead issues." Finally, Higuera cites resistance political science departments. remember vividly a couple of interviews where I'd give my presentation and people would say 'Well, what's this got to do with politics?" "Finally Bloom told me about St. John's. All the turf wars and disciplinary narrowness that made political scientists think I was a nut didn't bother St. John's at all." In his first years at St. John's, Higuera rewrote his dissertation, with a view to making it more appealing to publishers. "I really did try to pitch it to literary critics," he says. "Every chapter started out with a little summary of what Professor X and Critic Y thought on this topic, and then I would develop my point in contrast to them." Even with this rewrite, Higuera says, literary critics hated it. A comment from one finally persuaded him to abandon his quest for . . . ~~AA~~·-i~•-A· "He said that the shoddiness of my scholarship was revealed glaringly the fact that I hadn't read this Italian guy from the 1500s who I have never heard of. I thought to myself: Not CONT. ON PAGE 21 �STERN CONT. FROM PAGE 20 I really have an interest in scientific things," Stern says. His early projects were films with $5,000 budgets, but since then he's worked on films with budgets of more than $60 million. Despite the big budgets, though, Stern has avoided the infighting that sometimes characterizes Hollywood sets. "I made a very conscious choice to specialize in lighting," Stern says. "It leaves you out of the political path. In film, you often get judged by very subjective criteria. The area I chose is more objective. It's simply a matter of how good it looks. I enjoy working in film because it's a good blend of the mechanical stuff and the creative aspects of a project." More recently, though, Stern has started looking outside of film and is working on developing his own businesses, which specialize in developing lighting equipment and lighting techniques. The time on a film, he says, means too much time away from his four children -ages 12, 1 1 and 6-year-old twin sons. "I just missed a lot of birthdays and back to school nights," he says. The career in film also has seemed at odds, sometimes, with Stern's own lifestyle choices. He only recently installed cable at his home - and then only so his girlfriend, a French native, could watch the news from Paris. 'Tm like a vegetarian working at a hotdog factory," he says. "A huge problem that confronts me sometimes is the inexorable shift from participation to spectation in our culture. If you go back in time to the morality plays in the 1500s, there was a lot more participation by the audience. I think as a result of that shift, there's sort of a glamour attached to film that's a little unsettling to me personally." But it's also been a lot of fun sometimes. His skill and talent with lighting has enabled him to work on films such as "Reynaldo and Clara" with Bob Dylan and "Bird," which starred Forrest Whittaker and was directed by Clint Eastwood. "That was probably the best work I've done," Stern says. Apparently Eastwood also liked his work. Stern became part of a small group of about seven people who worked with Eastwood on several projects including "Unforgiven" which won an Oscar for best film. Despite the closeness of the group and the collaborative environment, Stern has found himself moving away from film and into the more scientific aspects of lighting. It's a path that's taking him back to some of tenets he learned at St. John's. "The hardest thing I found is learning to exercise restraint," he says. "I could say that's universally true - not just with lighting. What we're doing when we're lighting for a film is constantly flipping all the way around, unlike in the theater where they' re only lighting the stage. It brings me back to Euclid, Newton and the pool table in the commons room one really needs to understand the geometry of that stuff to be able to do this. You need to understand the inverse square law to see the way light falls off over a distance and to know Newton's law about the angle of incidence being equal to the angle of reflection." In his venture with the business and art of lighting, through his two companies - Sequoia Illumination in California and Mirage Illumination in Canada - Stern hopes to move into producing and "realizing interesting literary work into film. I'm an avid reader and I've got scads of stuff that would provide for engaging, interesting and CONT. FROM PAGE 20 only have I never read him, I've never heard of him, and I never want to read him. If that's what it's going to take to get this book published, I give up." Higuera's book spent five years in a corner of his office; he gave his full attention to teaching at St. John's. He received tenure in 1989. In the meantime, changing fashions in the world of scholarship were quietly making the academic world more receptive to his book. "There were always little stirrings, not so much in mainstream political science or among Hispanics, but in academic nooks and crannies; there was always some interest in political readings of novels," Higuera explains. "Two years ago it got really big partly because of University of Virginia professor Richard Rorty-a MacArthur fellow, a certified genius. During his MacArthur year he wrote a long interpretation of Lolita as a bedrock of liberalism." Without realizing the effect Rorty's work would have on his dissertation's acceptability, Higuera agreed to speak about Don Quixote as part of a panel on politics and literature in memory of Allan Bloom (who had died in October 1992) at the 1993 American Political Science Association Convention in Washington, D.C. Higuera's panel drew an overflow crowd. His fellow panelists told him his topic was "really hot." They suggested he send his book to Rowman & Littlefield, a Maryland press that has published books by St. John's Dean Eva Brann and tutor Mera Flaumenhaft. Before accepting his work, Rowman & Littlefield sent it to two political scientists, one of whom commented on the introductions Higuera had so tediously crafted to please literary theorists. "All of this obsequiousness, it's so boring," he wrote. "Every single chapter starts with a bunch of points that turn out to be utterly wrong. Higuera just doesn't agree with any of them. It's so mealy-mouthed. Couldn't you get him to cut out all this stuff?" Higuera cheerfully removed the of' nding passages as he prepared the manuscript for publication. In the end, Higuera's approach to Don Quixote, which made it so hard for him to find a job in a political science department, paid off. So did his long road to publishing. Joining the St. John's community has enabled him to teach and learn in a satisfying way. "If I'd been somewhere else all this time, I certainly would have published more. But it would have been written in a hurry, sort of cooked up. Eros and Empire, at least, was not cooked up. I A\.IUICllYUA challenging stories." really believe in it," he says. Iii Iii GUILD CONT. FROM PAGE 23 To finish off the year in grand style, November will bring selections from the Charles and Janice Rosenak American Folk Art Collection. This will be the first public exhibition of this collection in New Mexico. The Rosenaks first started collecting folk art in 197 3 after a visit to the Whitney Museum in New York. Since that time, they have traveled widely, collecting folk art and visiting and documenting folk artists through photographs and taped interviews. This collection of interviews is believed to be one of the most complete documentations of 20th-century folk artists available. Because of this extensive collection of documentations, they were commissioned by the Museum of American Folk Art in New York to write the highly-regarded Museum of American Folk Art Encyclopedia of Twentieth Century American Folk Arts and Artists. Their collection of American folk art, which has grown from that first piece they bought at the Whitney Museum in 1973, now includes more than 5,000 pieces. The first public exhibition of this collection in New Mexico will open with a reception from 3-5 p.m. Sunday, November 5 in the Fireside Lounge at the college and will continue through November. The Fine Arts Guild is currently conducting its first membership drive. For more information on the exhibits, or on the Fine Arts Guild, please contact Ginger Roherty at (505) 984-6099. Iii] �OBITUARIES AND MEMORIAM ••• HENRY R. FREEMAN, A44 DAVID JOHN SMITHKA, A78 DALE EDWARD HELEINE, SF94 Henry R. "Hal" Freeman, who was in the class of 1944, died of a heart attack at his home in Denver, Colorado, on July 16, 1995. He served in the tJ .S. Armed Forces during World War II in Greenland as a weatherman before returning to St. John's College. After graduation, he spent two years in Paris, where he studied at a film school. He worked as a film editor in New York City, Hollywood, and Denver. Mr. Freeman's St.John's roommate, Vernon Derr, writes, "His friends remember his integrity and good humor and his love of films and music." David John Smithka, A78, died suddenly on July 5. While at St. John's, he was active in theater and performed in "King Lear" and directed a production of "Night of the Iguana." He started with the class of 1978 but took sophomore year off and then graduated with the class of 1979. Mr. Smithka did a variety of things for paying jobs, but eventually he went to Hollywood where he obtained a screen credit in the movie "Beast Master" for the carpentry work he did. He was in the Army from 198 3 to 1988, spending the majority of his time at the U.S. Army Field Station in Augsburg, West Germany. A Russian linguist, he also had special assignments in Berlin and Turkey. He received three Army Achievement medals for his work. After the Army, Mr. Smithka attended Georgetown University where he obtained an M.A. in Russian area studies. When he died, he was working for a joint venture (with Russian partners) international consulting firm in Silver Spring, The Parvus Company. He also did translations of technical work and literature. He published his translation of "On the Eve" by Turgenev and was working on more. He leaves his wife, Katherine Buck, A79, and two children, Iliya and Valeriya Smithka. Dale Edward Heleine was killed on September 14, 1995, while vacationing with friends near Jackson Hole, Wyoming. Dale, 24, was well known to many Johnnies in Santa Fe as an expert mechanic who could fix anything, and it was while working on a friend's car that his death accidentally occurred. His death was particularly tragic in light of his miraculous recovery from a near-fatal motorcycle accident in the summer of 1994. Dale was a well-known personality on the Santa Fe campus, universally liked and respected for his intelligence, ready wit, devilish sense of humor and facility with all things practical. He matriculated in 1990 and was in the process of finishing his senior essay at the time of his death. He is survived by Fred and Joan Heleine and a brother, Gregory, of Phoenix, Arizona, as well as two grandmothers and several aunts, uncles, and cousins. A memorial service was held in the Great Hall at St. John's College on October 3, which was attended by his parents and nearly one hundred friends. Cards or letters may be sent to his parents at 11 Cutter Drive, Ocean, NewJersey. 07712 Submitted by Bill Kowalski SF94 ELMER M. JACKSON, JR., A27 Elmer M. Jackson, Jr., who figured prominently in the life of Annapolis, died from complications of a stroke in July. A native of Hagerstown, Mr. Jackson graduated from St. John's in 1927. He was an alderman in the city of An~apolis from 1932 to 1936 and a member of the Maryland House of Delegates from 193 7 to 1941. He served in Naval Intelligence as a commander from 1941 to 1947. Mr. Jackson was perhaps best known in Annapolis as the editor and general manager of The Evening Capital, the city's newspaper, from 194 7 to 1969. After the paper was sold in 1968, Mr. Jackson became owner and editor of a weekly newspaper, the Anne Arundel Times, which he sold in the early 1980's. Mr. Jackson served as president of the Anne Arundel County Library Board ofTrustees for 35 years, during which time the system grew from one library to eight branches. He also was a member of the Annapolis Civitan Club, the Annapolis Elks Club, the Annapolitan Club, and the Annapolis Yacht Club. He was chairman of the Anne Arundel Economic Development Commission and the State Planning Commission, among other activities. He is survived by his wife, two children, three stepchildren, and grandchildren and great-grandchildren. WALTER RUSSELL CHANCE, A38 Walter Russell Chance, a naval architect, died May 29 in Lusby, Maryland. Mr. Chance was born in Annapolis and graduated from St. John's in 1938. He did post-graduate work in naval architecture and marine engineering at the University of Michigan. Before joining the Department of the Navy in 1970, he had a private practice, Chance and Associates, in naval architecture and marine engineering in Falls Church, Va., and Waldorf, Md. Mr. Chance retired from the Department of the Navy in 1982. He is survived by his wife, three children, and three grandchildren. NOTED... Robert C. Lynch, A32, died on June 22, 1995. Max F. Hausmann, A29, died in the summer of 1995. Peter Ringland, A45, died on September 4, 1995. The Rev. Paul M. Cassen, A20, died on October 24, 1994. The Rev. Scott Broadbent, A32, died on October 3, 1994. Sara Jane Dean, SGI88, died on August 1, 1995. J.I. STALEY A current member and former chairman of St. John's College Board of Visitors and Governors died of heart failure on Saturday, June 24 at his home in Wichita Falls, Texas. Mr. Staley joined the St. John's College board in 1965 and, at the time of his death, had the longest record of service of any living member of the board. Mr. Staley was president of Staley Oil and divided his time between Wichita Falls and Santa Fe. In addition to his generous contributions to St. John's College, he was a benefactor of the Santa Fe Opera and the Santa Fe Institute, among others. He was remembered by the Board of Visitors and Governors in July for his loyalty, his moral support, his generosity, his wit and his gaiety. VENABLE Santa Fe Tutor Bruce Venable died peacefully at his home in Santa Fe on September 27. Mr. Venable served as a member of the faculty in Santa Fe since 197 3. He contributed greatly to the life of the college in many ways. He wrote the Greek primer currently being used by the freshman class. He played a large part in shaping . the music program on the Santa Fe campus, and wrote the Gregorian Chant in the current sophomore music manual. For the past several years, Mr. Venable put up a valiant fight against the effects of the AIDS infection to which he finally succumbed. His courage and dignity in facing immense odds have been a continuing inspiration to the St. John's Community. Mr. Venable is survived by his partner Bob Homrich, his sister Barbara Venable of Seattle, and his brother Thomas Venable also of Seattle. �0 ~ f-< VJ ~ II"\ ;:J QI "1 ..--< i:i::: 0\ 0\ µ:.:i 0 µ:.:i H H ~ 0 ~ f-< u Cl) ~- 0 z ro u c ro 2Q N 2 0 II"\ r--- ~ -~ ~ u ill ill, ~Ou ~ ::r:~ ~ c ro ~1->o Cl) s z 0 00 0 u ~ ~ u ~ 0 i::' u 0 ill .9 z VJ °"' ::c e f-l ~ ..--< ro VJ VJ ~ ~ 0 0 -< s s A year of exhibits that can be characterized by that charged word "diversity" opens at the Mitchell Gallery in Annapolis with a show that features images of Kabuki actors and courtesans. "Japanese Woodblock Prints: The Ukiyo-e Tradition," an exhibit of 67 works, will be on display at the Mitchell Gallery from August 30 until October 22. The prints depict the daily life and environment of 17th through 19th century Japan during the Edo period (1615-1867). The prints are from the collection of the Dayton Art Institute. Dynamic in composition as well as vibrantly colored, the woodblock prints are part of the ukiyo-e ("pictures of the floating world") tradition. In addition to courtesans and popular actors, ships, warriors, and musicians became the subjects of art during this period of relative tranquility in Japanese history. Ukiyo-e or "the floating world" had previously referred to the Buddhist notion of the transient nature of life on earth, but with the rise of the merchant class, a more secular meaning evolved. Ukiyo-e came to represent the pursuit of physical pleasure and an enjoyment of the arts. Woodblock prints focused on the lifestyle of the plebeian class as opposed to the traditional courtly art of the aristocracy. The startling images and rich colors of the uki yo-e are achieved in a variety of ways, from single impressions to multiple layers of as many as 20 colors. Some prints are embellished with black lacquer or silver or gold dust. Woodblock prints produced during the nineteenth century became tremendously popular in the West as well as in Japan. Other exhibits this year will feature oil paintings of the White Mountains, abstract expressionist paintings of Herman Maril, and maps and cartographic images from China and the west. ~ I I A golfing weekend in Ireland, a case of rare wine, and a specially commissioned painting-these are some of the luxury items that will be offered at the Mitchell Gallery Auction scheduled for April 26-27, 1996, in Annapolis. Author Peter Mayle (A Year in Provence, Acquired Tastes), archon of the high life, will preside over a reservations-only black-tie dinner and auction of the "Best of the Best" on Friday evening, April 26. Saturday the 27th begins with a BY JOHN SCHROEDER With the newly created Fine Arts Guild in place, the Santa Fe campus art gallery is in the midst of one its most exciting years ever. Initiated in 1994, the guild is made up of local artists, gallery owners and friends of the college. According to gallery director Ginger Roherty, the guild has increased the caliber of the artists who are exhibiting at the college and has allowed the college greater outreach to the art community in Santa Fe. The gallery started this school year with an exhibit by local artist Lisa Bemis, who displayed paintings of her "favorite places." "No photograph can capture the sense of smell, sounds, temperature, changing light and the myriad of other things that place its personality," she said. personality of a certain location also includes the little interruptions, such as ants crawling across the paper and dogs drink- brunch at the college Boathouse and continues with an auction of a hundred of "The Finer Things" that will be offered to the highest bidders. All proceeds will benefit the Mitchell Gallery. The Mitchell Gallery Committee would welcome donations of art, quality merchandise, artifacts, antiques, services, or unique experiences to auction in April. To discuss possible donations, please call Kathy Dulisse at 410-626-2530. ~ ing her painting water. Following Lisa Bemis' exhibit, the gallery moved on to a joint exhibition, along with the ZaplinLampert paintings by artist Alyce Frank. This show was arranged as a benefit for the guild by Richard Lampert, a member of the guild's board. A portion of sales at both locations went to support the gallery. Ms. Frank's work, which has become nationally recognized in recent years, consists in large part of landscapes painted in an abstract, expressionist style. Under the direction of the guild, the month of October also saw the first Spanish Colonial Arts Market and Exhibition at St. John's. Nine of New Mexico's finest Spanish artists gathered in the Meem Library to exhibit and sell their works. Among the artists who took part, several have exhibited or have permanent pieces in the Smithsonian Institution. They also include winners of the coveted Governor's Award, and the Grand Prize and First Prize awards at Santa Fe's Traditional Spanish Market. A auction also was held, the proceeds of which benefited ·the library and the art gallery. It is hoped that this will become an annual event. CONT. ON PAGE 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 <em>The St. John's Reporter</em> Description An account of the resource College newspaper which started publication in 1974. Continued publication into 2000. Includes primarily historical content.<br /><br />Click on <strong><a title="The St. John's Reporter" href="http://digitalarchives.sjc.edu/items/browse?collection=35">Items in <em>The St. John's Reporter</em></a></strong> <span>to view and sort all items in the collection.</span> Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 24 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context vol 22 issue 1 Fall 1995 Title A name given to the resource Reporter, Volume 22 Issue 1 Date A point or period of time associated with an event in the lifecycle of the resource 1995-10 Description An account of the resource Volume 22, Issue 1 of The St. John's Reporter. Published in Fall 1995. (Santa Fe edition) Publisher An entity responsible for making the resource available Public Relations Office 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 Santa Fe, NM Creator An entity primarily responsible for making the resource Goyette, Barbara (editor) Allison, Lesli (editor) 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 The Reporter https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/de20bdb824ca8ff48d3b62730326fbdd.pdf 278a77741b616b854086c0579acc2019 PDF Text Text ST. JOHN'S COLLEGE LIBRARY 1 1 1 1 1 1 1 1 ~1~1r1r1r1 1 ~1r1 1 1 1 1 1 1 1 1 1 31696 01138 2163 St. John's College ANNAPOLIS EDITION Features ST. JOHN'S FIRST CLASS OF WOMEN When women were first admitted to the college in 19 51, the newspapers focused on the novelty. But what was St. John's really like for those pioneer women? .......................................... 12 '95 Annapolis, alumni gathered to re-connect, meet seminars, and distinguished Annapolis tutor Cordell Yee is curating an exhibit of Chinese and Western maps ................................ 6 Tutors from Annapolis and Santa Fe have been visiting each other's labsand exchanging ideas ...................... 8 Excerpts from Dean Eva Brann's Statement of Educational Policy.... 21 From the Bell Towers: News from Annapolis & Santa Fe; the Air Force Academy connection; solving an old murder case; St. John's sports; Campaign update ........................... 2 Alumni Notes: News from the classes, alumni profiles .................. 16 Alumni Association: Profile of the Chapter, plus capsule _._ ... _._.U"'"-'-'-'-LI-'_. ......... Great food-at lastSanta profile of Annapolis' grandmother-student .................... 20 The Arts: Peter Pesic plays Mozart; St. John's, the Movie II.. ............... 24 If it's February, it must Writing ... a month from classes to on writing the paper that many Johnnies consider the summation of their four years. Annapolis senior Hannah Gillelan begins her work on Rousseau in a quiet corner of the library. See story on page 3. Photo by Keith Harvey. / �2 THE REPORTER From the Bell Towers. • • THE AIR FORCE ACADEMYST. JOHN'S CONNECTION spirit of inquiry and learning that gets students to take responsibility for their classes, and they were impressed by the grade of formality at St. John's,'' Mr. Van Luchene said. "They face the problem of trying to combine a liberal education with a military education and they are constantly trying to integrate those two. They actually are doing things similarly in some of their classes. I visited a biology class which was co-led by two people and was like a seminar. It wasn't just like ours, but it was similar." This past summer, two more faculty members from the academy enrolled in the Graduate Institute. And, in November, the college hosted a seminar for academy members on ''Antigone." "We're hoping to do this kind of visit at least once a year," Mr. Van Luchene said. "They seem to be very enthusiastic about it. We're putting together a special package for them for the summer Graduate Institute and we hope to enroll at least a half dozen of their faculty next summer. We're also open to doing more work up there, Santa Fe dean Steve Van Luchene, President John Agresto, and tutor whether it means workCharles Fasanaro lead a seminar on "Antigoneu for members of the shops or classes or simply consulting with them. Air Force Academy teaching faculty. "I find them very refreshing to work with. "He was very enthusiastic and There's a sense of willingness to underthought there were things the Air stand a problem and to solve it. Force might borrow from us," Mr. They're trying very hard to make the Van Luchene said. As a result of that experience at the Air Force Academy as good as it can be in every respect. visit, Van Luchene and Santa Fe Tutor Charlie Fasanaro made a trip in They see us as dedicated to great November 1994 to the academy to conbooks, having a highly intellectual duct a seminar on the "Phaedo" and a student body, and doing things that are not constrained by the usual conworkshop on St. John's approach to instruction with department heads and seventions but which happen to work nior staff members. very well. They also see our students "They were interested in our disas disciplined and hardworking." • -by Lesli Allison cussion methods, in how we foster the "\VJhen 17 members of the U.S. W Air Force Academy descended on the Santa Fe campus this fall, more than a few heads turned. After all, aside from Government Career Day, the sight of a military uniform is rare. This time, however, they were not here to recruit, they were here to learn. Over the past several years, the Santa Fe campus has quietly been building a relationship with the Air Force Academy, located in Colorado Springs, Colorado. According to Dean Steve Van Luchene, it started when a trickle of professors from the academy enrolled in summer sessions of the Graduate Institute. Then, in April 1994, Air Force Academy Dean Brigadier General Cubero visited campus to talk with students and faculty. RECOLLECTIONS OF SCOTT BUCHANAN Honoring a great teacher •••••••••••••••••••••••••••••••••••••••• "\VJhen an important thought W strikes, some people remember the exact moment. Charles Nelson (A45) recalls the thought whose consequences have led him in many interesting directions: "It was on the eighth of July, last summer, when I thought to myself that Scott Buchanan's 1OOth birthday would be coming up in 1996 and decided that I wanted to do something to commemorate it," says Mr. Nelson. When he discovered that Buchanan was born in 1895, not 1896 as he originally thought, he realized that he would have to "get moving fust'' to accomplish his goal in 1995. Mr. Nelson, former chairman of the Board of Visitors and Governors, father of Chris Nelson (SF70), president of the Annapolis campus, and of]anet (A72) and Ted (A76), has devoted countless hours to the college. Scott Buchanan, who founded the New Program in 1937 along with Stringfellow Barr, was Mr. Nelson's teacher-a teacher of extraordinary power, by all accounts. To remember the power of Buchanan's mind, to recall the influence he had both on students and colleagues, Mr. Nelson wanted to publish a memorial volume. "I began to get in touch with people who could help me get such a book together," he says. "I relied on John Van Doren (A47), Steve Benedict (A47), and Allan Hoffman (A49) to help me select material. We tried to think of people who are still living who might be able to make some contribution to the book" Mr. Nelson contacted Clifton Fadiman, blind, 90 years old, and living in Florida; Fadiman, a renowned editor, responded with a memorial piece. Mr. Nelson found references to Buchanan in both of Mortimer Adler's biographies, and with John Van Doren he edited them into a single essay. A second set of people he wanted represented in the book were Buchanan's students, friends, and later contemporaries. Recollections collected include those by J. Winfree Smith, William Darkey, Harris Woffurd, John Van Doren (including a previously unpublished poem, "Socrates Buchanan"), and others. Several scholarly essays on Buchanan's works are included in the volume: John Dewey's review of Possibility, which appeared in The Nation in 1928; the forward to Truth in the Sciences by Curtis Wilson, and essays by John Opie and Mary Bittner Goldstein. Finally, Mr. Nelson chose two pieces by Buchanan himself as bookends to the collection. Buchanan's son, Douglas, found old family photos and Mr. Nelson searched the Houghton Library at Harvard, where Buchanan's letters and other photos are stored, for more material. "Putting the book together has been a real pleasure. I had such great success and cooperation, with so many people anxious to say something in memory of Scott Buchanan," says Mr. Nelson. Scott Buchanan: Recollections and Essays will be published by the St. John's College Press in February. 9 Scott Buchanan as dean in 1941, with the telephone, that symbol of efficiency. BRADLEY MURDER CASE SOLVEDAFTER27YEARS A nnapolis police and the Anne Arundel state's attorney's office solved a 27-yearold mystery recently when they announced that they had discovered who killed Anne Bradley. The St. John's junior was shot as she sat on a park bench on the State House grounds on the night of November 10, 1968. Authorities revealed that Alonzo Henry Johnson, who died of a drug overdose in New York in 1983, killed Ms. Bradley in a robbery attempt. Ms. Bradley had been to a party on campus until about midnight, then walked to the Colonial Kitchen, a small restaurant at the corner of Maryland Avenue and State Circle, for a pizza. She was shot at about 3 a.m. as she sat outside eating the pizza. The initial police investigation turned up no concrete leads, and the case was put in the inactive file in 1975. When the police formed a "cold case" task force in 1992, the Bradley case was one they reopened. David Cordle, chief investigator for the state's attorney's office and a member of the task force, remembered the crime and, after studying old case files, began to follow up on some of the leads that had dead-ended more than 20 years ago. He located some people who were mentioned in the old files, but not all. According to Kristin Riggin, spokesperson for the state's attorney's office, "these people are not pillars of the community, and when they act as witnesses in a case, we must corroborate their stories." Mr. Cordle was unable to make solid connections and the case became inactive again. This past January, Ms. Bradley's sister, Georgia Houle of Rhode Island, wrote a letter to the Annapolis police asking them to look·into the murder again. They brought the case up with Mr. Cordle, who told them that if he had just been able to locate one particular witness, he could have made significant progress. Police were able to find the man, who happened to be in the county jail in Annapolis. This man said he gave a handgun to Alonzo Johnson (then 19 years old) on the night of the murder because Johnson said he needed money and wanted to rob someone .. The witness told investigators that Johnson gave the gun back the next morning, admitting to the killing. The witness then threw the gun into College Creek. Now in his 40'8, the witness was 16 in 1968 and had stolen the gun from a law office in Glen Burnie-hence his reluctance to come forward at the time. He told his story to police and Mr. Cordle after being promised immunity. Mr. Johnson had been arrested several times for robbery and burglary before killing Ms. Bradley; he evidently left Annapolis in 1969. Those at the college who remember Ms. Bradley and the murder expressed satisfaction that it was finally solved. Dean Eva Brann said, "They evidently did a good bit of detective work to solve this case. We're glad to put the mystery to rest." A story in the Baltimore Sun focused on Ms. Bradley's family, who finally felt a sense of resolution after many years of questions. e -by Barbara Goyette �Th e Sp o r t i n g L i f e ALUMNI, STUDENTS PREVAIL IN ROWING F ive St. John's alumni returned to College Creek to row against the Annapolis Rowing Club in the Lianne Ritter Memorial Regatta this fall. The rowers, Ciaran Powers (A92), Kurt Heckel (A93), Matt Fremont (A94), Jamie Whalen (A81), and Fred Haller (A92), were all top athletes while at St. John's, and several have gone on to win considerable success in the rowing world. In view of the alums' abilities and achievements, Athletic Director Leo Pickens tips his hat to the Annapolis Rowing Club team (Gene Nelson, Ivan Leshinsky, Bill Schauffler, and Tom Gianta) who kept the St. John's margin of victory nail-bitingly narrow. The alumni race was one of nine events at the regatta, where 35 St. John's rowers and 35 Annapolis Rowing Club members competed. St. John's won eight of the nine events, taking the Ritter Cup for the fifth year 1n a row. According to Pickens, crew attracts between 40 and 45 rowers-ten percent of the student body. "To see so many Johnnies up and working out at 6 a.m. never fails to impress me," he says. "When I was in school here in the mid-'70s, there was barely a handful of people who managed to get out of the sack by 9 a.m." When asked what kind of Johnny is willing to get up at that hour, Pickens says there is no typical student. 'Tm always surprised by who shows up. You'll get the typical jock types, but even better, people who have never done any athletics in their lives will suddenly fall in love with the sport and become some of its biggest devotees." The Lianne Ritter Memorial Regatta is a growing tradition born of a personal and community tragedy. Lianne Ritter discovered her love for rowing at Cornell University. After graduating, she taught and coached at a private school in New England and worked for Outward Bound. In 1987, she enrolled in the Graduate Institute, made friends with members of the Annapolis Rowing Club, coached a season for the St. John's rowing team, and became an active member of the college's boathouse. In 1990, while trailering boats for Outward Bound, Lianne died in an auto accident. The following fall the Annapolis Rowing Club and the St. John's team inaugurated the Ritter Cup, dedicated to Lianne's memory, her energy, and her enthusiasm. Athletic Director Leo Pickens keeps the event scheduled as the season-ending regatta. "Lianne was a bridge between the Annapolis Rowing Club and the St. John's rowing team," Pickens says. "I felt it was appropriate to honor her in some way. How better than to have an in-house regatta between the two dubs?" e -by Sus3an Borden GREAT BOOKS Ateam of four from the St. John's crew takes a break after a race (a)ove). Rowers John Michels, a senior, and Dani Schaffel, a sophomore, are two of the 40 or so students who participate in crew events (right). Photos by Christine Coalwell. If this is February, it m.ust be . . . senior essay wr1t1ng ... nter memories of St. John's include sledding on food service trays, coffee shop fireciders, and, of course, senior essay writing. Essay writing is a time of high anxiety: can I write enough on this topic? what if it turns out I don't really understand it? will my advisor like it? will I make it through the oral? It seems like all the effort of the previous four years is on the line when you're working on the essay, and, as one tutor (Brother Robert) has said, you re-write it in your mind for years to come. St. John's may not have the stress-inducers that other colleges do (cramming for W exams, multiple term papers due on the same day), but the pressure to produce a good senior essay more than compensates. Essay topics wax and wane in popularity. Listed here are the 12 most frequently chosen senior essay topics from the past five Annapolis graduating classes. Can you rank them in order of popularity? Answers are on page 23. Aristotle Baudelaire The Bible Cervantes Hegel Kant Math/Lab topics Nietzsche Plato Rousseau Shakespeare Tolstoy Annapolis senior Hannah Gillelan chose Rousseau for her essay topic. "\VJhether you're a collector of first W editions or you just like a cheap but good read, mark June 1-2 on your calendar. That's when the first book fair will be held on the Annapolis campus. Sponsored by the Board of the Friends of St. John's, the book fair will include thousands of softcovers, hardcovers, books on tape, and videos. Subject matter? The great books, the lesser books, the not-sogreat books, the thin books, books on anthropology, books on zoology-every genre and subject matter represented from a to z. Location will be Woodward Hall, which will be recently vacated-the library's collection will by then be in its new home across front campus. And if you need to clear out your bookshelves in anticipation of a major re-stocking, the Book Fair committee would love to have your donations. Drop-off days are every first and third Saturday and every second Wednesday, from 10 a.m. to noon in the parking lot between Mellon and the Heating Plant. Call organizers Joy Shaver (410/ 647-1478) or Peggy Sue Atterbury (410/757-3648) for more information. All proceeds from the Book Fair will benefit the college library. e �From the Bell Towers. • • For GI graduate Meg Heydt EASTERN CLASSICS COME TO LIFE •••••••••••••••••••••••••••••••••••••••••••••••••• A s a child, Meg Heydt would wander through her grandmother's house and ~arvel at the Oriental treasures-mostly Chinese and mostly dragons, she says-that filled the home. And as she grew older and learned more about Oriental philosophy and ways of thinking, she realized she was more comfortable with Oriental ideas and that she wanted to learn even more about them. That's what brought Heydt, who already had a bachelor's degree in fine arts from the University of Colorado, to St. John's College and the Eastern Classics program. She considered being a part of the program when it began as a trial project, but held off until it was a degree program, she says, "because if I was going to put all of my time into it, I wanted a degree." And it did take all of her time from August 1994 through August 1995, when o Heydt and 19 others became the first class to earn master's degrees in Eastern Classics from St. John's. "It was difficult, it was intense and I put all my time into school for the past year ... and I felt fortunate that I could do that,'' she says. Heydt is grateful that she had the time to focus on readings fiom works that included the Mahabharata and Ramayana. And she's finding that the time spent in the classroom at St. John's is having an effect on her writing, her travels and even her house painting. "I had taken Mr. Harris' Japanese literature course and in one book Tanizaki talks about how the Japanese have very subtle color changes from room to room. He says that as the viewer/perceiver moves from one room to another, he feels mood changes because of the slight color changes. I'm testing the theory," Heydt says, laughing. "Every room in my house is being painted a slightly different shade from the next room." The program also is affecting her life in larger ways. As a graduation present to herself, Heydt recently took a six-week trip to Indonesia, where she got the chance to see and experience the Hindu and Buddhist cultures. "It was a visual for all the reading and discussing we had done. The puppet shows and dances that I saw were all related to the Ramayana. Since I tracked mostly with the Taoist, the Buddhist and the Zen Buddhist, it was especially nice to go back to the Hindu traditions and see them being lived out," she says. Most of her time in Indonesia was spent in Bali, where she participated in Hindu ceremonies and Hindu prayers. She said her readings in the Bhagavad Gita, which talked about religious offerings, became real when she saw the Balinese making up of- TRAVEL PROGRAM ITALY-BOUND I taly will be the destination for the next trip sponsored by the St. John's Travel Program. The learning-cumsightseeing experience will include five nights in Rome, four nights in Florence, and visits to Assisi, Venice, and Siena, the most perfectly preserved medieval city in Italy. Dates are November 7-17. Tutor Geoff Comber will accompany the group and offer seminars in readings related to the itinerary. For information on itineraries and rates, contact Pamela McKee in the Advancement office in Annapolis at 410/626-2506; e-mail mckee @mailhost.sjca.edu. Note: It's not too late to sign up for the spring '96 trip "Exploring Mark Twain's America," a riverboat journey on the Mississippi with Annapolis president Chris Nelson leading seminars on Mark Twain. Dates are March 1-7.There are still a few spots available. Contact Pamela McKee. e The Reporter (USPS 018·750) is published in January and July by the Public Relations Office, St. John's College, Annapolis, MD, and in April and October by the Public Relations Office, St. John's College, Sonia Fe, NM Known office of publication: Public Relations Office, St. John's Col· lege, Box 2800, Annapolis, MD 21404·2800 Annapolis: Barbara Goyette, editor; Sus3on Borden, writer; Betsy Blume, Evo Brann, John Christensen, Pamelo Kraus, Benjamin Milner, Brother Robert Smith advisory boord. Santa Fe: Lesli Allison, editor; John Schroeder, assistant. Second class postage paid at Annapolis, MD, and at additional mailing offices. POSTMASTER: Send address changes lo Reporter, St. John's Col· lege, Box 2800, Annapolis, MD 21404·2800 ferings of flowers, leaves, and holy water for the spirits. "It was a truly profound experience, especially in Bali, because the religion, culture and society are all one thing. In Western cultures we separate our religion from the rest of our lives," she said. But there was a vibrancy to daily life in Bali because the religious beliefs of the society were integrated into every aspect of it. Meg Heydt found that her studies in the Her time in Bali and the rest of InEastern Classics program influenc~d donesia also helped Heydt get some per- everything from her travel plans to the spective on her work here. In addition colors she painted her rooms. to working on a book of essays, Heydt has been building a shrine path at the ranch that she owns near Pecos. So fur, she has 11 shrines, including a Native American medicine wheel, a Zen garden and a shrine to Our Lady of Guadalupe on the mountain path. She now has plans to build two more as a result of her trip to Indonesia and says that the path "is an ongoing, lifetime project." But more importantly, she says, the trip helped her to understand the importance of having an integrated relationship between her personal experiences, spiritual experiences, and the land around her. She saw that practiced in Bali and said it occurred to her there that she was moving toward that same integration of experience, faith and land at her ranch, "but I just hadn't realized it," she says. "Of course, the Native Americans already knew it. It's just been lost in Western society. Western thinking is more dualistic-things are either bad or good. In Bali, they recognize that there is bad and good. The point is to try to keep it in balance." Heydt says she wants to keep learning about Oriental cultures. She hopes to travel there every year for six weeks or so. Her next trip may be to Cambodia, Laos, Thailand and Vietnam, she says. ''I'm especially curious about Vietnam since I was protesting that war in college," she adds. She also wants to keep learning at St. John's and has signed up for one of the college's community seminars-this one on Christian religion-for the spring. • -by Liz Skewes TUTOR EXTRA-CURRICULARS "What faculty members in Annapolis and Santa Fe are up to ... In Santa Fe, tutor Jam es Carey has been appointed dean, with his term beginning this summer. More information will follow in the spring issue of the Reporter... Tutor Abe Schoener, A82, was appointed assistant dean for the academic year 1995-96 in Annapolis. William Pastille continues to serve as the other assistant dean ... Joining scholars from throughout the world, Annapolis tutor emeritus Curtis Wilson took part in a symposium on Newtonian science and mathematics held at the Dibner Institute for the History of Science and Technology at the Massachusetts Institute of Technology in November. His paper was titled "Newton on the Moon's Variation and Apsidal Motion: The Need for a Newer 'New Analysis'". Mr. Wilson is the translator of a book by Francois de Gandt, Force and Geometry in Newton's Principia newly published by Princeton University Press. Professor De Gandt is a senior research fellow at the Centre National de la Recherche Scientifique in Paris ... Santa Fe tutor Jorge Aigla has published a volume of poetry, The Aztec Shell. Tutor emeritus Charles Bell wrote the introduction. It's published by Bilingual Press, Arizona State University... Annapolis tutor Lawrence Berns had a forum piece published in the December 1995 issue of PS: Political Science & Politics. His article was in response to recent articles in the New York Times about Leo Strauss. Mr. Berns argues that "there is no single contemporary political stance that follows necessarily from Strauss's teaching." He also addresses the use of the buzz word "elitism'' and explains how fiee elections "introduce a principle of merit into our political system, predicated on inequalities of ability to ful£1l the offices for which the elections are held." The April 1995 issue of Commentary carries a book review of Roger Penrose's Shadows of the Mind: A Search for the Missing Science of Consciousness by Annapolis tutor Adam Schulman ... Douglas Allanbrook's memoir See Naples was reviewed in the New Yorker of January 8, 1996. The review says: "The author is a harpsichordist and a composer, and the elliptical, balanced structure of the book is distinctly musical. It is fine music indeed." Mr. Allanbrook, a tutor emeritus in Annapolis, will present a series of two lecture-recitals on J.S. Bach's "Well Tempered Clavier'' Book II for the harpsichord on January 28 and February 4 in the Great Hall... In December the pastels of Annapolis tutor Leo Raditsa were displayed at a one-man show at the Ira Pinto Gallery. The series of works is titled "In Dorsey House Gardens." "Straight Talk about the Small Independent Liberal Arts Colleges," an article by Annapolis dean Eva Brann, appeared in the fall 1995 issue of Liberal Education. Miss Brann challenges liberal arts colleges to adopt "a new way of speaking for ourselves" and offers a series of arguments in favor of the St. John's brand of education to a series of supposed audiences: prospective students, parents, faculties, legislators and education officials, and public interest groups. e �THE CAMPAIGN FOR OUR FOURTH CENTURY _ _ _ _H . ., .. : . .. CAMPAIGN TOPS ITS $30 MILLION GOAL ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• T he official conclusion to The Campaign for Our Fourth Century is June 30, 1996, but as of January 1, 1996 more than $30.5 million has been pledged, exceeding the $30 million goal originally established for the Campaign. "The support for the Campaign has been immensely gratifying," says Campaign Chairman Ray Cave. There is still much to do, however. Because many gifts have been received in the form of irrevocable trusts where the cash benefits for the college are to be realized in the future, and because of the need to oversubscribe the Hall of Records project to meet unexpected cost;Jhe Campaign ai~ThiIJYfund/ing,,the new Student Activities Center in Santa Fe and the Jacob Klein tutorships on each campus has not been met. "By all measures, The Campaign for Our Fourth Century is successful," says Cave. "Never before has St. John's College raised so much in such a short period of time. Nevertheless, we want to dose out the Campaign having achieved all we set out to accomplish. The Student Activities Center, the Klein tutorships, and at least 50% participation of our alumni are goals we remain committed to meeting." Challenges fuel activities center drive Board members, friends, and alumni Fe's Summer Classics program and a have established special challenges to prospective Graduate Institute stuhelp meet these goals. The fund.raising dent. Mr. Balkcom has offered drive for a new Student Activities Cen$50,000 to match gifts from other ter on the Santa Fe campus has reSummer Classics alumni. In making ceived a boost from three separate the pledge, he said he was happy to challenges. The center, expected to find a way to support the college and cost approximately $5 million, will its priorities. "What appeals to me provide long-awaited facilities for about St. John's is that, more than any student activities ranging from inother educational program I've particidoor athletics to photography, potpated in, it is devoted to the developtery, and dance. The center also will ment of the whole person," he says. relieve overcrowding in other cam"For me it's really about completing pus facilities and is expected to bolmy education. I find the combination ster student recruitment efforts. of the unique teaching method, the In November Ray Cave offered shared learning, and the mountains $50,000 to the student activities center if Santa Fe President John Agresto could raise five more $50,000 pledges by December 4. When five people-two board members, one former board members, and two alumni-met that deadline, board chairman Steve Feinberg Artist's rendering of the Student Activities Center for the offered a second chalSanta Fe campus. lenge on the same and culture of Santa Fe deeply nurturterms, this time with a Valentine's Day ing, and that experience has gotten deadline, hoping to provide the incenme back in touch with something tive for an additional five pledges of the same amount. for which I have a strong commitment and an abiding interest." The third challenge was offered by Says President Agresto: "These John Balkcom, a participant in Santa challenges, and those who have responded so generously, will take us a long way toward building this center. Not only do these gifts bring us closer to our goal, they serve as a source of inspiration to others. We on the Santa Fe campus owe a great debt of gratitude to each of these people." For further information about the Student Activities Center, or to make a contribution, please contact Santa Fe President John Agresto at 505/9846098. Alumni challenges aim to fund Jacob Klein tutorships Alumni from the decade of the 1950's have established a goal of funding a $1 million tutorship for each campus in honor of Jacob Klein. $600,000 remain to be pledged to meet this ambitious $2 million goal. Alumni division chairman Warren Winiarski, A52, joined by decade of the 1950's co-chairman Stewart Greenfield, A53, has offered a challenge to the decade. The college will recieve $100,000 if 100 additional alumni offer five-year pledges of at least $1,000. For further information on the Jacob Klein tutorships or to make a contribution, please contact Annapolis Vice President Jeff Bishop at 410-626-2505 . • PETERMAYLE TO BE FEATURED SPEAKERAT GALLERY AUCTION ON VETERANS DAY, l'~OVEMBER 11, alumni, friends, and students gathered to rededicate the World War I memorial on front campus in Annapolis. The memorial, which lists the names of the 24 St. John's alumni who fought and died in the Great War, was recently restored. Funds for the restoration were raised by the Annapolis Alumni Chapter and by the Alumni Association. At the rededication cememony, a color guard from the Knights of Columbus provided pomp, and Admiral Robert J. Long, USN (ret.) spoke on the future of the U.S. military. Top photo: John W. Wood, St. John's class of 1917 and a veteran of World War I, attended the ceremony with two Second World War veterans. Bottom photo: Henry Robert, A4 l, read the names of the honored veterans, and then the McDowell Bell tolled 24 times. ""\VJhen British author Peter Mayle W began to record his delight in the sun-drenched landscape and his memorable neighbors in the south of France, he could not have anticipated the huge reader response that greeted A Year in Provence. Overnight a literary superstar, Mayle had become a man who both lived the enviable life and also laid it out in felicitous and entertaining prose. A companion book, Toujours Provence, followed the next year, and in 1993 came a collection of essays, Acquired Tastes, in which the author examines, tongue usually in cheek, "the very best life has to offer." Mayle's notion of "the very best" is the inspiration for the Mitchell Gallery ''Auction of the Finer Things," scheduled for April 26 and 27. Mayle himself will speak at a reservations-only black tie dinner Friday, April 26, in Randall Hall, where a dozen or so items or services of the very highest quality will be auctioned. · 'fhat event is preamble to two Saturday events, a brunch in the college boathouse at 9:00 a.m. and the public auction of 100 additional fine items and services in a tent adjacent to the Mitchell Gallery at 11 a.m. Guests may preview the tent display beginning at 10 a.m. (This is also the scheduled weekend for the annual St. John's-Naval Academy croquet match-a fine opportunity to combine two high-life events.) Among the items to come under the gavel Friday night will be a golfing trip to Ireland, a matchless handmade rowing wherry boat, and a case of the finest wine. On Saturday the public will be invited to bid on works of art, fine furniture, entertainment, gift certificates, and personal services. All auction proceeds go to the Mitchell Gallery. For more information about either of the auctions or re-. lated events, or to discuss possible donations, call the Advancement office in Annapolis at 410/626-2530. e �Scholarship. TWO TRADITIONS, TWO WORlDS Annapolis tutor Cordell Yee looks at Chinese and Western maps M aradox confronted Cordell ee as he studied Chinese aps and began to consider their relationship to Western maps. Why did Chinese mapmakers continue to use traditional methods and styles even after they were introduced to such Western cartographic techniques as projection by the Jesuits in the late 16th century? "Wouldn't it be natural to leave their traditional practice behind?" asks Mr. Yee. "These were not dumb people. The Chinese intellectuals raised the objection that the world is not regular, so Western maps-which treated nature mathematicallywouldn't present a true picture." Finding that Chinese mapmakers resisted Western influence for 300 years, until the end of the 19th century, and trying to understand why, has led Mr. Yee on a several-year investigation which has brought him to a new understanding of Chinese cartography. This understanding is reflected in his scholarly writing for a major project and also in the work he's done arranging an upcoming exhibit at the college's Mitchell Gallery. Mr. Yee, who has been a tutor in Annapolis since 19 8 9, is curating an exhibit that will approach the differences in Eastern and Western cultures in a unique way: through an examination of their maps. Called "Space and Place: Mapmaking East and West," it will be on view in the gallery from April 12 through June 16. The 47 pieces represent Western and Chinese cartography from the 15th century to the present. "Maps from the two traditions present two different visual worlds," says Mr. Yee. "They imply different answers to the question of how we understand and represent the world graphically." Western maps are based on the notion that to measure the world is to understand it. Measurement assumes that space is homogenous; as mapmaking evolved from the Renaissance to the present, maps became more ''mathematical" by quantifying more features and by employing the results of more sophisticated means of measurement. Traditional Chinese maps, on the other hand, can be described as pictorial. They look like landscape paintings and were either hand-drawn or printed with woodblocks onto scrolls or large pieces of paper-in contrast to Western maps which were engraved and could be reproduced in greater quantities. Chinese maps emphasize what Mr. Yee refers to as "place" rather then "space." For example, consider the segment shown at right of the "Complete Map of Salt Fields in Fujian Province." It was drawn in ink and color on silk by Xing Yuan during the Qing dynasty in 1746. The important features, those that define what kind of place is being depicted, are shown in great detail: mountains, the salt fields, cities, storehouses, bridges, and piers. What lies beyond the coastline is drawn like the background to a painting; there is no detail, just an impression in the distance. "For the purposes of knowing where the salt was and where the facilites were-the storehouses and barracks for the soldiers guarding the fields-the map didn't have to be drawn this way," notes Mr. Yee. The mapmaker paid attention to the sense of place and conveyed the natural beauty of the area as well. The following year Mr. Yee became a tutor at St. John's, leaving Madison and the cartography project behind, at least temporarily. That summer he was asked to return; one of the readers for the press, after studying his essays, had suggested that he take over the Chinese section of the project. "I felt I had a responsibility to do what I could," he says. Even after classes began at St. John's in the fall he continued to work on the project. It turns out that Annapolis, with its proximity to Washington, wasn't a bad place to be. The Library of Congress has one of the largest collections of maps in the world, and Mr. Yee went in on weekends to study the 200-plus examples of imperial Chinese cartography dating from the 16th to the end of the 19th century. Mr. Yee's chapters on Chinese maps, published in The History of Car- Eastern mapmaking. Mr. Yee's research, however, turned up the previously mentioned paradox-that the Chinese may have understood Western mathematics and scale drawing but consciously decided against using them in mapmaking. Fascinated by how Chinese maps continued to be pictorial, Mr. Yee began to see how a study of cartography could point the way to an understanding of the differences in Eastern and Western cultures. "The Chinese intellectual elite didn't regard scale drawing as anything special," says Mr. Yee. "For them, the image [of the mapJ ought to have expressiveness. There was also some resistance to the notion of the world as spherical," which is the basis for the setting out of lines of latitude and longitude. Mr. Yee thinks that rather than looking at mapmaking as a science that developed toward a telos, an end, we need to think of it as an art that expressed certain qualities about "place." A Chinese map might not even be accurate by Western account, although many carried information about distances in text right on the map. "The maps were not trying just to present information, but to evoke a response," he says. Getting involved in the study of Chinese maps "was all by accident, nothing was planned," says Mr. Yee. In 1988, as a doctoral candidate in English at the University of Wisconsin at Madison and short of money, Mr. Yee was hired by the geography department to do some translation and editorial work for a project on the history of cartography. He took a break from his dissertation on Joyce. "Wisconsin is one of the top two geography departments. They had a large grant to proA detail from "Complete Map of Salt Fields in Fujian Province," China, drawn by Xing Yuan in 17 46. Chinese maps were duce the history pictorial, like landscape paintings, and, according to Cordell Yee, they emphasized a sense of "place" rather than measurements project, which was of "space." The map is done in ink and colors on silk. From the collection of the Library of Congress, it is to include volumes part of the exhibit at the Mitchell Gallery on view from April 12 to June 20. Photo by John Bildahl. on different periods and types of cartography," he explains. tography, Vol. 2, Book 2, in 1994, preFor example, in the map of the salt They needed someone who knew classented his scholarly interpretation of fields of Fujian Province shown, the sical Chinese, the literary language in the history of Chinese cartography. abundance of salt as a resource is clear. official use until the early part of this The section received excellent reviews, The fields are drawn larger than procentury. Mr. Yee had done some gradalthough Mr. Yee modestly acknowlportion would dictate, and certain uate work in east Asian languages and edges that there are few people to asman-made features are included in deliterature at the University of Califorsess his work, since few have done as tail (the bridge, the storehouses) while nia at Berkeley and also at Wisconsin. much research. others are omitted (roads, for ex"When I started working on the ample). "It is a very orderly scene. For cartography project, I was reading and Chinese maps: the poetry of place someone concerned with preserving it, I kept thinking 'this ought to be covBefore Mr. Yee began to write the way the map is drawn reminds ered, and that ought to be covered,' " about Chinese maps, the accepted him of his purpose," says Mr. Yee. He he says. His responsibilities grew as his opinion was that when the Jesuits arconjectures that the beauty and lyrical familiarity with the maps and the rived in China in the 1580's, they quality of the sometimes idealized scholarship increased. brought Western ideas that changed maps also encouraged those who used �them to feel pride and respect for the particular places shown. Western maps: a legacy from Ptolemy In the fall of 1992 an article outlining Mr. Yee's view of Chinese cartography appeared in "Asian Art," a periodical from the Arthur M. Sadder Gallery of the Smithsonian. Fellow Annapolis tutor Tom May, who served as chairman of the Mitchell Gallery Committee, and gallery director Hydee Schaller read the article and thought Mr. Yee should curate a map exhibit for the gallery. He agreed to put together such an exhibit-a task that proved more daunting than anyone expected. "First, I had to learn more about Western cartography," he says. "It's on the borderlands of academic respectability." The St. John's program provided important backgroundPtolemy, the Alexandrian Greek studied in math tutorials, established the fundamentals for mapmaking in his Geography. In the Amalgest, his astronomical work, Ptolemy posited a spherical earth as the center of the cosmos. The earth can be divided into quadrants by lines through the poles and around the equator-latitude and longitude. Ptolemy dealt with the problem of how to represent a spherical body on a flat surface-what a map must be-by outlining four methods of projection in his Geography. Another essential element of mathematical cartography is measurement of distance, which Ptolemy proposed to accomplish with surveys. During the Middle Ages, when Ptolemy's Geography was lost, maps were largely pictorial-like Chinese maps. "Pictorial mapmaking seems to be common to many cultures, particularly early in their development," says Mr. Yee. For example, a map serving a religious purpose would not attempt to present a true picture of the world. Jerusalem would be shown in the center, meaning that it should be the center of one's life. By the beginning of the 15th century the revival of interest in Greek thinkers had brought Ptolemy's ideas on geography to the forefront. Mr. Yee thinks that his view of the world "stimulated imaginations-particularly his idea that the Eurasian land mass takes up approximately half of the globe. Of course you wonder what's on the other side." Columbus relied on Ptolemy's estimate of the world's size as he plotted his alternate route to Asia. Once the age of exploration was underway, maps became hot properties. Competition for the most up-todate information was intense and map publishers would even steal each other images. Maps began to look the same, with abstract signs replacing pictures to indicate cities, harbors, and other features. Mr. Yee labels this "standardization." Advances in technology enabled mapmakers to use copperplate engraving; one engraving could make 2000 copies. The rising middle class Tutor Cordell Yee became intrigued with maps while working on a history of cartography project. had money to buy books and maps, which were published in book form, so that while the maps were often commissioned by rulers, they were increasingly profitable for the great cartographers like Ortelius and Mercator. Assembling the exhibit "Space and Place" is only the second exhibit to. be curated by someone at the college-others have been traveling exhibits put together by museums or universities. The most difficult tasks were bureaucratic: gaining permission from the Library of Congress to borrow certain examples; finding a private collector to supplement the Library of Congress maps; seeking fund- ing for the exhibit itself, for educational outreach programs, and a catalogue; locating cases large enoug!i to display scrolls. Three students had internships helping Mr. Yee assemble the show, Alex Bowles (A96), Sarah Fremont (A97), and Heather Deutsch (A98). "They were able to look at the pieces as visual art; they could see things I could not. The exhibit, put together with student help, gives us as an institution a chance to show what we can do," says Mr. Yee. Criteria for including maps were artistic merit, importance within the field of cartography, and a final, very St. John's-like attribute: portrayal of places that produced the great books. Examples are Greece (a Renaissance update of Ptolemy), ancient Rome, Palestine (a Renaissance map with Biblical events and sites represented), and London about 30 years before Shakespeare. At St. John's there's perennial debate over the program's focus on the Western tradition. Should we read and discuss some Eastern great works? Can we say that we are investigating the meaning of our world if we ignore other cultures? While the college has developed a set of arguments in favor of the current scheme of the program, the question still comes up every year. Cordell Yee's exhibit will give the community an opportunity to examine the relationship between the two cultures, East and West, in a new way. e -by Barbara Goyettte Book Review ARISTOTLE'S PHYSICS: A GUIDED STUDY BY JoE SACHS I f you have in typescript any version or part of Joe Sachs' translation of Aristotle's Physics you will be pleased to know that the full printed form, Aristotle's Physics: A Guided Study (Rutgers University Press, 1995) is now available in the Masterworks of Discovery series edited by Harvey Flaumenhaft. If you have no typescript to replace yet retain even the smallest curiosity about the Physics, you will almost certainly want a copy of the book anyway. Many forces conspire against readers who would discover and re-animate for themselves the intellectual pleasures-that is, the insights-of Aristotle's "Physics." As one of the most intense treatises we have from the mind of an already intense thinker, it is naturally daunting. Guidance from other books about Aristotle's book is for the most part deformed by needlessly (often uselessly) narrow canons of scholarship and academic debate. And perhaps most distracting of all, there is the underlying suspicion that regardless of what praise we might have for Aristotle's ethics, or logic, or politics, or metaphysics, or rhetoric, isn't his physics just plain wrong-as inaccurate in detail as it is wayward in orientation? Mr. Sachs' guided study is a valuable shield against this conspiracy of discouraging forces. His book joins that small body of commentary on Aristotle distinguished by the uncommonness of its common sense, and distinguished also by the conviction that there are things, simply, to learn from Aristotle, that he is a friend to the life of the independently inquiring mind. If you are-happily-already convinced that nature, causality, change, rest, motion, place, void, infinity, time, and origins are matters worth thinking about, then here is a way of getting right down to business. No fuss. No anxiety. Just good, honest, intellectual toil. Aristotle is always like that, and Mr. Sachs' new translation, with its introduction, supporting commentary, and glossary, gets about as much of the extraneous clutter out of the way as one could hope for. With respect to Aristotle's Greek, the translation is lean and idiomatically consistent. It also avoids much of the received technical vocabulary. Thus, e.g., ousia is not "substance" but "thinghood," arche is not "principle" but "original being" or "ruling source," what is usually translated as "matter" becomes "material," "accident" becomes "incidental attribute." Most striking amongst the departures from standard usage are the renderings of energeia, to ti en einai, and entelecheia-arguably the profoundest notions of Aristotle's whole philosophy. Inspired partly by Heidegger and partly by Joseph Owens, Mr. Sachs translates the energeia of a thing as its "being-at-work," its to ti en einai as "what it keeps on being in order to be at all," and its entelecheia as its "being-at-work-staying-itself" (which I think of as the "self-maintaining being at work" of a thing). The fixity and lack of dynamism so commonly linked with the concept of "essence" and the sheer existential presence that tends to usurp the meaning of "actuality'' are thus nicely sidestepped in favor of the powerful, pulsing, actively organizing sense of form that is visible on the face of Aristotle's own neologisms. Both the commentary (interspersed in sections, a few pages at a time, with the translation) and the introduction (pp. 1-30) are marked by an unapologetic willingness to grapple directly with the matters at hand. This robust mode will be familiar to anyone familiar with the St. John's classroom; the pleasure here is to watch a tutor do the talking! The book's commentary focuses on nothing but the central ideas and the accumulating force of the treatise's over-arching argument, ranging freely over the subsequent historical response to those ideas and the unifying view of the world. The introduction first addresses issues of translation then turns to the topic of a philosophic, non-mathematical physics. Readers will be provoked to hear, among other things, that ''Aristotle devises a vocabulary that is incapable of dogmatic use" (p. 2), and that the equivocal richness of ordinary language is for Aristotle "not a fault of language, but one of the ways in which it is truthful" (p. 8). Readers will also have to ponder how "the physics of our times is inescapably philosophic" (p. 10), how its atomism implies "there can be no cosmos ... and no activity at all, except for motion in space" (p. 25). Not that we have to choose between Aristotle and quantum mechanics. As contemporary physics itself begins to appreciate the speculative questions that were always latent in its own foundations, Aristotle becomes both unavoidable and indispensable. We can be thankful for how much more available Mr. Sachs' book has made the unique resource of Aristotle's Physics. e REVIEWED BY CARL PAGE, TUTOR, ANNAPOLIS �Scholarship. • • Strengthening Ties TUTOR EXCHANGE IMPROVES LABS, PROMOTES UNITY •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• BY LESLI ALLISON eparated by roughly 2,000 miles, faculty members in Santa Fe and Annapolis are getting to know each other better, thanks in part to a donation by the St. John's Alumni &sociation. Both this year and last, several faculty members have participated in a campus exchange program centered on freshman and junior labs. In 1994-95, Santa Fe tutors David Levine, Linda Weiner and Jim Cohn visited Annapolis to review the Freshman lab curriculum. Likewise, Annapolis tutors Abe Schoener, Radoslav Datchev and Katherine Haigney visited Santa Fe. The primary object of the exchange is to coordinate the curricula between the campuses. "Annapolis had undertaken a review of freshman lab about five years ago and in subsequent years has modified their lab to the point where it was very different from ours," Santa Fe tutor David Levine said. ''At the same time, we thought the previous lab had difficulties and we saw a need to review the material." Santa Fe Dean Steve Van Luchene proposed that the best way to address the matter was in person. So far, the exchange has revealed as much about what the two campuses have in common as the ways in which they have diverged. "The principles for our review turned out to be the same or at least compatible with the principles of the Annapolis review," Mr. Levine said. ''And they were enthusiastic about our proposals and we saw how they were successful in the changes they made. In such circumstances we discover that we're one college, that we have common problems, and that our solutions are often of a piece. According to Mr. Schoener, both campuses were striving to reduce the number of readings so that students would have more time to reflect on the material. "When we got together it seemed like there was impetus for a radical change in the curriculum," he said. "In Annapolis we had made some big changes already. In Santa Fe they felt like they needed to restructure the program and to focus on what students were reading. We all tried to figure out together how best to focus on five or six authors or books and to make sure we had good practical works so there was a lab that went with each meeting." In Annapolis, the freshman lab had already been re-structured so that readings in the first semester centered on the works of Aristotle, with emphasis on Parts ofAnimals, books I and III. "[Aristotle] lays out some questions about what a science of animals should S be doing and shows its relation to other kinds of inquiry," Schoener said. "In books II and III he starts investigating parts ofliving animals." In conjunction with the first readings, students in Annapolis locate a wild animal and observe it over aperiod of six to eight weeks, observing how it moves and behaves. Then, as Aristotle begins talking about things on the inside of animals, students begin dissections of fresh whole fish, and fresh cow and sheep hearts. ''After we read Aristotle we turn to Harvey for a more specific look at the heart and the argument for the presence of a circulatory system," Schoener said. Students then turn to "Annapolis was usiastic a proposa our we saw were sue- cover we're one col we common problems, and that our utions are often of a piece." questions about really small parts-cell theory, for instance. "This is when we begin what I consider to be the second half of the semester,'' Schoener said. "We study how a whole arises from a little egg and sperm. And we do that mostly through observing the fertilization of sea urchin and frog eggs." Freshman lab concludes with 19th and 20th century works by Driesch and Spemann, and, in some cases, with Aristotle's On the Soul. By comparison, the first semester of Santa Fe's freshman lab concentrates on form, function and development. Recently, a number of minor readings were eliminated, thereby allowing students to focus more on issues than authors. As in Annapolis, readings in Aristotle and Harvey form a major part of the curriculum. However, while Annapolis freshmen are studying animal behavior and cell theory, freshmen in Santa Fe spend more time coming to grips with classification. According to Santa Fe tutor and freshman lab archon John Cornell, the most popular reading during the first semester is Goethe's Metamorphosis ofPlants. Another favorite is Aristotle's On the Gen- eration ofAnimals. Despite these variations, the curricula are, by and large, more alike than different, and students transferring between the campuses have little difficulty making adjustments in later labs. "The two labs work extremely well together," Cornell said. "They're almost a model of difference and similarity. In fact, they're more allied than many of the tutorials." This year, questions concerning junior lab will be addressed when Santa Fe's Tom Scally, Hans Von Briesen and Jim Forkin visit the Annapolis campus and Cordell Yee, Eric Salem and Erik Sageng from Annapolis visit Santa Fe. Santa Fe's committee chairman, Jim Forkin, said the primary difference he perceives is that Santa Fe requires students to read more original texts while Annapolis places more emphasis on the lab manual. "In first semester [the labs] are essentially the same," Forkin said. "In the second semester of junior lab Santa Fe does more on Maxwell-electricity and magnetism. In the spirit of doing more original texts, we're actually going to try to read more of Maxwell than we have in the past. We've also been trying to re-arrange things so we can read more Farraday, in part because we think the conversation between Maxwell and Farraday is an especially interesting one, and we want to present as full an account of that conversation as possible." The Santa Fe committee will travel to Annapolis later this spring to discuss these differences and find ways to improve both programs. "The idea is to spend a week and sit in on classes and talk with tutors," Mr. Forkin said. "We're trying to get to know each other, not just for lab, but for the sake of unity between the campuses." Several tutors echoed the sense that while the exchange program has been helpful in making curricular reforms, its greatest value lies in the fact that the campuses are getting better acquainted. "I had never been to Santa Fe and so the most valuable thing was getting to know the other campus and the other faculty," Schoener said. "I went to a faculty meeting, met with tutors and students outside of class, and sat in on a half dozen classes. The interaction with other faculty was the most valuable. We even talked about things outside the freshman lab, so there were all kinds of unforeseen benefits from it."e ALUMNI OPPORTUNITIES FROM THE ANNAPOLIS PLACEMENT OFFICE The Educational Testing Service (ETS) is offering several opportunities for research projects in various fields of study. Please contact Linda J. Delauro, Mail Stop 16-T, Educational Testing Service, Princeton, NJ 08541-0001, Telephone: 609-734-1806, Internet: Idelauro@ets.org for additional information regarding the following programs: 1996-97 Test of English As A Foreign Language (TOEFL) Postdoctoral Fellowship Program- One person will be selected to conduct research and development with ETS on the TOEFL 2000 project. This 12-month fellowship runs from September 1, 1996 through August 31, 1997 with the possibility of renewal for a second year. There is a $35,000 stipend with limited relocation expenses offered for the 12-month period. The applicant should hold a doctorate in second-language testing or a related field and show evidence of a commitment to research, especially language testing research. Deadline: March 30, 1996. 1996-97 Center For Performance Assessment Postdoctoral Fellowship Program- One individual will be selected to conduct research in association with ETS staff in Princeton, NJ. Ongoing projects that examine the design of performance assessments; the effective and equitable use of these assessments; inferential issues related to performance assessment; and the implications of performance assessment for teaching, learning, and school reform will be the main focus of research. A $35,000 stipend, with limited relocation expenses included, is awarded for the 12-month period beginning September 1, 1996 through August 31, 1997. The main criteria for selection will be scholarship and relevant experience in educational settings. Deadline: April 30, 1996. The Smithsonian Astrophysical Observatory has a Computer Specialist position available in Greenbelt, Md. The candidate must have a bachelor's degree in computer science, applied math, physics, or related field. All Smithsonian Institution positions require background checks, including fingerprinting. Relocation expenses may be paid at the discretion of the Observatory. Interested candidates should submit resumes to recruiter #228 at: Smithsonian Astrophysical Observatory, 60 Garden Street, MS 17, Cambridge, MA 02138. �Letters. • • WOMEN IN THE PROGRAM? Following is a letter I wrote to Ms. McMurran because of her special interest in our procedures for reviewing program readings. It is meant for general circulation also. The letter bears on the "Open Letter" published in the fall issue of the Reporter. -Eva Brann, Dean Dear Ms. McMurran: Let me plunge right into a description of the principles and procedures by which we change the program. Of course you're free to show this letter to all your friends who might be interested. The Instruction Committee is the group immediately responsible. Each spring, all the tutors for a given seminar year meet under the direction of one of them (whom we've taken to calling a "scribe"). They collect all the suggestions for changes in selections, for dropping old books and adding new ones, and send them to me along with reasons. The Instruction Committee then spends lots of time discussing the four reports and makes the new seminar list. The Student Committee on Instruction may also give us advice. And, of course, the ideas of all who know the program (and who would know it better than our alumni?) are most welcome. If the proposed changes are quite serious (e.g. dropping or moving books the community considers venerable), we go to the whole faculty for advice. That's the procedure. The principles from which we work are, roughly, these: 1. We wouldn't adopt a book that most of us haven't read. Similarly, whoever proposes it should be familiar with it, at least enough so as to help us make selections. For example, the Pisan Treasure ofthe City ofLadies is dearly too long for an evening-how to cut it deftly? 2. The proposers should make themselves responsible for suggesting the book to go offthe list. This part is usually the hardest-fought aspect of •••••••••••••••••••••••••••••••••• here are many reasons to come to Santa Fe in the summe:rtune, but for the best held 13 and 14. rtomecornm.g Vl.reeJ{enla offers opportunity to visit the 1..<Uuvu•» waltz the night away during Homecoming dinner and dance on night, a few days with classmates former tutors. All of that and more will be a part of Homecoming Weekend this year. We'll have the traditional acnvu1c::s--uLe all-alumni seminar on Friday night, the Fiesta picnic on Saturday, followed by special reunion class seminars, and the Presidenfs Brunch on Stmday. And, :for those who are in a retmion dass-1971, 1976, 1981, 1986and1991-we'll have small class dinners on night. For Graduate Institute alumni, there will be a wine and cheese reception on Friday. We're also malcing plans for a few additions, including a session fur children (and their parents) by Lucy Dtmcan, SF86, a professional storyteller and owner of the Story Monkey Bookstore in Omaha, Nebraska. And, those who want a more in-depth St. John's experience can come a little earlier or stay a little longer and take part in one (or both) of the Summer Alumni Program weeks. The first July 7 thr1oui::~11 July 12, will focus on where technology is the art of in the future. Among those during the first week will be Santa Fe tutors Grant Franks and David Starr. The second week, beginning the evening ofJuly 14 and continuing through July 19, will examine the tradition and ethic in film. Seminars and tutorials will include sessions led by Dean Eva Brann of the Annapolis campus on Shane, Red River and High Noon. Tom Stem, SF69 will lead a seminar on The Unforgiven, a Clint Eastwood film he worked on. Other seminars and tutorials are being developed by Krishnan Venkatesh, a Santa Fe tutor, and Jim Sorrentino, ABO. More in:formation about these programs and Homecoming Weekend will be sent to all alumni, along with registration materials, in March. In the meantime, if you have questions about Homecoming or the Summer Alumni Program, please contact the alumni office in Santa Fe by calling 505-984-6103; by writing to St. John's College, Alumni Office, 1160 Camino Cruz Blanca, Santa Fe, NM 875014599; or by sending an e-mail message to alumni@mail.sjcs£edu. -Liz Skewes making an addition. There is always an A who inordinately loves the book that B wants to chuck. 3. There should be telling arguments for each selection (old or new) on the list. We have to concern ourselves with whether the book is somehow (very broadly) coherent with the rest of the list, whether it will make for a good seminar (some fine books don't), whether it is rationally cuttable (if that's necessary). The chief and preeminent argument is, of course, the superlative quality of the work. Other arguments might be the one you allude to, that a book might bring about a discussion of a universal but neglected subject. For example, the list you kindly sent me contains Middlemarch, (which has been on the program in Annapolis for four or five years now). It is among my favorite musings, and some seminars have actually discussed the question, whether one can tell that it is by a woman-a question leading to all sorts of interesting considerations, and one to which I have a secret answer-though, of course, there are far deeper issues to be talked about in this masterpiece. I think that if a book were proposed because it is by an author of a certain gender, class or race, we would not neglect that fact altogether, but we would wonder if nothing better could be said of it. I myself am here, as always, a great advocate of maintaining pure principles and combining them with corrupt administration. The purest, and an ultimate, principle of the St. John's reading list is that works stand on their own and speak for themselves, but most of us are not adverse to admitting a little bit of circumstance now and then, for the sake of current preoccupations. Some of the books on the list (two of which I don't know but would like to, especially the Graffigny book) are proposed for the language tutorials. Although the general guidelines for the tutorials are laid out, and some works are traditionally read, the Instruction Committee has never had much luck in persuading all tutors to read any particular work with their classes. I would love for Sappho to be read. But the truth is, whoever suggested it probably hadn't tried it. It's magnificent beyond description-and hellishly difficult. Another tutor and I had a mini-seminar on "he seems to me like a god" in anticipation of a Friday night lecture on Sappho, and the Aeolian dialect was almost too much for us. Still, I can but preach, and so can all of you. I've been trying for years to get Toni Morrison on (why is she missing from your list?), but my colleagues make persuasive arguments that we can do even better. Perhaps we can try with Zora Neale Hurston. The place where a lot of these minor-and major-masterpieces are taken up is the preceptorial. We've had quite a few that would be of interest to you: Eliot, Lady Murasaki, Hurston, among them. This is a golden age for novel writing (though the literati keep talking of its death). A large part of that fiction is by women, and when things sort themselves out, there may be another Austen or Eliot. Meanwhile, there's nothing for it but to read them all; it goes without saying that the most persuasive comparative judgments (and those are the ones we must make) come from people of liberally wide reading. -Eva T.H. Brann, Dean INTRINSIC MERIT In response to the proposal (Fall 1995), I believe that the only valid reasons for including books in the program are their quality and influence. I do not doubt that many wholly meritorious works by women are not included currently, primarily because of sociological and/ or historical circumstances that led to a denial or ignorance of their intrinsic merit. Nonetheless, I believe equally strongly that including any books "as a means of recognizing the contributions of women to the Western canon" in wholly inappropriate. There are works already in the program the gender of whose authors is unknown. Suppose that Homer or the author(s) of Genesis or the rest of the Pentateuch were somehow proven to be women, would that have any relevance to their merit or their place in the program? Instead I would offer the following observations: 1.Preceptorials should be an option, rather than a requirement. The alternative of six to eight weeks of additional seminar readings in the junior and senior years would allow expanding the canon to include both women and other authors. 2.Even if students had the choice of continuing both junior and senior seminars, so much has been written in the last 300 years that any choice of readings is bound to be somewhat arbitrary. 3. There should be questionnaires, so that students, alumni and tutors could comment on current and proposed readings, as an additional guide for the Instruction Committee. -Steven Shore, SF68 The Reporter welcomes letters, comments, and corrections on issues of interest to readers. Letters may be edited for clarity and/or length. Please address to either campus. The Reporter, St. John's College, P.O. Box 2800, Annapolis, MD 21404 (e-mail bgoyette@mailhost.sjca.edu) or The Reporter, St. John's College, 1160 Camino Cruz Blanca, Santa Fe, NM 87501 (e-mail alumni@mail.sjcsf.edu). �. A Winter 1996 St. John's College u m n 1 Association News Mark Middlebrook, A83, editor • Thomas Geyer, A68, communications committee chair The Alumni Association Newsletter is published in each issue of the Reporter. We welcome letters, capsule book reviews, and article ideas from alumni. Send submissions and suggestions to Mark Middlebrook at 73030. 7604@compuserve.com (e-mail) or call 5 70/547-0602. I SIP E oc LS by Jim Schweidel, A63, Philadelphia Chapter President Editor's note: This article is part of an ongoing series profiling local alumni chapters. Our next profile will feature the Dallas/Fort Worth chapter. ome time in the early '70s I received a phone call from Victor Schwartz (A61) asking me if I would be interested in attending a dinner for the Philadelphia area alumni of St. John's College. I told him that I thought it was a splendid idea. Victor was able to procure a room at the venerable stately Union League. We dined in a room in which richly paneled mahogany cases support tomes of civil war histories. It was a marvelous setting for a St. John's alumni gathering, even if you happened to be a democrat. Despite the success of the event, meetings and seminars were sporadic over the next several years. Hugh McGrath traveled to Philadelphia to lead a seminar on King Lear at the historic Old Swede's Church. The following year Curtis Wilson presided over a seminar on The Federalist Papers which was held at the Philadelphia Art Alliance. It was not until 1982, when members of the New York chapter led by Jonathan Zavin (A68) sponsored a dinner and seminar at a social dub in center city Philadelphia, that serious consideration was given to establishing a chapter in Philadelphia. After a marvelous seminar on Antigone led by Eva Brann, Andrew Steiner (A63) suggested to me that since our former leader Victor Schwartz had moved to Santa Fe, the two of us might assume responsibility for having two or three meetings a year. I agreed. We selected the Germantown Cricket Club as the site of our meetings and there overlooking the grass tennis courts on which Bill Tilden won title after title we settled in for a period of five years. Our format consisted of cocktails hors d'oeuvres from 6:30 to 7:30 followed by the seminar. Attendance averaged 15. Besides alumni, friends of the College and prospective students were welcomed. Institute Philadelphia has a large number of alumni from the and they constituted a significant percentage of the group. Annapolis tutor emeritus Elliott Zuckerman led a chapter seminar on works by Emerson last year. The group meets at the Whitemarsh Valley Inn in a suburb of Philadelphia. Tragically, in 1990, Andrew Steiner was killed in an automobi\e accident. In 1988 Andrew had been responsible for us finally becoming a chapter and had worked diligently to see that our project was successful. Andrew loved the College, and this chapter is a tribute to him. In 1991 we moved our meetings to the Whitemarsh Valley Inn in Lafayette Hill, a suburb of Philadelphia. Our meetings now take place on Saturday afternoons. The seminar still is preceded by cocktails and hors d'oeuvres (there is no charge), which begin at 1 :30. In October of last year Elliott Zuckerman led a seminar on two works of Emerson: The American Scholar and The Divinity School Address. In November, Jonathan Tuck made the trip from Annapolis to lead a seminar on Emerson's essay Thoreau and Thoreau's essay On Civil Disobedience. In December Chris Nelson joined us, as he did last year, for a Christmas Cocktail Party. We are hoping to make this party an annual event. As we continue, our hope is that more alumni will take advantage the opportunity to renew old friendships, keep up with the news from Annapolis and Santa Fe, and once again sit around rectangular tables exchange thoughts on Great Books. • ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• St. One of the responsibilities of the Alumni Association Board is spending your money, in the form of Alumni Association dues. Many of the expenditures are for the Association's share of time-honored and popular items like homecomings on both campuses, senior dinners, and the Alumni Register (a new edition of which will be sent to all alumni this year). Other expenditures result from special projects or one-time requests from Alumni Board committees or the College. For instance, this year the Alumni Board allocated money to help the alumni offices validate and reconcile their alumni databases. And because of our concerns about the unity of the two campuses, we now help fund an annual inter-campus tutor exchange program. In the past, Alumni Board members have deliberated and voted on expenditures based on their sense of what would benefit alumni and the College best. Last year the Alumni Board decided that it would be beneficial to articulate principals for spending Alumni Association funds. Out of an ad hoc committee led by Alumni Association Past President Harvey Goldstein came the following proposed amendment to the Association By-Laws. This amendment does not change how the Alumni Board spends Association funds, but rather attempts to clarify how and why funds should be spent. Amendment to Article IV section 1 Funds of the Association shall be spent primarily for the support of the collegial activities of the members, encouraging the continuing fellowship of alumni with one another and promoting association among alumni in their practice of the liberal arts. In addition, since the Association acknowledges its intention to support the College in its many purposes and, in particu- lar, to support the College's unique educational program, funds may be expended to serve, preserve and advance the best interests of St. John's College as one community of and for liberal education. However, such expenditures shall not be made at the sacrifice of the support necessary to maintain an appropriate level of collegial and educational activities for the membership. All expenditures of funds shall be made at the sole discretion of the Board of Directors. This proposed a~endment will be voted on at the Annual Meeting of the Alumni Association: Saturday September 28th, 1996, 10:00 a.m., Conversation Room in Mellon Hall, Annapolis, Maryland. • �Capsule Reviews by Alumni of Favorite Books ... Your editor started a dangerous trend in the previous installment of Ex Libris Alumnorum by including a musical recording. Alas, the barn door is open, and this time a film has wandered in. What nextMicrosoft Multimedia Marx? ,.,...,.,, ...... r ...... reviews to the this Newsletter. More One Fred Chappell, 1 , St. Martin's Press. 197 pages. SubmitCynthia Hobgood, IS befell taxonomist Linnaeus when he first .... .,,...,...,.., . ... .,..., plants have sex I was the subject matter from the paragraph of the first story, then realized as I read further that the author is not merely a decent imagination enrobed in a mind that wants to write. He is a master of his craft. His language and approach vary from story to story, but in each, his prose is heady, rich, enigmatic, and provocative, as is the subject matter. One story deals with the slavery of women: "I feel different about women than a lot of men do, and I'll tell you why. It's because I had my own woman one time. I lived real close with her and that has made me think thoughts apart." An opening paragraph like that is hard to swallow, but I trusted Mr. C by this point, and he did not let me down. The stories are part magical realism, part pure fantasy, part science fiction, and part just plain good southern writing (the dust jacket compares him to Eudora Welty and William Faulkner). I hope to find that Mr. Chappell is really better known than I have found him to be. This is an author who deserves attention! Discovering by Robert Scott KO<)T-t:•err1srem 1 Harvard University Press. 501 pages. Kurt Schuler, A81 who makes scienA book tific discoveries, when, why where, how. Johnnies are uniquely well equipped to appreciate it because it is written as a dialogue among six rnt"'lrrtrT.cre it historical episodes scientific discovery that are iar from the junior and senior lab. It a lot to say about makes for creativity in the natural sciences, and many its ideas about how to improve creativity apply to other fields also. 1 The Seventh Seal directed by Ingmar Bergman, 1953. 96 minutes. Submitted by Jim Sorrentino, ABO Bergman's The Seventh Seo/. Set in plague-ridden Sweden during the 13th Century, The Seventh Seal recounts the journey home of a knight and his squire, returning after ten years of misery in the Crusades. At the beginning of the film, Death meets the knight to take him away. The knight challenges Death to a game of chess: as long as the knight survives on the chess board, he may continue on his way. The Seventh Seal is an elegantly brief 96 minutes, and yet in this short time, Bergman poses all the Big Questions: the existence of the meaning of life, the power the nature evil. no answers ; unlike Cecil B. Demille, Bergman does not stoop to using effects to portray The Seventh secures its place as a great work offering us a framework to discuss the nrr.n1.:.me intelligibly. Just as impressive is fact that it so in a seductively entertaining way. Bergman partially refutes the Black Plague with black humor. The power of film comes from its ability to move from despair to humor to thoughtfulness to hope in a few moments, with no more than a line of dialogue or a facial expression to convey the message. See it. Own it. See it again. You may find, as I did, that it gets under your skin. Most films, like most books, are not worth experiencing more than once. Some are worth an annual viewing. But there is a small number of films which one comes back to again and again, experiencing new insights and taking pleasure in old ones. Such a film is Ingmar CHAPTER CONTACTS Please coll those listed below for information about alumni activities in each area. ALBUQUERQUE: Harold M. Morgan, Jr. (505)256-0294 NEW YORK: Justin Burke (212)228-8423 or (212)620-3955 ANNAPOLIS: Joel D. Lehman (410)956-2814 PHILADELPHIA: Jim Schweidel (215)836-7632 Joe Reynolds (512)867-8461 BOSTON: Alvin Aronson (61 Rachel Sullivan (503)629-5838 SACRAMENTO: Arianne (91 131 or Helen Hobart (91 1082 Constantine (716)586-5393 CHICAGO: Amanda Fuller (312)337-4105 or Rick Lightburn (312)667-0068 SAN CALIFORNIA: Cynthia Kay Catherine Hobgood (415)552-9349 DALLAS/FORT WORTH: Suzanne Doremus (817)496-8571 or Jonathan Hustis (214)340-8442 SANTA FE: John Pollak (505)983-2144 or Elizabeth Skewes (505)984-6103 LOS ANGELES: Julia Takahashi (310)434-7624 SEATILE: Jim Doherty (206)937-8886 MINNEAPOLIS/ST. PAUL: Glenda Eoyang (612)7831405 or (612)379-3883 (W) WASHINGTON, D.C.: Sam Stiles (301 )424-9119 or Bill Ross (301 )230-4594 �"Cute Blondes Study Aristotle" When the first class ofwomen came to St. johns in 1951, the newspapers had a field day. But what was it really like for the pioneer women at the college? ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• BARBARA GOYETTE sensibilities rebel at the 1angu:age the press used to de St. John's first class of women in 1951. Female students are often identified by hair color: Sue Griffith is an "attractive blonde miss," Dorothy Olim is a redhead from Elizabeth, New Jersey, Janet Jenkins wears an "attractive patent leather belt" and has long blonde hair. Even Barbara Leonard, St. John's first woman faculty member hired as assistant dean of women, is described as "pretty in her short curly hair." Carolyn Banks, protesting the "silly'' stories that appeared about St. John's coeds in the press, is called a "wholesome-looking blonde." Would a news reporter describe Dean Jacob Klein's high forehead, small precise mouth, and mischievous eyes? No, but with women, their appearance and demeanor, rather than their thoughts and motivations, are somehow what mattered. In the zeitgeist of the 1950's women may have been encouraged to attend college, and female professionals may have been accepted in many fields, but the overriding goal was supposed to be excellence in the ways of marriage and housekeeping. The kind of language used in the news stories mirrored the attitudes of society. While the language and the attitudes it implies bother many women today, they didn't bother most of the pioneers in St.John's first class of women-for the very reason that the attitudes were acceptable. The women had other concerns. As Barbara Brunner Kiebler says, "I didn't feel any discrimination. I sat down and studied." In September 1951, 24 women broke the gender barrier that had guarded the college for 255 years. Admitting women was an innovative idea-not as radical as the 1937 change to the New Program, but nevertheless a change that brought plenty of interest in the press and the education community. President Richard Weigle advocated the admission of women and he convinced the Board and faculty to agree. Enrollment, never stable, had fallen during World War II, soared when the Gls returned, and then fallen again as the veterans finished up and the Korean War began to siphon potential students away. Mr. Weigle and the Board were looking at viable ways to beef up the numbers of students. According to his memoir, Recollections of a College President, the first suggestion for a coordinate college for women was rejected as too costly. After the Board approved the admission of women in 1950, some students protested, according to Mr. Weigle's book, because "they feared the quality of classes would suffer." The decision proved to be contro- versial for social as well as academic reasons. "Everyone said the women would come here to be near the Naval Academy," says Barbara Leonard. ''And the men students said that the women wouldn't be able to do the math and science." But the women came. They loved St. John's and were successful. Adding more voices, new voices, to the dialogue among students, books, and ideas made the college more vibrant and more like the "real world." The challenges that the women dealt with in their first years at St. John's were defined by the academic and social concerns of the student body: could they prove themselves in the classroom, and could they live in harmony with the men? Why they came The women who enrolled at St. John's represented a variety of ages, academic experiences, and backgrounds. Sixteen were from Maryland-most with senatorial scholarships that provided tuition or tuition, room, and board-and the others came from as far away as California and New Mexico. They ranged in age from 16 to 46 years. Twenty were unmarried, three were married to current St. John's students, one was a widow. Six of the women had been to college before. Janet Jenkins had spent a year at Swarthmore; Lydia Aston was a nurse who had studied at William and Mary and Johns Hopkins; two others had been to Barnard. Several had worked as secretaries since graduating from high school, and two entered St. John's without finishing high school. The majority completed high school the previous June. Emily Martin remembers the age differences as being intimidating. "I was only 18, and some of the others already had degrees," she says. "I grew up in Garrett County. It was very rural and a strong Christian community ...There was a marked difference between those of us who came from rural areas and the more cosmopolitan." Although the women's backgrounds were varied, because there were not any upperclass women to help them adjust, the first class students formed strong bonds of friendship among themselves. Members of the first class of women and some male classmates gathered for their 40th reunion at homecoming. Left to right they are: Barbara Brunner Kiebler, Sam Kutler ('54), Emily Martin Kutler, Faye Councell Polillo '(56), Barbara Dvorak Winiarski, John Joanou, Barbara Leonard (first female faculty member and assistant dean), and Jim Stow. Photos by Keith Harvey. event that has occurred at St. John's in The program was, of course, the recent years, as far as the College in its major draw for them. They knew relation to the critical world outside is about the all-required curriculum and concerned," proclaimed the 1953 yearwere intrigued by the prospect of studybook. Certainly the coming of the 24 ing the great books. Carolyn Banks, for women students changed the college. example, had been studying voice at Peabody Conservatory when a friend The all-male student body of 1950 wrote her that St. John's was going to was first of all upset at not being told about the admission of women until it take women. "I thought to myself that was a done deal. As Sam Kuder, a all I knew was music, and maybe I should know more," she says. Emily freshman in 1950 and now a tutor, says, "We found out about coeducaMartin came because she had received tion in the newspapers. It made us anone of the Maryland state senatorial scholarships. "I had a great curiosity about the program. I was not put off by the math and science, I was interested in that," she says. Hilyer Gearing grew up in Annapolis and her brother was a student, class of 1954. ''As soon as I found out women were to be admitted, I was there," she says. In the firestorm of newspaper stories written "And Now It'll Be 101 Great Books?", a cartoon by Richard about the women in Yardley in the Baltimore Sun, 1950. the fall of 1951, the gry." The '51 yearbook explains that women emphasized their educational students were upset because they felt goals. Joan Eisner, who had finished her that choosing St. John's involved such freshman year at Barnard, is quoted in an investment that "everything that the Baltimore Sun as saying that she happens in any way affecting the prohoped St. John's would furnish her with gram is [every student's] business and a "broad, basic culture." something he has the right to .know Barbara Brunner says she would about." have gone to the University of MaryPhysically, there had to be room for land had St. John's not given her a women. The second and third floors of senatorial scholarship. "I don't think I Randall were converted into space for would have reached my potential the newcomers: walls were painted there, and I certainly wouldn't have pastel colors, and a two-room suite studied math, which turned out to be was made for Miss Leonard, who was my favorite subject." to live alongside the women. Three The women were an eager group, common rooms, where opposite-sex and their diversity fit right in at St. conversations could take place, were John's where men from all walks of built out of four former dorm rooms. life, veterans, and students who hadn't How were the women students acfinished high school were living in a cepted by the male students and facsmall, intense community of learning ulty? The women remember some facwholly devoted to the program. ulty members as being particularly Acceptance welcoming. Carolyn Banks was invited to dinner frequently at the home of tu"Undoubtedly, the introduction of tor Ford K. Brown and his wife; her coeducation is the most important �wedding reception after freshman year was held at Jascha Klein's house. Emily Martin found the library, with Charlotte Fletcher and Mrs. Kaplan presiding, a "warm and friendly place to be." Barbara Brunner praises Barbara Leonard for her understanding and unflappability. While the women were ready, willing, and able to take on the rigors of the program, their experiences in classes were varied. "What we were studying was so hard," says Barbara Brunner. "I did not have the feeling that the boys were being treated with more respect." Emily Martin agrees. "The college was much more than I expected in terms of the academic program,'' she says. "I had no idea it would be so interesting, so engaging ... The seminars were most difficult. I think we had more respect in math tutorials and lab, because we really did the work." Carolyn Banks also found seminar the most difficult forum for the women. She says she didn't sleep more than three or four hours a night that first year, and that she and her friends considered their work with the utmost seriousness. If a woman took a controversial position in seminar, she was more likely to be "run over" for it than a man. She recalls one don rag at which a tutor told her that it was "typical of a woman to be so romantic," referring to something she had said in class. Sam Kuder was a sophomore in 1951. He doesn't remember worrying that the women wouldn't be able to handle the program, "The school was very intense. Students used to stay up all night talking about the program, which we didn't think was fixed; it was evolving. We were all impressed with [DeanJ Klein because he was making the school so solid academically." Barbara Leonard, herself enmeshed in trying to learn and teach in the program after an academic background in biology, says that the women worked hard and were quite successful in all their classes "to show their worth." By the end of the first year, says Miss Leonard, "it was certainly easier for those that made their impression. The men found out that they really could do the work and that they weren't giddy and running after dates." The Social Scene Cotillion balls, movies in the gym that you could never hear, plays by Ibsen and Shakespeare, chorus, the boathouse, drawing class-the women enjoyed all of the extra-curricular activities on campus. One, Sarah Covington, even became a pitcher on the men's softball team. Many of the newspaper stories focused on how the women were fitting in socially on campus, and the wholesome atmosphere of young men and women playing and working together was conjured up on a regular basis. "They read the same books, they play on the same softball teams, they even wear the same clothes," began a feature in the Baltimore Sun Sunday magazine. Underlying the fun-and no one denies it was not fun-a few controversies were simmering. The largest was a question of students vs. administration, rather than men vs. women. That was the question of rules of residence. The Student Polity, charged with formulating dorm rules that took the presence of women on campus into account, declined to do so because any such rules would "compromise the freedom of men and women to visit each other" (1951 yearbook). In typical St. John's fashion, the protracted debate took on a classical air, with arguments for the administration and student positions formulated like the Melian dialogue in Thucydides (1953 yearbook). The administration, with the security of the women (the college had responsibility "in loco parentis" for students under age 21) and the reputation of the college at issue, settled on "three simple rules," says Miss Leonard. They were: no visiting in the rooms of students of the opposite sex; a freshman curfew for both men and women at 2 a.m.; and freshmen who would be off-campus overnight were to leave a phone number or address with the assistant deans. Midway through the year, the Student Polity adopted changed rules that abolished the curfew and allowed opposite-sex visits with a third person present. The new rules fit both the students' desire to be treated as adults and the administration's desire for seemliness. Inevitably, the women students were courted by the men. They formed alliances like college students everywhere, although the basis of relationships might have been different than it would have been at another college-they might have been partners in philosophic dialogue or fellow actors in Shakespeare or lab partners. Some of the women thought the men came on a little strong; others weren't bothered. There were weddings. Barbara Brunner married John Oosterhout ("he was one of the leaders of the student protest against admitting women, but he changed his mind") after sophomore year. Emily Martin, Hilyer Gearing, and Carolyn Banks also married St. John's students. In all, ten of the women married fellow Johnnies. Living Their Lives The pioneer women were an exceptionally bright and studious group, by all accounts. And yet many left St. John's (attrition was high in the early 1950's for both men and women), and none of the women who did graduate continued their studies in graduate school the following year. The boom economy of the l 950's made it possible for women to stay at home, reinforcing the stereotype of educated females as attractive partners for wage-earning men. "I was a product of the l 950's. I Male student preditctions that the women students would have trouble in math and lab were quickly disproved. The women excelled in both subjects. Here Jane Gerber, Emily Martin, and Joyce Kittell work on a measurement procedure. In the background are Hudson Keithley and John Gordon. All are from the class of '55. The photograph is by Marion Warren. did what was expected of me-I married, stayed at home and had children," says Barbara Brunner Kiebler. She did teach math for a brief time at Lamar College in Texas, where she was hired "as soon as I set foot on campus" by a professor who was familiar with the St. John's program. After raising her children, she went to law school at the University of Maryland and is now a successful attorney. Carolyn Banks Leeuwenburgh sang in Europe, where she called on her St. John's background to bring depth to her roles; she has taught in the Princeton, N.J., schools for many years. Two of the women, Emily Martin Kuder and Hilyer Gearing Shufeldt, who did not finish the undergraduate program returned to earn master's degrees from the Graduate Institute. Hilyer Gearing Shufeldt, a teacher, says of her GI experience, "I didn't want it to be over." Many of the women are followed the pattern of getting involved in a career after their children were older. "We are strong, intelligent women,'' says Carolyn Banks Leeuwenburgh. Their St. John's experience is something that's a part of them and the ways of thinking introduced at the college are permanent. Like many other alumni, the women look back on their time at St. John's as pivotal. The first class of women had a lot to prove-to themselves, to the college, and to the headline writers-and they succeeded. St. John's gave them a legacy, a feeling of empowerment, summed up by Barbara Brunner Kiebler: "I have an undying conviction that if I sit down and work at it, I can learn anything. I'm not going to turn my back on anything." • �HOMECOMING APO LI ••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ·························~ BY BARBARA GOYETIE bout 420 alumni, representing every era, came home to Annapolis for Homecoming September 9-0ctober 1. The weekend was blessed with perand a of activities. you might have semi-embarrassing moments of non-recognition or selective non-memories about classfrom 5, 15, or 25 years ago, a St. mates and homecoming allows for a profoundly positive form these are the people have lived ~. . . . . ~~-~ . . . the program, as you did, experience its lasting effects daily, just as you do. ...... ,.,,,_...__.__.... ,., .... L.HJ ....... This was a reunion year for the classes of 1945, 1950, 1955, 1959, 1965, 1970, 1975, 1980, and 1985. The first class of women-who enrolled in 1951 and graduated in 1955-was especially well-represented, with 14 attending, including Barbara Leonard, the college's first female tutor and the assistant dean hired to "handle the girls." Their luncheon in the private dining room was capped by a skit recalling favorite tutors (like Ford K. Brown) and times during their pioneering years at the college (see related article on page 12). About 35 alumni from the Graduate Institute enjoyed meeting up again, attending a lunch at the President's House, and sharing a table at the banquet with current GI director Tom May. Reprising their discussion skills, many alumni attended seminars where works examined included "The Tempest" (classes of'45 and '50), "King Lear" (class of '55), "Symposium'' (class of '70), "Phaedrus" (classes of '75 and '85), "Heart of Darkness" (class of 80), and, winning in the category of most ambitious reading, Nietzsche's "On the Advantage and Disadvantage of History for Life" (Graduate Institute). Other homecoming weekend activities and events included chatting on the quad, going to lecture (Marta Weigle, A65, on the development of tourism in the Southwest), chartering a sailboat, comparing school pix of children, and visiting old haunts in Annapolis. A special memorial service for tutor Hugh McGrath was held on Sept. 30. There were Alumni Association tributes to tutors Ford K. Brown by George Van Sant (A47) and to William O'Grady by Jason Walsh (A85). The Homecoming Banquet featured recognition of Award of Merit honorees and speeches, and the now-legendary classic rock party, with Robert George (A85) as DJ, kept alumni hopping to the wee hours. Finally, the President's Champagne Brunch on Sunday morning gave everyone a last chance to commune about the weekend and to make plans to come back again for another Homecoming. e Scenes from Homecoming '95: Two '75s, Seth Ginsberg and Jose de Peralta, engage in animated discussion (top this page); Connie Rubino , '75, and Robert George, at the President's Brunch (middle, this page); tutor Tuck catches up with David and Anderson-Stahl, both '85 (left, top); '65s Dennis Glew, Jan Blits, and Bruce Preston on the quad (left, bottom); a furry denizen of back campus forages at the picnic (left); Ron Fielding, Joanne Murray, Lesli Margulis, and Fenton Gary, all from the class of 1970, on the quad (opposite page, top); a future Johnnie (?) gets a new point of view (opposite page, left); Bernard Gessner, '27, considers a point at the Alumni Association meeting (opposite page, right). 1 All homecoming photos by Keith Harvey. �••••••••• •••••••••••••••••••••••••••••••••••••••••• AWARDS OF MERIT & HONORARY ALUMNI The Alumni Association granted Awards of Merit to Rogers Albritton (A45), William Goldsmith (A45), and Christopher Nelson (SF70). Tutors Michael Littleton, Geoffrey Comber, and Elliott Zuckerman were made honorary members of the Class of 1995. Rogers Albritton Rogers Albritton was one of the many Johnnies from the decade of the 1940's whose education was interrupted by World War II. After serving in the Army Air Corps, he returned to Annapolis, graduating in 1948. He spent a year at the college as an associate tutor studying Plato with Jacob Klein, then went on to Princeton, where he received his PhD in 1955. He taught philosophy at Cornell, and then at Harvard, where he was chairman of the department. In 1973 he moved to UCLA, serving as chairman of the department until his retirement in 1981. ,, name. Another anecdote was about Ford 's time in Santa he was one of After being introduced by classmate James Frame (ASO), Mr. Albritton expressed his gratitude to the students and faculty of his own time. He noted that he owes the program both a moral and an intellectual debt. ''As a homosexual," he said, "I always felt gratitude toward the college for accepting me. At this extraordinary college, nobody seemed to mind ... " He wondered whether the school's tolerance of all kinds of people is derived from the Greeks. Mr. Albritton cited the oftquoted bit from John Van Doren about how everyone at St. John's is a misfit; in his case he felt that he was an intellectual misfit as well, since he had been dissatisfied with his studies at Swarthmore, where he was enrolled before coming to St. John's. "I very soon felt that I absolutely belonged here; the intellectual intensity was en- Continued on page 16 �Homecoming. • • Honoring Our Founding Fathers Excerpts from Bill Goldsmith's Homecoming Speech The Alumni Association made tutors Elliott Zuckerman, Geoffrey Comber1 and Michael Littleton honorary members (top). Rogers Albritton, Chris Nelson 1 and Bill Goldsmith received the association1s Award of Merit (bottom). Photos by Keith Harvey. Continued from page 15 thralling," he said. "I didn't feel isolated since we were all reading the same texts and learning the same languages." Mr. Albritton characterized himself as an analytic philosopher strongly influenced by Wittgenstein, and concluded by saying that St. John's had been a true home for him during very critical years of his life. William Goldsmith William Goldsmith (A45), a professor in the American Studies department at Brandeis for more than 20 years and the author of a three-volume study of presidential power, was introduced by his one-time St. John's roommate, Phil Camponeschi (A46). After outlining Mr. Goldsmith's distinguished career, Mr. Camponeschi emphasized his personal regard for his friend of many years. He recalled how they formed a local chapter of the American Veterans Committee, "the flip side of the American Legion'' so that Annapolis' black veterans would feel welcome. They campaigned to defeat the Ober Bill, Maryland's Anti-Subversive law. Mr. Camponeschi also talked about Mr. Goldsmith's family, how he supported his wife as she attended medical school and helped several wards through school in addition to his own children. In his speech, Mr. Goldsmith remembered the intellectual stimulation and happiness of his days at St. John's. "I doubt if any college in America could match the intellectual excitement that existed at St. John's in the 1940's, fostered by these two leaders [Scott Buchanan and Stringfellow Barr] who did so much to enrich the curriculum and also our lives. Most of us carried the memories of those days with us forever," he said. But even more important than their actions at the college, said Mr. Goldsmith, were the convictions of Barr and Buchanan after the war and after they left St. John's. The world had changed irrevocably, and those who lived through that time realized that new methods for dealing with national and international problems were necessary. Before taking up his academic career, Mr. Goldsmith worked for a number of years in the labor movement as Southern Regional Educational Director of both the CIO and AF ofL unions. (For excerpts of Mr. Goldsmith's speech, see the box at right.) Christopher Nelson In introducing Chris Nelson, SF70, president of the Annapolis campus, Dean Eva Brann said, "There are two main things I've learned about Chris. One is that he is a man not of power but of authority. The other one is that he is a man not of pretensions but of presence ... He runs the college by means of a quick but careful intelligence; he is a man of many devices and prevails naturally because he thinks of the way out. He has the finesse of real authority... He is called on for leadership [in the local civic and political sphere and in national educational circlesJ not only because of his fair and conciliatory presence but also, and more importantly, because he offers in the world as he does at home something very rare in education: principled stands and workable solutions ... " ----~-~-----------~------------------- Both [Scott Buchanan and Stringfellow Barr] were heavily engaged in the affairs of the world as it was radically changing in those postwar years. All of us were veterans of the war. Our education had been interrupted for a number of years as we served in the armed forces all over the world ... All but two of my classmates left for the war in one capacity or another, and several didn't return. Both Scott and Winkie were war veterans too. They had to struggle to keep the college alive until we returned, and fight off the Naval Academy which was constantly threatening to confiscate the campus. I learned of FDR's death when I was on lwo Jima, while the marines were still flushing the enemy out of caves with flame throwers, and I made up my mind then that I would not return to the complacent world we had left. I know Scott and Winkie felt the same way, and I think our wartime experiences resulted in a determination to tackle subjects and problems we had not seriously explored in the pre-war days. There was an impression among some in the St. John's community that the founding fathers had abandoned the New Program and the college, and moved on to more exciting frontiers., That was clearly not the case. But the exciting aspect of teaching, that I later discovered myself, was that one tends to grow with experience, and the best teachers are those who are continually growing, with new insights and new ideas. I think it is fair to say that no one grew more than these two men during the war and after, and everything they said or wrote reflected this development... Both Scott and Winkie began to think a lot harder about America and its problems and to explore our political 1 legal, social, and economic culture more seriously than they had previously... Scott began to analyze the American Constitution, its development through constitutional law and practice, and reflect upon a degree of corruption that had crept into our institutions by ignoring the early creative surge of the founding fathers. He singled out the role of the common law as one of the problems, and the growth of the corporation through its manipulation of those laws to the disadvantage of the public interest. He traced the history of corporations from their early colonial franchises into the all powerful mega-giants that exist today, bastions of private power, exercising extraordinary influence, not only in private markets, but also in public affairs ... 1 1 ... In the late 40 s Winkie wrote a famous pamphlet entitled 'Let's Join the Human Race/' in which he recognized many of the changes that were emerging in the postwar world, and the need for Americans and others to respond to these developments and to rethink our earlier and more limited and isolated view of the world and the human condition ... In many ways the New Program was incubated at Columbia University and the University of Chicago ... But neither [Columbia nor Chicago] abandoned the in-depth examination of contemporary America, its history and its culture, political and legal as well as literary and philosophical. .. ! know I will be admonished that some great American classics have already been added to the original Great Books list at St. John's. I'm aware of this ... 1 lsn t it about time we discovered some of the contemporary wisdom of our own [St. John's] founding fathers? While we continue to honor their names, we seem to ignore their developing ideas in their mature years, while adhering to an earlier curriculum as if it were etched in stone ... My message is not only to honor Scott Buchanan and Stringfellow Barr for the program they put into effect 50 years ago, but also to listen to what they were saying after they experienced a war that almost destroyed Western civilization ... In 50 years of my own efforts to grapple with this problem, I have discovered that the Constitution and the Federalist were only the very beginning of the American experience. They outline the rough parameters of the path the founding fathers intended us to travel. But the 20th and soon the 21st century finds that original blueprint very badly transformed ... Our present political and yes, social and even intellectual institutions were hammered out in the crucible of hard experience. To understand that transformation, and to become intelligent citizens of this country, and the world, as Winkie implored us to be, we are going to have to understand what took place in that transformation ... This does not mean scrapping the New Program, God forbid. It has been one of the great restorations of the roots of our American culture. But it does mean that now we need a wider focus, a broader understanding of that culture and that experience. Without it we are crippled in trying to understand what is going on in this country today, and what possibilities there are for changing this disintegration of values and goals. Scott began this learning process in his analysis of the Constitution and the corporation, and the impact of the common law on both of them. To brush this aside as if it never existed is not only an insult to our founding fathers, but a self-inflicted wound that robs us of our proper American birthright. As true liberal artists we cannot escape from this formidable Socratic challenge. Let the dialogue begin ... • ----- ---~ �Alumni Notes and Profiles. • • FROM THE COAL MINES OF WEST VIRGINIA To THE WoMEN's CONFERENCE IN BEIJING (with a stop at St. John's on the way) ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• BY SUS3AN BORDEN ust two weeks after receiving her master's degree from St. John's this past summer, Marat Moore rded a plane to China to attend the Fourth World Conference on Women in Beijing. When the plane touched down in Shanghai, Moore found the yellow smoke hovering over the city overwhelmingly familiar. She identified its sulfurous smell as burning coal, a smell that Moore, a former coal miner, knew well. In 1977, Moore, a new graduate of Duke University, went to West Virginia to volunteer with Vista's flood recovery project. She helped dig mud out from houses, make repairs, publish a community newspaper, and secure funding for a housing project. While living in West Virginia, Moore found herself drawn to people who worked in the coal mines, admiring their collective tradition and struggle for justice. To understand their experience better, she visited the coal mines. ''At first I went underground to learn more about them," she says. "But I found that in the mines you get attached to the work and the people you're working with. You grow close to them because you have to trust them, in the end, for your very life." What started as a sympathetic visit became Moore's full-time occupation for nearly a year. After leaving her job in the mines, Moore continued to work for the United Mine Workers of America. She saw the miners' personal interdependence reflected in their political ap- 1 United Mine Workers department head. While working for the union, Moore witnessed a growing global awareness. "In the 1980's," she explains, "labor in the U.S. faced setbacks and women miners were concerned about layoffs. Yet despite these problems, when British mine workers went on strike, U.S. women mine workers found the resources and the will to support their British colleagues. They marched on picket lines, raised money, and helped publicize the strike. They discovered that they had more common ground than they'd realized some of the same corporations were involved on both sides of the Atlantic. "The experience in Britain made us think, as early as five years ago, about Beijing. We saw that our future was not simply protecting high wage jobs that already exist, but organizing people who have no protection, particularly low income women and people of color at the bottom of the economic ladder." As the Beijing conference approached, Moore contacted the Shaler Adams Foundation, a California foundation with a focus on human rights work. Shaler Adams funded her trip, and two weeks after completing the Graduate Institute, Moore was on her way to Beijing. "I was thankful to have come out of St. John's and gone to China, going from one rich experience to another," she says. "The conference was so rich •••••••••••••••••••••••••••••••••••• Moore found herself thinking ofHegel's discussion ofthe power ofthe written word when she witnessed the police hassling journalists and writers. •••••••••••••••••••••••••••••••••••• proach. "Their political struggle seemed to grow from their experience of depending on one another in the mines. The mine working tradition is a collective tradition you don't often find in the United States. I found it interesting politically, socially, and psychologically." In 1991 she extended her interest from the professional to the familial: she married Steve Lindner, at the time a it was like being at a feast. There was so much diversity, of cultural things, celebration, singing, traditional dress, and impromptu performance, as well as political things." Amid the smorgasbord of experiences surrounding her, Moore found St. John's very much on her mind during the conference. "I thought about Mr. Sterling's precept on Hegel's Philosophy ofHistory. Much of the discussion in the precept was about China, an insular, static society at the time Hegel was writing, a place of absolute equality but no freedom." Moore also found herself thinking of Hegel's discussion of the power of the written word when she witnessed the police hassling journalists and writers. "Hegel discusses how the power of the written word is a strong part of the Chinese culture. It goes back so many years-the tradition of educated civilians elevated above the military, the stature given to poets," she says. "I imagine that they felt threatened by the journalists because they understood the power of the written word" Although her work with miners brought her to Beijing, Moore was not surprised that many of her thoughts were with St. John's. Far from seeking an abstract intellectual experience at the college, she went to St. John's in search of a more direct connection with people. Now that she has graduated from St. John's and returned from Graduate Institute alumna Marat Moore, fresh. from the mines in her pre-St. John's days. After graduating from.Duke and volunteering with Vista in West Virginia, she worked as a coal miner for a year. Beijing, she finds herself pulled towards teaching. "I would like to find a way to carry on the teaching methods of St. John's," she says. ''I'm interested in both the readings and the way discovery takes place in a group. I'd like to bring that experience to people it would not normally be available to, either people in rural areas, or disenfranchised groups." As Moore explores her new career in teaching, she is also putting the final touches on her book, Women in the Mines: Stories of Life and Work 1914-1994. The book, a collection of oral history and photography, will be published by Twain, a subsidiary of MacMillan. Twain has scheduled its release for this spring and aims to bring it out during Women's History Month in March. 9 �Alumni Notes and Profiles. 1945 Walter C. Paine (A) is happily retired and pursuing a lifelong interest in malacology-the study of mollusks. 1951 Boyd Kyle (A) a "cause person'' as a student, continues to-work for causes, especially animal rights and the humanization of the workplace. In his spare time, he says, he does investment banking. He has four living children (a fifth drowned young) and two grandchildren. 1952 Professor Joseph Manusov (A), retired from Temple University, is now Professor Emeritus at the university. 1964 Jeremy Leven (A), on the heels of his successful film "Don Juan de Marco,'' will write and direct a film for Castle Rock about the 1911 theft of the Mona Lisa from the Louvre. He will shoot this film in Paris. He has written a script called "The Double" based on the Doestoevsky novella. He will produce it with Lili Zanuck, who also produced "Driving Miss Daisy,'' "The Sting,'' and "Jaws." Roman Polanski will direct and Jack Nicholson will star. The film is about a doppelganger, a double, who comes to bring his original back to the grave but then sees that his life would have been all right if he'd known how to live it, so he decides to live it for him. This film (made by Mandalay, a division of Columbia Pictures) will also be shot in Paris. Leven is writing a film for Robert Redford called "The Legend of Bagger Vance,'' about a golf match that takes place in 1931 in Savannah, Ga., between Bobby Jones, Walter Hagan, a local (played by Redford), and his caddy Bagger Vance (played by Morgan Freeman), who may or may not be God. Leven used a Johnnie, Jill Kasparek (A95), who's from Savannah, for the research. He's writing, Redford plans to direct (but if he decides not to, Leven will). Jake Ebert will produce (his other flicks have been academy award nominees, "Ghandi,'' "Chariots of Fire,'' and "The Killing Fields"). 1965 Milo H. Gibbons (A) has received the degree of Master of Arts from the University of Delaware. His coursework was in liberal studies. 1970 Father John Emerson (SF), recently stationed in Rome, and charged with the celebration of the Old Mass in the Church of St. Luke in the Forum, has • • been honored by the pretender to the throne of the two Sicilies with the Constantinian Order of St. George. 1974 Lt. Col. Erica Chaney King (A) reports that she is now the Commanding Officer of the Financial Management School located at the Marine Corps base at Camp Lejeune, North Carolina. 1975 Stephen G. Gilles (A) has been appointed professor of law in the Quinnipiac College School of Law where he teaches torts, economic analysis of law, and legal regulation of education. He previously taught at the University of Chicago Law School and was a law clerk for the Hon. Sandra Day O'Connor and the Hon. Robert H. Bork 1977 Deborah W. Cohen (A) of Monkton, Maryland was married to Gregory L. Cochran in a small family wedding on November 22 at her brother's home in Corbett, Md. The couple will continue to reside in Monkton. Greg's daughters Maggie and Phoebe were in attendance. Judy Kistler (SF) married J.B. Robinson on October 17, 1995. Judy writes: "As a result of this happy marriage, I am now a proud grandmother!" Her address is 1204 South Florence, Springfield, MO 65807; 417-866-3898. 1978 Leo Pickens (A) and Valerie Pawlewicz (A89) were engaged this past August in France. They will hold a Quaker marriage ceremony in the Great Hall in September, 1996. 1979 Marjorie Allison (A) has moved to 1701 South Emerson Street, Denver, Colorado 80210. She was so deeply impressed by Vikram Seth's A Suitable Boy that she has embarked upon a cimpaign to first meet and then marry Mr. Seth. Ms. Allison would appreciate any help fellow alumni could lend to this endeavor. 1981 Elizabeth Mills Acciani (SF) and Stephen Acciani (SF82) and their three children have left the land of milk and money for the land of lots of milk and no money. Their new address is 34 Browning Hill Road/Chatham, NY 12037 1982 Steve Sayre (SF) has moved. His new address is 655 Kansas Street, #304, San Francisco, CA 94107. 1983 Leslie Kay (SF) writes: "I finished my PhD (in biophysics) in November at Berkeley. My dissertation was entitled "Dynamic Interaction of Olfactory and Limbic Brain Regions During Olfactory Perception." I am now living in L.A. and am a Sloan Postdoctoral Fellow in theoretical neurobiology at Caltech (California Institute of Technology, Pasadena). I love what I do, which includes experimental physiology, chaos theory, nonlinear dynamics, philosophy, psychology, and medical research. It's also interesting being back in L.A. where I grew up. I welcome calls or email from any of my old SJ C friends, and I apologize for not returning phone calls the past six months, but the dissertation disrupted everything." She can be reached cl o Biology/CNS, 139-74, Caltech, Pasadena, CA 91125 or by phone at work: 818-395-2799; home: 213-625-8465; or by email at LKAY@dope.caltech. edu or LKAY@artemis.caltech.edu. 1986 Writes Jennifer Flynn Israel (A): ''A gorgeous new baby boy was born to Sandy (Sanford Israel, A85) and me. His official name is Jason Flynn Israel, but he is known more familiarly under a number of handles including Jake, Jakeroo, Jakelope, Squishy, Little Loony, Varming, and Chomper Boy. Please do not presume to use any of these nicknames, however, until you have earned it-by making him smile or, even better, getting him to go to sleep so his Mom stops having those sleep-deprivation hallucinations which, cute though they may be, can be somewhat annoying when you are driving." Their address: 242 E. 19th St., Apt 13H, New York, NY 10003; e-mail: 102670.304@compuserve.com. 1987 Mary Anderson Britain (A) and husband Bill report the birth of their second son, Beau, in April. Barbara Hum (SF) is a first year medical student at Georgetown University. 1988 On April 1, 1995 Paul Argodale (A) married Jarmila Patzelova in Brno, in the Czech Republic. Argodale lived in the Czech Republic for five years, first teaching English in the medical school of Masaryk University and later was involved in a joint venture with the Swiss-Swedish heavy engineering firm ABB Asea, Brown, Boveri. He is now living in New York with his wife and stepdaughter, working on �an MA degree in Applied Linguistics at Teachers College, Columbia University. Juliet Rothman (GI) writes: "My son chose to terminate life support after a diving accident, and I have written a book about our journey to this difficult decision." The book, Saying Goodbye to Daniel is available in Barnes & Noble, SuperCrown, Borders, and Waldenbooks, as well as many other bookstores. 1989 Valerie Pawlewicz (A) and Leo Pickens (A78) were engaged this past August in France. They will hold a Quaker marriage ceremony in the Great Hall in September, 1996. (See notes for 1978-it's a two-fer.) Recently seen on campus was Charlie Schlueter (A) telling tall tales of the ups and downs of road life as tour manager for the legendary bluesman Clarence "Gatemouth'' Brown. Mr. Brown and his band were opening for Eric Clapton that night at D.C.'s US AIR Arena, so Charlie had time to catch up with old friends and tell everyone about touring the eastern United States in a 40' Silver Eagle bus with a bad habit of breaking down. He also managed the tour throughout Europe. Charlie brings news of his parents, who have also been singing the blues. Hazel Schleuter (A69) and the Delta Ramblers have just recorded a CD "Live at JazzFest." Larry (A67) and Hazel spent a month in France providing music for the Caminga Dance Troupe. Maureen Mericle (AGI) has spent the last two and a half years working for AID, focusing on Sudan. ''After being shot at twice in Sudan during USAID food missions, I enjoyed a skindiving vacation at Watamu, Kenya," she writes. J. Christoph Amberger (AGI) and John Forde (AGI92) were put in charge of the in-house financial products of Agora Financial Publishing of Baltimore. Among the products they now manage as group publishers are the newsletters "Taipan'' (an internationally oriented investment and entrepreneurship newsletter) and "Tax-Wise Money," as well as the new product launch of ''American Wealth." Their editorial and research team includes P. Mitchell Prothero (AGI94), Haydn Sweterlitsch (AGI95) and James Passin (A94). 1992 Sharon Moscinski (A) received a grant to study Polish language and East-Central European studies at the Jagiellonian University in Krakow, Poland. Alumni who would like to get in LORNA CAHALL: FOSTERING A CREATIVE SPIRIT •••••••••••••••••••••••••••••••••••••••••••••••••••••••••• L orna Cahall, A59, is the kind of artist everyone would like to be who wants to be an artist-she follows where her inspiration leads her to produce art for art's sake. She experiments with imagery and methods, considers "painting for the market" a curse, and recently created artwork that is used in church services. For many years after St. John's, Ms. Cahall was involved with leading others to express themselves. After receiving an MA in art history, she taught art and art history at the University of Maryland, and studio art at Howard Community College (outside Baltimore). "For about 15 years I taught in the Open University, an interdisciplinary program at the University of Maryland," she says. "I ran seminars, but they were not at all like St. John's seminars. Students are used to listening to lectures and then coming back with what the authority has said. When I was teaching I found it to be a burden to lead people to looking at things from more than one point of view." She finally decided that she needed to devote more time and effort to developing her own vision, so she quit teaching. For several years she had a studio at Savage Mills, along with other artists who work in a variety of media. "I realized that developing my own art was hard work. When I left teaching and made the transition into my own work it was just agony," she says. When she talks about her art, Ms. Cahall uses the word "creativ- touch, or who will be passing through, can contact her at Jagiellonian University/Polonia Institute, Rm. 208/ 30-252 Krakow/UL. Jodlowa 13/Poland. Her e-mail address is Moscinski@APUS.FILG.UJ.EDU.PL Lisbeth Fouse (A) has been working as assistant to the director for Terry Gilliam of Monty Python fame. She worked with Mr. Gilliam on his latest project "Twelve Monkeys." The movie was filmed in Philadelphia and Baltimore and stars Bruce Willis, Brad Pitt, and Madeline Stowe. Anne H. Boynton (SF) writes that she and her partner, Jane Canulette, had a commitment ceremony and celebration in August. "The meditative ceremony was on top of a grassy mesa overlooking the Rio Grande Gorge Lorna Cahall, A59, (top} taught at the University of Maryland before deciding to devote time to developing her own artwork. Shown is her painting "Cold Day with Snow" (below). ity" freely. "I am more concerned with the process, meaning, and social context of art than its use as a valuable object," she says. Creativity for her means being true to what is inside the artist; the expressive process, she says, should be brought un- north of Santa Fe. The celebration following was held at nearby Embudo Station restaurant on the river banks, complete with a folk music trio and really good food and drink," she says. Among those attending were Laura O'Keefe (SF), Marlene Stutzman (SF89) and her husband Phil Potter, Theresa Mullen (SF91), and former Annapolis tutor Paul Antal. Anne writes that she is in the graduate architecture program at the University of New Mexico, "after watching over others' shoulders at Spears Architects, in Santa Fe, where I had a great job as a sort of Jill-of-all-trades (except design) for the last couple of years." Her address is P.O. Box 4043, Santa Fe, NM 87502; e-mail at anneboy@unm.edu. Ted (A) and Sarah (A93) Naff are der the control of knowledge of form and color. Thus beauty in art is a function of the artist's striving, regardless of a work's final marketability. Examples of her recent works include a set of prints of the stations of the cross, produced for her church, St. Philips in Laurel, Md. She built plates with "found" materials, then inked and printed the images, pressing paper into the plate. This process, known as a colagraph, is "a poor man's medium-inexpensive," and yet the final product is something that is being used in a public setting for worship. The social context for art in this case gives it an extra layer of meaning. She also paints in acrylic, favoring abstractions of landscapes, birds, and favorite places. Collage is another favorite medium; "I use acrylic on paper with found articles like handmade paper, textural fabrics, and rope, sealed with acrylic," she says. How does having gone to St. John's, which in the 1950's offered no formal instruction in or emphasis on visual art, affect Lorna Cahall's work? "I have a strong feeling that my St. John's education was a wonderful gift," she says. "There were so many things wrong with St. John's, but the education definitely did make free men and women by means of books and a balance ... Wrestling with the material, I think, made me courageous. I called on that courage when I quit teaching and went out on my own. And St. John's fosters creativity. When they give you the Odyssey to read and nothing else, you have to be creative to deal with it." • -by Barbara Goyette now settled happily in Seattle. They write: "New York and graduate school were not to our taste!" Ted has finished the first quarter of school studying acupuncture and oriental medicine. Sarah is also currently studying oriental medicine. They invite anyone interested in alternative medicine, particularly oriental medicine, to give them a call. 1993 Alex and Vanessa Ellerman (AGI and A, respectively) recently moved to San Diego. Alex is a Navy search and rescue pilot and Vanessa is in her first year at USD Law School. They visit Continued on page 20 �HANG ON FOR DEAR LIFE Continued from page 19 Annapolis whenever they can. James Propis (A93) and William Edelglass (SF93) are both doctoral students in Emory University's philosophy department. James says, "Due to the strong emphasis on historical philosophy, especially Continental Philosophy, Emory attracts St. John's graduates, and one-quarter of the graduate students in coursework are Johnnies." Both James and William can be reached at: 684 Moreland Ave. #2, Atlanta, GA 30306; (404)8880972; jpropis@emory.edu. Bob Fitzgerald (SF) is in his first year of law school at St. Mary's University in San Antonio, Texas. He said he would love to hear from classmates. His telephone number is 210-436-3699. 1994 Colleen Hatch (A) is a Quest volunteer at the Good Shepherd Ministries in Washington, D. C. Quest is a full-time volunteer service program that offers an experience in Christian community living and service to the poor. She is assistant director of an after-school program for low income children in grades 4-6. Ms. Hatch is also coaching a basketball team of 11and 12-year-old girls. 1995 Zdravko Daskalov (A) is a faculty intern in the math department at the Culver Academies. He is responsible for teaching classes, serving as a role model for students, supervising students in dormitories, and coaching varsity, junior varsity, and freshman athletic teams. Laura Gianniny (A) is currently studying for her masters in education and Latin at Vanderbilt University. She was married on June 24 to James Joyner and they are living in Clarksville, Tenn. Dear Alumni: A couple of years ago an alumnus, Dr. Dale Mortimer, who has spent 17 remarkable years away from us, came to visit me. We had a wonderful talk, and before leaving he said that he wouldn't have taken the opportunity to look in ifI hadn't invited all traveling alumni to do just that. He said I should repeat my invitation in the Reporter every year. So I'm doing just that: You will be warmly welcomed and your stories will be eagerly heard. Eva TH Brann, Dean The JF Journey •••••••••••••••••••••••••••••••••• BY JOHN SCHROEDER T his January St. John's will wel come a as it does every year, new group of students onto campus for the spring semester. These JFs Qanuary freshmen in Santa Fe, or Febbies as the Naptowners call them) must not only make the transition to college life, but they must do it halfway through the year, when even fall freshmen already have their feet on the ground. You may say "What's the big deal, lots of students do that," but as in all things, St. John's tends to be just a bit different. Because of the nature of the program, JF s have to cover in a semester plus part of the summer, what the other freshman cover in two semesters. For example, JFs have three seminars on the Iliad rather than four-meaning about 145 pages of reading per seminar compared to 109 for other students. They have similarly intensive assignments in all their classes. Many JFs enroll in mid-year for financial reasons. "I applied late and I was borderline," said Paul Lopez of Menlo Park, California, currently a sophomore. "I could have started in August but financial aid would have been a little more risky, so instead of waiting another year to start, I figured I'd want to start as soon as possible." Paul Lopez noticed a difference between JFs and other students, which he attributed more to January enrollment than the personalities of the students themselves. "JFs are more intense, they're more involved with academics,'' he said. When they arrive, everyone tells them to "be prepared to face the consequences,'' so they buckle down more on their work, and are more concerned about getting an education than about getting "the whole college experience." JFs form a more cohesive group than anyone else on campus. They are together in every class. They eat, study and socialize together, with the rest of the school happening around them. While entering St. John's mid-year is challenging, it also has its advan"It's like the maelstrom of the tages. new school year has already stopped and everyone on campus is set in their ways, they have figured out where they want to be, where they want to go, what they want to do, and the JFs just fall into that. You still have some surprises in store, but it's a lot more steady and calming, rather than just being a freshman and being frantic about everything," said John Carone, from Corvallis, Oregon. Another unique feature about the JF year is the JF summer. The JF s spend 10 weeks filling in their second semester, with only the graduate stu- dents and summer conference guests on campus. "It was weird, but I liked it,'' Paul Lopez said. "It wasn't this mad house. I got to focus more on my studies, although there was definitely cabin fever among us." The summer session further strengthens the bond among class members. With only 17 JFs in Santa Fe last summer, they became ••••••••••••••••• ]Fs form a more cohesive group than anyone else on campus. They are together in every class. They eat, study, and socialize together, with the rest ofthe school happening around them. ••••••••••••••••• better friends and got to know each other even more than they did during the regular year. The other advantage to the summer term is that there is only a two-week break between the end of the summer term and the beginning of fall semes- ter, rather than three months. So sophomore JFs are working with information still fresh in their minds. Paul Lopez said he noticed in his seminar that the JFs were the ones who tended to start the discussion and lead the class at the beginning of the fall semester. The JFs' familiarity can sometimes be a disadvantage, said John Carone. "You can predict how people are going to react and how they are going to say it,'' John Carone said. "The seminars I have now seem a lot more alive. Now I have to make my arguments less directed so they apply to people I don't necessarily know, whereas before I could gauge my answer to one particular person, or group of people, knowing what they were thinking on the subject." According to Lopez and Carone, the small class size and the friendships that formed were the most important features of the JF experience. Carone says that for him, what he learned has more to do with St. John's in general than with being a JE "Rather than isolating yourself with a particular group, I think you should pick out where you stand personally and go from there, then figure out where you belong... Oh, and hang on for dear life." e ST.JOHN'S COLLEGE Santa Fe, New Mexico PARENTS, FRIENDS, ALUMNI Join us this summer to read and discuss some of the greatest literature, philosophy and opera of all time, explore one of the world's most historic cities, visit pueblos and archeological sites, attend great opera, hike, fish and much more. JULY 21 - 27 Plato, Republic I Dante, Purgatorio I Mahabharata-Bhagavad Gita JULY 28 - AUGUST 3 Opera, Don Giovanni I Euripides, Bacchae, Medea, Electra Rousseau, On the Origins of Inequality AUGUST 4 - l0 Aristotle, Ethics I Opera, Madama_ Butterfly, The Rake's Progress Shakespeare, Tragedies (Participants choose one topic per week) Tuition from $1150 a week includes room and board. Write to: Summer Classics-R, Sc John's College, Santa Fe, NM 87501 (505) 984-6104 �The Program~ • • ON THE LANGUAGE TUTORIAL Excerpts from the Dean's Statement ofEducational Policy, 1995-96 by Eva T. H Brann T his, my last Statement of Educational Policy, gets down to brass tacks, not in the sense of offering many concrete proposals, but in the sense of forsaking large topics, like the character of our community (1991) and the nature of our teaching (1993), for a particular part of the Program. Being fresh out of global thoughts, I asked the Instruction Committee on what subject it would be good to incite a college-wide discussion, and they told me to report on the language tutorial. This moment seemed right for such discussion 1. on general principle, 2. because we have a large number of fairly new tutors, 3. because we, that is, the whole college on both campuses, have just abolished the French Reading Knowledge Eexamination, 4. because both in our 1993 Self-Study and in the annual conversation of the Instruction Committee with the Student Committee on Instruction the language tutorial was a subject of pertinent criticism. Perhaps I should apologize for never having made, nor now seizing my last chance to make, proposals for grand changes. No one, however, seems to be looking for them, and I am fond of the "If it ain't broke, don't fix it" mode. It isn't broke, as it seems to me, though it's creaky in places. I sense that, at least at the moment, we thrive on continual review in principle and small but concrete incremental improvements. [The section numbered "1. History" is not included.] 2. Purposes of the Language Tutorial The founder and re-founder of the program have both insisted that our two tutorials spring from the same ground, Mr. Buchanan by making the trivium extend into mathematics, Mr. Klein by claiming that the intellectual disciplines, of which he distinguished four (see below, under the fifth purpose), extend similarly over all parts of the program. We might, however, note that for both men the arts and disciplines named are primarily applicable to speech, which justifies the fact that the language tutorial almost always precedes the mathematics tutorial in our literature. The purpose of the foreign languages has been from the beginning that students might "learn something of the nature of language in general and their own in particular" -by way of comparison, through being compelled to pay the laborious attention to detail required by a new language, and above all, from the effort to preserve meanings expressed in one language in another. The list below is collected from documents beginning with Buchanan's "Search" of 1937, the founding year of the New Program, from early and recent catalogues, from dean's statements, and from self-studies. It is worth remarking that the order of purposes has not changed much over the years except that in the earlier catalogues it is much more brusquely stated than later on. For example, the 1958 catalogue (dear to me because it is the first one in which I appear as a faculty member) says under "Primary Aims": "The primary purpose of the language tutorials is thus not the mastery of any foreign language,'' and explicitly mentions competence as a "Secondary Aim." This listing is thus in roughly descending order of importance, at least for the main items. 1. Inquiry into language as a uniquely human capability for uttering thought, as the "discourse of reason" (Klein). 2. Close reading of texts, supported by all the skills of language. 3. Acquisition of those skills, traditionally grammar, rhetoric, logic. 4. Use of those skills in support of the more extensive seminar readings. 5. Development of intellectual disciplines such as discussion, translation, demonstration, experimentation (Klein). 6. Development of the intellectual faculties, such as acuteness and discernment, necessary for interpreting language. 7. Development of the intellectual virtues, such as care and meticulousness, necessary for reading texts. 8. Development of the sensibility and civilizing of the sentiments. 9. Increasing familiarity with English reading and writing (1993 Self-Study). 10. "Breaking the spell of familiarity" of speech (Klein). 11. Incitement to original literary creation (Buchanan). 12. Training of rote memory, since "memory is the seminal reservoir of the intellect" (Buchanan). 13. Language competence-last in importance, first in the concern it has caused us. I think it would do us a lot of good to review these purposes, for the sake both of recollection and revision. Although all of them seem to me good, and the emphasis given to any of them seems to me inevitably and rightly, a matter of each tutor's choice, we can never be finished with these considerations-as with anything else about the Program. I placed language competence last, however, to raise a specific discussion about this 60year old thorn in our side. Is the learning of the hard facts of Greek and French really mostly ancillary for us? Is the learning that serves reflection first and primary or is it first and least in importance? The matter will be raised concretely under "Problems." [Sections "3. The Present Language Program" and "4. Some Differences between Annapolis and Santa Fe" are not included.] 5. Problems The Greek word used universally for the subject matter of our second tutorial, "mathematics," seems to justify its meaning-"what can be learned"-in our experience. Although we tinker with it as we do with every part of the Program, it comes in for far less criticism than do the language, laboratory and music classes. Language has attracted the most hearfelt and trenchant critique, partly because it is what the students do longest, besides the mathematics. From the alumni survey of the 1952 Self-Study I cull these complaints: 1. There is a problem with the division of time between dose reading and acquisition of language skills. 2. There is not enough language knowledge. 3. There is not enough attention paid to the formal and stylistic side of poetry. 4. St. John's concentrates too much on language as avehicle of thought and not enough on linguistic structure. 5. There is not enough writing. These are about the same complaints we heard from students in the Student Committee on Instruction forums of the last few years. While there is generally comfort in discovering something not subject to today's ravenous change, this particular stability is perhaps not so pleasing. I cull from the 1993 Self-Study the main difficulties raised by tutors: 1. The best and the weakest students are regrettably far apart in their language learning, partly because of weak linguistic preparation. Consequently, in the sophomore and senior years some students are not prepared for intensive reading of Greek and French works. 2. Time given to drill is time lost from reflection. 3. In the sophomore and senior year there is less of a common program than might be desirable. 4. The junior year is too full because the Moliere play has been moved back from the senior year. 5. Not enough time is spent on the metric aspect of poetry. A most cogent critique came from the Instruction Committee's meeting with the Student Committee on Instruction in May of this year. They asked to discuss the language program with us. The burden of their well-delivered message was: 1. The language tutorial, particularly its English component, is more highly esteemed the more stable it is. (What they actually said with conviction was that this part of the tutorial was least respected of any except the music tutorial, which had been-until the recently revised music curriculum began to tal<:e hold-taken lightly for just this reason: that it was felt to be fluid and uncertain.) 2. They pleaded for common texts, especially in the sophomore year; they said that seniors do not like open-endedness but tolerate it better. 3. They reported that because of tutorial idiosyncrasy, the Greek reading of the first term spills into the second and displaces sometimes the logic segment, sometimes the Shakespeare play. They wish that tutors would agree on one major Shakespeare play, preferably taken from the seminar, so the students can work together across classes. 4. They ask (most pertinently) how the archon meetings work when tutors are doing different readings. 5. They say that students do not prepare poetry assignments because there are no concrete and time-tested exercises associated with the poems, which are chosen ad libitum by tutors. In my experience, no message from students to us has ever been clearer: We should control our individual preferences and stabilize the language program so as to promote common study for the students and a common teaching tradition for the tutors. Why do the problems of the language tutorial appear so intractable? Partly it is because they aren't really so bad-even the sharpest critics concede that the language tutorial is a well-conceived and largely successful part of the Program. The aspect one would think most vulnerable, the year and a half of Greek study, is almost never questioned; many students become attentive to the nature and successful with the use of their own and a foreign language to a respectable degree; their writing does improve-and all of this in the face of the American students' often deficient preparation and legendary resistance to language learning. Partly it is because the failings of this tutorial display the vices of the college's virtues: The "vehicular" use of language is really our insistence that matter come before style; we are, rightly, primarily a conversing, not a paper-writing school; we recognize that the tutor's individual taste requires more scope in language teaching than in other parts of the Program. What all these considerations add up to is, to my mind, once more that small improvements in many places are to be preferred over wholesale reformations. 6. Suggestions Here is a laundry list of things we might do, gathered from tutors, students, and my own observation. 1. Since the college-wide French Reading Examination has been abolished (with good reason, as I think) the responsibility for the student's language competence falls on individual tutors; we should remind ourselves of this fact (on the assumption that whatever rank we assign competence in the order of importance, in the first terms of the freshman and the junior years at least it is one of our main concerns). There may be more effective ways to accomplish the drill work and the monitoring of progress. Jim Cohn, a colleague in Santa Fe who has an interest in the elementary language teaching of "living" languages (not that Greek seems to me really very dead), knows about a training program that emphasizes the hearing and speaking of French. It is, he writes in a letter to me, an efficient way to teach basic grammar and might be run by student assistants. I suggest that next year's campus exchange committee-we're hoping to make it a permanent institution-might take on the question of language learning. 2. We should reemphasize the importance of the weekly tutor's meetings even when the group is very experienced, not only to read together but to work out stable sequences to recommend to the Instruction Committee and to propagate a teaching tradition for the texts adopted. Stability, even if it is sometime restrictive, does seem to be important to the students' sense of our seriousness. 3. We should try to get poetry manuals for all years doing poetry; they would contain a canonical collection of poems (that is, poems students can expect each other to know) and suggestions for exercises use~ to tutors in ensuring that students do some specific preparation for class. 4. Within two years we will, with the renovation of the old library, have a writing center, and an even more effective writing assistance program. I think, however, we would help ourselves by coming to a general agreement-countering a venerable tradition-that writing papers is far more important than having them read. There should, of course, be paper conferences, but the duty to have them should, once and for all, be agreed not to Note: For a complete copy of the Dean's limit the papers assigned. I Statement of Educational Policy, write to am not even persuaded that Eva Brann, St. John's College, Box 2800, students read written com- Annapolis, Maryland 21404. Continued on page 23 �Campus Life. • • SANTA FE'S RECIPE FOR SUCCESS DO IT YOURSELF •••••••••••••••••••••••••••••••••••••••• Start with fresh pastries, add steaming cappuccino and a touch ofFlamenco guitar as the sun sets over the Jemez mountains, and you get the new Santa Fe coffee shop-now under college management I t's bad news for those with a weakness for fresh-baked cinnamon rolls or anyone trying to break the caffeine habit, but for most on the Santa Fe campus, recent changes in the food service operation are more than welcome. For years, faculty, students and staff complained of poor quality food and service. A number of steps taken to correct the problems, including a complete change in food-service providers, seemed only to make matters worse. Few students were gathering in the coffee shop for conversation, lunch, or a snack All that changed this fall when St. John's took over the food service itself. The change was due in large part to the efforts of Joe Shaffer, director of operations and auxiliary services, with the whole-hearted support of Santa Fe President John Agresto. Mr. Shaffer, Mai Grant (left) and Penelope Benekos enjoy a holiday atmosphere in the Dining Hall just before winter break. who assumed the newly created position on August 1, 1995, was handed oversight of the food service operation and, after an extensive review, he recommended the college cancel the current contract and assume management of the operation. "The items of concern were poor sanitation, poor management, mediocre food quality, a lack of imagination in food preparation and presentation, and the total lack of any atmosphere in the coffee shop. Other than that, things weren't so bad," Mr. Shaffer said. "Our goals when we took over the program were to have impeccable sanitation, a management system that met the needs of the faculty, students and staff, and to develop the coffee shop into a true meeting place." The change took place mid-semester. On September 30, food service was still under the management of an outside firm. On October 1, St. John's was in charge. The transition included hiring an entirely new food service staff, remodeling the coffee-shop and changing menus. "Ideally we would have liked to have changed over during the winter break, but we felt the conditions were unacceptable for what the students were paying for board," he said. Under the direction of Paul Perrier, the new executive chef and food service manager, and Steve Garcia, the new sous chef, significant improvements have already been made in both the coffee shop and dining hall. Paul Perrier is a French-trained and master pastry chef with extensive restaurant experience in France. This is evident to anyone visiting the coffee shop where trays of fresh-baked croissants, cinnamon rolls and muffins are available daily. Steve Garcia specializes in French and Southwest nouvelle cuisine, bringing things like corn huskwrapped tamales to the dining hall. The coffee shop now serves espresso and coffee drinks, from lattes and cappuccino to flavored coffees. Fruit drinks and a full menu also are available. Similar innovations are being made in the dining hall. "It's not uncommon to find eggplant and artichoke dishes or authentic Southwest cuisine. Additionally, we meet regularly with students who have special dietary needs; we have a large population of vegetarians, for instance," Mr. Shaffer said. Santa Fe senior David Duncan said he particularly enjoys the flexibility of the food service plan. "I like it that we have options, and that we can get a salad now without having to buy a whole meal." Beyond improvements in food quality, the service has changed dramatically. The new members of the staff, employed by the college rather than an outside firm, are part of the college community. In addition, the coffee shop is run almost entirely by students. Katie Lynn, a junior who works the coffee shop counter, said the coffee shop simply is a more pleasant place to be. "People come and sit for longer," she said. "And it's going to get even better. It's also nice to be able to get a decent cup of coffee." Indeed, the atmosphere has changed. The coffee shop was re- Continued on page 23 ANNAPOLIS' GRANDMOTHER-STUDENT After raising a family, junior Judith Neely finds an intellectual home at St. john's. "'\Vlhen the assisW tam deans interviewed applicants for the position of resident assistant, Judith Neely struck . them as the perfect candidate: a thoughtful student, a voice of reason in the community, and a friendly face in the dorms. If that wasn't enough to land her the job, Neely had an entirely different set of qualifications that made her a shoo-in: she is a mother of four, a grandmother of four, and a foster mother to four. With her young Judith Neely, an Annapolis junior, has been a "library addict 11 face, hair in ponytail, for most of her life, so she feels right at home in the reading and jeans-cumroom of Woodward Hall. Photo by Keith Harvey. sweatshirt style of dress, it's hard to pick Neely out of a crowd of Johnnies as the grandmother of the group. Yet Neely decided to attend St. John's after raising her four children to adulthood. Her children grown, her interest in her profession (accounting) dwindling, she found herself looking for a new direction in her life. Neely considered training for a career in healthcare, hoping to work in a third world country. While discussing these plans, a friend made a simple suggestion that led her to pursue a different path. "He asked me to look inside myself and see what would fulfill me," Neely recalls. "I said that I love to write and read, and he said 'why don't you go to college?' " Soon Neely found herself in the library studying college guides. When she read about St. John's in The Fifty Best Liberal Arts Colleges, she knew she had found the right place. "When I read about St. John's I said this was the place for me: the program, the lack of tests, the small size, and no SAT! But really, it was the program that interested me." Neely arranged a prospective visit, but was nervous about how she'd fit in. Not only was she old enough to be the mother of most students, she knew she'd stand out in another way, as one of a handful of black students on a mostly white campus. Fortunately, her fears were short-lived. "When I came here as a prospective, I thought 'this is home, this is me, I feel so at ease here.' I didn't think I'd have to be concerned about my age difference, or race difference, or any other difference. It seemed like everybody here was different somehow, everyone was in their own personal minority group." When Neely enrolled, she opted to live in the dorms. Although most older students prefer to live off campus, after 24 years of raising a family, Neely is happy to have someone take care of her. "It's more practical. I hate to cook and shop. Just being in a grocery store make me nauseous," she says. Her commitment to campus life is appreciated by the assistant deans, and now that she's a resident assistant, the students on her hall benefit from her wisdom and experience. As a resident assistant, Neely serves as problem solver, mediator, advisor, and role model to her floor. She helps roommates work out their problems, counsels students suffering bouts with angst, and guides freshmen through the academic maze of the St. John's program. Sophomore Suzanne Crane was pleased to end up on Neely's floor. "She's been great ~ith any problems on the hall. She understands that problems will happen and she has enough experience to relax about it and let everyone know that things will work out in the end," Crane says. Neely's contributions to the college are not limited to campus life. In the classroom, her insight and experience are appreciated. "She is very good in class," says Amy Robertson who was in Neely's freshman seminar and lab. ''A lot of us came into seminar with a lot of assumptions, but Judith's experiences could stop our assumptions dead in their tracks." • -by Sus3an Borden �THE REPORTER Obituaries. 23 • • of the house, as much a joint project of Paul and Vannie as the garden, was Paul A. Lowdenslager died on Decema small paradise of comfort and cultiber 27, 1995 at the age of 63. He bevation-simple, light and with somelonged to the Annapolis class of 1955. ~ thing for the eye and ear everywhere. I He took his Master's degree at the remember the delight of waking up in University of Dallas in philosophy and a new addition Paul had built together literature, and his doctorate at North- 1 with Vannie's brother Dorik, to gaze at ern Illinois University in political phithe fine proportions and handsome losophy. His teaching life was devoted woodwork of the room. Everywhere to the Western State College of Colothere were intriguing found objects, and rado in Gunnison. books galore. The bedside reading chosen Paul and his wife Vannie both have fur me was always memorable. Last time, extensive ties to St. John's. Paul's in this haven of soundmind-ednesss, I was brother David and Vannie's two given Huysmans' slim classic of the brothers Dorik and Michael.Mechau, Decadence, Against Nature. There were as well as Michael's wife Blakely who always musical discoveries. Many years ago is Michael Littleton's sister, are all I was particularly enchanted by one of Paul graduates of the college. and Vannie's out-of-print records, some I began to know him and Vannie Scottish ballads set by Beethoven, and on more closely when they invited me to my last visit Paul made me a tape, which I visit them in Gunnison on my way to now cherish doubly. or from teaching in the Graduate InAll day long there would be widestitute at Santa Fe. I was there last ranging conversations, punctuated by summer after attending the summer gracious, simple meals, and Paul Board meeting. Paul was a little thinwould often speak of the creeping inner and suffering from back pain, but tellectual famine in his own school he looked and acted much as he aland his own battle to provide his stuways had-like a competent outdoorsdents with more solid fare. He was a man. In earlier years, I remember, he passionate and gallant teacher, one would go to a nearby creek and catch who knew by heart one of St. John's us a stringer of trout for lunch. great lessons: that nothing matters as Those visits-and how glad I am much as what you do here and now in that I resumed them just in timeyour own place. Vannie told me that would begin with the prelude of a he expended his waning energies in spectacular drive into Gunnison, and teaching well into December. The efthen rise in a crescendo of pleasure. fect of his carefully thought-out The pleasure was not only that of being courses in political theory and constiso warmly received but of entering into tutional law will not be lost to his a little preserve of civilization. school, for colleagues have established The house was unassuming outthe Paul A. Lowdenslager Memorial side, though it was surrounded by a Scholarship in Political Theory and beautiful garden; I remember from Constitutional Law (Western State last summer especially a stepped bank College of Colorado Foundation, of various flowers, laid out to form the Gunnison, CO 81231). visual base of the long mountain Vannie says she will stay in their house. range in the distance. But the inside -Eva T. H Brann, Dean Paul A. Lowdenslager Samuel Brown, tutor Samuel Brown died Thursday, November 2, 1995 in Nashville, Tennessee. Mr. Brown taught in Annapolis from 1956-1965 and in Santa Fe from 1965-1989. He is survived by his son, Jamie, and his daughter, Becky. A memorial was held at St. John's College in Santa Fe on Saturday, November 18. Fauneil Rinn, professor Fauneil Rinn (87SGI) who was in the forefront of change at San Jose State University and in the national world of women's studies, died of cancer on November 24, 1995, at the Monterey Hospice in California. She was sixty-nine. Known to her friends as Fanny, she was a professor of political science at San Jose State University for 35 years. During her tenure, she served as assistant dean of graduate studies and research, associate dean of undergraduate studies and provost of the university's New College. Always working to advance the cause of women in academia, Ms. Rinn was a founding member of California Women. in Higher Education in 1973 (and president in 1976), and a founding member of the National Women's Studies Association in 1977. She also was the Coordinator for women's studies at SJSU. Born in Boulder, Colorado, Ms. Rinn graduated from the University of Cincinnati, later receiving an M.S. in Journalism from Columbia University, an M.A. and Ph.D. in political science from The University of Chicago, and an M.A. in liberal arts from St. John's College. She also was a regular participant in the St. John's College Summer Classics program in Santa Fe. She is survived by a sister, Alice M.R. Fundingsland of Colorado; a brother, Michael M. Rinn of Illinois; and three nephews. Memorial contributions may be made to St. John's College in Santa Fe. Noted: William E. Reese (A34) died September 19, 1995 William K. Flora (A35) died October 29, 1995 . As o memorial to Mr. Venable, The Meem Library in Santo Fe is now accepting contributions to the BRUCE VENABLE LITURGICAL MUSIC COLLECTION FUND Donations in his memory can be mailed to: The Bruce Venable Liturgical Music Fund St. John's College 1160 Camino Cruz Blanca Santa Fe, NM 87501 For more information, please call 505-984-6098 Continued from page 21 Continued from page 24 Continued from page 22 ments (tending in any case to be illegible scrawls). I think we should find all sorts of ways of having · the writing assignments frequently done and efficiently dispatched: some just thrown away, some self-critiqued by re-writing, some read by classmates, some by writing assistants, and of course, some discussed in a conference with the tutor. It seems to be the case that writing assignments pertinent to students' current preparations are particularly engaging to them. 5. We should review and stabilize the logic segment of the sophomore year. 6. We should stay in closer touch with Santa Fe through the deans, the Joint Instruction Committee, the campus exchange committees and individually. The dean's office will gladly fund acquisitions of manuals, phone calls, and the like. Here e-mail will eventually be helpful, I guess. goauche and pastel on paper entitled "Collections ... 100 Butterflies." Ms. Chandler has studied international relations and history at Rutgers University, Oxford and the London School of Economics, and art at Belle Arte and Instituto Allende, both in Mexico. She now works on her paintings full-time, following her own instincts and style. She has appeared in numerous one-person and group exhibitions since 1980, and has works in several collections, including Texas Instruments Corporate Headquarters in Plano, Texas, the Ronald McDonald House in Houston, Texas, and First City National Bank, also in Houston. Ms. Chandler's exhibit will open with a reception from 5-7 p.m. Friday, February 23 in the Fireside Lounge, and continue through March 28. April will feature the third annual student art exhibit which will open April 5 and continue through April 27. For more information on the exhibits or the guild, contact Ginger Roherty at 505/984-6099. -by john Schroeder painted, partitions were removed to enhance the sense of openness, and all the tables were refinished. Student art decorates the walls, and large plants were added to the room. Monthly entertainment also is a new feature of the coffee shop. In November, for instance, wellknown flamenco guitarist Rubin Romero performed for a large crowd of students. Overall, changes to the food service operation have received positive feedback from all quarters. "We have seen greater staff, fuculty and student use of all our food service operations. And although we're pleased with our first step, we're not sitting back," said Mr. Shaffer. -by Lesli Allison 7. Speculations for the future It seems unlikely to me that the language program, any more than the Program as a whole, will undergo great changes in the coming decade. There are three reasons that make it so. 1. There is no major, univocal dissatisfaction with what we have. Criticisms circle around the present curriculum on this side and that, a sure sign that we have found if not the happy medium then at least a workable one. Our watchword seems to be here as always to do better what we already do. 2. The faculty is too fully occupied and over-occupied with the demands of the present Program to want to invest much time in the cloudcuckooland of curricular revision. 3. It is by no means clear that there could, at this time, arise simultaneous impulses for the same major instructional proposal on both campuses. Maybe later. Nonetheless I can't resist reminding the faculty of a plan for a fairly radical restructuring of the language program proposed by Tom Slakey many years before he became dean, a plan that I have never been able to let go. He thought we should have only one foreign language, Greek, which we should study over four years in the slow, prolonged way that really sticks. The main study would be English. We would read not only poems and short prose, but novels. We would parse, scan, analyze, paraphrase, in short do everything that should properly precede the kind of reflection on language we are interested in. Then we could deal exhaustively with the trivium of grammar, rhetoric, and logic. The last particularlycould then include a sampling of the post-Aristotelian logics. And we could add a fourth modern study, linguistics. But for now these are pipe dreams. [There follow several more speculations for the future, not included.] e e e Most popular senior essay topics Answers to quiz from page 3 Plato Tolstoy Math/Lab Shakespeare Baudelaire Bible Hegel Niefzsche Kant Aristotle Cervantes Rousseau �s. ESIC C B SWITH •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• A prelude to the college's 300th ~niversary celebration has begun on the Santa Fe campus. For the past several months, Musician-in-Residence Peter Pesic has honored the tricentennial with public lunch-time performances of Mozart's piano sonatas. During the past few years, Pesic has offered informal lunch-time concerts to the public at no charge. The events are held monthly during the academic year and weekly in the summer. He has performed the complete series of Beethoven sonatas and the complete piano works of Schoenberg, Berg, and Webern. This year's series focuses on Mozart. "I decided to do the complete piano sonatas of Mozart, both because I was drawn to them and also because I wanted to do something special to celebrate the 300th anniversary of the college," Pesic said. "Although Mozart had not yet been born in 1696, he was contemporary with the early years of this college and somehow it seemed to me there was something celebratory and appropriate about this conjunction." During the lunch hour concerts, Pesic not only performs selected works but discusses them with audience Peter Pesic, by Ryan Underwood (SF94). members. "I've enjoyed very much these occasions in which I can both speak a little bit about the music as well as play the works, and there has been a veiy gratifying and sustained interest in the local community;" he said. "I've been able to include a number of little known works by Mozart-sonatas and fantasies, that are exciting to learn and share with the audience. I've also enjoyed the informality of the occasions which somehow seem more ap- proachable and intimate than evening concerts." Pesic also participated this fall in the Chopin Music Festival, which honored the composer through a series of concerts in the United States, Canada and Mexico. As part of the festival, Pesic performed by invitation in El Paso and also at St. John's. "I chose to do late and lesser known works of Chopin that emphasize the visionaiy side of his compositions. Other pianists concentrated on better known works, more characteristic of the flamboyant romantic, who Chopin is for many people," he said. But how does a St. John's tutor find time to learn and practice new works? There isn't much opportunity, Pesic said. "I cram in the time late at or between classes, on vacation or the summer. It's difficult with the very busy teaching schedule we all but it's something I would feel lost if I didn't do." -by Lesli Allison 1th membership in the St. John's College Library and Fine Arts Guild growing, the Santa Fe art gallery is in the middle of a season that has turned out to be even better than anticipated. In October, the guild conducted two successful fund-raising events: the Meern Library Booksale and the Spanish Colonial Arts Market. The college is already receiving calls from artists as far away as California who would like to participate in the market next year. The guild also sponsored an exhibit of the Charles and Janice Rosenak American Folk Art Collection in November. In January, the art gallery will begin its celebration of the 300th anniver. sary of St. John's with an exhibit by nationally renowned Santa Fe artist William Lumpkins. Born near Clayton, New Mexico, Mr. Lumpkins demonstrated artistic talent even as a child, but it wasn't until his family moved to Roswell when he was in his early teens that he really began to mature as an artist. In Roswell he met and painted with a young Peter Hurd and through him Paul Horgan. These two would have a profound effect on Mr. Lumpkins, and would themselves leave an indelible mark on the histoiy of the arts in America. In 1929, Mr. Lumpkins enrolled in the University of New Mexico and took a watercolor class from Sheldon Parsons, and as he later recalled, "Well, I just went through the roof. I went back down to the ranch that summer and I remember I completed 90 watercolors. I couldn't quit." The next year, he ventured into modern art after discovering the works of artists like Kandinsky. While he was an architect by profession, art never stopped being a part of his life, and in the late 1930's he was asked to join the Transcendental Painting Group. In 1940, the Guggenheim exhibited seven paintings by the group which were then scheduled to be shown at the Paris World Exhibition. They were lost when the Germans blitzkrieged France. Ten of the group's works were also shown at the Museum of Modern Art in New York The group disbanded in 1941, as WWII pulled some of its members into the military, including Mr. who flew with the Navy. Aftei the war, Mr. Lumpkins returned to his architecture and his art. Given his career as an architect, it seems unusual that his art never encompassed geometric abstraction. Instead, because of his zen philosophy, he focused on landscapes and nature. William Lumpkins has exhibited "Untitled" by William Lumpkins, watercolor on paper1 1940 his work at the Art Institute of Chicago, Corcoran Gallery of Art in Washington, D.C., New York World's Fair and the Museum of Non-Objective Art in New York. At 86, Mr. Lumpkins is still prolifically producing work in his studio. What better way to kick off the celebration of "tradition and progress" than with selections from Mr. Lumpkins' 70 years of painting. The exhibit will continue through February 15. Mr. Lumpkins' show will be followed beginning February 23 with an exhibit by Texas artist Sally Chandler, who is currently living in Santa Fe. Ms. Chandler will be presenting 100 small paintings (approximately 10" x 10") of Continued on page 23 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The St. John's Reporter</em> Description An account of the resource College newspaper which started publication in 1974. Continued publication into 2000. Includes primarily historical content.<br /><br />Click on <strong><a title="The St. John's Reporter" href="http://digitalarchives.sjc.edu/items/browse?collection=35">Items in <em>The St. John's Reporter</em></a></strong> <span>to view and sort all items in the collection.</span> Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 24 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context vol 22 issue 2 Winter 1996 Title A name given to the resource Reporter, Volume 22 Issue 2 Date A point or period of time associated with an event in the lifecycle of the resource 1996-01 Description An account of the resource Volume 22, Issue 2 of The St. John's Reporter. Published in Winter 1996. (Annapolsi edition) Publisher An entity responsible for making the resource available Public Relations Office 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 Santa Fe, NM Creator An entity primarily responsible for making the resource Goyette, Barbara (editor) Allison, Lesli (editor) 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 The Reporter https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1bfef98f8a1b1688a4cd2f2bb7aee0be.pdf 0486e9bdfb3cae9106ce616f0d900b78 PDF Text Text ST. JOHN'S COLLEGE LIBRARY ~1 1 1 1 1 1 1 1~l1lf ST. JOHN'S COLLEGE 1\l\1\1\f11f1'1I111111111111111111 31696 01138 2171 SANTA FE EDITION 1 ST. ]OHN S AT 300 ............ .1 CELLULOID COWBOYS AND THE LITERARY FUTURE ...... 2 THE DOUBLE LIFE OF NICHOLAS CAPOZZOLI ..... .3 CHEZ GREAT BooKs ......... 5 SF BOOKSTORE ................... 6 ONE COLLEGE .................... 7 BART, DARKEY REFLECT ON THREE DECADES IN S GUIDES TO THE GREAT BooKs ................................. 11 SEARCH AND REscuE.. ... .12 ALUMNI ASSOCIATION NEWSLETTER: PLATO IN A 10-GALLON HAT; ELECTION NOTICES, AND MORE GOOD BOOKS: ................................. 13 LETTER FROM THE CZECH REPUBLIC. .......................... 15 SANTOS COLLECTION ..... .19 �1 NEWS REPORTER FROM THE BELL TOWERS ••• ST. JOHN'S AT 300: HONORING THE PAST, CELEBRATING THE FUTURE her: 1<.ing William's School was founded as a "free" school in 1696, the term "free" referred to the freedom that students educated in the liberal arts would experience. The new colony, an untamed land in the midst of a vast continent of opportunities, needed young people who could face the challenges of settlement and governance. Liberal education, giving students a solid foundation in all aspects of learning, was seen as the way to ensure the future of the new world. Today, with its pure vision of the liberal arts, St. John's comes full circle back to that original purpose and continues to lay firm foundations for its students to face the future as free adults. As St. John's begins its fourth century, the college will be looking back to honor its past and forward to celebrate its future. THE KICK-OFF: JUNE 1, 1996 St. John's will be celebrating its 300th year beginning on June 1 with a day packed full of events. The highlight will be the dedication at 2 p.m. of the new library, housed in the former Hall of Records building. The architecture and interior design of the renovation and addition meld historic preservation with daring modern elements, setting the theme for the tercentenary year. Along with an opening ceremony, speeches, and tours of the new library, June 1 will also be the date for the first ever St. John's College Book Fair. More than 10,000 books have been donated and will be sold in Woodward Hall. Sale hours are 10 a.m. to 4 p.m. on Saturday, June 1, and 10 a.m. to 3 p.m. onJune 2. The Book Fair is sponsored by the Friends of St. John's College, and proceeds benefit the library. On the evening of June 1 a black-tie, invitation-only dinner will kick off the tercentenary year and celebrate the successful completion of St. John's five-year capital campaign, which raised over $30 million for the college. In July, the Santa Fe campus will join the celebration with a special exhibit of the Larry Frank New Mexico Santos Collection. Alumni will also have the opportunity to celebrate during Homecoming and the Summer Alumni Program. A YEAR OF CELEBRATING During the 1996-97 academic year beginning in September, the college will host a number of tercentenary events. At the top of the social calendar will be "Lafayette's Ball," a costume ball held in the Great Hall of McDowell. In 1824, General Lafayette was feted in the same room during a visit to Annapolis. On the intellectual side, a Great Issues Forum will address the future of reading in today's technological age. Annapolitans will be able to participate in small seminars to discuss the topic, under the leadership of St. John's faculty members and leading experts in the field. Several Community Seminars will bring people from Annapolis together with St. John's faculty members to discuss topics in history, philosophy, and political science. The Mitchell Art Gallery will feature special tercentenary exhibits, including a photo display covering 150 years of college history. Annapolis photographer Marion Warren's work will be on exhibit, as will that of famed Life magazine photographer Alfred Eisenstaedt. Focusing on topics in Maryland history, the monthly series of Tuesday lectures co-sponsored by the Anne Arundel County Trust for Preservation and the Friends of St. John's will present programs on the history of the college. Other activities in the works include a small-boat expo and regatta on College Creek (slated for the summer of 1996), and a national rally for liberal education to be held in Washington, D.C. with political leaders. The U.S. Postal Service will issue a special commemorative postcard featuring St. John's. A commemorative book with photos and artwork illustrating college history and a large time-line poster highlighting the intellectual history of the past 300 years also are being produced. ST. JOHN'S AT 300 CONT. ON PAGE 2 REGISTER NOW FOR SUMMER CLASSICS The Santa Fe campus is currently accepting registrations for its 1996 Summer Classics program. Now in its sixth season, Summer Classics is a series of week-long seminars in literature, philosophy and opera. The topics for 1996 include Plato's Republic; Dante's Purgatorio; the Mahabharata-Bhagavad Gita; Euripides' Bacchae, Medea and Electra; Rousseau's On the Origin of Inequality; Aristotle's Ethics; Shakespeare's Othello, Antony and Cleopatra and]ulius Caesar; and the operas Don Giovanni, Madama Butterfly and The Rake's Progress (participants will have the opportunity to see these operas performed live at the Santa Fe Opera). The program also includes professionally guided anthropological, archeological and geological excursions, special events and ample recreational opportunities. Seminars are led by members of the St. John's faculty and guests from other institutions. Tuition from $11 SO/week, includes accommodations and meals for six nights and seven days, excursions, receptions and extras. For information contact: Summer Classics, St. John's College, Santa Fe NM 87501-4599 I (505) 984-6104 I email: sjcsfpr@aol.com. The Reporter is published in April and October by the Public Relations Office, St John s College, 1160 Camino Cruz Blanca, Santa Fe, NM 87 501 & i~ July & January by the Public Relations Office, St. John s College, Box 2800, Annapolis, MD 21404. 1 1 SANTA FE: Lesli Allison, editor John Schroeder, assistant editor Lisa Donenfeld, graphic designer ANNAPOLIS: Barbara Goyette, editor Sus3an Borden, writer Betsy Blume, Eva Brann, John Christensen, Pamela Kraus, Benjamin Milner, Brother Robert Smith and Elliott Zuckerman, advisory board. USPS 018-750 �REPORTER 2 CELLULOID COWBOYS & THE LITERARY FUTURE IN SANTA FE THIS SUMMER you a brochure and included a few articles The Reporter for you to read. of you who might not have read them or still aren't convinced you want to attend, here-in a nutshell-is everything you'll be missing if you don't come back this summer: WHAT: Homecoming Weekend and the Summer Alumni Program in Santa Fe. WHEN: Homecoming Weekend starts July 12 and runs through July 14. And there are two Summer Alumni Program weekS---One from July 7 to July 14 and the second from July 14 to July 19. WHY: Because you miss the college, the college misses you, and this is an excellent opportunity to see old friends and tutors, learn how to waltz again (for those who might have forgotten), eat good food, bask in the Santa Fe sun, hike the trails of Atalaya and Monte Sol, and take part in great seminars. ACTIVITIES FOR ALL ALUMNI: Dinner on Friday night, followed by an all-alumni seminar on Descartes' "The Passions of the Soul," led by James Carey, Santa Fe tutor and soon-to-be dean, and a Coffee Shop rock and roll party hosted by the Class of 1986. On Saturday, there will be a traditional Fiesta picnic with lots of games, followed by a story hour for children and their parents presented by Lucy Duncan, SF86, a professional storyteller and owner of The Story Monkey Bookstore in Omaha, Nebraska. There also will be a cocktail reception Saturday night, followed by the Homecoming Dinner Dance, with lots of waltzes and music. Last, but certainly not least, will be a brunch on Sunday at the home of President Agresto. SPECIAL ACTIVITIES FOR REUNION CLASSES (1971, 1976, 1981, 1986 and 1991): Reunion class barbeque dinner on Friday night plus special reunion class seminars on Saturday. FOR GRADUATE INSTITUTE ALUMNI: There will be a special wine and cheese reception on Friday. AND ABOUT THE SUMMER ALUMNI PROGRAM WEEKS: Come a little earlier or stay a little longer and take part in one (or both) of the Summer Alumni Program weeks. The first week, July 7 through July 12, will focus on reading and how technology is shaping the art of reading for the future. Among those teaching during the first week will be Santa Fe tutors Grant Franks and Ralph Swentzell, who will be leading a seminar on Plato's "Phaedrus," and David Starr, who will lead a seminar on Nadezhda Mandelstam's Hope Against Hope: A Memoir. Also teaching that week will be Peter Weis SF84, an archivist at Amherst College in Massachusetts, who will lead a tutorial on the decline of paper and print. The second week, beginning the evening of July 14 and continuing through July 19, will examine the Western tradition and ethic in film. Seminars and tutorials will include sessions led by Annapolis' Dean Eva Brann, with the help of Jim Sorrentino ABO, on Shane, Red River and High Noon. Tom Stern SF69 will lead a seminar on Unforgiven, a Clint Eastwood film on which he worked, and Krishnan Venkatesh, a Santa Fe tutor, will lead a seminar on Cormac McCarthy's The Crossing. IF YOU NEED TO KNOW MORE: Read the brochure! And if you haven't received it yet, call or write the alumni office and we'll send you one. You can contact the alumni office in Santa Fe by calling 505-984-6103; by writing to St. John's College, Alumni Office, 1160 Camino Cruz Blanca, Santa Fe, NM 87501-4599; or by sending an e-mail message to alumni@mail.sjcsf.edu. Iii I ITALIAN ADVENTURE TO COMBINE CULTURE, CUISINE, AND CLASSICS The St. John's College Travel Program will host a learning-cum-sightseeing trip to Italy, November 7-17, 1996. Italophiles and great books fans will travel together to Rome, Florence, Assisi, Siena and Venice. Tutor Geoffrey Comber will accompany the group and lead seminars on Italian and Latin classics such as Virgil's Aeneid, Dante's Divine Comedy and Machiavelli's The Prince. Six educational sessions will be available in cooperation with the University of Rome. Sessions include "The Rise and Transformation of Rome and the Roman World," "The Decline and Rebirth of Rome, from Imperial City to Christian Capital" and "Michelangelo and the Great Masters." Before the trip, tutor Walter Sterling will offer an optional seminar in the Continuing Education/Fine Arts Program in Annapolis on Plutarch's Lives. In addition to the educational elements of the trip, travelers will have plenty of time for sightseeing, shopping and enjoying "La Dolce Vita." For further information, contact Pamela McKee, St. John's College Advancement Office, (410)626-2506. Ill ST. JOHN'S AT 300 CONT. FROM PAGE 1 Alumni from the class of 1968 want to invite fellow alums to a joint 50th birthday celebration on Saturday, May 25, in the Coffee Shop on the Annapolis campus. Dorcey Rose, one of the organizers, says, "We thought it might be easier to face this important time in our lives if we were together." Along with Vicki Cone, Debbie Renaut and Joe Sachs, Dorcey is currently working at the college. The '68s will be inviting all of the tutors and other members of the St. John's community to their B-Day party. For more information, contact any of them at these Annapolis numbers: Vicki Cone, 268-0823(H), 626-2549(W), v-cone@sjca.edu; Debbie Renaut, 2691768, d-renaut@sjca.edu; Dorcey Rose, 268-4371(H), 626-2527(W), d-rose@sjca.edu; Joe Sachs, 268-3533(H). Ill In Santa Fe, the college will host a major conference early next fall exploring the theme of "Tradition and Progress" in the areas of education, science and technology, art and culture, and politics. In October the Santa Fe campus will also host a major celebration which will include a booksale, a Spanish Colonial Arts exhibit, seminars for local residents, poetry readings, book signings and more. And, of course, during the tercentenary year the college will continue its tradition of free concerts, lectures and art exhibits that are open to the public. St. John's students on both campuses will continue their tradition of volunteering in the local communities, tutoring students, working in hospitals and helping with ALUMNI REGISTER UPDATE: The crackerjack team of Alumni Register experts is standing by, ready to produce the 1996 edition of the Register. Alumni will soon be receiving Register data forms in the mail. Be sure to send them in so that the new book will be the most complete ever. Shown are Annapolis Alumni Director Betsy Blume (sitting, left); her assistant, Kim Kern (sitting, right); student aides Reynoldo Miranda (far left), Dimitry Fedotov (second from left), and Luke Trares (right); and Chris Denny, advancement records systems manager (middle). lilJ environmental and housing projects. Ill �REPORTER 3 SCHOLARSHIP THE DOUBLE LIFE OF NICHOLAS CAPOZZOLI ALUMNI CARVE PUBLISHING NICHE BY SUS3AN BORDEN BY ELIZABETH SKEWES ·• JE;Nicholas Capozzoli is a neupologist in Annapolis with a < .(. ../ .··thriving practice and an unusualsecond job: he's a St. John's College tutor. Though some might imagine that such an endeavor would distract him from his medical work, Dr. Capozzoli feels that the Great Books help him. "I love the books that we read at the college and I love to be with the students," he says. "It puts my medical life in a good perspective, and it provides balance to the stresses that I feel in the practice of medicine." Those who imagine that Dr. Capozzoli limits himself to lab class or the occasional math tutorial underestimate the broad interests of the man, and ignore the college's commitment to interdisciplinary learning. As the catalogue states: "In order that conversations at St.John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field ofpostgraduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine." And it naturally follows that a medical doctor with a specialty in neurology would lead seminars in everything from Homer and Mozart to Kant and Hegel. Although St. John's leads the field in interdisciplinary study, Dr. Capozzoli could easily have invented the concept. As an undergraduate at Manhattan College, Dr. Capozzoli had to major in chemistry in order to qualify for the courses he needed to attend medical school. But, he points out, he took more credits in philosophy than in chemistry. The college catalogue comments on the advantages of cross curriculum teaching: "The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. " And the advantage of this for Dr. est. "They see it as a kind of curiosity," Dr. Capozzoli says. "I was the founder of Anne Arundel General Hospital's medical ethics committee and its chairman for twelve years, so the hospital is accustomed to my dealing with issues not strictly scientific but having more to do with philosophy." And while the medical community indulges what they might see as a quirky calling, the students at St. John's are impressed by this man who deals with the flesh-and-blood of real life, yet is devoted to joining them in what some might call their Ivory Tower. When Dr. Capozzoli began teaching at the college, students referred to him as "the brain surgeon" even though surgery is not part of his practice. "I suppose it was a mark of respect," recalls David Heimann, A87, a junior when Dr. Capozzoli joined the faculty. "Perhaps we wanted to heighten our differences, because it was so interesting, even flattering, to have someone from another world who wanted to join ours." Often, those two worlds overlap. "Because of my medical background, students who have an interest in medicine will contact me. Students have made rounds with me at the hospital and attended medical ethics sessions there. I've also led preceptorials at the college in medical ethics," Dr. Capozzoli says. photo by John Bildohl Certainly Dr. more math tutorials, and freshman Capozzoli's work in ne~ology attracts students with an interest in medilab. Dr. Capozzoli is now teaching himself cine and brings a different outlook and Greek in preparation for his first language fresh insight to his work as a tutor. But pritutorials. marily, Dr. Capozzoli is not valued for his Tho.ugh this seems like a tall order expertise, but for his willingness to explore for a full-time doctor, the college catathe books with an eager and open mind. As logue is not silent on the subject of extracurricular work by its tutors: the catalogue reminds us: "At St. John's the teaching members of the "Some tutors do find time to write articles faculty are called tutors. The title professor is and books, but their first duty is to prepare themselves to teach the St. john's program." avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of Although the practice of neurology is expertise. " not explicitly mentioned, it is clear that the Or, as generations of Johnnies have catalogue allows for the possibility of a tutor said, the tutor is simply the most practicing that complex art. But is the medadvanced student in the class. Dr. ical world equally open to one of its practiCapozzoli puts it even more modestly. "I tioners occasionally finding time to teach don't consider myself the most advanced Descartes and Jane Austen to a roomful of liberal artists? Dr. Capozzoli thinks so. student in the class. I don't claim any speGranted, his tutorship at St. John's is cial expertise in any area. I just love the unusual for a doctor, but he finds the books and hope that will be ... "he says, medical community a~cepting of his interever the doctor, " ... contagious." Ill Capozzoli is that he can continue with the mission that originally brought him to St. John's: the study of the liberal arts. In 1974, when he began his medical practice in Annapolis, he enrolled in continuing education classes at St. John's. When the school started the Graduate Institute, Dr. Capozzoli signed up, and earned his master's degree in 1981, a member of the Annapolis Graduate Institute's first graduating class. He's been teaching at St. John's ever since, finding ample opportunity to continue his education. He's led all four years' worth of seminars, freshman and sopho- When Bill Donahue, A67, and Dana Densmore, A65, wanted to publish Densmore's guidebook to Newton's Principia - a book that would make the work more accessible by including translations, illustrations and a step-by-step reconstruction of Newton's argument - they first contracted with a large university press. It gradually became clear, however, that despite the academic press's initial assurances, the book that was going to emerge from that publication process was not the book that Ms. Densmore had envisioned. The solution, they decided, was to publish it themselves. So, in August 1995, they launched their own publishing company, Green lion Press. And in late October, Newton's Principia: The Central Argument, was being shipped to bookstores and individual scholars. "Many scholars are not happy about the lack of control in dealing with mainstream academic publishers, and we have a niche that we're interested in and think we can do well," said Ms. Densmore, a former tutor at the college and now an independent scholar with several other guidebooks in the works. Green lion Press's special niche is providing access to sources in history of science. The books will be in three areas: reprints of classic texts that are out of print, first English translations of important scientific texts, and guidebooks to classic works of particular difficulty, such as Newton's Principia. The fledgling company has three more publications currently forthcoming and is working with other authors who have translations or guidebooks to source texts. "We contract out the actual printing, but we do everything else-design, layout, typesetting, proofreading, distribution, sales.," Ms. Densmore said. "We're only doing books that we know and care about, books we know are worth studying. We have an interest in making these books serve the students and support the way students will need to use the books. By knowing the subject and having taught these books, we understand the pedagogical considerations in presenting the guidebooks in our series. Because of that, we can do a better job of designing and laying out the book to make it easy for students to use than a publisher who turns the design and typesetting over to people who don't know the texts or how they're used." CONT. ON PAGE 4 �REPORTER T NEW LIBRARY WISH LIST Remember that first apartment and how bare it looked even after you'd moved in? 'Remember that first house with the blank living room, its furniture "to come?'' When the new library in Annapolis is complete, it will be beautiful, tastefully appointed and user-friendly for students and other patrons, but there will be a number of blank spots. Here's a wish list, put together by the Campus Planning Committee, to fill in the blanks. Monetary donations to be used to purchase these items would be gratefully accepted. Contact Jeff Bishop at 410-6262505 for details. ~ Several room area rugs, original oriental rugs or Karastan copies, to be used in the entry, the Reference/Great room and 'Junior's office" ~ Brass table lamps for all reading tables ~ Halogen floor lamps ~ Large plants and large terra cotta or wooden planters (for indoors) ~ Floor-model wooden or brass dictionary stands GREEN LION CONT. FROM PAGE 3 Mr. Donahue, who also taught at St. John's, made a new translation of the central propositions of Principia for Densmore's guidebook and drew all the diagrams with a computer drawing program. He is currently working on a gmdebook for Johannes Kepler's New Astronomy, a book which he translated several years ago for Cambridge University Press. In 1981, when he and Ms. Densmore were married, he left teaching for a career as an independent scholar in history of science. Since then he has been translating important texts in history of science, researching questions in original manuscripts and writing. With funding from the National Science Foundation, he finished the translation of New Astronomy. Following on the success of that translation, he received grants from a number of funding agencies, including the National Endowment for the Humanities, to continue his work on Kepler. Mr. Donahue said that cutbacks to those agencies, however, is another reason H E p A G N KIDVID GREATS? 0 R 0 U R FOURTH TOCQ!JEVILLE SOCIETY TO RECOGNIZE SPECIAL GIFTS Getting together a "great books" list for children is one of the fun tasks of parenthood. Starting with the littlest listeners, there's Goodnight Moon, Russell Hoban's Frances stories, In the Night Kitchen and Where the Wild Things Are, Mike Mulligan and the Steam Shovel, and many more. For today's kids, videos can also be a big part of childhood idle hours-they'll watch the same movies over and over and over. Of course no video will have the charm and value of a good book, but for sheer power to hold young attentions, videos can be useful to parents who need to cook dinner or make a phone call. Annapolis alumna Lyn DesMarais, 83, has produced a video that would make a good addition to a children's collection. Called "Hey, That's My Hay," it chronicles life on a dairy farm and is told from the point of view of Geraldine, one of the ·bovine inhabitants. Children are fascinated by animals, large machines and how everyday stuff gets made-all elements of "Hay." The footage was shot on or near Ms. DesMarais's family farm in Massachusetts. Ms. DesMarais will donate profits from the sale of "Hey, That's My Hay" to The Campaign for Our Fourth Century. The video can be ordered for $19.95 plus shipping from Farmer Small Productions, 617 /891-3689. F 4 I must say that I have often seen Americans make great and real sacrifices to the public welfare; and I have noticed a hundred instances in which they hardly ever failed to lend faithful support to one another. -Alexis de Tocqueville C E N T U R Y ways. These "gifts for the future" help ensure the college's ability to continue its mission in the years to come. For example, the college's ability to continue offering scholarships depends on its scholarship endowment, which is largely established by deferred gifts through bequests and charitable trusts. There are several ways such gifts can be made. Deferred gifts reserve for the donor some present financial benefit from the contributed assets while giving a future interest to St. John's. In other words, they work for the giver now and for St. John's later. Charitable trusts, charitable gift annuities, life insurance, charitable lead trusts and gifts through one's will are examples. The advancement offices in Annapolis and Santa Fe can assist in gift planning. Contact either campus for more information. St. John's has enjoyed the benefits of many. gifts to the college during the course of its history-in the spirit of community support noted by de Tocqueville as he studied America. Named in honor of the kind of generosity he described, the newly established Tocqueville Society will encourage those who want to think creatively about making gifts within the context of their financial and estate plans. The Campaign for Our Fourth Century spurred several donors to make major pledges to the college in the form of deferred gifts; the Tocqueville Society will continue to recognize those who wish to support St. John's in similar liJ he and Ms. Densmore started thinking manufacture. An added bonus is that the CD-ROM text will be computer-searchabout creating their own company. "Instead able. of getting the money up front," he said, "we'll do what we think needs to be done And it turns out that there's a common bond between Tycho Brahe and Mr. and go out and sell it." Included on that list are two of the Donahue and Ms. Densmore. Brahe, an company's current projects - a translation astronomer in the late 1500s, often made of Kepler's his own instruOptics, in which ments or worked Santa Fe tutor closely with the Bruce Perry is instrument mak"~re helping to also involved, ers, most of spread the close reading of original whom were not and a reprint of educated, to Tychonis Brahe texts in history of science beyond ensure that the Opera Omnia, the two St. John's campuses" Tycho Brahe's equipment served the scicomplete works. ence. It's that Green Lion same attention to decided to serving learning that made Mr. Donahue reprint Tycho's works because it is out of and Ms. Densmore decide to create their print and nearly impossible to buy. The company. length of the 15-volume Tychonis Brahe Opera Omnia means that a paper edition In fact, Ms. Densmore said the focus would be too expensive for most individof the company comes out of their St. ual scholars, however, so Green Lion Press John's experiences and the love for books will be publishing the full text on CDthat they nurtured at the College. "How do you make your life's work ROM, which will be much cheaper to • CONTACT THE CAMPAIGN FOR OUR FOURTH CENTURY Santa Fe: John Agresto President 505-984-6098 Annapolis: Jeff Bishop Vice President for Advancement 410-626-2505 continue to serve the ideals of the college and its program? This is something that we've found that we can do," Ms. Densmore said. "Preserving and providing access to these texts makes them available not only to students and faculty at St. John's, but also makes it easier for other colleges to incorporate original texts into their programs. Other colleges have great books programs that read some of the philosophical works and literature, but these programs don't do the math and science we do because the texts are too difficult. Guidebooks that keep the text central, but provide help to get through the difficulties, make it possible for other colleges to really study the original texts.·· Mr. Donahue noted that the Newton guidebook already is beginning to be used that way at several other colleges. "So we're helping to spread the close reading of original texts in history of science beyond the two St. John's campuses," he said. More information about Green Lion Press and its forthcoming books can be found on Green Lion's Internet web p<1ge at http://www.greenlion.com. Ill �S , REPORTER CHEZ GREAT BOOKS: THE BOOKSTORE IN ANNAPOLIS PACKS A LOT OF KNOWLEDGE INTO A SMALL SPACE BY BARBARA GOYETTE • • ~ • • • . • •• • . : . . • • • • • • ·~· ··~-~- • • • • •• • • • • • • • • 1 • • • • • • • • • • • • • • • • • • • • • • •• • • • • • :~··:··~·· ~-. ·~ •••••••••••• ~ ~·':"':;·::~ ~· •·• •••• ·~· ••••• ;·~· • • _.-•. ~ ':-• • • • _.: • • • •.• . . . .: •,.• ~-.-;~ ~-;-. ~:~;· ~ ~ ·~·~··~ •••••••• ~ ·~: ••• ' • • • •• : ~: -~·~ ~:-~: • • • • • • •• •· ; : • • • • •• • .off could describe the Annapolis bookstore the '/ same way you could describe the <;91lege: in terms of what it doesn't have. For the college-no departments, no majors, no semester exams, no fraternities, no intercollegiate football. For the bookstore-no cookbooks, no children's books, no GRE prep manuals, no selfhelp section. But, as we learn from Hegel, negativity isn't the whole story. Here's what the bookstore does have: 6,000 titles arranged in less than 800 square feet of retail space; The Wall of program books cozily tucked under the brick arches at the back of the shop; four translations of Augustine's Confessions; seven translations of Dante; a fiction section put together by someone who knows fiction and has zero tolerance for junk; 12 books by or about Leo Strauss; an array of Loeb Latin and Greek editions joyously clad in bright red and green; 15 shelves of science, history of science and mathematics books; a case of "used great books" at bargain prices; St. John's emblazoned t-shirts, caps, fleece and mugs; notebooks, pencils, folders; and Roberta Rusch, A78, wise and witty proprietress extraordinaire, and her assistant Taylor Waters, AGL "We've cultivated a reputation for not being general interest," says Ms. Rusch, by way of explaining her general philosophy of bookstore retailing. "We have very strong sections in philosophy and science, for example. For the GRE prep books and the cookbooks, though, you'll have to go down to Crown," meaning Crown Books, a chain outpost on Main Street. Continues Ms. Rusch, "We do carry fiction, essays, criticism, music, psychology, languages, a lot of Eastern stuff and mythology." With space at a premium, the choice of what to stock is important. Ms. Rusch does a lot of homework before ordering. She studies publishers' catalogues, consults with faculty members and reads reviews. "It really is what you can do on your own gumption unless you want to deliver yourself into the hands of the sales reps," she says, adding, "I don't do sales reps." While most of her sales are to students, tutors and the St. John's extended family, she does get some pilgrims from Annapolis Bookstore Manager Roberto Rusch at work in her office. Pencils, she reports, are the best selling non-book items. "A lot of people at the college hove writing implement fetishes," she soys. Photo by Keith Harvey D.C. (from Catholic U., for instance) and some mail requests. Most recent is a letter from a man in Guam who just had to have a copy of tutor Stewart Umphreys' Zetetic Skepticism. "Commercial bookstores don't carry the more esoteric titles (often from university presses) because demand is lower-than for your usual bodice ripper," explains Ms. Rusch. On the other hand, she doesn't go overboard on literary criticism-possibly the most prolific genre of scholarly works. "The criticism parade is passing us by and we're happily waving," she says. Alumni who have stayed in academia will sometimes contact her with a special order. Michael Hendry, A75, for example, teaches classics at the University of Alabama. He told his classes about the Greek verb chart in the St. John's bookstore and several students called to order one. ("I have tried to get the publisher to print that chart in larger type," says Rusch. "I call it the Greek eye chart-probably no one over 40 should try to use it.") Ms. Rusch also publishes "Book Chat," a wisecracking and informative monthly newsletter on bookstore and publishing happenings. A popular campus publication, "Book Chat" has information on translations, lucid explanations of why books cost what they do, lists of recommended summer reading for greatbooks-stressed Johnnies, and lots more. And then there are the contests. Ms. Rusch calls them "invitationals": 50-word ·j .- • ·;· ;· ••••• :·••••••••• ·••••-•• : ••• ·••• ~,;, •.••• • ••• -;. .~1 ••• •• • ~- •••• •.·_.a. reviews (for frustrated blurb artists) and haikus on favorite books or on the subject of love were the most memorable. She'll send a copy of "Book Chat" with a catalog if requested. Ms. Rusch is always on the qui vive for helpful liberal arts items. In an atlas of historical maps, she spotted maps of ancient Greece that showed the situations described in Herodotus and Thycydides. She wrote the publisher and asked whether they could reprint those two for her to sell. The publisher responded with something along the lines of "Well, you'd have to order 1,000 and no one in his/her right mind would want that many." She wrote back that yes, she did want them. The maps are a popular item-so handy Ms. Rusch claims she keeps one in her glove compartment. Another programrelated victory was convincing Dover to reprint Jacob Klein's Greek Mathematical Thought and the Origin of Algebra, which had been out of print for 15 years. Descending the seven steps (symbol of the seven liberal arts?) to the basement of Humphreys, one anticipates the pleasures of the bookstore: the smell of new books, the faint crackle of an untested binding as a volume is opened, the hope that possession of a book will be the first step in understanding its contents, andcertainly not the least of the bookstore's pleasures-a few minutes in the company of Misses Rusch and Waters. They might be talking on the phone-simultaneously, into the same mouthpiece; singing a song; exhorting an effort at haiku for "Book Chat;" describing the virtues of various editions of Plato for a freshman; or just pushing a current favorite book. Like other good things about St. John's, the bookstore makes sense and it works-but a lot of effort goes into making it that way. Rusch sums up her philosophy like this: "First, we try to stay close to the community and the community's needs. Second, the books are a very serious thing. It's important to me that they be handled with a light heart." Bl ALUMNI, PARENTS, FRIENDS: ORDER YOUR Annapolis: Call:410-626-2540; or write:St. John's College Bookstore, Box 2800, Annapolis, Maryland 21404 Santa �HUMOR LIGHT AND THOUSANDS OF CLASSIC TITLES GRACE·SANTA FE BOOKSTORE BY LESLI ALLISOKJ Andrea D' Amato ·and Bechko, the longtime managers of the Santa Fe campus bookstore, is like trying to interview two standup comedians on stage in front of a live audience-it's virtually impossible. This boisterous, good-humored team responds playfully to almost every question. Asked to describe the 1993 transition from the old bookstore location in the basement of Peterson Student Center to the new first floor location, Ms. D'Amato said, "It was like moles coming out into the light." Underneath all the light-hearted bantering, however, are two highly experienced and motivated professionals who are dedicated to St. John's. Ms. D'Amato, who also is an Olympic-style weightlifter and practicing Zen student, recently celebrated her 15th anniversary as the bookstore's manager. "I started here February 18, 1981," she said. "I know it sounds cheesy, but I love my job. I love working with my staff. I love working with books. I love selecting the stock-it's probably my favorite part of the job." Ms. Bechko, a novelist specializing in westerns, romance and science fiction, has been with the store for the past nine out of her eleven years with the college. For Ms. Bechko, the bookstore's friendly and relaxed environment is a perfect complement to her other life as a writer. "It works very well with my writing," she said. "Igo home each night from a very non-stress atmosphere." Indeed, the bookstore's environment is appealing to anyone who chances in the door. In addition to a warm, knowledgeable staff, the bookstore provides a light and spacious hideaway in which to shop, browse or store to both support and supplement the St. John's Program. With more than 9,000 titles and nearly 2,000 sideline items, including St. John's sweaters, t-shirts, a variety oflogo items, and even a small artsupplies department, the bookstore meets Complete with couches and a kiva fireplace, the Santa Fe campus bookstore provides a light and spacious hideaway in which to shop, browse or read. above is the bookstore staff: (left to right: Jamie Spearman, Andrea D'Amato, Marie Dessomes, Stacey Kaufman and Peggy Bechko.) read. Couches, chairs and even a kiva fireplace make visitors feel more welcome. While the old dungeonlike space had a certain limited charm-and even, for a time, a live bat hanging in the doorway-the new location is not only inviting, but also allows the the needs of the entire college community. "We now have an extensive philosophy selection, including both Western and Eastern philosophy, along with large selections of religion and literature," Ms. D'Amato said. In addition to program-related books and non-program classics, the Santa Fe cam- r. JOHN'S COLLEGE BOOKSTORE CATALOGS NOW! : 505-984-6058; e-mail : Bookstr@shadow.sjcsf.edu; write: St. John's College Bookstore, 1160 Camino Cruz Blanca, Santa Fe, NM 87501 pus bookstore also keeps an eye on contemporary developments. "We're paying attention to what's going on in the outside world," Ms. D'Amato said. "Not only do we cater to people's needs with the program, but we try to keep up with current issues." The bookstore also offers lighter reading, with titles by Tom Robbins and Ann Rice, for instance. According to Ms. D'Amato, these are the kinds of books students read during the holidays. "We also sell a ton of humor books-Calvin and Hobbes, Dilbert, Fox Trot," she said. "That's what kids come in and put on their charge accounts immediately at the beginning of the month." When determining which books to stock, Ms. D'Amato said she looks for classics, even among contemporary,entertainment titles. "I think of relevance to the program," she said. "I look for a book I would want to keep reordering always. I don't just look for topical sales. A book on the O.J. Simpson trial, for example, isn't going to be considered great literature twenty years from now. I look for something with lasting value, and that's a judgment call. Or something that will assist students in their study of Greek or French. And I try to carry books that are representative of certain eras." For alumni, the bookstore is only a phone call away, a fact that many take advantage of. For instance, one afternoon a long-distance call came in from an alumna and her Academy Award-winning husband who were vacationing in the Grand Caymans. For reasons never explained, they had an urgent need for a copy of The Basic Works of Aristotle. The order was shipped overnight express. Another alumna once called to request The Peloponesian Wars for a cruise she was taking through the Greek Islands. The relocation of the store also has brought expanded hours-a move that has delighted Graduate Institute students and attracted a wider range of customers from town. The bookstore now is open 8:45 a.m. to 8 p.m. Monday through Friday and 1 to 7 p.m. on Saturdays. And, while the bookstore has undergone a numberof-ehanges in the past several years, its mission has remained constant. "Our primary goal is to serve the college community," Ms. D'Amato said. "Secondarily, it is to serve the local community and thereby raise money to benefit the college. So at all times the college community comes first." liH �BRIDGING MILES, TIME ZONES & FINANCES ST. JOHN'S REMAINS ONE, CQL,L,EGE BY LESLI ALLISON campuses bound in like siamese twins but physically separated by miles, St. John's College remains in constant dialogue with and about itself. One of the perennial topics of conversation is the relationship between Santa Fe and Annapolis. From a managerial standpoint the college seems, at times, like a two-headed monster. Yet in this very structure, much like a seminar with two tutors, it also finds its strength and stability through the process of interaction. It is an unusual circumstance for any institution. It also is one that will be brought to bear on any discussion about the health or future of St. John's. Lately, there has been much discussion in the college community about the unity of the two campuses, prompting fear among some alumni of an impending shift in the structure of the college. Both presidents and deans, however, say that despite variations between the campuses, the fundamental bond is intact and will remain so in the future. "In the principles of instruction, the mode of instruction, the content of the curriculum and in terms of transferability, we are a unified college," Santa Fe President John Agresto said. "At the same time, we want each campus to be creative, imaginative, and to think of news ways of expanding and promoting the program, e.g. the Graduate Institute and the Eastern Classics program-so long as it doesn't affect the basic and pedagogic philosophical unity of the institution." The recent discussion derives in large part from the "1994 Statement of Educational Policy and Program" issued by Santa Fe Dean Steve Van Luchene. In the statement, which was published in abbreviated form in the Reporter and also made available to alumni through the dean's office and the unofficial alumni web page, Mr. Van Luchene drew attention to some of the major financial issues currently facing the Santa Fe campus. In so doing, he raised a number of questions for discussion, among them the nature of the relationship between the campuses. The statement provided an overview of the college's present financial situation and pointed out several major problems with which the college must contend if it is to maintain a solid financial footing in the future. Among these are the fact that Santa Fe's endowment is significantly smaller than that of Annapolis and that college tuition levels in the west are traditionally much lower than those in the east. The disparity between the two endowments poses several problems, not the least of which is faculty salaries. In his statement, Mr. Van Luchene said, "We all agree that the unity of the program in spirit, if not in all the details, is of central importance. The three practical elements we,have traditionally aimed to keep the same are (1) faculty salaries, (2) tuition and financial aid, and (3) the transferability of students between campuses .... "For the first time in many years, the faculty on the two campuses will receive salaries at different rates ... While we can live with a small disparity for a long time or even a large one briefly, in the long run this will contribute greatly to unknitting the unity of the college as it creates distinctions, complicates the transfer of tutors between campuses, and strains the meaning of a single faculty on two campuses." The second problem, the variance in tuition levels between the two recruitment markets, further complicates the matter. For the Santa Fe campus, annual tuition increases have a negative impact on enrollment while requiring the college to spend more on financial aid. Presently, almost 70% of all students in Santa Fe receive some form of financial assistance. As Mr. Van Luchene said in his statement, "The ironic conclusion to be drawn here is that the Santa Fe campus, the one that most needs the money, has either reached or exceeded the level of tuition that is appropriate for the Southwest, while the Annapolis campus can probably benefit further by substantial increases in tuition." In an effort to address these concerns, Mr. Van Luchene suggested the college community explore new ways of thinking. Seeding the dialogue, he asked the college to consider a number of things, ranging from rethinking the New Program to garnering greater financial support for the college from the local community. He also suggested the college take a second look at the relationship between the campuses, changing it from that of "twins" to that of "cousins." "It should be possible to retain a sense of the unity of our animating spirit without -clinging to a moribund conception of parity in all ways," the statement read. "We are clearly moving in this direction; we should proceed thoughtfully and not merely by inertial drift." In conclusion, he said, "I hope that this paper will serve as a springboard to further possibilities and that it will not invite merely reactionary criticism of its smaller points. None of the ideas it includes about instruction is intended as a proposal. They are all meant to illustrate possibilities and to encourage conversation about our situation." Nevertheless, the statement did raise alarm. "It generated a lot of concern among Alumni Association board mem- bers," Mark Middlebrook, A83, said. "That led to consideration on the board's part that we should look into it. We had meetings with the deans and one sort of quasi-seminar with members of the Instruction Committee, and we had special sessions among ourselves. We went through a couple of years with the college trying to convince us that there wasn't a unity problem. Although we weren't completely convinced, our fears were allayed. We did find that most people think unity is in the interest of college. vigilant." "The reason the association became concerned about Van Luchene's statement is that the Alumni Association is firmly committed to the St. John's College program and its execution on both campuses," Sharon Bishop, A65, president of the Alumni Association said. "For us it is one college, it is one program. It is that which binds us together. As dean, Steve �Van Luchene is operating the college on a day-today basis. From his perspective, having a little distance wouldn't hurt. Similarly, Eva Brann felt the need for a little breathing room. But the way it gets presented simply raises red flags with alumni. We get concerned when we hear college officials say we should become distant cousins instead of sisters. "The conclusion I came to was that the two campuses do indeed need to have enough breathing room in order for them to stay together as one college. In the end, we on ,the Alumni Association Board felt, in essence, that we didn't want to beat this drum too loud, we didn't want to be Chicken Little saying the sky is falling, and so starting last year we decided we should just let it sit but remain vigilant." Glenda Eoyang, SF76, said she was alarmed by the "1994 between the campuses rather than the similarities. "It's my understanding that there are many dimensions that tie the two campuses together: finances, administrative procedures, the ability of students to move back and forth, the alumni who see the college as one institution, faculty, the Joint Instruction Committee, all of those things are ties between the two campuses," she said. "There also are pressures from pragmatic, urgent issues that cause those ties to be looser or tighter from time to time. The campaign, the Eastern studies program, the fact that tutors are doing less exchange from one campus to another and a number of other things recently have served to underline the differences. In that context, Van Luchene's 'Statement of Educational Policy' was unfortunate. It focused just on Santa Fe, it accented differences instead of similarities, and it focused on those urgent administrative and financial concerns." However, Ms. Eoyang said that after some investigation into the issue she is how persuaded that the college will remain intact. "I think it has been resolved with verbal commitments from the deans and presidents on both cam puses that we are a single institution and that we'll resolve our problems in the context of the institution," she said. "But I do believe we need to keep a watchful eye on those urgent issues that will tend to highlight differences rather than similarities." Just about the time the concern over unity began to subside, a new twist genera:ted a second wave of alarm. When the college announced during the January 1996 board meeting that the Joint Instruction Committee would not hold its regular annual meeting due to temporary budget constraints in Santa Fe, it met with a strong reaction from members of the Alumni Association Board. "It appeared to fly in the face of all the assurances we'd been getting," Mr. Middlebrook said. "It's important for tutors from the two campuses to get together for a few days and talk. It still strikes me as of concern that many of the faculty haven't experienced the other campus at all." Mr. Van Luchene said he was surprised by the alumni response. "The Instruction Committee meeting was delayed from March to September, essentially to move it into the next fiscal year," he said. "While we all regret not getting to see our colleagues in Annapolis, no one thought that anything serious was lost by postponing that meeting." "What we heard was that Santa Fe did not have enough money so there would not be a meeting of the Joint Instruction Committee," Ms. Bishop said. "Initially, people got concerned. Then we heard it wasn't cancelled, it was just delayed and that it wasn't anything to get excited about." While most eventually concluded that the postponement of the Instruction Committee was a practical and largely inconsequential move, Annapolis President Chris Nelson, SF7 l, said he agrees with alumni that exchange between the campuses is imperative. "There's one thing we know from experience at St. John's, something everyone here believes is a principle of intellectual growth and human activity and it's this: Talking brings people together," he said. "Listening and talking to one another are good. They are fundamental to education and they arf fundamental to governance of a common enterprise. So if people on our two campuses are struggling with each other from time to time, it usually means they need to talk, and where memos don't work, a telephone might, and where the telephone won't, a personal meeting probably will. And if we haven't always acknowledged this principle explicitly in the past, we recognize it from day to day experience. In this we agree with the Alumni Association: Tutors, associates, officers and staff on the two campuses need to see more of each other and more of each other's campuses. We simply must make this happen or we will have a hard time recognizing ourselves as a single entity in certain fundamental respects. E-mail and telephone are great ways for two to communicate. Physically being together, however, is a far sight better for recognizing those respects in which we are one." Despite the administrative and financial challenges of managing the two campuses and a unilateral desire for more exchange between the two, there seems to be no doubt that St. John's will remain a single institution. "There is absolutely no question about it, the college will remain unified,'' Mr. Agresto said. "On the other hand, it is also important to realize that unity does not necessarily mean 'sameness."' Annapolis Dean Eva Brann agreed. "There is no problem with unity," she said without hesitation. "To begin with we have the 'Statement of Unity' which makes it crystal clear that we are one college. Then we have the yearly exchange of students, the result of which is that two-fifths of our students belong to both campuses. Then we have the fact that we are good friends with each other and are in constant communication. Then we have the Faculty Inter-Visitation Committee. Then we have the Joint Instruction Committee meeting, which was postponed this year because of a change of deans and money difficulties but which will resume early next fall-ahead of schedule. Then we have the fact that many people are now in e-mail communication with each other on both campuses. Then we have the fact that we now make conference calls when we need to, either between Instruction Committees or all the people who are managing the college. Then we have the fact that everyone in Annapolis loves to visit Santa Fe and we hope other way too." Ms. Brann added that a recent change to the Polity which, under highly controlled conditions, allows the two campuses to make slight changes separately from one another, will actually bring the campuses closer together by eliminating unnecessary sources of friction. She also noted that the measure was approved by a huge majority on both campuses and by the Board of Visitors and Governors. Mr. Agresto emphasized that any disparity between the campuses does not stem from philosophical differences, but from the fact that one campus is poorer than the other. And, while this causes a number of difficulties, it also has fostered new growth. "Necessity has been the mother of invention on this campus and we really have been willing to dare," he said. "I think that's what the program ultimately tries to teach." However, determining which things can vary between the two campuses and by how much is no easy matter. "We recognize that too great a disparity between the two is not a great idea," Mr. Agresto said. "This is a difficult line to walk. Each campus wants to be competitive with its neighboring institutions, but we don't want to be competitive with each other. ONE CAMPUS CONT. ON PAGE 10 �BART, DARKEY REFLECT ON THREE CADES I S T FE BY ELIZABETH SKEWES ..............· .................................................................................................................• ............................................................ . who haven't gone to St. John's College in Santa Fe, it is a place on a map-a dot found on the east side of town and tucked into the mountains. For those who have attended classes here, however, it is much more than that. It is a place in the heart and in the mind-a place inhabited by the friends and tutors who have shaped their lives. And for many of them, when they reflect on their days here, two faces, especially, spring to mind. Tutors William Darkey and Robert Bart are as much a part of the foundation of St. John's as any building. Mr. Darkey, who was here when the campus opened, and Mr. Bart, who came nearly 10 years later, are both alumni of the Annapolis campus and were both long-time tutors in Annapolis before coming to Santa Fe, and both served on the committee that selected Santa Fe as the site for the second campus. They have seen St. John's through the decades and been on hand each year as the college has welcomed new students and tutors, which are, for Mr. Darkey and Mr. Bart, the very Santa Fe tutor emeritus Robert Bart transferred to Santa Fe in 197 5 after 30 years on the Annapolis campus. Photo by Vivion Ronoy lifeblood of St. John's. "The faculty makes the college what it is," said Mr. Bart, who came to Santa Fe in 197 5, after teaching at Annapolis for 30 years. "We spend all of our time teaching and even out of class we spend time with our students. That certainly was the case 10 or 15 years ago and it continues today, though perhaps not to as great a degree. Still, the students are often in the homes of the faculty, sometimes helping with the children or just talking. Our pleasure and delight rests in knowing our students well." Mr. Darkey, who came from Annapolis to Santa Fe when the campus opened in 1964, said that in those first years, "there was a great feeling of newness and the excitement that goes with it. I got excited about 'building' the college. What Mr. Weigle had wanted was a bunch of old hands to come and bring the tradition of teaching and learning with them. "We were not trying to be different," he added. "We were trying to be the same in our teaching and tradition. But, of course, we're all individuals and different people modify things in different ways." What they modified, Mr. Bart said, was the tone of the campus. Tutors like Bob Neidorf and Michael Ossorgin have left strong impressions and warm memories in the minds of their students and colleagues. "In a college like St. John's, which is a teaching college, the loss of a good teacher can have a great impact," Mr. Bart said. "The faculty really is the college. The _deaths of Bob Neidorf and Michael Ossorgin have changed the college considerably and those changes are very different from the curricular changes. I'm very aware of who is no longer at the college, as well as who is there." Mr. Darkey credits Istvan Fehervary, who was the first student activities director in Santa Fe, for leaving a lasting mark on the campus. "He's why we have fencing on this campus. He invented the Fasching Ball and picnics on the mountains and all sort of things that are traditions, now, in Santa Fe." He also points to Mr. Bart as someone who has shaped not only the campus, but John Gaw Meem and St. John's President Richard D. Weigle survey the site on soon be constructed. the curric~lum as well. The introduction of the art program into the curriculum was sponsored by Mr. Bart, he said. And while neither man is a strong advocate of change in the St. John's program, they both said that the art sequence in the senior year has added more than it has taken away. "The art program is a very valuable addition to the program and one that was imagined with the founding of the program," Mr. Bart said. "But something had to give way to make room for it and the fact is that there is less time for language and math than there was before in the senior year. "Still, there's very little reason to change our curriculum. It wasn't designed to be contemporary and I don't think that we ought to push out authors that we cur:.. rently read to make room for others who may not be any better," Mr. Bart added. For Mr. Darkey, the importance of the curriculum rests in the way it brings together students with increasingly different educational backgrounds and molds them into a cohesive group of scholars who can learn from each other, as well as the text. Changing the curriculum to bring in more contemporary texts or opening the seminars to discussions of current world events would do far more harm than good, he said. "During the second World War, when I was in college in Annapolis, we kept pret- Santa Fe campus ty good track of the war, but that's different from following Dole, Forbes and Buchanan in the presidential primary," he said. "Vietnam did touch the campus, but it didn't come much into the classroom. It seems to me that those discussions happen, but they do so extracurricularly. I don't think it's our business to teach that to undergraduates. Mr. Barr said that students ought to be out of the world for a while. I mean, why should anyone study Watergate? "Reading the same books - that's a fundamental tenant of the curriculum. Mr. Barr used to say that these books are the minutes of Western civilization." · The very fact that the same books have been read and examined by generations of St. John's alumni from both campuses means that the common experience - over the years and over the miles makes the differences between campuses and between decades very minor. What matters more, both tutors said, are the similarities of a single program and an approach that encourages students to discuss their ideas. "This is a totally talking college," Mr. Darkey said. "We talk to each other all the time and that's possible because we're all studying the same thing. It seems to be more and more the case that the students who come to us have relatively little in common educationally. It's hard to find a �a book that all of them have read. What this college does, through the program, is make a kind of culture that is unusual in most places. By the middle of the first semester, the students are beginning to have a lot of things in common- and not only horizontally among the members of their class, but vertically among students in other classes and other years because they're reading the same authors." It's those factors - the emphasis on learning and talking, and the common experience of the program that give St. John's its most unique character, he said, whether it's St. John's in Santa Fe or St. John's in Annapolis. "Santa Fe may be more 'western' than Annapolis, whatever that means, but the campuses are not really very different. They' re more alike than anyone might suppose." Mr. Bart said there were more differences 30 years ago, when Santa Fe was brand new, and even when he came to Santa Fe nearly 10 years later. "When I came out here, a lot of people thought I represented Annapolis and there were some who were concerned. But I really think we've outgrown that kind of tension," he said. "Of course, things like that don't disappear completely." Still, the two campuses work well together, he said, because they are bound by the common program and by the students and tutors who often spend time on both campuses. The shared experiences and shared vision are what will keep the college going strong well into the next century and beyond. "I sincerely hope that the college in 20 years will be very similar to what it is now and I don't think any changes that will occur will be significant," Mr. Bart said. "If they read 10 other books and drop 10 that we have now, the seminar would be the same. You see, once we establish that we're interested in what the students have to say, that makes a world of difference and it's what sets us apart from other colleges." Dedication of the Santa Fe campus, October 10, 1964 liil ONE CAMPUS CONT. FROM PAGE 8 "For instance, it's much more important to come to parity on faculty salaries than in other areas. The work is the same, the curriculum is the same, the demands on tutors are the same, and as best as possible, the salaries should be the same. When it comes to tuition, room and board there can be a bit more leeway, especially in the area of room and board. Historically, room and board has not always been equal or the same on both campuses, and this is one place where each campus really does have to situate itself within its local housing market. We want students to live on campus and be part of campus life. What may be reasonable on one campus might be too high on the other and drive students out of campus housing." In terms of tuition, the two campuses exist in very different markets, he said. "Annapolis has only to look around the corner to find schools that are as expensive or more so. Annapolis tuition is where it needs to be to be attractive and competitive, but here in the west a tuition as high as Annapolis' means a deficit of students." On this point, however, Santa Fe Dean Steve Van Luchene said the college needs to be cautious. "I personally like the idea of a lower tuition myself, but we have to ask where are we with respect to our competitors, we have to define our market. Then we have to ask how much of an overlap is there in the markets that Santa Fe and Annapolis serve." According to Mr. Agresto, research on these questions which was initiated several years ago and is ongoing today will help to determine the optimum tuition level for Santa Fe. And, while the Santa Fe campus has, over the past two years, lowered its annual tuition increases relative to Annapolis, the college is watching carefully to ensure the variation does not affect transferability. In fact, Mr. Agresto said, when the difference in tuition between Annapolis and Santa Fe became apparent, more students went to Annapolis than transferred to Santa Fe. "We have no evidence that within certain boundaries the tuition differential harms transfer to the more expensive campus." While a number of issues, such as differing tuition levels, continue to generate research and discussion, Mr. Nelson said these problems can be resolved. "I believe in the idea of one college," Mr. Nelson said. "In my mind the Program is the college and the Program ought to drive other questions. It seems to me that as long as we' re unified about the Program it ought not to be hard to discover the various means we will need to use to protect it. "The questions we are talking about are the same ones our freshmen face in their second semester when they talk about sameness and otherness, and the one and the many. Beings have integrity or oneness in what they together share and we have this integrity in the Program. It requires vigilance, work to protect it, and it probably requires many different ways on our separate sites to see that this actually happens. And of course it requires a lot of talk. The exchanges that we've had on the unity theme are healthy in that they've caused us to examine ourselves out loud and to hear what is said by people that we don't see on a daily basis." The two things, then, that everyone seems to agree on are that St. John's College should remain a single entity and that unity does not necessarily mean sameness. "Instead of talking about unity, we should be talking about the relationship between two parts of a whole," Mr. Van Luchene said. Mr. Agresto agreed. "Everyone assumes unity means sameness," he said. "We want to be unified in terms of the core of instruction, the transferability, and the aims of the curriculum, but if one campus looks a little different than the other in terms of its endowment, revenue stream and experiments, that's allowed too." "We want to avoid talking it to death in this kind of generic way," Mr. Middlebrook said. "I am not sure how to do it, but I hope that in our discussions about unity we don't turn it into a momand-apple-pie issue, that we can continue to talk about it critically." For Ms. Eoyang, while she said she is convinced the two campuses will remain unified, she now worries about a different kind of unity within the college-the unity of ideas. "I think the philosophical grounding of the college is the unity of knowledge," she said "The whole idea of studying ideas across disciplines is fundamental to what the college is. And there are ways in which I see that unity being challenged. For instance, there is a tension at the college today between the idea of expertise in a discipline and unity of ideas across disciplines. According to the way I see the college, we need to think about expertise in the context of integration rather than integration in the context of expertise. "I think in some ways our concern about the administrative issues is a -.symptom of our concern about this deeper issue. I would like to see us as a community ask ourselves the question and continue to talk about the unity of ideas as embodied by the college." And so, the dialogue continues. Iii] �PUS LIFE ES TO THE GREAT BOOKS BY SUS3AN BORDEN mid-eighties, an Annapolis .Astucier1t devised a campus tour that capitalized on St. John's diminutive stature. She'd lead a small group out to the quad where she would say: "Now ... pivot!" End of tour. Granted, she had hit upon an efficient way to provide sightseers with a glimpse of our historic buildings and hallowed grounds; yet she failed to do justice to a college as interesting and complex as St. John's. Those who find themselves unsatisfied with the quick pivot tour might be tempted to present themselves at the admissions office on a Monday or Thursday afternoon when prospective students arrive for their campus visits. The campus visit is designed to give prospectives a taste of life at St. John's: they stay overnight in Campbell Hall, talk with students, eat in the dining hall, and attend seminar, tutorials and lab. Each visit begins with a campus tour led by a student guide. In the true St. John's spirit, the guides receive little if any training for their tours. They must decide for themselves how best to interpret the college for the prospectives they introduce to the school. Student guide Kevin Gardner describes his program-centered tour. "We begin at the library and talk about the essays. We discuss our approach, how our papers are personal rather than strictly commentary. We walk through the quad, look at the seal,. go into FSK. If they have an interest in theater, we visit the auditorium. But it is in the classroom, McDowell especially, that the tour reaches a turning point," says Gardner. "We sit down, talk about the chalkboards, discuss how everyone participates. Then we go to the bookstore and talk about the books themselves. The prospectives will often talk about the program books they've read. My tour doesn't address the social life very much. We really have to sum that up because we talk mainly about the program." Head guide Cindy Lutz tries not to skimp when discussing the college's social life. She feels that talking about non-program issues is an important part of her tour. "A visit to the gym is a good time to talk about student activities outside the program. Prospectives are usually surprised by this. They think we spend 24 hours with our noses stuck in books. I like to stress that this is not just an academic life, but that St. John's is a community." Director of Admissions John Christensen values the student guides' various emphases. "Part of the reason for the lengthy stay is to allow prospectives to remain on campus long enough to gain an understanding of the day-to-day life of the students. We want them to have a chance to see the community as a whole, both in its academic and its extra-curricular dimensions," Christensen says. "The tours have a dual purpose. They give the students a physical orientation to the campus, and they give them a chance to talk about what will happen while they are here, what the classes mean, and what the students' attitude is toward attending a class. The chance to speak to a current student during an extended tour helps the classes make sense to them." This well-rounded view of the college pays off. When the admissions office surveyed entering freshmen about the activity most helpful in making their decision to attend the college, the prospective visit was far and away cited as most important. When asked about the quick-pivot tour, Christensen laughs and says, "The campus may be small, but the college is deep, rich and complex. It is the job of the student guides to pull away the veil of the campus and reveal the larger college to our prospective students." Re: "An Open Letter to the St. John's Alumni," Reporter, Fall 1995, why does the College persist in tippy-toeing around this question? No, Their Eyes Were Watching God is not specifically a "great" book. Yes, Frankenstein is melodrama, and Christine de Pisan may have sophomore girls cracking gum and cracking wise in the dorms. But how does one call oneself educated without Sappho and Emily Dickinson? Far more important, oh, philosophers, is the idea. What's Aeschylus the warrior talking about, when he says in The Eumenides that Athena can judge rationally because she wasn't born of woman? Who's this country boy, Aristotle, who writes without evident irony that any male fool can plainly see how irrational women are? And, yes, why does ugly old Socrates call himself a revolutionary, when he allows women to be guardians? The proposal in "The Open Letter" is pretty well argued and reasonably presented, the proffered titles incorporated into the curriculum intelligently. But isn't all of this a little late in the day? Why doesn't the College set aside a month in the senior year, after the Freud readings, to investigate what three generations of shrinks wished Freud had asked his own mother-what does 'Woman' want? There is a reason. To judge by what passes for philosophy in the 20th Century, we may have reached the end of what meaningful new ground philosophy can break. Precisely there, perhaps, 'Woman' is waiting. Talk about calling oneself educated ... - Robert Covelli, A79 llil St John's College Alumni Relations 1160 (amino Cruz Blanca Santo Fe, NM 87501 e-mail: eskewes@shadow.stjohns-nm.edu St. John's College Office of Public Relations P.O. Box 2800 Annapolis, MD 21404-2800 .e~mail: bgoyeffe@mailhost.sjca.edu Christina Papavasiliou (center), on Annapolis sophomore, explains the New Program seal to two prospective students. Photo by Keith Harvey �SEARCH AND RESCUE TEAM CELEBRATES 25TH ANNIVERSARY BY JOHN TULL Team Founder Herb Kincey College Search and proud heritage of twenty-five years to the people of Santa Fe and Northern New Mexico with a festive banquet on April 27, 1996, in the Great Hall at the Santa Fe campus. All members and supporters, past and present, are invited. The plans for the evening include remembering the past with fondness and looking to the future with confidence and optimism. The team was founded in 1970 by Herb Kincey, Istvan Fehervary and Jim Carr. The initial concept continues unaltered after a quarter-century: encourage the St. John's College student to participate in meaningful activities while providing a vital service to the community. It is the unusual student who has not had his or her life tangibly changed through the experience received as a result of SAR participation. From those early days, with fourteen original members, the team has grown into one of the most respected search and rescue teams in the nation. The team now has 100 members, equally divided between St. John's College students and · community members. Every member of the team is a volunteer who donates valuable time and equipment to the goals of the team. FACT: The members own 42 four-wheel-drive vehicles, 16 cellular phones, 48 mountain bikes and 24 sets of snowshoes. The team now has over 40 members trained as a Paramedic, EMT, or Wilderness First Responder, as well as three physicians. Such a wealth of medical training allows the team to respond in a proficient manner to almost any type of life-threatening emergency. Leaders or Team Leaders. FACT: The team participates in approximately thirty-five missions per year, equally divided between rescues of injured persons and searches for lost persons. SJCSAR is highly regarded for its diverse membership, team loyalty, high level of training, and ability to make progressive changes in policy. In response to the growing nationwide movement toward managing emergency efforts using the Incident Command System, for example, the team has become the only Search and Rescue team in New Mexico with a fully certified ICS staff. Each SJCSAR ground team in the field on a mission is 'I equipped with a GPS, or ~( Global Positioning System ~ unit, that allows the (;\ team to know its location at all times with electronic accuracy through satellite technology. ff\ FACT: The team now has 18 Amateur Radio Operators, or Hams, significantly aiding in the communications efforts during missions. ~ \ ' 11 '?~ ...,..~ ~ V The team is ~ financed by contribud ~ tions from the College, ~ member dues and contributions from benefactors and appreciative rescuees. Due to tli.e high cost of, and absolute necessity for, specialized equipment to allow us to do the job we have chosen to undertake, contributions are very important for the success of our objectives. C'J.f A N 0 The team provides extensive training for new members and continuing education for all members. The Executive Board recently enacted significant changes in training requirements. Each member is now certified on a multitrack basis depending upon physical skills, gear required, and training completed. Ongoing efforts to enhance leadership skills have greatly improved mission safety factors. Over one-third of the members have achieved certification as Operations Leaders, Training Operations FACT: Over half the members carry digital pagers at all times to ensure a faster response time to a mission callout. It takes an enormous amount of time and dedication to be a contributing member of the team. The training never ends. A vital piece of equipment is always desperately needed. Some people undoubtedly think that SAR personnel are all crazy: Normal people simply do not enjoy wandering around in the middle of the night in the woods in the snow carrying enormous packs. Not surprisingly, it is a shared feeling among the members that they would not trade their experiences on the team for anything else. As our country fades into the twentyfirst century, there exist few chances to be a genuine hero, for fun rather than profit. There are equally few chances to freely give of one's time and efforts, without recompense or quest for personal glory. It is quite rare in 1996 to be part of an exciting group that undertakes some amount of personal risk for the good of one's fellow-man. St. John's College Search and Rescue Team offers those chances, and thus enriches the lives of the members while saving the lives of the victims. Uohn Tull is a Santa Fe attorney and writer. He is proud to be an Operations Leader for the team.) llil �SPRING l 996 L U M N I ST. JOHN'S COLLEGE J\ssoc1ATION N Ews MARK MIDDLEBROOK, A83 I EDITOR COMMUNICATIONS COMMITTEE CHAIRMAN THOMAS APRIL 1996 ELECTION OF DIRECTORS OF THE JOHN'S COLLEGE ALUMNI ASSOCIATION. In accordance with the Article VII, Sections I and II of the Bylaws of the Alumni Association, notice is hereby given that the following alumni have been nominated to serve on St. John's College Alumni Association Board of Directors: For three-year terms as Directors: M.A. Harvard, Ph.D., Columbia University; Professor of Philosophy and Comparative Literature at the City University of New York (The Graduate School and Research Center and Brooklyn College); author of The Ecstasies of Roland Barthes {Routledge, 1989); trustee of the American Society for Aesthetics (1984-87); consultant to the National Endowment for the Humanities (1979-80 and 1993-95) and the Department of Education of the Commonwealth of Pennsylvania (1986); Visiting Professor at the University of Paris VIII (Spring 1986); Member, St. John's College Board of Visitors and Governors (1986-92); Director, St. John's College Alumni Association Board of Directors (1986-92); Leader, alumni seminars at the Annapolis Homecoming, the New York Chapter, and The Museum of Fine Arts, Boston; St. John's College Summer Alumni Programs (1990~ 1995); Recipient, St. John's College Alumni Association Award of Merit (1989). Paul Martin, '80(S) Austin, TX General Director, Martin Capital Management, 1988-present; Chief Investment Officer, Lone Star Portfolio, Texas Capital Value Funds, 1986-present; Stockbroker, Merrill Lynch/Oppenheimer & Co., 1985-88; U.S. Naval Reserve Officer, 1980-present (Commander); Executive Officer, Naval Reserve Special Warfare Team, 1994-present; Intelligence Analyst, U.S. Army Security Agency, 1973-76; Co-Founder and President, Austin Chapter, St. John's College Alumni Association, 1990-present; Vice President, New York Chapter, St. John's College Alumni Association, 1987-89; SF80 Class Leader, The Campaign for Our Fourth Century; Director, The Jung Society of Austin, 1995-present. Pedro '84(A) Miami, FL J.D., 1987, Columbia University School of Law, as a Harlan Fiske Stone Scholar; igation shareholder with Greenberg Traurig Hoffman Lipoff Rosen & Ouentel, P.A. in Miami, FL, Greenberg Traurig is a 250-attorney firm with offices in Fort Lauderdale, Miami, New York, Orlando, Tallahassee, Washington, DC and West Palm Beach; Vice Chair, Florida Bar Code and Rules of Evidence Committee; member, Florida Bar Rules of Civil Procedure and Rules of Judicial Administration Committees. William '84(S) Albuquerque, NM J.D., University of New Mexico Law School, 1989; Attorney-at-Law, William J. Friedman, Albuquerque, New Mexico; General Counsel, New Mexico Organic Commodity Commission, 1990-95; Judge, International Court of Arbitration, International Federation of Organic Agriculture Movements, present; Law Clerk, Hon. Chief Judge A Joseph Alarid, New Mexico Court of Appeals, 1990-92. Linda Stabler-Talty, '76(SGI) New York, NY BA, Scripps, Claremont, CA; M.A., St. John's College, 1976; M.E.D., Yale School of Architecture, 1991; multimedia producer for non-profit educational agencies; site photographer for American excavation in Sicily; Visual Arts Coordinator, Department of Cultural Affairs, New Haven, CT, 1988-89; Urban Planning Consultant for project for Public Spaces; New York, NY 1993; Director, Ninth Square Public Art Project, 1993-94; Currently working as a consultant to the local library and volunteer teaching at the elementary school where her daughter attends; Director, St. John's College Alumni Association, 1980-83; 1986-92; 1994- Co-Chair, Alumni for the Liberal Arts Annual Fund Campaign, 1982-83; Editor, Alumni Association newsletter, 1986-92. NOTICE IS HEREBY GIVEN THAT NOMINATIONS MAYBE MADE BY PETITION: Rules governing submission of nominations by petition are as follows: l . Petitions must be signed by no fewer than thirty (30) members of the Alumni Association in good standing. 2. Petitions must be presented to the Secretary of the Alumni Association prior to the Annual Meeting at which the election is to be held. Beverly Angel, SGl89, Secretary, St. John's College Alumni Association P.O. Box 2800 Annapolis, MD 21404 3. The election will be held at the Annual Meeting on Saturday, September 28, 1996, at 10:00 p.m., in the Conversation Room, Mellon Hall, Annapolis Campus. 4. The candidates for Directors receiving the highest number of votes for those The Alumni Association Newsletter is published in each issue of the Reporter. We welcome letters, capsule book reviews, and article ideas from alumni. Send submissions and suggestions to Mark Middlebrook at 73030.1604@compuserve.com (e-mail) or call 510/547-0602. GEYER, A68, offices shall be declared elected. Terms will begin on January l, 1997. APRIL 1 ELECTION OF ALUMNI REPRESENTATIVES TO THE ST. JOHN'S COLLEGE BOARD OF VISITORS AND GOVERNORS In accordance with the Article Sections II of the By-Laws of the Alumni Association, notice is following alumni have the Alumni Association Board Directors for election to St. College of Visitors and Governors. For his three-year term: M.D. '63(A) Annapolis, MD M.A. in English, Johns Hopkins l:Jniversity, 1964; M.D., Hahnemann Medical College and Hospital, 1970; Major, U.S. Army Medical Corps, Pulmonary Disease Specialist, 1974-76; Attending Physician, Anne Arundel General Hospital, Annapolis, MD, Pulmonary and Internal Medicine, l 979- , Director of Respiratory Care Services, 1983- ; Chief, Dept. of Internal Medicine, 1989-1994; St. John's College Physician, 1988-present; Member, Governors Council for Maryland, American College of Physicians; Member, St. John's College Board of Visitors and Governors, 1995present. For her second term: Glenda Holladay Eoyang, '76(S) Minneapolis, MN Graduate studies in education, technical communications, computer programming, and instructional design for University of Oklahoma, East Central Oklahoma University, West Texas State University, and the University of �REPORTER Minnesota, 1976-82; doctoral candidate in sociology, Union Institute, Cincinnati, OH, 1995; President, Chaos Limited, a management training and consulting firm, 1993-present; President, Excel Instruction, Inc., a technical training and documentation company, 1 986-present; Instructional designer and Director of Marketing, Quest Learning System, 1983-96; High school teacher of physics, mathematics; and chemistry at Casady School in Okta~oma City, OK, 1976-81. Author, The.NeY.' Manager: Chaotic Strategies for Cllaotic Times; Member, Advisory Boa~·f.J~ the CJlao~ Ne~~rk, · Urbana, I( l9,95: ;: Foundfug president, . Twin' Cities 'Al~~ntChapte(,, St John's College Alu~ni Association;~Ditedor and Chapters Chair, St. John's College Alumni Association; Class Chair, St. John's College Campaign for Our Fourth Century, 1993- ; Member, St. John's College Board of Visitors and Governors, 1995- . For her first three-year term: Paula G. Maynes '77(A) Santa Fe, NM J.D., University of New Mexico, 1984; shareholder of Montgomery and Andrews, P.A., specializing in litigation; Assistant Attorney General, 1985-1987; member, State Bar of New Mexico and the American Bar Association; President, Santa Fe Chapter, St. John's College Alumni Association, 1984-86; Director, St. John's College Alumni Association, 1984-present. 14 Dallas - Fort Worth Chapter Profile or How I Wiled Away 13 Good Years in the West BY SUZANNE G. DOREMUS, SF79, DALLAS - FORT WORTH CHAPTER PRESIDENT My aston.ishment was genuine ~hen · .Editqr'S:;,f)O~: This article. is fX!rl of an. ongoing series profiling_ loCal alumni cryap~fS:. Qur profile wiH fec,tvre tile Boskm·cfiaptet I descend~ into,.Texos fr0m tile 'NeW next " Mexican high plateau one 100-degree -day in 1981, crossing the Panhandle, with its twin claims to cultural fame-up-ended Cadillacs and a 72-oz. steak-and heading south to the asphalt labyrinth of the MetroPlex, hundreds of miles from the nearest decent book store. As far as I knew, I might never see another copy of Lordship and Bondage again, nor hear the siren ... 'Well, it seems to me ... " from any lips but my husband's. (It's true, by the way, that things are bigger in Texas. I've met several cockroaches sipping margaritas in bola ties and size-12 kicker boots; the trouble is, none of them has ever heard of Kafka.) Near the end of our second winter, we were on the point of intellectual starvation when Sam Larcombe, an alumnus and college liaison, sent word he was coming to town. Whenever two or three are gathered together, there is a seminar, I reminded myself, but I suspected his journey, whose purpose was to found an Alumni Chapter, would be in vain. . in February 1983, ih a room_ at the University of Dolla$r tfi~~ gathered more · ·. than half a doz~n.ordi~ary-IOC>ki·;.;g - MetroPlex·fofk~ of whom revealed themselves as disciples of the EtBll. They included Khalil Ayoub (S76), Jon (A76) and Marion (A75) Hustis, Eric Salem (A77), and Karen Bent (A75). We were cheered by one another's company. In coming to the home of J.R. Ewing and Mary Kay, we might have traded green chile for sour cream sauce, and crab cakes for biscuits and gravy, but we resolved to make the best of it. In the spirit of our adoptive state, we petitioned the Alumni Association for permission to style ourselves the Republic of Texas Chapter (there were no other competing claims at the time). As is so often the case when Texans fall under the yoke of continental government, the Board deemed this a pompous, self-aggrandizing display of hubris, if not outright land grabbing, and fenced us into a few paltry counties. Lawyer Jon Hustis was our Sam Houston, drawing up a charter (here again we skirmished with the Board, but Larcombe's diplomacy averted a second Battle of the Alamo and spared countless off CHAPTER CONTACTS Please call those listed below for information about alumni activities in each area. ALBUQUERQUE: Harold M. Morgan, Jr. (505) 256-0294 NEWYORK: Justin Burke (212) 228-8423 or (212) 620-3955 ANNAPOLIS: Joel D. Lehman (410) 956-2814 AUSTIN: Paul Martin (512) 477-5855 BOSTON: Alvin Aronson (617) 566-6657 BUFFALO/ROCHESTER/TORONTO: Hank Constantine (716) 586-5393 CHICAGO: Amanda Fuller (312) 337-4105 or Rick Lightburn (312) 667-0068 DALLAS/FORT WORTH: Suzanne Doremus (817) 496-8571 or Jonathan Hustis (214) 340-8442 PHILADELPHIA: Jim Schweidel (215) 836-7632 PORTLAND: Rachel Sullivan (503) 629-5838 SACRAMENTO: Arianne Laidlaw (916) 362-5131 or Helen Hobart (916) 452-1082 SAN FRANCISCO/NORTHERN CALIFORNIA: Cynthia Kay Catherine Hobgood (415) 552-9349 SANTA FE: John Pollak (505) 983-2144 or Elizabeth Skewes (505) 984-6103 LOS ANGELES: Julia Takahashi (310) 434-7624 SEATILE: Jim Doherty (206) 937-8886 MINNEAPOLIS/ST PAUL: Glenda Eoyang (612) 783-1405 or (612) 379-3883 ryv) WASHINGTON, D.C.: Sam Stiles (30 I) 424-91 19 or Bill Ross (30 I) 230-4594 lives on both sides) and becoming our first president. Since the chapter is governed by a sort of benign dictatorship (Plato in a 10gallon hat}, it has not seemed necessary to have more than one president since. (False modesty forbids my mentioning her name.) For the record, the change in leadership was attended by an election, fair and square, and if there was any tampering with the ballot box, it could not be detected by any of the survivors of the shoot-out arid fire. (These incidents ~ave been great~ ly exaggerated in the press.) As Marion and I were bOth pregnant at tbe time.of the'chap~(S, organjzotion, the _settfe~ent ~~the Trinity.b~9~ to grow in numbers almost immediately. By the foltowing year a pattern of meetings was established, with the Hustis home our most fre- ~ quent gathering-place, usually on a Friday or Saturday night. Attendance falls in a range from 4 persons to perhaps 12, with readings likewise short and to the point, since many of our members have growing families that require most of their spare time. (Nobody but Georgia O'Keeffe ever came to Texas for the scenery, so it's best to have something you can stay pretty busy at.) Texas levies no state income tax, and, well, we weren't Aggies: We could see the fiscal wisdom of this approach right away. So, with no hall to hire or newsletter to publish, the chapter collects no dues and makes no long-range plans. Each member brings refreshments to the meeting. and participants eat symposium-style, throughout the discussion. Between meetings, the Hustis' refrigerator is a United Nations of half a dozen brands of imported beer, the remnants of various six-packs left on the seminar altar. Our selections range widely from Program books. The reading and meeting date for our next seminar are almost always determined at the close of an evening together. (By tradition, the person who suggested the reading is responsible for asking the opening question.) We meet every four to six weeks, sometimes taking a month off in summer. Each December we have a festive meal together, and hang the reading. If there is a piano at hand, we may end the evening in song. Fortunately, citizens' arrests for disturbing the peace seldom hold up in court. (We may be more soffo voce though, since, it's legal once again to carry a concealed handgun.) Currently we have a mailing list of about 15 members, many of them couples, and roughly a dozen offspring between .1 and 14. Our lucky children have grown \JP equating the term "seminar night" with friends, computer games, videos, dress-up, goldfish crackers, grapes, cheese, juice boxes, and Oreo cookies. Every year, it seems, a few young misfits from the area are prevailed upon to pull up stakes and enroll at St. John's, a school whose alumni don't even have the sense to buy a good football team. In our more than a decade together, the Dallas ALUMNI NEWS CONT. ON PAGE 15 �15 REPORTER ALUMNI NEWS CONT. FROM PAGE 14 Fort Worth Chapter has had the pleasure of hosting a number of receptions for the Admissions Office. Prospective students (and current ones on vacation), parents and other guests are always welcome to attend any seminar. As individuals our members have counseled prospective students, stumped for the Old School at college fairs, planned Homecoming events for their classes, represented St. John's at local academic convocations, headed various college fund-raising efforts, and made themselves available in other ways to the Presidents and officers of both campuses. Over the years we have occasionally lost members to other parts of the country. If any of you should read this, we ask you not to give in to smugness, and above all not to believe yourselves forgotten. That dog won't hunt. Ex Libris Alumnorum CAPSULE REVIEWS BY ALUMNI OF FAVORITE BOOKS Send your one-paragraph reviews to the editor of this Newsletter. Mark Middlebrook e-mail: 73030.1604@compuserve.com 435 Clifton Street, Oakland, CA 946 78 THE TRINITY GENE, by Tim Newcomb 1995, Lagumo Corporation. 330 pages. SUBMITIED BY GLENDA EOYANG, SF76 The Trinity Gene is a fast moving thriller. It is a parable of spiritual renewal caught in the web of clerical, technical, and political high-jinx. Genetic engineering, passionate romance, international intrigue, and social satire are woven together in this first work of fiction from Lagumo Press (founded by Barbara Lauer, SF76, and Norman Newlon}. Fascinating characters wend their ways through a plot that lies somewhere between Jurassic Park and The Gospels. I could not put it down. Seldom does a book earn this cliche from me, but The Trinity Gene did. Newcomb has a gift for contrast that builds rich texture into his locales (Wyoming mountain range and plush rain forest), his characters (monks, cops, and Fanatical rebels), and his dialogue {personal transformation and dirty political games). The tensions between power and purgatory build toward a computer-generated Armageddon. The conclusion is the awakening of the Baby who may live to see a different world. The Trinity Gene is not widely available yet, but you can order your copy from Lagumo Corp., P.O. Box 1407, Cheyenne, Wyoming 82003, or call 1-800-448-1969. ENVIRONMENTAL ETHICS: DUTIES TO AND VALUES IN THE NATURAL WORLD, by Holmes Rolston, Ill 1988, Temple University Press. 391 pages. LETTER FROM THE CZECH REPUBLIC BY MICHAEL GEORGE, A78 SUBMITIED BY OWEN GOLDIN, SF79. Much of the St. John's program focuses on goodness, beauty and obligation. As we were pondering these themes, many of us were of the belief that there was something terribly wrong with reckless development and destruction of the natural world in the regions of both campuses, even apart from the damage that environmental destruction works on other human beings. To some of us it seems as though the natural world itself is a good. How can we make sense of this? Do ethical categories apply, or are we merely registering our own displeasure at the changes we see? The books in the program do not address these issues directly. There have recently been a number of attempts to carry on the great dialogue of the Western philosophical tradition to make sense of moral obligations to the natural world. As to be expected, these are of varying worth. Rolston's book is the most balanced and profound treatment I've seen. The writing is elegant and informed by current biological thought. Rolston's account is non-technical but careful. Starting from a fundamentally Aristotelian position, he argues that nonhuman living beings, species, and ecosystems all have moral standing, but steers clear of the sort of biological egalitarianism that, if taken seriously, would make human life unlivable. MEFISTOFELE, composed by Arrigo Boito San Francisco Opera production, Public Media Home Vision video (1-800-262-8600), 1989. 159 minutes. SUBMITIED BY MARK MIDDLEBROOK, A83 Boito is better known to opera snobs as librettist to Verdi, but his own Mefistofele ranks first on my list of Italian operas. It has diverse musical textures, great tunes, heart-breaking duets, and some of the most powerful choral scenes this side of Beethoven. It also has drama aplenty and, for once, a duel between good and evil thars thought-provoking instead of hackneyed. This video of the San Francisco Opera production brings out all of these qualities, with excellent singing and acting and a touch of humor, especially by devil incarnadine Samuel Ramey. The show's sets are breathtaking, beginning with Rome-licked curtains and cherubim sculptures guarding the proscenium. Opera boxes built into the stage walls serve as homes to the Celestial Host and entry points for Faust and Mefistofele. Sacro attimo fuggenti / Arrestati, sei be/lo! sings Faust: "Sacred, ffeeting moment/ Stay, for thou art beautiful!" This video demonstrates what grand opera is all about. Ill /Se1fMichael George came to St. John's in 1974 he already had a master's degree in history, but he was so intrigued wiih the program he decided to enroll as an undergraduate. He stayed one year, then went on to work on a shrimp boat in South America and after that at a ranch in Wyoming. He also spent some time at a contemplative monastery. For the past three years, he has been employed by the Czech ministry of education as a teacher. He is currently living in the city of Brno teaching English and history at the State Language School. Although the time he spent at the college was brief, Mr. George considers St.John's his true alma mater. "My educational experience really occurred at St. john's," he says. As a student of history, Mr. George was always fascinated by revolution; spending time in the Czech Republic has given him a chance to see "how a culture changed itself." He counts Annapolis Dean Eva Brann among his regular correspondents, and he finds that writing letters helps him keep his thoughts in order. In the following letter he talks about his fascination with Eastern Europe. I've been here two and a half years, and I still don't have an answer when people ask me that most frequent of all questions, "Why are you here?" I tell them about being on the Czech-German border in '68 when the Russians rolled in, and about studying Russian and German history after that. I tell them how I always regretted not having been born 200 years sooner to have seen my own country's birth. I tell them that real revolution doesn't happen in the parliament or on the battlefield but in the kitchens, trams and bedrooms. And how times of the greatest upheaval call for uncommon courage from common people, and how I wanted to be here to see it. So that's become the stock answer, and it's all true, but even as I've listened to myself say it these past years, I knew it didn't reach down deep into the heart. Well, talking with two friends yesterday, a Czech attorney about my age and an American slavophile in his mid20's, I talked myself down to the truth, and it goes something like this: The four decades under Communism in Czechoslovakia was a life I couldn't imagine. My two years in Germany gave me some insight into the European mind and through reading I was able to finetune and expand that understanding into the pecularities that were unique to cen- tral and eastern Europe, especially between the wars. But then I was lost. I was cut off by a chasm that my mind couldn't leap across, couldn't even see across. I couldn't possibly imagine living in communist Czechoslovakia-a land of no escape where people simply waited for events that turned beyond their control. In such a place, there is no distancing from the strife. There is no ocean to cross before the fighting begins. That bombed rubble is your town, that burning building is your home, those piled corpses are your family. And after it all, you shrug and turn back and try to find enough undestroyed to thread back to your roots, and if there is enough, to prepare for tomorrow. And there was no way I could get hold of-get my mind around- what life must have been-, like in those eternal years of totalitarianism. I read history, fiction, newspapers, travel accounts, and still I couldn't imagine it in real time. I knew the people there were just normal people like me, but what was normal on the other side of the chasm? What did they eat? What did they think when they got up? Or talk about with their friends? What was fun for them? What would they think of my normal life? How did they love? What was their one secret wish? Could it be as mundane as mine? Was being a Communist like being a Democrat or Republican? .... or more like being a Shriner or on the school board? No matter what I did, I just couldn't relate. Whenever I could stand close to someone from "over there," I was like a fawning groupie around a rock star. They were so exotic and I was speechless. I hung on every word. They could be "dissidents" or "communists," it didn't matter, I wanted to be able to see myself in their place. I couldn't come to eastern Europe then. Oh, sure, I COULD have, but I had other lives to live, family, land, career. While now is certainly not then and I can never know the full force of what life was like under communism, there is still enough residue here that I can piece together what must have been. There are still enough landmarks that I can take back bearings and approximate the course that those lives must have taken. CZECH CONT. ON PAGE 17 �REPORTER 16 ALUMNI NOTES ••• Richard Woodman writes that he has been practicing law in a small upstate New York village since 1942, with three years off during World War II. "I missed the 60th reunion that wasn't held," he says. Dr. Robert Lewis was inducted as a member into the Academy of Arts and Sciences of Puerto Rico. He lives in San Juan. The Rev. Frederick P. Davis reports that he is finishing a book on his "27 years of full-time (i.e. paid) ministry, serving ten Episcopal churches in five dioceses (including three Indian tribes on two reservations)." His wife, Rita, is studying for an AA degree at a local college after working most of the past 42 years in hospitals as a nurse or medical records technician- "and my secretary and co-missionary." David B. Weinstein has resigned as assistant professor of pediatrics at Texas Tech Medical School. He was chief of the pediatric allergy clinic for 30 years. Dr. Weinstein will continue in private practice. "I have entered a degree program at Johns Hopkins University for a masters of liberal arts specializing in the history of ideas," reports George Wend. Amy Jobes was ordained deacon at All Saints' Epicsopal Church in Paragould, Arkansas. She is now serving as deacon-intraining at Holy Cross Episcopal Church in West Memphis, Arkansas, writes her husband, James Jobes (56). Barry Fisher is Associate Professor of Surgery at the University of Nevada School of Medicine. He and his wife Kame had a son, Joshua Nathanial, in March of 1994. Marcia Herman-Giddens writes that she received her DrPH from University School of Public Health, Department of Maternal and Child Health, in 1994. She is currently the medical director of the North Carolina State Child Fatality Prevention Team, and she also is an adjunct associate professor in maternal and child health. "I graduated with a BS in computer science in 1993-with my two daughters!" writes Constance Baring Gould (A). She has, been a software engineer at Evans and Sutherland in Salt Lake City for two years and had been an electronic technician for several years at the same company. 'Tm really enjoying my new job in software. Though I loved my old job, I relish the change," she says. Erica Udoff (A) writes from Guilford, Connecticut, that she is enjoying her antique house and her enchanting sixyear-old son Oliver, "who loves reading so much maybe he'll head for SJC when the time comes." She says she met up last winter with Carol Gruenburg (A75) and Y melda Martinez (A7 4) for a tiny reunion and peek at Annapolis. Sara Sanders (A) reports that she is in her second year of veterinary school at Cornell-and that "it's very exciting." Cynthia Walton-McCawley (A) and her husband Patrick had their third child, Coiin Walton McCawley, in November. They live in Columbia, South Carolina, and are all "doing great." Darrel Moellendorf (A) has just moved to Johannesburg, South Africa, with his wife, Bonnie Firedmann, and their ALUMNI NOTES Helen Hobart (A) reports that the Sacramento St. John's seminar group is currently focusing on women authors like Virginia Woolf and Mary Shelly. "I appreciate the recent alumni suggestions for more inclusion of women in SJC seminars-we all benefit by stretching to new possibilities," she adds. "I gave up my long-practiced bachelorhood in September, with journalist Allison Blake, late of Annapolis' own Capital," writes Joshua Gillelan (A). "Daughter Hannah (A96) was my 'best person' and contributed beautifully to our wedding ceremony with her declamation in Hebrew of a Song of Solomon passage." Hank Constantine (A) is now a product manager at Xerox. His latest product is the "Bookmark 35," a copier designed especially for copying books. Most of the customers for this product are libraries. Janet Nelson Berggren (A) writes, "We have moved to Washington Island, Wisconsin, a small island off the tip of the Door Peninsula on Lake Michigan. We live on a harbor directly across from Rock Island State Park and are enjoying the great outdoors in summer and winter." Wesley Sasaki Uemura (A) completed his Ph.D. at Cornell University in 1993 and was appointed in the history department of the University of Utah. Care of the Spitfire Grill, a film about a young woman just out of prison who finds redemption in Maine, won the feature film Audience Award at the Sundance Festival this year. The film--directed by Lee Zlotoff (A)--was sold to Castle Rock Entertainment. Frances Goodwin Vazquez (A) is living in Edgewood, Pennsylvania, two doors from Mary Hart (A80). "Mary throws a terrific Easter egg hunt every year, but her sons seem to be outgrowing the tradition and I'm afraid I'll have to step in some day," says Frances. She also says that she enjoys volunteering as a teacher's aide in her children's school. Sally Page Byers (A) married Tommy Lee Whitlock in 1992 and they are living in Reston, Virginia. She has a new job with PSI. Edward Burgess (A) and his wife Angelina had their third child, Cynthia Marie Burgess, in August 1995. William Salter (A), vice president, Controls Advisory Service, at Salomon Brothers, writes, "Teresa and I.have purchased an 1881 townhouse in ·Carroll Ceardeas (Brooklyn)' and will be renovating it for the rest of our lives." Karen Anderson Bohrer (A) has a new position as Library Director at the Oliver Wolcott Library in Litchfield, Connecticut. Diane Lamoureux Ciba (A) is a graduate student in marketing at Youngstown State University. She is a graduate assistant in the business school and hopes to complete her MBA by 1998. Evan Canter (A), with wife Ellen, reports the birth of Talia Sophie on October 12, 1995. CONT. ON PAGE 17 POSITION ANNOUNCEMENTS, ANNAPOLIS CAMPUS A new position, Director of Student Life, has been created on the Annapolis campus, and alumni are encouraged to apply. The Director of Student life will work with undergraduate students in day-to-day matters and will be responsible for the student housing program. The Director of Student Life will report to the Assistant Dean. Administrative duties will include monitoring absences from class, deciding sanctions for absences, investigating complaints of violations of college policy, assigning disciplinary measures, and handling party permissions. Housing duties will consist of managing room assignments, changes, and inspections; and leading student residents. The p~sition requires a B.A. degree; a St. John's degree and experience with college residence, counseling, or human services are desired qualifications. Optional residence in Reverdy Johnson is available. The Admissions Office in Annapolis has an opening for the position of Admissions Counselor for the upcoming academic year. Alumni are encouraged to apply. Responsibilities include talking and corresponding with prospective students, on-campus interviews, and extensive travel to secondary schools and college fair programs. The position requires a B.A. degree (preferably from St. John's). Admissions counselors must be committed to liberal arts and able to articulate the structure and goals of the St. John's program to prospective students, counselors, teachers, and others. Both positions will be available in August. Apply to the Director of Personnel at SJC, PO. Box 2800, Annapolis, MD 21404. CONTAClTHE ALUMNI OFFICE BYE-MAIL! SANTA FE Laura Shach (A) just added a son, David, to her family. She and her husband, Kerry, live in Baltimore. When not changing dirty diapers, Laura is a prosecuting attorney. olumni@moiLsicstedu ANNAPOLIS 74637.2660@cmnpuserve.com �ALUMNI NOTES CONT. FROM PAGE 16 two cats, Elwood and X. "I will be lecturing at the University of the Witwatersrand in ethics and social and political philosophy. I expect this to be quite interesting in the new South Africa," says his e-mail'message. Darrel invites anyone passing through to contact him at the Philosophy Dept., University of the Witwatersrand, P.O. Wits, 2050, Republic of South Africa. Ann Walton Sieber (A) writes: "After three years as an editor at the Houston Press, Houston's alternative weekly, I quit to begin experimenting with voluntary poverty and non-busyness (I'm not kidding!) and also work half-time editing a quirky architecture quarterly, Cite. I also coordinate a volunteer program called the Alternatives to Violence Project and am quite involved in the Houston Quaker meeting." Connie Bates (A) was married in February to James Calloway of Nashville. "Christopher Reichert writes: After reading the Reporter for these many years, I am finally putting finger to typewriter and E-mail this hello to all and sundry. I have been living in Sydney Australia for six years now, and have dual citizenship through some loophole. (I just filled out the forms, I suppose.) I have been working in the computer industry working primarily on behalf of radio stations addressing their IT requirements. It has allowed extensive travel throughout OZ, and by hook or by crook, I have even schemed a few trips back home. I seem to get back to the US about once a year, albeit for all too brief a time at each visit. I must apologize for my pathetic correspondence habits. I do think about people often, but I just can t seem to find the time to write. However, if others are so inclined, I will endeavor to change my manner. My address is 3 Tiley Street Cammeray NSW 2062 Australia. My Email address is webmail(-mtec.com.au. I also keep in fairly regular contect with Edith Updike (A86)who is in Tokyo once again writing for McGraw Hill's Business Week magazine. She says she is both hating (Japan) and enjoying (writing/traveling) the experience. Her address (I'm sure she won't mind me telling) is edith.updikeWiac online.com." 1 Barbara Hum (SF) is a first-year medical student at Georgetown University. John Lavery (A) writes that for six years he has been working in Chicago in investment and commercial banking with Continental Bank and Bank of America. He cites some interesting things he's seen recently: the marriage of Anthony Nyberg (A89), the marriage of Siofra Rucker (A91) to a Lt. Nugent from Montana via the Naval Academy, and Mark Eubanks (A88) becoming a doctor. John is current! y in London working for Bank America in international corporate finance. John Bertram (A) completed a threeyear Master of Architecture program at Yale School of Architecture in 1994. He is living in Chicago and would enjoy hearing from any architects or visual artists. His address: 2318 West Augusta #3F, Chicago, IL 60622. Kim Paffenroth (A) received his Ph.D. in theology this August and is teaching. He writes, "Our son, Charles, is 18 months old and is a joy to us." James O'Gara (A) is halfway through a two-year sabbatical assignment advising the chairman of the Senate Judiciary Committee on drug control policy. He will return to the Department of Justice in March 1997. George Turner (A) graduated from the University of California at Berkeley, Boalt Hall Law School in 1995. He married Abril Bedarf, Princeton '91, a law school classmate. Mary Braden (A) was married to Michael Thorp in December 1993 and they are in the process of fixing up a handsome, but dilapidated old house in the tiny town of Liberty, Indiana. Says Mary, "Beautiful Alexandra Asenath was born on April 13 and has completely changed our lives. Michael is the associate dean of admission at Earlham College, a small Quaker-affiliated liberal arts college in nearby Richmond-a very congenial place for Johnnies! I'm loving full-time motherhood and the slow pace of small-town life ... friends please make contact at mathorp@halcyon.com, 317 /458-7785 or 106 S. Main St., Liberty, IN 47353." Timothy McNicholl (A) received his Ph.D. in math in May of 1995. He is now teaching at Ottawa University in CZECH CONT. FROM PAGE 15 Ottawa, Kansas. He welcomes correspondence from classmates at: 1301 W. 24th St., Apt. 0-21, Lawrence, KS 66046. Patrick Cho (A) entered Temple University medical school this fall. Kemmer Anderson (AGI) is taking a course in Jefferson in the political science department at the University of Tennessee at Chattanooga. He sends a special thanks to Mr. Kuder and Co. for the politics and society seminar in the Graduate Institute. Boaz Roth (AGI) is teaching ancient Greek to tenth graders at the Thomas Jefferson School in St. Louis. "Life is wonderful," he reports. "I get to read Homer, Herodotus and Plato in the morning and then manhandle my colleague, Ken Colston (AGl89) on the basketball court in the afternoon!" Barbara Arnold (SF) is currently a Juris Doctorate candidate at the University of Maryland School of Law. Her address is: 1206 N. Calvert St., Apt. lA, Baltimore, Md. 21202; 410-727-6645; email: barnold@umabnet.ab.umd.edu.1994 John Dyer Lynch (A) is a clown for Ringling Brothers and Barnum and Bailey Circus. After parking cars for six months, Craig Sirkin (A) got a "real" job with Skye-Allend in the computer operations department. The company reports buyer satisfaction, primarily to auto companies. Emily Murphy (A) has been appointed Assistant Registrar of Special Collections at the Maryland State Archives. Her favorite aspect of the job is taking care of the state's extensive photograph collection, but she also handles personal papers, maps, flags and other historical records. Maggie Arnold (A) has an internship with a financial publishing firm in Alexandria, Virginia. Im Even from the beginning of my stay here, I have found myself curiously unvexed by what seems to bother most Westerners-when a five-minute task ends up eating up half a day, or a day, or even two days. Seemingly simple things like going to the post office, which you need to do to get money as there are no personal checks here, can take a great deal of time. It's happened so much, it just seems like the way things are now. I thought it strange I could be so nonchalant about it all. I've never had any patience with incompetence, and here it became institutionalized. Life here was absurd and tragic. I mean tragic in the way of deep personal tragedy times millions of people times decades. And what drives my compatriots mad-the waiting in line, the endless red tape-is just the tag end of that. And, you see, that's why I q.n't get angry for those (half) days lost, because they' re not lost. They' re exactly what I came for, they're why I wanted to live here, why I had to settle here and live as close to true a life as I, an American, could. Just before Christmas, our teacher's trade union chartered a bus for all of us to go to Vienna for the day and take in the Christmas sights. On the way down, a colleague told me of her first trip, five years to the day before, when the border had just opened after the '89 revolution. Czech buses are all blue and white, and almost never washed, but there was a special bus that made?- round trip from Vienna twice weekly, even during the "quiet times" of "normalization" (the repression following 1968). This bus was bright yellow and always spotless and became for my friend a symbol of what life must be like across the border. She watched that magic yellow bus come and go all her life, and the week after the border opened, she stood in a queue for two hours in order to buy her ticket. Her husband couldn't understand why she needed to go. "After all, it's only 100 miles away, and just for the day... what's the point?" And although the distance is farther and the stay longer in my case, I have had the same difficulty answering that question. In so many ways it just didn't make sense for me to be here. But now I know why. That yellow bus runs both ways. Or more to the point, maybe it was that muddy blue and white bus that I found irresistible. Communism came to this land the year after I was born. I'm trying to make sense of the part of the world that was inaccessible to me my first 45 years. After more than two years here, I know that more Western ways are coming. Already, that raw feeling of being under totalitarian rule is wearing away. Some of the rough edges of absurdity are being rounded off. You can buy dental floss now, and next year I'll have e-mail. User-friendliness could be just around the corner. Ii! �REPORTER 18 OBITUARIES AND MEMORIAM ••. ALUMNUS HELPING TO BRING SHAKESPEARE ALIVE FOR STUDENTS BY LESLI ALLISON who attend the ur:aelua1:e Institute, the day of graduation is one of mourning than celebration. It signifies the abrupt end of an exhilarating and lifechanging experience. As countless alumni will testify, two years of the great books is jusf enough to whet the appetite. Such was the case for Dustin Gish. Following graduation in 1992, Mr. Gish began looking for a way to continue his studies. What he found was the Institute for Philosophic Studies at the University of Dallas where he is currently pursuing his Ph.D. The program offers an interdisciplinary great books program similar to St. John's. He also is helping to run a University of Dallas program that takes high school students to Italy each summer to study Shakespeare. "If there was a Ph.D. program at St. John's College, I would be there," Mr. Gish said. "The only way to find something similar was to go to a place like the University of Dallas. In May, Mr. Dish will complete his coursework and begin his dissertation. In the meantime, he also is preparing for another summer in Italy. "For the past three years I've been .co··'''' ? 1!.iP,AA6nu 1 working with the Shakespeare in Italy, a high school summer study program," he said. "I go as a chaperon along with two professors from the University of Dallas, and also teach a number of the courses. The program is designed to open up Shakespeare to high school students in a way that schools aren't allowing Shakespeare to be read. It's a lot of discussion and the main objective is to teach high school students to think critically about texts and to develop conversation skills in a seminar setting." Mr. Gish said the reason the course is conducted in Italy is that a number of Shakespeare's plays are set there. Students visit Florence, Venice, Assisi and Rome, where the main campus is located. The program also includes discussion of art, architecture and religion. And while the University of Dallas is Catholic, the program is open to students of all backgrounds. According to Mr. Gish, tuition is $3300, which includes accommodations, meals and travel. This year the program runs June 21 - July 11. Anyone interested in learning more can contact University of Dallas, External Programs: Rome Office 1845 East Northgate Drive, Irving, TX 75062; 214-721-5225. B RICHARD BLAUI., A32 Richard Blaul died in Charleston, West Virginia, on February 3. A retired insurance broker for Independent Insurance Agency of Annapolis, he moved to West Virginia in 1988. Mr. Blaul was born in Cumberland, Maryland. After graduating from St. John's in 1932, he attended University of Maryland Law School. He was very active in the St. John's College Alumni Association, and his wife, Rosalie, who died in 1987, was a founding member of the Caritas Society. While living in Annapolis, he served as president of the Severn River Association, the American Field Service, the Chamber of Commerce of Greater Annapolis, the YMCA of Annapolis, and Civitan International. Mr. Blaul was also a member of St. Anne's Episcopal Church where he served on the vestry. Surviving are his daughter, Rosalie Marshall Blaul, and a grandson, both of Charleston. Memorial contributions may be made to the Rosalie CB. Blaul Scholarship Fund, Caritas Society, St. John's College, Annapolis. ISABELLE ........ .- ,. ...... SECRETARY TO PRESIDENTS Isabelle Simpson, who served for 30 years as secretary to St. John's presidents Richard Weigle and Edward Delattre, died in Annapolis on February 12. Before coming to St. John's, Mrs. Simpson was the personal secretary of the late Herbert R. O'Conor. She worked with him for 23 years-when he was state's attorney, during both his terms as governor of Maryland, and when he became a U.S. senator. Mrs. Simpson began her job as secretary to Mr. Weigle in 1955, The next two decades were crowded, as Key Auditorium and Mellon Hall were built, and Humphreys and Chase-Stone were renovated. As Mr. Weigle traveled back and forth across the country to Santa Fe, Mrs. Simpson often accompanied him to aid in the organization of the new campus. When Mr. Delattre came in 1980, he asked Mrs. Simpson to remain on the job. When she retired in 1985, Mr. Weigle told reporters that he admired her perpetual cheerfulness. "She was always ready and willing to forget herself and to give of herself to the job," he said. A charter member of the Annapolis Chapter of Certified Professional Secretaries, Mrs. Simpson was named its Secretary of the Year in 19 5 8. With the exception of two years after the birth of her daughter, Mrs. Simpson was professionally employed from her graduation from Baltimore's Western High School in 1927 until her retirement in 1985. She was involved in many activities in the Annapolis community; she served on the board of directors of the Colonial Players and sang with the Woods Memorial Church choir. She was also a member of the Caritas Society. The widow of]. Campbell Simpson, a St. John's graduate (1937), she is survived by her daughter, Janet Farrell, and a granddaughter. WILLIAM T. HART, PETER WEISS: ARGUING FORA SAFER WORLD BY BARBARA GOYETTE International Court held three weeks of hearings last fall on the question of whether the use of nuclear weapons is legal, Peter Weiss, A46, a civil and human rights lawyer in New York, was on hand in The Hague. Weiss is copresident of the International Association of Lawyers Against Nuclear Arms. The group has been working to organize a coalition of governments that oppose nuclear weapons. Along with other nuclear protest groups, they persuaded the United Nations General Assembly and the World Health Organization (WHO) to request the World Court hearings on the issue. Weiss helped draft and write arguments that were presented to the court. Coalition member states and WHO argued that nuclear weapons should be considered illegal under current environmental and human rights treaties. Other nations, those possessing the weapons, argued that they are essential in preserving international security, and that the court doesn't have the power to ban them. The court is an arm of the U.N. General Assembly; it can issue advisory opinions, which Weiss characterizes as "definitive pronouncements of international law." If the court decided the use of nuclear weapons to be illegal, it would not be a mandate, and the court's rulings are not self-enforcing. But, says Weiss, "it could be used by creative lawyers in a thousand different ways." And such a ruling would have international impact. For example, the new foreign minister of Canada has questioned the North Atlantic Treaty Organization's "first use" policy-that NATO reserves the right to use nuclear weapons in any situation it feels appropriate. The World Court's opinion that such use is illegal could strengthen Canada's reluctance to back the policy. Weiss was quoted in the New York Times of November 28, 1995: "It's a winwin situation. If the court says nuclear weapons are not illegal, there will be a tremendous push from nonnuclear states for a convention banning them. If the court says the weapons are illegal, many states will ignore the ruling, which would lead to perhaps an even greater effort to force the adoption of a convention." Weiss says an opinion is expected the last week of March. Weiss credits St. John's with leading him into the law. He's quoted in the Santa Fe Reporter (no relation to the St. John's publication) as saying that at St. John's, "you take a text and do battle with it. And most of what you read there is about ideas of justice and what it takes to make a decent society. I learned a certain kind of hard-headed thinking there." Iii William T. Hart, M.D., died on October 2, 1995, in Rochester, New York, of leukemia. He is survived by his wife Cynthia Allen Hart, and two daughters, Katherine Hart and Victoria Hart, and a son William Allen Hart. WILLIAM COLSON SCHAAB, SGl86 Following a long illness, William Schaab died at his home in Albuquerque on Tuesday, February 20. A prominent New Mexico attorney, Mr. Schaab was considered an expert in Indian, water and corpo,rate law. Particularly of note, he helped Taos Pueblo win back its sacred Blue Lake and also won a multimillion-dollar settlement on behalf of the Navajo Nation in a landmark claims case against the United States. Born December 28, 1927, in Wildwood, New Jersey, Mr. Schaab earned his bachelor's and master's degrees from Wesleyan University in Connecticut and his law degree in 1952 from Yale University Law School. He is survived by his wife, Judith; a son; two daughters; a stepson; a stepdaughter; and six grandchildren. a �RT ... I I BY JOHN SCHROEDER •••••••••••••••••••••"'•"''"''"'""'•••<1>••••'"'""'•••••••.,,•••0>•••••••••••••••G•••••••••••••••••••••••••ee'"'"'"'"''""'"'e•••••Geeeeeoeo"''""'""'"'"'•"""'"'"'"'"' student art display to an of cherished New Mexico santos, the Santa Fe campus art gallery is helping bring art and education together. This April, St. John 1s College students will have the opportunity to show their own work during the fourth annual Student Art Exhibit. In May, Santa Fe artist Gretchen Ballard Guard will present a collection of oil paintings. And, in June and July, the gallery will continue a tradition started earlier this year of featuring renowned private art collections with an exhibit of the Larry Frank santos collection. Formerly the assistant art director ... ·,,,,,., ... ,,.,..•u··~,c~ The Santa Fe staff of the Reporter would like to extend their-gratitude and thanks to Lesli' Allison, SGI94, who recently left St. John's for greener pastures in Colorado, for her hard work and dedication to St. John's College. Ms. Allison has been the director of communications and editor of the Santa Fe edition of the Reporter for the past five years. We wish her all the best in her future endeavors. Iii] for Sunset Magazine, Gretchen Ballard Guard always knew she wanted to be an 11 artist. To pick up some bright paint in a brush and watch it spread out on my paper was a simple process that I found immensely gratifying and wonderful in a mysterious way 11 she said. Ms. Guard attended Stanford University, where she was an art major, and studied with Nathan Oliveira and Frank Lobdell. Throughout the 70 1s, she worked as a freelance graphic designer, which led her to the position at Sunset. In 1977, she and her husband collaborated on a book based on an old Irish folk tale for which she produced more than 70 black and white illustrations. She later chaired the art department at the Community School in Sun Valley, Idaho, where she taught art to students in seventh through twelfth grade. She has dedicated the past eight years to her own artwork. Ms. Guard 1s exhibition of oil and watercolor paintings will begin with a reception from 5 to 7 p.m. on Friday, will 3 in the Fireside continue 30. June and will feature the private santos collection of Larry Frank. Considered to be one of the best collections of santos in the Southwest this is a rare opportunity to see cemuries-old museum quality pieces. Created by artists, and influenced by the southwestern culture, santos are carved or painted images of saints, or other religious figures. There are two different types of santos: Retablos are figures painted on flat boards, and bultos are three-dimensional carved figures. These works of art are now gaining national attention and have recently been featured in several maj<?_r shows throughout America, including New York and Los Angeles. This exhibition will begin with a lecture by Larry Frank from 6 to 7 p.m. on Friday, June 14 in the Junior Common Room, followed by a reception from 7 to 8:30 p.m. in the Fireside Lounge. Mr. Frank also will be autographing copies of his book New Kingdom of the Saints during the reception. Future artists to exhibit in the gallery will include local sculptor Betty Martin and painter Dennis Culver. For more information on any of the exhibits or about the Library and Fine Arts Guild, please contact Ginger Roherty at 505-984-6099. Ill � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The St. John's Reporter</em> Description An account of the resource College newspaper which started publication in 1974. Continued publication into 2000. Includes primarily historical content.<br /><br />Click on <strong><a title="The St. John's Reporter" href="http://digitalarchives.sjc.edu/items/browse?collection=35">Items in <em>The St. John's Reporter</em></a></strong> <span>to view and sort all items in the collection.</span> Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 20 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context vol 22 issue 3 Spring 1996 Title A name given to the resource Reporter, Volume 22 Issue 3 Date A point or period of time associated with an event in the lifecycle of the resource 1996-04 Description An account of the resource Volume 22, Issue 3 of The St. John's Reporter. Published in Spring 1996. (Santa Fe edition) Publisher An entity responsible for making the resource available Public Relations Office 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 Santa Fe, NM Creator An entity primarily responsible for making the resource Goyette, Barbara (editor) Allison, Lesli (editor) 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 The Reporter https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a6bd816dd6d27c9fe8dc893b608baf1b.mp3 bfe59ea6511231a8a9630d8a1f7895b3 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.) 00:56:06 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 Hegel on Reason in History Description An account of the resource Audio recording of a lecture delivered by Mark Alznauer, Associate Professor of Philosophy, Northwestern University, on September 20, 2019 as part of the Formal Lecture Series. Alznauer describes his lecture topic as follows: "Hegel says that the only presupposition that the philosopher brings to history is the simple thought of reason, that reason rules the world. In this lecture, I will compare Hegel’s philosophical histories (of the state, art, religion, and philosophy) to more empirical approaches, paying particular attention to the conceptual form of Hegel’s histories." Creator An entity primarily responsible for making the resource Alznauer, 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 2019-09-20 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 to make an audio recording of my lecture, and retain copies for circulation and archival preservation at the St. John's College Greenfield Library and to 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 Subject The topic of the resource Hegel, Georg Wilhelm Friedrich, 1770-1831 History--Philosophy Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Alznauer_Mark_2019-09-20 Alumni Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2399b256d21cedeb254cdccd40ee949e.pdf 9d396685e69b6547bf5dee1bf35c3a47 PDF Text Text - SPRING 1996 ~-I . . ~_.' : . '· ' . ·.' · �ENERG E I A: The activity in which anything is fully itself. fi ...vou EVEpyELa(wv ... (Aristotle's Metaphysics, 1072b) SENIOR EDITOR Christopher Anderson JUNIOR EDITOR Lydia Polgreen FACULTY ADV I SO R Abraham Schoener S P EC I AL THANKS To the Print Shop: Marcia Baldwin Chris Colby Vernon Magee Don Smith also to: Eva Brann Jennifer Coonce Lynette Dowty Cindy Lutz Seth Milliken Adrienne Rogers Jennifer Swaim Energeia is a non-profit, student magazine which is published once a year and distributed among the students, faculty, alumni, and staff of St. John's College, Annapolis. The Energeia staff welcomes submissions from all members of the community - essays, poems, stories, original math proofs, lab projects, drawings, and the like. �TABLE OF CONTENTS John Singleton September 17, 1995 .............................................. 1 Carla Echevarria Joyce's Ulysses: The Quest for Paternity ............. 2 Matthew Braithwaite Magical Politics and the Perfection of Nature ...... 7 Jesse Berney Haiku on the Motion of a Stretched String ........ 16 Eva Brann Translation of Hermann Hesse's An Evening At Home With Doctor Faustus ........ 17 Beatrice Robbins Form of Language .............................................. 20 Dawn Star Shuman They Do Not Understand: A Discussion of the Heracleitus Fragment Number 12 ..... ........... 24 Janice Cater "For He Unlocked the Hidden Treasuries of Truth" Entertaining Ourselves with the Delightful Contemplation of Newton's Principia ............... 26 Peter Smith Heroism in Racine's Phedre ............................... 34 Alexa Van Dalsem Lyric Narrative ................................................... 37 �September 17, 1995 By John Singleton February 1996 First-born son and Sunday born, Blue-lipped, in fits he kicked and hit, A wingbeat flutter in my arms, He sung to me in squeaks and clicks. Like yeast and flour, the doughy flesh, Rose round, lamb-soft, and toasty white, His vernixed skin baked oven fresh, Eyes fixed upon the simple light. He'll go - and in his journey find, A young man's passion, folly, joy. A father measures his decline, In set-jawed stances of the boy. My own song then, I do extend. A relic father to his son. That wet lipped at the breast again Hot fisted under sabbath sun: Dance chanting in the star-lit night, Stomp blessings 'round its fires, Bend low beneath the kindred light, Sons crowned, unbound, unbriered. "Sing kindness in life's mystery, Beat praises to adventure, Sculpt rhythms to its history, Painting beauty at its center." �J 0 Y CE ' S ULYSSES : THE QUE ST F 0 R PATERNITY Joyce's Ulysses: The Quest for Paternity By Carla Echevarria Of "many-faced" Odysseus' many faces, one of those we glimpse least is that of him as a father. Among his multiplicity of personas throughout the Iliad and Odyssey are the sailor, the captain, the soldier, the trickster, the king, and of course, the mighty hero. In the latter poem, we also get a chance to see him as a husband: his long journey home and the bloody battle to reclaim his household finally find their conclusion in tl.ie arms of his beloved Penelope. But what of Odysseus' relationship with his son, Telemachus? Comparatively little is written about the reunion of the father with the son he left as a child, and found a young man. The result of their reunion is not a profound "mingling in love," filled with nostalgia and story-telling, but a strategic military alliance. They unite, but as soldiers, not family. Joyce's Ulysses is a hero in a much-less-thanmighty sense, and he is not at all a sailor, a soldier, or a king. But Leopold Bloom, at the end of the day, holds at least the potential for fatherhood. His odyssey through the Dublin of June 16, 1904, past dead men, drunks, whores, and Catholics, is one well worth considering with an eye to this potential end. When we first meet Bloom, he is the Odysseus of he Calypso episode: chained in domestic servitude to a goddess. Newly risen in the morning, his first concern is to prepare his wife's breakfast while she sleeps, and serve it to her in bed before attending to his own meal. It is clearly a regular morning ritual which Molly no longer even appreciates. Over the course of the morning, he displays signs of his marital servitude as he takes great care in running small errands for his wife: buying her favorite kind of soap at the druggist's, even picking out a sufficiently smutty romance novel to suit her reading tastes. While in another marriage these might be construed as little gestures of love, the fact that Bloom obviously does them out of habit and that Molly obviously doesn't care transforms them instead into shackles of slavery. Bloom must escape this ''Calypso's island" in order to realize the goal of his odyssey to fatherhood. The episode that follows ends with Bloom taking a bath. The organs corresponding to this episode in Joyce's schema 1 are the genitals, and it is here that we first get an explicit look at the sexual Bloom. His organ of fatherhood is described as he sits contemplating it in the bath: sheds much light upon a re-reading of this episode, for it marks the beginning of Bloom's odyssey toward fatherhood. At this point, he is "limp," and only the "father of thousands" by a remote potential, one that he brings closer to actualization by the end of the day. The Nausicaa episode [Book II, Ch. 10] describes a significant turning-point in Bloom's sexual process. It is 8 p.m., at the end ,of Bloom's working-day, and he has come to take a walk on the beach. An entire conversation of non-verbal flirtation-from-afar that takes place between him and the Nausicaa figure of the episode, a young girl named Gerty MacDowell. She coyly shows off her undergarments to him and awakens his sexual desire. Joyce uses the description of the fireworks display to hint at what is happening to Bloom, as the tumescence technic of the episode swells and climaxes with him: And then a rocket sprang and bang shot blind blank and 0 ! then the Roman candle burst and it was like a sigh of 0 ! and everyone cried 0 ! 0 ! in raptures and it gushed out of it a stream of rain gold hair threads and they shed and ah! they were all greeny dewy stars falling with golden, 0 so lovely! 0 so soft, sweet, soft! [Book II, Ch. 10] He saw his trunk and limbs riprippled over and sustained, buoyed lightly upward, lemon yellow: his navel, bud of flesh: and saw the dark tangled curls of his bush floating, floating hair of the stream around the limp father of thousands, a languid floating flower. [Book II, Ch. 2] We do not learn until much later that his "languid floating flower" has been languid for eleven years; he has been impotent since the death of his infant son, Rudy, at the age of eleven days. This information, however, 1In his "schema" for Ulysses, Joyce lists the Title, Scene, Hour, Organ, Art, Symbol, Color, and Character Correspondences that correspond with each chapter, or episode, of the novel. For example, let us take the first episode of the Book II: it is Titled the "Calypso" episode, and narrates a Scene which takes place in Bloom's house at the Hour of 8 a.m. The Organ of the kidney plays a prominent and interesting part in this episode, and because it concerns Bloom's domestic matters, the Art corresponding to it is economics. The Title alone makes it clear that the central Symbol of the episode is the nymph. Joyce chooses to identify this episode with the Color orange; he has written the episode with a Technic he chooses to describe as a "mature narrative". And, finally, the Correspondences between Joyce's characters and Homer's are listed as: "Bloom= Odysseus, Molly = Calypso". glish, to Middle, to Elizabethan. The transitions are seamless, and the reader feels as though he is witnessing somehing changing and growing with time, like a child in the womb. It is the Oxen of the Sun episode, and oxen are one of the age-old symbols of fertility. It is in this episode that Bloom's quest for fatherhood finds its first concrete object, in the form of Stephen Dedalus. Stephen, whom Joyce's schema explicitly lists as the Telemachus figure to Bloom's Odysseus, is in this episode sitting in a waiting-room at the hospital drinking with some rowdy, young companions. What we know about him has been established by the first three chapters of the novel, which Joyce names the Telemachia, and by the story of his early years as told in A Portrait of the Artist As A Young Man. We know him as a charismatic young man whose status as an "artist" has yet to be firmly established; we have seen into his mind, saturated with a mess of unorganized bits of erudition, and acutely conscious of itself. But his role as the "son" of Bloom is yet unclear (their paths have not even crossed except in indirect encounter), and will only come to fruition over the course of this evening which has just begun. The conversation that the young men are having over their drinks is largely concerned with sex and pregnancy. At one point, Stephen condemns contraceptive intercourse and masturbation, asserting, in Thomistic argument, that the true end of sex is parenthood: "Gramercy, what of those Godpossibled souls that we nightly impossibilise, which is the sin against the Holy Ghost, Very God, Lord and Giver of Life? For, sirs, our lust is brief. We are but means to those small creatures within us and nature has other ends than we." The setting of this episode in a maternity hospital serves a purpose other than symbolism: Bloom, hearing the cries of women in labor, recollects the birth of his own son, Rudy, and it is the recollection that becomes an important segue into his paternal focus on Stephen: His onanism demonstrates that Bloom has regained his virile capacity for fertilization, and he is one step closer to fatherhood. From here, Bloom proceeds to the maternity ward of the National Maternity Hospital on Holles street. This episode [Book II, Ch. 11], one of the most stylistically difficult, opens with three incantations, each · reapeated thrice. They are delivered in the manner of the Arval Hymn, a chant which was part of a ceremony performed by the Fratres Arvales, priests of the Roman goddess of fertility. 2 This, along with the less subtle hint of the maternity hospital, are Joyce's signals to the attentive reader that this chapter will deal with fertility and reproduction. . This theme is reflected even in the technic which Joyce uses. In an impressive display oflinguistic capacity, he has written the chapter in a style that evolves slowly over the course of the episode, from Old En- But sir Leopold was passing grave maugre his word by cause he still had pity of the terror-causing shrieking of shrill women in their labour and as he was minded of his good lady Marion that had borne him an only manchild which on his eleventh day had died and no 2 1 owe this information to Ulysses Annotated, by Don Gifford, p. 408. 3 �ENERGEIA to "she." Bella/Circe is the central figure of this episode, and she represents the emasculating powers that Bloom must face and overcome. The madam herself switches back and forth between being Bella and Bello, and in her masculine aspect she is cruel and tyrannical like the Homeric goddess, holding dominion over Bloom with the words, "Henceforth you are unmanned and mine in earnest, a thing under the yoke." She then makes him put on women's clothing of "shot silk". She and her whores then hold Bloom down to the floor and torture him with physical sadism as she recites a litany of his womanlike weaknesses. These turn out to be multiple and rather surprising. Made to don a corset, petticoat, and garters, he confesses to being a cro~s­ dresser: to having tried on his mother's clothes, and to having been turned into a "true corsetlover" by playing a female impersonator in a high school play. He is also revealed to have masochistic tendencies, linked to his fear of women: "(Cowed.) Exuberant female. Enormously I desiderate your domination." "The Sins of the Past" parade by in a medley of voices, telling of his deeds with whores and strumpets, his having masturbated in phone booths and over used-pieces of toilet paper, having written pencilled messages in pub1ic places offering his wife's services "to all strong-membered males". His subjugation to his wife is brought back to our attention by Bello: "The missus is master. Petticoat government." To this, Bloom can only reply, "That is so." His gender reversal and Bella's is symbolic of the reversal of traditional roles that has taken place in his marriage. We are reminded of our very first look at Bloom, eleven episodes ago, when he began his day by bringing Molly breakfast in bed. Bello completes the symbolism when he places a ring on the female Bloom's finger and says, "With this ring I thee own." The bizarre mess of hallucinations is finally shattered by Stephen, toward the end of the chapter, when he shatters the chandelier with a blow of his ash plant. With this sudden return of reality, Bloom regains his masculi nity by taki ng control of the situation. Bello, before whom the female Bloom once cowered in fear, reverts to being Bella, and she in turn cowers before the male Bloom, shrieking in fear when he raises the ashplant as if to strike. Having thus overcome the symbol of his emasculation in the form of Bello, Bloom is ready to take an man of art could save so dark a destiny ... and now sir Leopold that had of his body no manchild for an heir looked upon him his friend's son ... so grieved he also in no less measure for young Stephen for that he lived riotously with those wastrels and murdered his goods with whores. [Book II, Ch. 11] From Bloom's train of mental association, we can see that Stephen is to somehow become a replacement Rudy, at least for one night. This, finally, is the first explicit hint at the relationship between the two men, predicting a crossing of paths which, by the end of the evening, will have changed three lives forever. From the hospital, Bloom follows Stephen and his crew of "wastrels" to Dublin's red-light district, and the Circe episode begins [Book II, Ch. 12]. It is probably the weirdest of all the episodes, written as a "hallucination" by Joyce's description, and it reads like a surreal nightmare. Here, in the sordid setting of a lowclass brothel, we get a more intimate look into the candid workings of both Bloom's psyche and Stephen's, and the foundation of their relationship is cemented. Essential to paternity is masculinity, and one of the most formidable obstacles in Bloom's path to fatherhood are the forces which seek to emasculate him. In order for him to overcome his impotence and become a father, he must first overcome is emasculation and become a man. The division between the sexes is examined, contorted, ripped apart, and utterly done away with in this episode, and it is the process by which Bloom regains his manhood. One of the most bizarre things about Bloom's "hallucination" is the mess of gender-reversals that take place in the episode, following the entrance of the brothel's madam, Bella. She is the Circe figure of the episode, and we are reminded that in Homer's epic, Odysseus is warned by Hermes against this particular goddess, "lest you find yourself unmanned by her". In Homer's context, the warning is intended to mean that Circe's magic turns men into swine, but in Joyce 's, unmanned has a twofold meaning. Bella turns Bloom not only from a man into a pig, but from a male into a female. There are only the smallest, and rather confusing hints that this is so: Bloom falls to the ground "on all fours" and cries "Truffles!", and at the same time the personal pronoun pertaining to him switches 4 JOYCE'S ULYSSES: THE QUEST FOR PATERNITY active, real step toward paternity. This he does by rescuing Stephen from the redcoats who assault him. As Bloom stands over the younger man, waiting for Stephen to regain consciousness, a figure appears to him, an eleven-year-old boy in a school uniform, reading a book. It is the figure of his son, Rudy, who died at the age of eleven days, and is here seen by Bloom at the age he would haV'e been had he lived. The white lamb's wool coverlet that his mother knitted for his burial is transformed into a white lambkin peeping out of his waistcoat pocket. The delicate apparition hovers over Stephen, like the Holy Spirit above Christ in the waters of Galilee, and serves to symbolically "baptize" Stephen and, finally, make Bloom a father. Thus begins the Nostos, the homecoming [Book III]. United with his father in Ithaca, Telemachus must now help Odysseus conquer and slay the suitors who overrun his household, that he may regain his position as master of his home. Joyce spent a lot of time acquainting us with Stephen Dedalus not because he is the essential figure in this novel - else the novel might have been titled Telemachus - but because he is the necessary component to Bloom's nostos. No other character in the novel, not Buck Mulligan or Lynch or any other young man, could have fulfilled the role that Stephen does in Bloom's odyssey. This may be because of the reciprocative nature of their interaction: Stephen acquires from his evening with Bloom something that no one else could have given him, if only because no one else would have been willing to be a father to him for one night. In any case, the relationship that develops between Bloom and Stephen, adpotive father and son, though it endures for only the remainder of the night, would require an entire other essay to examine completely. I will not examine it incompletely here, because it is not the end of Bloom's odyssey toward fatherhood, but only the penultimate step. Once father and son have stolen back into their house, Telemachus bars the door behind them so that the suitors may not escape. But most of the slaying is left up to Odysseus. Likewise, after Bloom sneaks into his house via the window (having forgotten his keys), he lets Stephen in by the front door, and the younger man locks the door behind him. But the "slaying" of the "suitors" is a task that Bloom must do alone. The slaughter begins when Odysseus proves his identity to the suitors by stringing the great bow that none of them were able to string. Joyce lists the bow in his schema as a symbol for reason, and it is through reason - that is, rhetoric - that Bloom persuades Stephen to quit the company of Buck Mulligan. Mulligan corresponds in Joyce's schema to the first suitor who is slain, Antinous. The second suitor who is slain is Eurymachus, who corresponds to "Blazes" Boyland, Molly's lover. Bloom "slays" Boylan in his mind by rationally examining his emotional responses to his own cuckoldry (envy, jealousy, abnegation, and equanimity), and examining his options for retribution in a likewise very rational manner: Assasination, never, as two wrongs did not make one right. Duel by combat, no. Divorce, not now. Exposure by mechanical artifice (automatic bed) or individual testimony (concealed ocular witness), not yet. Suit for damages by legal influence or simulation of assault with evidence of injuries sustained (selfinflicted), not impossibly. [Book ill, Ch. 2] Finally, he justifies the affair and his own feelings by a process of reasoned "reflections" : The preordained frangiblity of the hymen, the presupposed intangibility of the thing in itself. .. the fallaciously inferred debility of the female, the muscularity of the male: the variations of ethical codes. . .the continual production of semen by distillation: the futility of triumph or protest or vindication: the inanity of extolled virtue: the lethargy of nescient matter: the apathy of the stars. [Book III, Ch. 2] Just as the aegis of Athena appears as a heavenly portent in Odysseus' hall in the midst of all the slaying, Bloom and Stephen simultaneously observe a "celestial sign" in the form of "a star precipitated with great apparent velocity across the firmament" as they stand outside urinating. When all the slaughter is done, Telemachus is sent away and Odysseus fumigates his house, just as Bloom does after Stephen's departure. Bloom has offered him the guest bedroom of his house, but Stephen declines. They have made plans between them, for voice lessons and Italian lessons, for "static, semistatic, and 5 �ENERGEIA peripatetic intellectual dialogues" in the future, but Bloom forsees difficulties in realizing these plans. He recalls how: once at a performance of Albert Hengler's circus in the Rotunda, Rutland Square, Dublin, an intuitive particoloured clown in quest of paternity had penetrated from the ring to a place in the auditorium where Bloom, solitary, was seated and had publicly declared to an exhilirated audience that he (Bloom) was his (the clown's) papa. [Book III, Ch ..2] We learn that the clown was not, as a matter of fact, Bloom's son. This memory is an illustration of what Bloom calls "the irreparability of the past." The past stands as it has happened, with Bloom's biological son dead and Stephen's biological father being someone else. It is for this reason that Stephen and Bloom go their separate ways at the end of the evening. Bloom may "adopt" Stephen for one night, as he has, but adoptive fatherhood is not true fatherhood, and his odyssey is not quite over yet. Throughout the slaughter, Penelope lies unaware, sleeping. When she awakens and.Odysseus presents himself to her, she is skeptical, and after ten years of separation, is reluctant at first to accept the "beggar" in rags as her lost husband. What finally secures her belief is Odysseus' knowledge of the unique construction of their marital bed. The final episode of the novel takes place in Bloom's marital bed, where Molly lies sleeping. He climbs into bed, she awakens, and they converse a little before falling back asleep. Two very important things happen, however, and together they constitute Bloom's final step towards fatherhood. The first of these is that Bloom, in kissing his wife's rump, gets an erection. This would not be a spectacular event, were we not alert to the fact that it is the first he's had while lying with his wife in eleven years. Traumatized by the death of his only son, Bloom was unable to have sexual relations with Molly for over a decade. This, his first instance of arousal in her presence, signals the beginning of a new episode of fatherhood for Bloom. The second important event is that Bloom, before he falls asleep, requests that Molly get him breakfast in bed the next morning. As she falls asleep, she reflects that "he never did a thing like that before", and we again remember how, for time immemorial it seems, Bloom always brought Molly breakfast in bed. The event of Bloom's erection, a figurative return to his marital bed after a long hiatus, is the culmination of the sexual process of revolution that has taken place over the day: from his limpness in the bath, to his masturbation on the beach, and finally to the beginnings of real sexual intimacy with a real woman, his wife. His request for breakfast in bed is the culmination of the psychological process of revolution that took place mainly in the Circe episode: the conversion of his marriage from a condition of domestic servitude and inequality into a real union of love _ nd a partnership. Bloom, with these apparently-inconsequential gestures, completes his odyssey and his homecoming. Just as Odysseus must now rebuild his kingdom on Ithaca and restore the familial bonds of his home, Bloom has begun the rebuilding of the both the physical and psychological foundations necessary to raise a home. He is ready to face a new marriage and a new fatherhood. It will be a fatherhood not only in the adoptive sense, but in the true, biological one. And as she drifts off to sleep, Molly responds to this proposition, yes I will Yes. • 6 Magical Politics and the Revelation and Perfection of Nature By Matthew Braithwaite The Tempest is a play the whose structure seems knit together by political events. Prospero's betrayal is the catalyst for the action of the play; his reinstatement its conclusion. Yet it is impossible to read the play as the tale of a wronged duke regaining his dukedom. This is mostly because there is much of the play that is more than political, and more to Prospero's actions than is necessary to his dukedom and Miranda's marriage. Furthermore, his magical powers allow him to achieve whatever ends he wishes with much less delicacy than he in fact devotes. By being as delicate as he is, Prospero manages wholly to avoid coercing others to do his bidding: even Caliban gets a measure of freedom. Prospero does form illusions and false impressions as guides,,but the characters' actions are their own. What is more, the situations Prospero creates prompt their actors more fully to express their natures in their actions: his illusions allow the light of truth to shine on whom they charm-a valuable gift for a philosopher. The decisions that most clearly enable this to happen are the division of the characters on Alonso's ship into groups according to Prospero's aims, and the manner in which Prospero appears to each group. To Ferdinand he appears directly (since Ferdinand needs no encouragement to fit into Prospero's plan; far from it), and to Stephano and Trinculo through Caliban's report. But he reserves his strongest use .o f magic for Alonso (who needs prodding to find his conscience), to whom he appears through the speech made by Arie1's "figure of a harpy" . The first scene of the play typifies Prospero' s treatment of Alonso and his company: he gives them pressures to endure, and all but Gonzalo take them poorly. Alonso, Sebastian, and Antonio are absurd in their interference with the boatswain's office: they try to command what they cannot, and obstruct those who know better than they what to do. They are leaders who, by not recognizing nature for the rightful authority during the tempest, show that they do not know how to be led. When the boatswain says that they "assist the storm" (l.i.14) 1 he is of course unaware that the storm is Prospero's hand, but this is not lost on the reader. This is the first of many wonderful such ironies: these three wicked men by their very character cannot but assist the action of Prospero's justice upon them. When they are exposed to "state of nature", it becomes clear that Sebastian and Antonio do not have nobility within them but thrust upon them, as their viciousness here and later shows. Despite Gonzalo's urging them to behave as befits civilized men, it is clear that they do not consider anyone's case to be as their own. From Prospero we shortly learn that their evil has some history to it. The political arts that Prospero disdained, he cast upon Antonio, in whom they "awak'd an evil nature" (I.ii.93): Being once perfected how to grant suits, How to deny them, who t' advance, and who To trash for overtopping, new created The creatures that were mine, I say, or chang'd em, Or else new form' d 'em; having both the key Of officer and office, set all hearts i' the ' state To what tune pleas'd his ear (I.ii.79-85) What Antonio learned, that is, were the arts of favor; and with them he re-created Prospero's court in his own image. The license granted Antonio by this power is like that granted by the island: in most men, law 1 All quotations are taken from The Riverside Shakespeare, Vol. II, G. Blakemore Evans, ed. All citations to the play are made within the text in standard form. I am grateful to Dean Brann for her guidance; and particularly for the suggestion that I write on a work of literature, which, taken, has provided good instruction. �ENERGEIA fects nature, has so done, or merely gives the appearance thereof. Prospero's exchange with Gonzalo shows that he is acutely and painfully aware of the horrors that a civilized veneer can conceal: may be relied on as a counterweight to wrongful desires; but a ruler must rely on conscience to serve in that office, and Antonio has none. Like Caliban, he gives free reign to his desires (though they are of a different kind than Caliban's), subject only to practical obstacles; and so, like Caliban, he is slavish-the most unfitting condition for a-ruler. If Gonzalo's statement that "our case is as theirs" (l.i.55) is metaphorical, meaning that the state of the subjects is as the state of the sovereign (as we might suspect from Prospero's metaphor of subjects being "new created" in the sovereign 's image), the case of Antonio 's Milan is truly miserable. The most terrible example of Antonio and Sebastian showing their true colors comes when Prospero puts all but this evil pair to sleep. Prospero clearly anticipates what in fact occurs, as is clear from Ariel's words to Gonzalo: Gon. Their manners are more gentle, kind, than of Our human generation you shall find Many, nay, almost any. Pros. (Aside.) Honest lord, Thou hast said well; for some of you there present Are worse than devils.(III.iii.32-6) The illusion created by Prospero for these "three men of sin" that they are sole survivors on a desolate island is completed by Ariel's appearance in III.iii. Alonso, despairing of ever finding Ferdinand, is prepared to enter into the dream that Prospero has made for him: that nature has requited his past injustices through the death of his son. Though this is not, strictly, true, one might well wonder if it makes a difference. Gonzalo, despite his not having seen Ariel, sees nothing peculiar or inexplicable about Alonso's guilt. Nor does Alonso himself think his own guilt to be a temporary insanity, as his penitence does not vanish with Ferdinand's restoration: he has undergone, Scroogelike, a curative dream. Unlike his brother, Alonso is not beyond redemption, and it is this that Prospero's illusions cause him to reveal. When Prospero breaks his charms, Alonso has expiated his guilt, and is minded as Prospero wishes him to be, suggesting himself the very solution to all problems that Prospero has planned: My master through his art foresees the danger That you, his friend, are in, and sends me forth (For else his project dies) to keep them living. (II.i.297-9) Exactly as one might expect, Antonio's evil wells to the surface, and resonates in Sebastian. Both in this scheme and in his betrayal of Prospero, Antonio counts on two things: the absence of strong men opposing him, and the means to crush any opposition swiftly and decisively. In deposing his brother, the first of these requirements is met by Prospero's preoccupation with study and by the malleability of his subordinates; the second by Naples' army. In plotting to do away with Alonso, he counts on being able to do in Gonzalo as well (whom he had previously ridiculed, but here takes seriously), and again on the weakness of his victims' subordinates. The things Antonio fears are men of strong conscience and outraged mobs. What the island provides is a means of avoiding these difficulties: there Gonzalo is easily killed, and a tearful Sebastian can tell the Neapolitan army and citizenry that his brother and nephew perished at sea. That is to say, by its isolation the island gives aid chiefly to the concealment (rather than to the perpetration) of an evil deed. The fact that Gonzalo's waking does not weaken Antonio's resolve suggests exactly this; that by means of the freedom its isolation provides, the island tests whether nurture, taken as that which per- A daughter? 0 heavens, that they were living both i Naples, The King and Queen there! That they were, I wish Myself were mudded in that oozy bed Where my son lies. (V.i.148-52) But of course this neat end, which moves Prospero's cherished daughter into the world, and in so doing, restores Milan from its "most ignoble stooping", is like Alonso's penitence in respect of its cause: though Prospero creates a setting in which the two may fall in love, it is their own natures that draw them together. Ferdinand's isolation, like that of Antonio and Sebastian, gives him a degree of liberty. He takes 8 MAGICAL POLITICS Miranda for his bride, as he says, "when I could not ask my father for his advice; nor thought I had one" (V.i.190-1) (the pain of which thought Ariel's music has softened). Miranda, for her part, is encouraged by Prospero to disobey his commands and show her love for Ferdinand: his own laborious trial tries her also. Though Miranda thinks her father sleeps when she converses with Ferdinand (III.i), both of them withstand their supposed freedom from his eyes with propriety. Indeed, Ferdinand's first request to Miranda is that she "will some good instruction give on how I may bear me here" (I.ii.425-6). Ferdinand carries his nobility with him, and so Miranda's reaction to him, Prospero knows, though, that she cannot forever inhabit his artificially pure and dream-like world; that he must release Miranda from being a daughter so that she may become a queen. His statement that she is ignorant of what she is (which fact she is aware of) means, I think, that Miranda belongs also to the world and that he can no longer keep her from it. Ferdinand's wish that they may keep Prospero's wise company in his island paradise is impossible, if for no other reason than that it denies a duty to rule. Miranda's upbringing on this island is, as Prospero says, blessed. To him the world of the political is suspect, since it conceals nature and breeds falsehoods: how could his child know the true from the false in such a setting when even he did not? Better to let her be exposed to truths: the only imperfections which Miranda has seen are Caliban's, and his nature is not evil, but simply not human. Nothing of Caliban is concealed; his very appearance speaks his nature. Against him Miranda can measure what it means to be a perfected human being. So by experi~nce Miranda knows the distinction between animal and cultivated, about which it is impossible to be deceived; but she is not for her innocence ignorant of the subtler corruptions particular to political man, as her question to Prosper_o, "Wherefore did they not that hour destroy us?" (l.ii.137-8) shows. Miranda is free from the clouded vision engendered by the political world, and this may help her survive in it. The forthrightness of her mind may be seen in Ferdinand's courtship of her. They speak between themselves with directness and purity. Miranda's admonition, "Hence, bashful cunning, and prompt me, plain and holy innocence!" (III.i.81-2), is the prerogative of her nature. She and Ferdinand are such as to banish suspicion and banter from each other's minds: to see is to love. Prospero's illusion for Ferdinand and Miranda is the same as that he creates for Antonio and Sebastian: freedom from watchful eyes. But the plain difference between the two pairs is captured perfectly m Ferdinand's defense of his virtue: There's nothing ill can dwell in such a temple. If the ill spirit have so fair a house, Good things will strive to dwell with 't. (l.ii.457-9) and his to her, show great clarity of mind, though some might cynically remark that it is only Miranda's naivete that makes her speak thus, and that it was a lucky thing for her that the first young man she set eyes on was Ferdinand. This suggestion has an unfortunate hereditary parallel in the fault which lost Prospero his dukedom. But this is too ugly a thought to be true; it is both better and more plausible to take their "changing eyes" as the result of beautifully clear perception: they see each other's spirits made flesh in each other's appearances. It might at first seem paradoxical to say that Miranda exhibits this kind of sight. She is, after all, entirely innocent of human affairs. But her wholeness and intelligence say that she is not as ignorant as her isolated upbringing might suggest. Prospero has devoted no small amount of care to his daughter's education, and the education of a scholar and magician must be rich with teaching stories and dreams, and other noble lies. Miranda has been in some measure formed by Prospero's Art; she is a created thing, of whom Prospero is justly proud: Here, afore heaven, I ratify this my rich gift. 0 Ferdinand, Do not smile at me that I boast her off, For thou shalt find she will outstrip all praise And make it halt behind her. (IV.i.7-11) ... the murkiest den, The most opportune place, the strong'st suggestion Our worser genius can, shall never melt Mine honor into lust... (IV.i .25-8) And in fact, both pairs were given "the most 9 �ENERGEIA opportune place" to act wickedly, but while opportunity exposes baseness in Antonio, it makes Ferdinand's purity and devotion all the stronger. Prospero's description of Caliban as "a born devil, on whose nature nurture can never stick" (IV.i.188-9) illustrates the difference between these types neatly: it is clear that nurture has done more than stick to Miranda and Ferdinand. While Antonio's evil is concealed by his civilized garments, Ferdinand's and Miranda's natures incorporate the perfection of nurture, and so require no revealing. This last can be said also of Caliban, for when he is given opportunity he reveals nothing of himself that was not obvious. Caliban and Miranda are antitheses: the one animal and the other perfected, but both true. But while Prospero calls Caliban a devil, he rightly calls Antonio worse than a devil, because he is nurture perverted. So Caliban is at the center the play, for against him its foulest evil and most perfect beauty are both opposed .. Caliban has a deep connection to the island. Not only was he born there, but he is, we assume, left alone there at the end of the play. Where Prospero and Miranda are guests on the island, Caliban is its sole native. He knows the island's every corner, so much so that the island provides for his sustenance. He is infused with the island's nature. Strangely, misshapen creature that he is, he speaks beautifully. Even his curses are delivered in neatly-turned phrases. While uncivilized and crude, Caliban is capable of feeling, and is a lover of beauty, as this wonderful passage reveals: Be not afeard, the isle is full of noises, Sounds, and sweet airs, that give delight and hurt not. /Sometimes a thousand twangling instruments /Will hum about mine ears; and sometime voices, /That if I then had wak'd after long sleep, /Will make me sleep again, and then in dreaming, /The clouds methought would open, and show riches /Ready to drop upon me, that when I wak' d /I cried to dream again. (Ill.ii.135-43) It is no mere beast that dreams and takes delight in music. What is, in a small way, tragic about these capacities is that Caliban is not sensitive merely to natural beauty, but also to human beauty. He has an expression of wonder for nearly everyone in the play: "These be fine things, and if they be not sprites. That's a brave god, and bears celestial liquor. I will kneel to him." (Il.ii.116-7); "But she so far surpasseth Sycorax as great'st does least." (IIl.ii.102-3); "O Setebos, these be brave spirits indeed! How fine my master is!" (V.i.261-2). But if he finds beauty in Stephano, it can only be in comparison to his own ugliness. He is driven to serve Stephano simply because he sees him as something wondrously superior to himself (though, to his credit, he eventually escapes this misapprehension). Though it may be tempting to call Caliban a natural slave because of this, natural slavery requires that it be better for the one in question to be ruled. But Caliban is no better for Prospero's rule over him, since the latter's "humanly taken pains" cannot soften Caliban's inhuman nature. The idea of natural slavery depends on rule improving on the state of nature, but a human nature seems to be required to be susceptible to this improvement. When Prospero embarks for Naples, and Caliban is left alone as he was before Prospero came, he will be just as he was before, but with consciousness of his own inferiority and of beauties he will never attain. If ever enlightenment were cruel it is so here. The apparent contradiction between this picture of Caliban on the one hand, and that of the ill-mannered and bestial slave on the other, wants explanation. Certainly it is not merely an animal that speaks in unrhymed iambic pentameters. Caliban owes what he is to three things: his bestial nature, which he inherits; the island on which he grew up; and his association with Prospero and Miranda. Caliban has had from these two the gift of language. Though he says that his only profit from it is cursing, this is far from the truth. Without speech, there would be nothing curious about Caliban: the creature Miranda describes (l.ii.355) sounds truly like an unreasoning brute, an animal. The reverence we have for speech causes us habitually to assume that the abilities which we see expressed in speech, such as reason and poetry, are inseparable from the faculty itself. In Caliban, we find speech separate from humanity, so it pays to examine what in Caliban is due to speech, and what is independent of it. Such a division would also be the division between things that (in speaking creatures generally) are learned, and things that are required to be susceptible to that learning. 10 MAGICAL POLITICS Caliban first describes Prospero's teaching him language thus: different from an animal, but does merely that make him rational as we understand the term to apply to ourselves? If there is anyone in the play who typifies the man in whom reason has its rightful place, it is Prospero. His first words, "be collected", neatly summarize his behavior throughout. Even in seeing Miranda's and Ferdinand's love for each other he maintains his reserve, saying that he cannot be so glad as they because of the requirements of his designs. But his exchange with Ariel shows he is far from immunity to passion: [Thou wouldst] teach me how To name the bigger light, and how the less, That burn by day and night; (l.ii.334-6) If the most fundamental act of language, that of naming, had to be taught to Caliban, then Sycorax must have died when he was very young, else she would have done this. But more interesting is that Caliban's own account of his learning language stresses his ability to name. Miranda's account is similar: Ari. Him that you term'd, sir, "the good old Lord Gonzalo", /His tears run down his beard like winter's drops /From eaves of reeds. Your charm so strongly works 'em /That if you now beheld them, your affections /Would become tender. Pros. Dost thou think so, spirit? Ari. Mine would, sir, were I human. Pros. And mine shall. Hast thou, which art but air, a touch, a feeling /Of their afflictions, and shall not myself, /One of their kind, that relish all as sharply /Passion as they, be kindlier mov'd that thou art? /Though with their high wrongs I am strook to th' quick, /Yet, with my nobler reason, gainst my fury /Do I take part.(V.i.15-27) When thou didst not, savage, know thine own meaning, but wouldst gabble like I A thing most brutish, I endow'd thy purposes /With words that made them known. (l.ii.355-8) So both accounts of Caliban's learning, in other words, describe his being given words for what he already has. But Miranda says that prior to being given language, Caliban did not "know his own meaning". It seems to me that this is the first of at least three aspects of Caliban concerning which the influence of language ought to be investigated. The second is his human aspect, expressed by such abilities as emotion and dreaming. The third is his rationality-is there any sense in which Caliban can be called rational? Concerning these things, it is useful to rephrase the above conclusion more formally: Miranda implies that prior to language Caliban is capable of intent. Similarly, Caliban's own words ("how to name the bigger light...") suggest that prior to language, he was capable of seeing things for things and (hopefully this is not stretching a point) of seeing relations between things: the roots of rational behavior. And Caliban's plotting against Prospero (IIl.ii.87-103) looks a great deal like the genuine article. One could, however, observe that animals exhibit behavior that seems rational in the same way: if a wolf seldom attacks waking victims, can't we say that it forms unspoken syllogisms, for example "defenseless animals are easier to kill, a sleeping animal is defenseless, therefore a sleeping animal is easier to kill"? In other words, how is instinct given language different from what we call rationality? Caliban's use of language makes him In this speech Prospero is held in the grip of two passions, fury and sympathy, with reason occupying its proper role as arbitrator: the very paradigm of human rationality. But the very fact of his sympathy is worth noting, since Prospero has somewhat turned his back on humanity. The chapters of his life with which the play acquaints us are his solitude with his books, his solitude on the island, and the solitude of his eventual retirement to Milan. The first _ these was clearly of willful; and though his banishment was not, neither does he look forward to his return to society with any apparent relish-understandably so, since Prospero has no very great reason to be fond of humanity in general (though he certainly holds some of its particulars dear), for he is acutely and painfully aware of the spectrum of human natures that runs from Gonzalo to Antonio. This speech makes it difficult blithely to attach to Prospero that most odious of scholarly stereotypes, 11 �ENERGEIA the unfeeling automaton. Prospero more resembles the philosopher-king, in that most of his joys in humanity, though lesser than those of the intellect, are not precluded by the latter (and like the philosopherking, he evades his duty to rule). Miranda, in contrast to her father, has none of the gloom or cynicism that presumptively underlie his withdrawal. Humanity's novelty to her makes it as wondrous to her as to Caliban. Her reactions to the dark underbelly of mankind are therefore a strange mix of youthful emotion and innocence made potent by a mature intellect. Her joy in her "brave new world" is a gift of Prospero's upbringing, which may save her from his disillusionment. Ferdinand is another, for he and Miranda are two of a kind, and so will keep each other from receding from the world. But Prospero has no equals to call his companions, only his daughter and the insubstantial Ariel (who shares his secret designs but not his humanity). In addition to all this, Miranda has a genuine love of humanity. Though Prospero's stories leave evil known to her, her first words to him show that she is perfectly unreserved with "the very virtue of compassion" (I.ii.27). Taken literally, as we are precisely to do ("I have suffered with those that I saw suffer" (I.ii.5)-the most precise evidence the subject admits of), compassion could be called the fundamental social instinct. It is certainly remarkable in Miranda, since she has only known the society of her father and Caliban. It is doubly remarkable in that her life has been uncommonly free from suffering. Her compassion, which we could say is due to something like nurture (acting on a good nature), is exactly what is absent in Caliban. Caliban is driven by desire, and if he has a conscience it is surely vestigial, being bothered by attempts at neither rape nor murder. But we are obviously not meant to take Caliban as an evil nemesis, since his attempt to do away with Prospero is entered into with drunken buffoons: the contemplation of murder is mingled with the comic relief. Caliban's animal nature, the way his actions flow directly from his desires, is precisely what mitigates his contemplation of murder, even as carefully as he plans it (Ill.ii.8795). If an act is not just unless it is done with just intent, then we may say that an act is not evil unless it is done with evil intent. And if one cannot intend to act justly without some knowledge of the just, one cannot have evil intention without some knowledge of evil. Most would agree that evil acts are so by nature. We take it that this implies that all men know what an evil act is. That is, to say that evil acts are so by nature is equivalent to saying that man naturally knows what acts are evil, or more generally, that man naturally knows what is by nature. But Caliban clearly does not have this knowledge (or has it in a different way), since he seems wholly to lack evil intent. This prompts the question of what difference between Caliban's nature and man's nature underlies his ignorance and our knowledge. Reflexively, one leaps to suggest man's rationality as the distinction. But Caliban appears to confound this idea, as he is in some way rational, and yet does not seem to know what is by nature. Then we must say whether man is rational in a sense that Caliban is not, or whether knowing by nature what is by nature is due to some other property that belongs to man but not to Caliban. If we were to adopt the first of these alternatives, namely, to conclude that Caliban is not rational in the proper sense, there arises a difficulty. If his rationality is to be distinguished from that of man, it must be done on grounds other than that of the ability to reason (since he appears to have that), and it seems like there are only two (related) options: the objects to which he applies reason, and the manner in which his reason is applied. The first of these alternatives certainly looks inviting, since one would imagine that there are objects about which Caliban would have difficulty reasoning. The difference could perhaps be captured by defining proper rationality as the capacity to reason abstractly, or as the capacity for intellection. The second of these alternatives is likewise appealing, since one could say that reasoning applied only to the satisfaction of desire is merely animal instinct given language, and so define proper rationality as the ability to reason with the desire to know. The two alternatives are nearly equivalent, so they may both stand as the consequence of assuming that Caliban, though he can reason, is not rational in the fullest sense. But neither illuminates why man knows by nature what is by nature, since when we say that man by nature knows what is evil, we do not have in mind a reasoning process, but as said before, something like an instinct for what is by nature. The ability to reason abstractly, therefore, or the ability to reason 12 MAGICAL POLITICS desiring to obtain knowledge, does not completely account for man's advantage over Caliban. The other alternative, then, is to name the property of man, deficient in Caliban, which allows him to know by nature what is by nature. Since we see Caliban's deficiency in this regard manifested in his asocial nature, it seems right to examine compassion, taken as the fundamental social virtue. Compassion (in the sense of knowledge of the likeness of others to oneself), when found in a rational creature, can be seen as a kind of knowledge: it makes the likeness of other men to oneself an intelligible fact, from which reason may proceed; in other words, compassion is what permits man knowledge of his own nature. It is the source of man's capacity for intellection about man. And so I think if compassion is natural in man, it is what permits man to know what is by nature (inasmuch as it permits him to know his own nature). But Caliban is not a man, and he knows it. Therefore, lacking compassion, he is not.by nature social, and so good and evil natures (which belong to man as social) have no meaning with respect to him: he has potential for neither. This makes it seem that Caliban is not fully conscious of himself: whereas man is naturally introspective, Caliban is not. Thus it may be that it was more right than it first appeared to suggest that human rationality is distinguished by its objects or its motivation. Caliban's lack of understanding of his nature is perhaps the strongest argument that he is not human, for when we speak of being rational, we mean rational and conscious of that rationality. If ther~ is any sense in which Caliban is rational, it is not a self-conscious one: he has neither the means nor the inclination to reason about himself. So it seems that he does not "know his own meaning", but only his purposes. Language puts Caliban somewhere between a syllogistic wolf and the self-consciously ration.al being (for a mere animal could not have understood the necessity of seizing Prospero's books) in that understanding language only gives him access to more information. Since he only uses the information gained from language to vent his desires, he is not rational in the same way that man is. Something like awareness of nature is probably still at the heart of this: man delights in language and reason for their own sake (rather than merely to serve desire) exactly because he is aware of these faculties in himself. In one respect, Antonio is much like Caliban, in that neither has a conscience to obstruct the satisfaction of his desires. But while Caliban has no pretensions to humanity (though perhaps he has hopes), Antonio tries to hide his lack of human compassion under the skin of a social creature. In his speech to Sebastian he shows that he understands himself perfectly on this point: Here lies your brother, No better than the earth he lies upon, If he were that which now he's like-that 's dead, /Whom I with this obedient steel, three inches of it, /Can lay to bed for ever; whiles you, doing thus,/To the perpetual wink for aye might put /This ancient morsel, this Sir Prudence, who /Should not upbraid our course. For all the rest, They '11 take suggestion as a cat laps milk; They' 11 tell the clock to any business that We say befits the hour. (Il.i.280-9) Prospero's comment on Antonio, "You, brother mine, that entertain' d ambition, ex pell' d remorse and nature ... Would here have kill'd your king, I do forgive thee, unnatural as thou art." (V.i.75-9) illuminates this disparity. "Unnatural" is precisely the right word, for the compassion that causes men to act well to each other (and so makes man social) is exactly absent in Antonio and Sebastian. Despite this, they preserve the appearance (but not the reality) of a social creature, using it to satisfy a desire that is peculiarly social: power. This concealment, which Prospero undoes, is perhaps the most awful perversion of civilized man. Miranda and Antonio are opposites in that they represent high perfection and low corruption, but are alike in that they are "nurtured". In other important respects, however, Miranda is very like Caliban. Both are the offspring of magicians expelled from human society, and both have had nearly no contact with mankind as a result of having been brought up on the island. Their island is a paradise: it furnishes fresh water and food (as we know from Caliban's account of his services to King Stephano), and the climate is presumed hospitable. Nothing in Caliban's various accounts suggests that the island's magical properties result from Prospero, so we assume they belong to the 13 �ENERGEIA island itself. I recall no mention of any remotely harmful thing residing there- nor, in fact, of any animals whatsoever, save small edibles. There are only magical creatures, who fill the island with music and sound. The foremost feature of the island is thus, I think, its unreality, and this taints Miranda, making her perfection strange. Despite her embodiment of the finest characteristics of nurture, she, unlike Antonio, is not the product of any society, but of Prospero's careful education: Here in this island we arri v' d, and here Have I, thy schoolmaster, make thee more profit Than other princess' can, that have more time For vainer hours, and tutors not so careful. (I.ii .171--4) In its general form, this resembles the suggestion I think implicit in the Republic that the perfection of nature comes about through a deliberate act of reason (in this case Prospero's), and not by chance: not simply by nurture, but by design. As Prospero intends her to rule (and hopefully better than he), this care is doubly appropriate. Both he and his brother "new create" others with an eye on political aims, but while Antonio 's creation breeds vice, Prospero's stories have bred a virtuous ruler. This perfection of nature through reason is the aim of Prospero's Art, as Ariel's speech to the "three men of sin" indicates: But remember, (For that's my business to you) that you three From Milan did supplant good Prospero, Expose' d unto the sea (which hath requit it) Him, and his innocent child; for which foul deed The pow'rs, delaying (not forgetting), have Incens' d the seas and shores-yea, all the creatures, Against your peace. (IIl.iii.68-75) Prospero, that is, has animated the hand of nature according to the demands of justice and reason, motivated by love for his daughter. While nature of her own strength will reward sloth, overindulgence, and the like, the "cankered mind" finds its reward from such human (and hence unreliable) sources as law and vengeance. Ironically, Alonso calls the events of the play's end "unnatural", the more unnatural viciousness of Antonio and Sebastian having escaped him. Contrary to his opinion, the nature of The Tempest, embodied by Ariel, is both animate and has a conscience, though perhaps it is apolitical: Antonio's betrayal has its natural reward only in the slavishness it requires; its temporal reward must come from Prospero. It is nature's conscience that makes it at once susceptible to Prospero's guidance, and, sadly, unreal. It may be this that accounts for Prospero's tone at the end of the play. He doesn't seem exactly sad, but he doesn't seem truly happy either. Mostly, he seems ready to die. His famous speech: You do look, my son, in a mov'd sort, As if you were dismay'd; be cheerful, sir. Our revels now are ended. These our actors (As I foretold you) were all spirits, and Are melted into air, into thin air, And like the baseless fabric of this vision, The cloud-capp'd tow'rs, the gorgeous palaces, The solemn temples, the great globe itself; Yea, all which it inherit, shall dissolve, And like this insubstantial pageant faded /Leave not a rack behind. We are such stuff I As dreams are made on; and our little life /Is rounded with a sleep.(IV.i.146--58) is tinged with the unmistakable melancholy of a lonely man. Prospero cares for two things in all the world: Milan and his daughter. But Prospero knows that he must return Miranda to the world of men, where he cannot himself live. As he acknowledges, he is at the end of the play engaged in a departure which will mean the end of his life . His great human drama is so dedicated also to ensuring that the things that are important to him are well and orderly disposed. Prospero appears to be substantially unchanged from the time, twelve years past, that his "library was dukedom large enough" (I.ii. I 09-10). Prospero's return to society entails the renunciation of his magic, which does not belong to the world of men, and by means of which he found a satisfying kingdom in the island. By his magic, natural power serves the just rule of man's reason, transmuting Alonso's submerged guilt into redemptive penitence, Ferdinand's and Miranda 's apparent nobility into graceful matrimony, Antonio's and Sebastian's hid- 14 M AGIC A L POLITICS that no long~r need serve him, nor will; to fall back on the hands of humanity, which will hopefully bear the careworn mage gently to his grave. His island has been a meeting place for nature and nurture, wherein all the possibilities are explored: the perfection of Miranda, and the imperfection of Caliban; the hopelessness of Antonio's evil, and the hope implied by Alonso's penitence and Gonzalo's nobility. The two worlds never really meet: Prospero is left with the memory of a paradise that could not fully be a kingdom, since nature's spirits belong ultimately to her, not to man; and Caliban is left with the memories of "brave spirits" that he can never become, and of a beautiful woman whom he cannot love. We can picture the two of them ending their lonesome days in their respective kingdoms, the brief touch of which leaves each impossibly wanting what belongs to the other's world. • den and hollow inhumanity into clear and gruesome treachery, and Prospero's own banishment into the opportunity to achieve these ends. In the island, "temporal royalties" and what may be termed "philosophical royalties" are one. Miranda's question, "What foul play had we, that we came from thence? Or blessed was't we did?" (l.ii.60-1) seems to imply that nobody would willingly relinquish temporal rule, but also that ruling the less "temporal" kingdom of the island surpasses it. Though Prospero always held the source of rightful authority in Milan (the love of his people), he effectively relinquished temporal rule by putting it in Antonio's hands, thinking that love and trust would protect him. In Milan, Prospero had to choose between the two sorts of royalties, but on the island he does not. The practical administration of that kingdom requires only the application of true Art and learning. 2 Magic is the means to all this, the agents of which Prospero addresses as: Ye elves of hills, brooks, standing lakes, and groves, I And ye that on the sands with printless foot /Do chase the ebbing Neptune, and do fly him /When he comes back, you demi-puppets that /By moonshine do the green sour ringlets make, /Whereof the ewe not bites; and you whose pastime /Is to make midnight mushrumps, that rejoice To hear the solemn curfew... (V.i.33--40) There are no elves of cities, it seems, nor sprites of houses and fairies of roads. As the agents of magical power withdraw from the concentrations of men, Prospero must do so also to rule the perfect kingdom, a kingdom which is consequently small-though while it endures, an ideal, where music may be had for nothing. Prospero's island does not depend on him for its essence; and there is certainly something to Caliban's claim that he is an usurper, for Caliban belongs there more surely than he. Prospero's tenure on the island is inevitably temporary-it serves a purpose, but he must leave ; and leave there the instruments of magic 2 0f course, the island is made in the image of other rulers also. To Prospero's rule of reason we may compare Gonzalo's kingdom (II.i.144-69) of innocent and ignorant primitives, Stephano's coalition of murderous but essentially carefree drunkards, and Caliban's simple and undemanding anarchy. 15 �The Motion of a Stretched String: A Series of Haiku and Equations An Evening At Home With Doctor Faustus 1 By Jesse Berney By Hermann Hesse Translated by Eva T.H. Brann The taut striMg vibrates. We must describe its motion. But how? Equati011s. We describe two curoes. Two ratios are the same, Formed by ordinates. On these string-like curves Displacement and curvature Are in proportion. Acceleration Of any point on the curve Is as curvature. 2 2 2 d y/dx ad y/dt 2 All points on the string Reach the axis at one time. How is this explained? It is like our curves: Displacement and curvature Are in proportion. A function of "x," The curve is sinusoidal: Crest to trough to crest. d2y/dx2 = -k y y :i= A sin(kx) Our function describes The string still in one instant, Not its whole motion. Acceleration Proportional to distance, A function of "t" Combine our functions. Our equation now has both Time and displacement. Curves move down a line. This is a function of both Displacement and time. The speed of this "wave" Is determined by the string: Its tension and mass. More derivations Discover all the constants. Complete equation. d 2y/dt 2 = -roy ; y = B cos(cot) f(Jt,t) = C sin(kx) cos( rot) y = g(x-ut) Doctor Johann Faustus was sitting in his dining room together with his friend Doctor Eisenhart (the great-grand-father, incidentally, of the physician who later on became so famous 2 ). The sumptuous evening meal had been removed. From the heavy gilded goblets rose the bouquet of an old Rhine wine. The two musicians who had performed at dinner had just disappeared - a lutenist and a flautist. "Well, now I will give you the promised sampling," said Doctor Fa~stus and poured a draught of the old wine down his gullet, which had grown somewhat fat. He was no longer a young man; it was two or three years before his frightful end. "As I already told you, my assistant sometimes produces these droll apparatuses, by means of which one can see and hear this and that - things far off from us, or long passed away, or yet in the future. Today let us try out the future. The fellow seems to have invented something very amusing and curious, you know. So just as he has often shown us, in magic mirrors, the heroes and beauties of the past, he has now invented something for the ears, a sound funnel. It allows us to hear the noises which will be heard in the distant future in just the same spot in which the sound apparatus is positioned." "Might it perhaps be, my dear friend, that you serving spirit is swindling you a little?" "I don't think so," said Faustus. "For black magic the future is not at all unattainable. As you know, we 1 u 2 = S/µ 1928-30. In translating it, I disclaim any reflection on the sounds enveloping our quad on a balmy spring afternoon. 2 f(x,t) = C cos(cot) sin(2n/A.)x This vignette was revised by H. H. for publication in the years A reputed quack who lived from 1663-1727 and was memorialized in a German children's song as "the Doctor Eisenhart who cured the folk by his own art." When I was little I confused him with the serial killer of wives, Bluebeard, who was invented about that time. have always proceeded on the assumption that events on earth are, without exception, subject to the law of cause and effect. Therefore nothing about the future can be changed, anymore than about the past: The future too is fixed through the law of causality. Thus it is already there, only we do not yet see it and taste it. As the mathematician and the astronomer can calculate the occurrence of an eclipse accurately far in advance, just so any other part of the future we please could be made visible and audible to us, if we had invented a method for it. As it happens, Mephistopheles has invented a sort of di vining rod for the ear; he has built a trap in which tones are captured. We have tried it out repeatedly. Sometimes, to be sure, nothing becomes audible at all, because we just happened to come on a void in the future, on a point of time at which nothing audible is taking place in our room. At other times we have heard all kinds of things; for example, we once heard some people, who will live in the far future, speak of a poem in which are sung the deeds of Doctor Faustus, that is, my own. But enough; let us try it out." At his call the domestic spirit appeared in his customary gray monk's cowl. He set a small machine with a sound funnel on the table and urgently enjoined the gentlemen to refrain from all comment during the whole process. Then he cranked the machine, which began to work with a low, soft buzzing. For a long time nothing was heard but this suspenseful buzzing, to which the two doctors listened expectantly. Then suddenly a tone, never before heard, shrilled forth: an evil, devilish howling, of which it was impossible to say whether it stemmed from a serpent-monster or perhaps from a raging demon. Impatient, warning, angry, commanding, the evil tone screamed, repeating itself in short, fierce pulses, as if a hunted dragon had come whistling through the room. Doctor Eisenhart grew pale and breathed in relief when �ENERGEIA the horrid scream, having frequently repeated itself at ever increasing range, faded into the distance. There followed a silence, but then another sound became audible: a male voice, coming as from a great distance, in an urgently preaching tone. The listeners could understand fragments of the speech and take them down on writing tablets that had been placed ready to hand, for example the sentences: " ... and so, following the shining example of America, the ideal of economic enterprise marches irresistibly toward its victorious perfection and realization. .. .While on the one hand the standard of living of the worker has reached a height never heretofore experienced, ... and we can say without presumptuousness that by means of present-day production techniques the childlike dreams of paradise dreamed by earlier ages are more than ... " Again silence. Then came a new voice, a deep, earnest voice, which spoke thus: "Ladies and gentlemen, I request you lend an ear to a new poem, a creation of the great Nicholas Underwhelm3 of whom it may well be said that he, as no one else, has turned inside out the innermost recesses of our time, has most wisely discerned the sense and non-sense of our existence: He holds the chimney in his hands. From either cheek a flipper's hung. According as the mercury stands, He climbs the ladders without rung. So up along long ladders climbs He. Clouds are lining for his cloak He longs to save a life betimes. He's overcome with nolicroak. Doctor Faustus was able to write down the larger part of this poem. Eisenhart too took notes assiduously. A sleepy voice, without doubt the voice of an older woman or a spinster now became audible. It said: "Boring program! As if the radio had been invented for that! Well, at least here comes some music." And, indeed, some music now broke out, a wild, lascivious music with a very steady beat, now blaring, 3 The poem by Underwhelm ("Unterschwang") is in the style of Christian Morgenstern, a zany surrealistic poet writing early in the twentieth century. now languishing, a totally unfamiliar, alien, indecent, malevolent music of howling, quacking, and cackling wind instruments, vibrating with the banging of gongs, overridden now and then by a singing, howling vocalization, which ejaculated words and verses \nan unknown language. In between, at regular intervals, was emitted the mystifying verse: The world will marvel at your hair If you use Go go for its care! That first, malevolent, furious,, warning tone, too, that dragon-howling full of torment and rage, audibly interjected itself from time to time. When the domestic spirit had, with a smile, brought his machine to a stop, the two scholars looked at each other curiously, with a painful feeling of embarrassment and shame, as if they had unintentionally become the witnesses of an indecent and forbidden occurrence. Both of them reviewed their notes and showed them to each other. Finally Faustus said: "What do you think of it?" Doctor Eisenhart drank a long draught from his beaker. He looked at the floor and remained thoughtful and silent for a long time. Finally he said more to himself that to his friend: "It is horrifying. There cannot be any doubt about the fact that that humanity out of whose life we just heard a sampling is insane. These are our progeny, the sons of our sons, the great-grandchildren of our great-grand-children whom we heard saying such dubious, sad, confused things, who emit such dread-inducing screams, who sing such unintelligible idiot verses. Our progeny, friend Faustus, will terminate in insanity." "I don't want to assert that so definitely," Faustus said. "Your point of view has nothing unlikely about it, to be sure, but still it is more pessimistic than necessary. Just because here, in one single, limited spot on earth, such wild, despairing, indecent and indubitably insane tones are heard, that does not actually have to mean that all of humanity has become mentally ill. It could, after all, be the case that on this spot where we happen to be a madhouse will be located in a few centuries and that we got to hear fragments from it. Or it could be that a party of total drunks treated us to their brain-storms. Just think of the bellowing of a merry crowd, perhaps at a carnival. That sounds quite similar. But what takes me aback are those other tones, 18 AN EVENING AT HOME WITH DOCTOR FAUSTUS those screams, which cannot have been produced either by human voices or by musical instruments. They sound, so it seems to me, absolutely devilish. It can only be demons that utter such tones." He turned to Mephistopheles: "Would you possibly know something about this? Can you tell us what sort of tones we have just heard?" "We have indeed heard," said the domestic spirit and smiled, "demonic tones. The earth, gentlemen, half of which is, to be sure, already today the property of the devil, will within a certain time belong to him altogether and will form a part, a province of hell. You have expressed yourself somewhat harshly and negatively about the tonal and verbal language of this earthly hell. To me, however, it seems at any rate noteworthy and nice that in hell too there will be music and poetry. That is the function of Belial, to whom this whole department reports. I think he does his job rather nicely." • 19 �FORM OF LANGUAGE The Form of language By Beatrice Robbins Socrates claims thatthought is internal discourse. (Thea. 189e) Therefore, language is as necessary to thought as it is to conversation. But not all words mean the same things to all people. A word might have a standard definition which, given the existence of the Platonic forms, is wrong. So it seems that the intent of almost every dialogue is the creation of true language. A term is picked: be it justice, knowledge, or table. The rest of the dialogue is spent on comparing per.:. sonal definitions and eliminating false notions in an attempt to find each word's true definition. This perfect definition, were it ever to be found, would, by virtue of its truth, be accepted by and mean the same thing to everyone present. The word in question would be truly standardized, and from there thought would evolve towards understanding truth. The need to standardize language is demonstrated by the dialogues being multi-person conversations, not monologues. Because each participant is an individual there is no assurance that any particular word has the same meaning for him as for anyone else. One knows his own definition of the term in question, but because language is not completely standardized, he can not know exactly what the word means to anyone else. The Sophist' s Stranger explains the problem thus: At present you see, all that you and I possess in common is the name. The thing to which each of us gives that name we may perhaps have privately before our minds, but it is always desirable to have reached an agreement about the thing itself by means of explicit statements, rather than be content to use the same word without formulating what it means (Soph. 218c) 1• 1 Quotes from The Sophist, Theatetus, and Timaeus are to be found in: Plato, The Collected Dialogues of Plato, Edith Hamilton, ed.,(New Jersey, Princeton University Press, 1989). Sophist - pp. 958-1017, Theatetus - pp. 847-919, Timaeus - pp. 1153-1211. For the discussion to work as an interchange of ideas, the terms involved must mean the same thing to all those involved. To reach any meaningful conclusion, the thought and communication must be done with terms for which the standardized definition is the true definition. This need leads to the format of and material in the dialogues, most noticeably in the Theatetus and the Sophist. , In each dialogue, the quest for each true, standard definition begins with a question. Socrates provides examples: "But if our guest wil1 allow me, I should like to ask him what his countrymen thought and how they used these names ... sophist, statesman, philosopher (Soph. 217)," and, "Then knowledge and wisdom are the same things (Thea. 145e)." The question clearly and simply provides the terms which are to be the focus of the dialogue, and asks for their definitions. Because this is the obvious commencement of philosophical dialectic, one might claim that at this point thought begins. Perception, however, must be prior to thought of any type. Before one begins to think he must have something to think about. It need not be a sight, as suggested in the Timaeus, where vision is recognized as the foundation of philosophy (Tim.47a-b), although sight seems the most easily acceptable of the perceptions. Smell, taste, and hearing work just as well . That the perception is is the only necessity; there is nothing else to spark man's though process. Only after he has perceived something can he name it and begin to inquire about its nature. Thought will be further affected by later perceptions. Perception never stops causing and mutating thought. But it is from questioning the original perception that thought begins. Philosophy 's reliance on perception raises the problem of the forms: how can man inquire about the forms when he surely can not perceive them? No man's inquiries can start with the forms. He can ask, "What is Justice?" only after having perceived and identified some act or acts of justice or injustice as such. Whether or not he identifies them correctly is we' follow or get left behind (Soph. 243b)." In other words, Euclid is using terms whose standard definitions are not commonly understood. And, even the modern notion of defining a plane by three non-colinear points is confusing. For to understand that idea, one must understand exactly what a point is. So, while higher math and geometry are standardized, at their roots one finds the same problem that Theatetus, Socrates, and language face: irrelevant at this stage; he has merely found something about which he can begin to inquire. And, after recognizing that same property inherent in many actions, he might begin to guess at the existence of imperceptible forms to provide an explanation for the various perceived similarities. Perhaps the overwhelming dependence in perception is responsible for a general dependence in metaphors. When a concept seems to elevated, vague, or difficult to grasp, it is often made easier to understand by metaphorical transformation into perceivable images. Because metaphors force one to call an image of a concrete entity to mind, it becomes possible to 'see' the relationship in question. From that internal perception, thought about the abstraction develops. For the same reason, some concepts are so elevated one can only begin to attempt their comprehension through metaphor. Hence, Socrates uses them constantly in The Republic's allegories of the cave and the divided line. The need of metaphor, while painfully apparent, is troublesome to one attempting to standardize a true language. For, what could be farther from using each word as its one true meaning demands than using a seemingly random selection of words to illustrate various other, unrelated words? Metaphors are nothing more than a "common use of words and phrases, which the vulgar twist into any sense they please (Thea . 168c )" . In a true and standardized language, there would be neither metaphors, nor any need of them. Math may be taken as the closest thing to a model for standardized human language. The closest one may come to a figure of speech is an analogy, or ratio, between like terms. Terms are either precisely defined or defined as unknowns. There is only one meaning of scalene triangle. It is a triangle with no sides equal. There is only one meaning of triangle: a three sided figure on one plane. But, what is the exact definition of a plane? Euclid calls it "a surface which lies evenly with the straight lines on itself (Elem . bk. 1, def. 7)2," for which he, like the great ancient philosophers, might be faulted with "showing too little consideration for ordinary people like ourselves ... (and) pursuing his own argument to the conclusion without caring whether the first elements of which we and all other things consist are such that no account can . be given of them. Each of them just by itself can only be named; we cannot attribute to it anything further. .. (Thea. 201e-202) This, too, is one of the paradoxes of language. The most simple concepts, the elements, are undefinable but necessary to all that follows. Perhaps this similarity between the language of math and philo.sophy is one of the reasons Socrates puts the mathematical world 'immediately before the philosophical on his divided line (Republic . 510a5 llc)3. Perhaps, also, one must learn from the standardization present in the maths what he is searching for with philosophy. Math shows one mostly standardized language in a purely theoretical world, while, through philosophy one hopes to gain a standardized, true language which will work even in its starting place, the perceivable world. But the dependence on perception remains, presenting a difficulty. In the Sophist, the Stranger suggests that: "thinking and discourse are the same thing, except what we call thinking is precisely, the inward dialogue carried on by the mind with itself without spoken sound. (Soph. 263e)" And in the Theatetus, Socrates himself claims that the process of thinking is: "a discourse that the mind carries on with itself about any subject it is considering ... 2 Euclid, Elements,translated by Sir Thomas L. Heath, Robert McHenry, ed., In Great Books of the Western World, vol 10, 3 Plato, Republic, translated by Allan Bloom, (New York, HarperCollins, 1991. ), 190-191 (USA, Encyclopedia Brittanica Inc, 1990). 21 �ENERGEIA when the mind is thinking, it is simply talking to itself, asking questions and answering them, and saying yes and no ... So I should describe thinking as discourse, and judgment as a statement pronounced, not aloud to someone else, but silently to oneself. (Thea. 189e-l 90)" In other words, by Socrates' definition at least, thought is purely internal dialogue. As said briefly before, if this is so, thought demands language. Man must have a language in order to identify, name, and ponder his perceptions. But he must have perceptions before he can develop a language naming them. Perceptions give rise to names. Man saw rock, food, fire, before he began to try to communicate their existence to his fellow creatures. But surely as he was able to recognize his food for himself before he was able to name it. Isn't that thought? Perhaps rather than being thought, the recognition of food is an instinct or the beginning of an action. Urges to action and reason, although often coincidental, are not the same thing. One dances by muscle memory, eats and dodges oncoming cars by instinct. Impulses to action are not decisions. No internal dialectic is involved,. They are immediate reactions to the situation, an ability shared by all men and most animals. Thought, however, even if it be thought towards an action, is a slow, deliberative process: "Knowledge does not reside in the impressions, but in our reflection upon them (Thea. 186d)." But what provoked man to develop language, and how could he think to do it without already having begun? Further, accepting the definition of thought as being internal dialectic, how does one account for the strange difficulty of explaining ideas to others? Even Socrates must "try to put (his idea) into words. (Thea. 165e)" This simple phrase suggests that ideas or thoughts are not recognized in coherent groups of words but need to be structured into them to be communicated, which does not follow if the mind thinks by "simply talking to itself (Thea. 190)." That the mind thinks in its own variation of the common language is only a partly valid explanation. One must speak the language he thinks in. The two processes feed off each other; neither can develop without the other. On the other hand, it is not necessary that the mind use with itself exactly the same manner of speech that it uses when communicating with others. External language must be much more standardized than internal language, because, while one is sure to understand one's own thoughts, for others to understand these same thoughts as they were conceived they must understand the organization of and the terms used. Hence the need for the standardizing tools of grammar, punctuation, and common vocabulary. The more abstract and complicated the thought is, the greater the need for precise, comprehensible language. Man can not point at Truth the way he .can at food. He must be able to comprehend it with thought and explain it with words. The better standardized the language, the greater the chance the explanation will be understood. Hypothetically, truly standardized language, meaning language in which the one true definition for each word was know and understood, would allow perfect knowledge. Because it would be the only possible perfect, exact language, it would be the form of language. As such, it would allow absolute knowledge of the forms. One would actually know what Virtue was. One would know all Truth. But, as previously stated, language can never be truly standardized because it is based on ideas too fundamental to be explained. Just as Theatetus has far more difficulty in explaining letters than syllables, so one can explain a sentence or paragraph far more easily than the terms it uses. And, other words must be used to explain the terms in question, creating the need for further explanations in an ever-growing, meaningobscuring cycle. Additionally, because language is a human, bodily function, it can not ever actually 'reach' the forms. Humans, being a conglomeration of both body and soul, are not perfect creatures and can never reach perfect understanding, "We have intercourse with becoming by means of the body through sense, whereas we have intercourse with real being by means of the soul through reflection (Soph. 248)." Reflection, or internal dialectic, is the only way to use the soul. But, the perfect soul is shackled by the imperfect body, and so, the form of language as well as the rest of the forms, can never be reached. Language can never be completely true and completely standardized. Completely standardized language in the modem sense is not 'true language'. It is what computers speak. It is inhuman language for the lowest common 22 FORM OF LANGUAGE denominator. The emphasis is on standardization and not on truth. All that matters is that everyone understand the one definition for each term in the same way. What the definition is has little significance. And, because it allows no room for spontaneous expressions, for emotion, for the ever-changing connotations of words, it can only be the almost meaningless language of machines, a dead language. Attic Greek is far more standardized in the twentieth century than any current language, but one must use his own language to define Greek terms. So, while most Greek words have an accepted English definition, the translations themselves are part of the ever mutating English language, and thus are not completely standardized. No spoken human language can be because human thought is not stagnant. One grow, encounters and perceives new images and ideas, and his though process changes. No two people go through exactly the same metamorphosis, so no two manners of thought, and thus, no two personal dialects, can be exactly alike. And so, while Socrates strives towards both standardization and truth, even his lesser goal is an impossibility. "True" language, too, that seems the goal of philosophy, must be eternally static. Rather than subhuman, it must somehow be superhuman. "True" language can easily be imagined as the language of the gods. But, for the same reasons completely standardized human language is impossible, completely true language is impossible. "True" language faces the additional difficulty of at once being responsible for · and acquiring absolute knowledge. To create the language of the gods, the form of language, one must know all perfectly. To fully know all, one must use the form of language. So, the best one can hope to do is as Socrates does: attempt to purify and make more true his own, ever-changing language while reaching towards the forms. The problem of thought dependent on language is a clear paradox: neither can exist without the other, neither can begin without the other. Dialectic is the best path towards the forms, but grows from base perceptions. Language is necessary to thought, but must evolve with mankind. But if language evolves, how can it hope to reach the changeless, eternal forms? The effort is doomed, but necessary and noble. One must attempt to understand. "To rob us with discourse would be to rob us of philosophy. That would be the most serious consequence. (Soph. 260)" • 23 �THEY DO NOT UNDERSTAND They Do Not Understand: A Discussion of the Heracleitus Fragment Number 12 By Dawn Star Shuman The translation of the Heracleitus fragment number 12 in the series of fragments read for Freshman Language may not be the most difficult of these fragments. However, the nuances of meaning in some of the words are lovely, and the understanding of these nuances makes the meaning of the entire sentence both clearer and more complex. The sentence is as follows in Greek and in my English translatlon: ou ~uvLCiaw ws 8LacpEpoµEvov EauT0 6µoAOYEL. TTaALVTOVOS apµov(a WO"TTEp TO~OU KaL AUTTES They do not understand that in being rent asunder a thing agrees with itself; just like the back-stretched harmony of a bow and of a lyre.. This sentence makes sense grammatically, both as a translation of the Greek and as fluent English. What may not be immediately apparent is that it also makes very good sense as a statement of an idea. Some questions about the idea might be: how does a thing agree with itself? What is this thing? What kind of understanding are they failing in? The answers to these kinds of questions lead to a possible explanation of what the sentence means. cvvLCiaw is a form of the verb CJ'UV-L11µL, meaning "to bring or set together, in hostile sense ... mataph. to perceive, hear... 2. to understand." 1 This adds the idea of opposition to the more basic sense of perception and understanding. In this sense, understanding Except where otherwise noted, definitions for the Greek come from: Intennediate Greek-English Lexicon, Liddell and Scott, 7 ed. 1 might be the setting together of a prior knowledge in a person's mind with a fact or perception of the outside world and thereby coming to a new idea or knowledge about a thing. It is important to detail the relationships between the three verbs in the first part of the sentence. ~uvLCiaLV is the main finite verb. 6µo)..oyE'Lis also a finite verb which is modified by the circumstantial participle 8LacpEpoµEvov . The manual gives the meanings of6µ0)..oyE'L1s "agree, admit, or allow." Although I do believe it to be the most concise translation, there is something awkward about saying that a thing agrees with itself in English. It carries the sense of something maintaining internal consistency. But another possible meaning of 6µo)..oyEL is "simply to make an agreement, come to terms ... with another." With that meaning, agreement with itself might imply a process of reaching internal consistency rather than maintaining it. It is clear that Heracleitus is attributing this process of agreement directly to the circumstance of being rent asunder, not simply describing two concurrent events. I have translated apµov(a as harmony. This meaning is given in the Lexicon as the third possibility. Harmony in English does have some of the same connotations as apµov(a: in Greek, and I feel it is important to notice them. One meaning in Greek is "a fastening to keep ship-planks together, a clamp ... a joining, joint, between a ship's planks." This kind of joining is literally what is necessary for a stretched bow or lyre to remain whole. Another meaning given is "a covenant, agreement, settled government, order." In a bow, this might be a metaphorical covenant between the frame and the bowstring not to part. These meanings are consistent with the English connotations of harmony, which can mean "1. agreement; accord; harmonious relations. 2. a consistent, orderly, or pleasing arrangement of parts; congruity ." 2 Beyond the details of what each word means by itself is what they all mean together. I do not know who They are, but I do believe I understand how Heracleitus means that they do not understand. Understanding is the setting together of two possibly contradictory things in a person's mind and through examination finding their common purpose or meaning. A question that cannot be answered by looking at the text is what this thing is. Because the sentences in general are aphorisms, it seems likely that the thing is supposed to represent any particular thing a person might think of, including the people who do not understand. They do not understand how it is that they themselves could ever understand in his meaning of the word. Being rent asunder is compared to a bow being back-stretched. Thi~ means that the rending is not a destruction but something that allows the thing to do what it is supposed to do. When a bow is stretched, the wood and string are wrenched apart and a strong fastening at the point of connection is what allows the bow to impart energy to an arrow. What the thing is supposed to do depends upon the thing. They do not admit that they themselves can only be and function as whole things, as units, because they contain contradictory parts or ideas which play against each other. I am willing to admit that possibility, and to really consider it by comparing the differing ideas on the subject, which They apparently were not.• 2 Webster's Encyclopedic Unabridged Dictionary of the English Language, s. v. "harmony" I fl 25 �".F O R HE UNLOCKED THE HIDDEN TREASURES OF TRUTH" ton puts forth the fundamental aspect of his method: In this philosophy [experimental philosophy] particular propositions are [deduced2] from the phenomena, and afterward rendered general by induction. (Ibid, 547) "For He Unlocked the Hidden Treasures of Truth" Entertaining Ourselves with the Delightful Contemplation of Newton's Principia By Janice Cater With his preface to the first edition of the Principia Newton gives to the student of his system unusual insight into his ideas of geometry and mathematics as a whole. He says in this preface that his purpose in writing is to explain mathematically the natural forces of the world. In putting forth this statement of intent, he implies that he believes natural forces are governed by mathematics, for what purpose would it serve to explain something mathematically that is not in fact ruled by mathematics? Such an explanation would be no more than an interesting account, one no more valid than any other. This important aspect of Newton's thought is frequently misunderstood. Often his approach is described as giving only a mathematical analogue to nature. By this analysis his method has three parts: first, a presentation of nature simplified and idealized, creating a system in geometric space in which mathematical entities move in mathematical time according to specific conditions expressible as mathematical laws or relations. Consequences are deduced by mathematical techniques and then transferred to the physical world. Second, a comparison of these results with experiential data and the results from such data. Successive attempts at correction of the original mathematical construct, which in turn alter the second stage, lead to a more accurate representation. Third, an application of the results of stages one and two to natural philosophy, in order to elaborate the entire system of the world. This stage applies results to the entire system rather than to individual objects, i.e., applying them to all planets rather than just to Jupiter. Even objects which are very dissimilar are included. For example, the same laws govern the forces of the planets in orbit as do the motions of falling bodies on earth. While the above account is perhaps a plausible reading of the Principia, it does not truly capture the spirit of the work or of the man behind it. From his words in the Preface and his letters to Oldenberg and Cotes, it is clear that Newton has something greater in mind. He believes that mathematics rules the world, that it is universal and basic to all beings. Hence, an explication of the system of the world must necessarily be a mathematical one. The Principia is not a mathematical reduction of the world, neither, however, can it be called an exact replica. A careful examination of this work provides ample evidence for attributing to Newton the belief that he had set out the only true method of describing the system of the world. In defense of this reading of the Principia, an account of Newton's method is crucial. While any sort of in depth inquiry into his method would yield volumes of findings, we can, for the moment, be satisfied with an identification of several major characteristics of his style. He says in the Preface: I wish we could derive the rest of the phenomena of Nature by the same kind of reasoning from mechanical principles, for I am induced by many reasons to suspect that they may all depend upon certain forces .... These forces being unknown, philosophers have hitherto attempted the search of Nature in vain; but I hope the principles here laid down will afford some light either to this or some truer philosophy (Principia, xviii). 1 The method of "reasoning from mechanical principles" is at the very core of his entire endeavor. Introduced in only a few words here in the Preface, its meaning is revealed only through statements of his method found elsewhere. At the end of the General Scholium, New- But hitherto I have not been able to discover the cause of those properties of gravity from phenomena, and I frame no hypotheses; for whatever is not deduced from the phenomena is to be called an hypothesis; and hypotheses, whether metaphysical or physical, whether of occult qualities or mechanical, have no place in experimental philosophy. (Ibid, 547) The process of deducing propositions from phenomena and then rendering them general by induction is very important in the Principia. It elucidates the distinction Newton makes between the physical and the rational. While he clearly values both components as necessary to science, he has extremely strong views on their respective roles. Comprised of two parts, the deductive process begins with phenomena, the visible and humanly accessible world. Through analysis of the general principles one conclusions both certain and necessary are drawn 3 • This step gives the boundaries of the particular inquiry, setting the stage for the thorough mathematical investigation. The next step is inductive; through synthesis, from the specific principles uncovered and proved through the mathematics, one arrives at general principles. Newton works from the physical world, to the rational, and back to the physical; while each is necessary, the roles are quite distinct. Also present throughout his works is appreciation for geometry as a science Newton's; he clearly values the accuracy of its method. To him, it is the only logical way to attack the problem of accounting for natural phenomena. Unlike his contemporaries, Newton was quite wary of using hypotheses. He is often quoted as saying "hypotheses non fingo" - I frame no hypotheses. This statement can be quite misleading, for he did in fac use hypotheses. (The Optics, in particular, is full of them.) No science can progress, no knowledge can be gained without hypotheses. With due attention to Newton's own words, howe~er, his true meaning becomes clear. The passage in question reads: This passage does indeed seem to be disavowing all hypotheses within experimental philosophy. However, he is speaking of the causes of gravity. Since Newton can deduce nothing of the sort from phenomena, he is not free to continue along such a line of reasoning. The strength of such reasoning lies in the certainty and necessity that comes with deduction from phenomena. Replacing this step with an hypothesis could not possibly lead to any definite knowledge. In a letter to Oldenberg, Newton elaborates his manner of using hypotheses: ... For the best and safest method of philosophizing seems to be, first, to inquire diligently into the properties of things and to establish those properties by experiments, and to proceed later to hypotheses for the explanation of things themselves. For hypotheses ought to be applied only in the explanation of the properties of things, and not made use of in determining them; except in so far as they may furnish experiments (Thayer, 5) 4 • He continues, a little later, to warn of what may follow misuse of hypotheses: And if anyone offers conjectures about the truth of things from the mere possibility of hypotheses, I do not see by what stipulation anything certain can be determined in any science; since one or another set of hypotheses may always be devised which will appear to supply new difficulties. (Ibid, 5) 2 replaces Matte's inferred; from the Latin, "In hac philosophia Propositiones deducuntur ex phrenomenis, et redduntur gerenales per inductionem." 3 Sir Issac Newton, Principia, Cajori revision of the Motte trans- 1 lation, 2 vols. (Berkley, University of California Press, Ltd., 1962) this in contrast to inference, where the formal process is less clear or present. "Newton's Philosophy of Nature, Thayer, H.S., ed., (Hafner Press, New York, 1974), p.5 27 �ENERGEIA In a letter to Cotes, Newton is even more explicit about his use of the word hypothesis: And the word 'hypothesis' is ... used to signify only such a proposition as is not a phenomenon nor deduced from any phenomena, but assumed or supposed - without any experimental proof. (Ibid, 6) Newton recognizes the role hypotheses can be made to play in science and he places the proper restrictions to their use. As he says above, one should begin by · investigating the properties of objects, carefully establishing their behavior through experiment. After one has done this, hypotheses may be formed to explain these behaviors. Experimental facts must invariably take precedence over any hypotheses which happen to come into conflict with them. Those hypotheses which seem incapable of proof by experiment must be viewed as highly suspicious. The distinction between exact experimental results and mere suggestions derived from hypotheses must be foremost in one's mind at all times. When found to be in irreconcilable conflict with experimental fact, they must be scrupulously eradicated. The strict guidelines Newton sets for himself are presented frequently. In the Rules of Reasoning in Philosophy in Book Three, we discover another such statement. These four rules are not astounding, in fact one would assume that any good scientist proceeds following principles such as the ones laid out here. Rule 1 orders one to keep all explanations simple, and to avoid unnecessary complications of such explanations . Rule 2 requires that the same causes or explanations must be applied to the same phenomena. Rule 3 states that the qualities of bodies derived from experiments are to be regarded as universal. It is in the explication of the third rule that we find another passage attesting to Newton's extremely high opinion of experimentation. As he says here: For since the qualities of bodies are only known to us by experiments, we are to hold for universal all such as universally agree with experiments, and such as are not liable to diminution can never be quite taken away. We are certainly not to relinquish the evidence of experiments for the sake of dreams and vain fictions of our own devising; nor are we to recede from the analogy of Nature, which is wont to be simple and always consonant to itself (Principia, 398). Having a more complete understanding of the strict use of hypotheses, the relationship between the rational and the physical, and the process of deduction from phenomena and subsequent generalization through induction, a clear idea of "reasoning from mechanical principles" is still lacking. The Preface, though merely sketching Newton's ideas and goals for the Principia, does offer a remarkable amount of insight into the role of geometry as it relates to such "reasoning from mechanical principles." Here Newton goes to great lengths to show how mechanics and geometry relate to each other. He begins by making a distinction between the aims of the ancients and those of the moderns. The ancients, he says, valued the science of mechanics more than any other in the investigation of natural phenomena, while the moderns attempted to fit the naturally occurring phenomena into the bounds of mathematics. Mechanics, as understood by the ancients, was a twofold science, comprising both practical and rational components. The rational proceeded by demonstration, the practical by construction and observation. For the ancients all manual arts fell under the heading of practical mechanics, for these arts are not perfectly accurate. Perfect accuracy became for them the property of geometry, distinguishing this science from mechanics in its accuracy only. Newton asserts that this lack of accuracy in mechanics (as opposed to geometry) is due to the artists, not the art. Were there such a thing as a perfect mechanic, he·necessarily would be perfectly accurate. He also asserts that the description of lines and angles belongs to mechanics rather than to geometry. Geometry is concerned with the properties of these objects, not the physical production of the objects themselves. He calls it the "glory of geometry" that it is able to produce so much in spite of so heavy a reliance on the production of these lines and angles by an entirely different science. Geometry, for Newton, is founded on mechanics; one must use mechanics to produce the lines and angles which are required for the study of geometry. Geometry becomes, then, a part of universal mechanics, namely that part which "accurately proposes and 28 "FOR HE UNLOCKED THE HIDDEN TREASURES OF TRUTH" demonstrates the art of measuring." Since the manual arts are concerned primarily with the moving of bodies, geometry is often used to speak of their magnitudes, and mechanics of their motion. In this way, rational mechanics then becomes the science of motions resulting from forces. However, Newton is concerned with only that part ofrational mechanics which deals with natural powers. In explaining the relationship between the two sciences, Newton clearly says that mechanics is the starting point for geometry. Now, geometry is perfect, yet mechanics is not necessarily so, being subject to all of the imperfections of the mechanic. However, a system that begins with an imperfect foundation cannot yield perfect results. In a letter to Cotes, Newton mentions first principles (and their relation to hypotheses) briefly. ... [A]s in geometry, the word 'hypothesis' is not taken in so large a sense as to include the axioms and postulates; so, in experimental philosophy, it is not to be taken in so large a sense as to include the first principles or axioms, which I call the laws of motion. These principles are deduced from phenomena and made general by induction, which is the highest evidence that a proposition can have in this philosophy (Thayer, 6). Since in the Preface Newton claims mechanics provides the foundations of geometry, the laws of motion, which he here names as first principles, must have some relation to mechanics. Because mechanics is the science of the forces which cause motion in bodies, the laws of motion must belong either to mechanics itself, or to geometry, which describes and measures their motion. But, as mentioned earlier, geometry takes its foundations from mechanics in the form of the actual production of lines and circles. The resolution of these two seemingly different concepts of the starting points of geometry (mechanics and the laws of motion) is not yet evident. One possible solution lies in an examination of another mathematician and philosopher, Pascal. In his work "On the Geometrical Mind" Pascal proposes a treatment of geometry and its first principles which offers unusual insight into Newton's own beliefs. In respect to scientific and perfect demonstra- tion of truth, Pascal says: I can give no clearer idea of the procedure we should follow to make our demonstrations convincing than by expounding the method observed in geometry (Pascal, 430). 5 He believes that the only method more rigorous and complete is one that man could never use, for "what goes beyond geometry goes beyond man" (Ibid, 430). This method would involve defining every term and proving every proposition. Simply because he is finite, man cannot participate in this ultimate method of finding truth. The first terms defined would require other terms; the first propositions would rely on prior propositions; in other words, he could never arrive at the first propositions or terms. Even though man is incapable of partaking in this perfect order or method, he should not surmise that any sense of order is outside of his capabilities. While geometry is certainly less convincing than this perfect order, Pascal claims that it is by no means less certain. By this distinction, Pascal only means to point out that geometry falls below the perfect order in failing to define or prove everything. However, this limitation does not weaken the certainty we acsribe to its findings. Geometry is certain in that it only assumes those missing proofs given perfectly clearly by natural light; nature steps in to fill the void left by discourse. Thus, it is perfectly true as well. Geometry does not attempt to define the things that are clear and understood by all men but seeks to define all of the rest. It is obvious that there exist words which cannot be defined. For example, we cannot define any term without using the words it is. Even a definition of being would utilize these two words. Since defining a term by using the term itself fails to yield a valid definition, we must conclude that there exist words which we, as men, cannot define. Nature makes up for this defect in us by providing a common concept of these words. If she had not, we would be unable to speak to each other, for we would have no basis for agreement 5 Blaise Pascal, On the Geometrical Mind, Richard Scofield, trans., In Pascal, Britannica Great Books Series, v. 33, (Chicago, Encyclopredia Britannica, Inc., 1952). 29 �ENERGEIA about the words we use. These terms given by nature are used with the same assurance as those we have had explained to us. Therefore, all of the terms used in geometry are perfectly intelligible either by the natural light or by the definitions given. This is the way in which geometry avoids falling into error in respect of either defining terms or proving propositions. Again, it defines only those terms which need to be defined, and proves only those propositions which are not evident. When in geometry man traces his steps back to the first truths that can be known, he stops there and requires that they be granted since geometry has nothing clearer to prove them with. Thus, all of the propositions in geometry are perfectly demonstrated either by the natural light or by proofs. Since nature supplies all that discourse cannot give, the order of geometry is just as perfect as anything of which man can partake. A telling example of Pascal's first principles is the (fouble infinity. For Pascal, the most important of all the properties that are common to everything is, constituted by the two infinities which are found everywhere, the infinitely great and the infinitely small (Ibid, 434). However great a space there may be, we can always conceive of one greater, and also, however small a space there may be, we can always conceive of one that is smaller. Whatever space we take, there will always be one greater and one lesser, so that everything lies between nothing and infinity, always remaining infinitely far from each extreme. This cannot be demonstrated, yet it is one of the foundations of geometry. While geometry can neither define its objects nor prove its principles, it is neither deficient in clarity nor in truth. Man has no knowledge more basic than this double infinity or any that surpasses it in clarity. Even so, since man cannot completely understand the infinite, he is often reluctant to admit its existence as well as its properties. Pascal claims that those who do not admit of the infinite divisibility of space will not be able to proceed in geometry. Those who do, however, can admire the greatness and the power of nature in that double infinity which surrounds us on every side, and learn by the consideration of such marvels to know themselves, seeing themselves placed between an infinity and a nothing of extension, between an infinity and a nothip.g of number, between an infinity and a nothing of motion, between an infinity and a nothing of time . Whereupon we can learn to assess ourselves at our just value and to make reflections worth more than all the rest of geometry itself (Ibid, 439). In this examination of geometry as a demonstration of truth, Pascal is not just defending the validity of its methods, he is saying something important about the nature of man. Man is incapable of perfect knowledge precisely because he is trapped between the two infinities. He is unable to prove first principles and know without a doubt that they can be extended to the truly infinite. This understanding of geometry's foundations produces an imperfect system, one that is based on first principles that can't be defined. Thus, as a whole, it relies on common acceptance, not on a common understanding. Pascal says that there is no geometer who does not believe that space is infinitely divisible, yet there is no geometer who understands an infinite division. This gap between acceptance and understanding is, in Pascal's mind, not a flaw in geometry itself, but in man. Pascal's treatment of the first principles is certainly an interesting one. In building any system of thought, one must start with at least one first principle. This starting point must stand on its own, or whatever came before it would be the first principle, and so on . In order to avoid this infinite regression, the starting point needs to be something common to everyone. Pascal, of course, posits that these first principles are implanted by nature in all men, so that they come from inside. The question of first principles is an important one. While Pascal's treatment of first principles certainly differs from Newton's in respect to source or origin, there are definite similarities. For Newton, geometry begins with mechanics, the actual physical production of the figures. These figures, borrowed from without, correspond to the indefinable beginnings of Pascal. To Pascal, man is imperfect, God is perfect. Geometry is imperfect, but it is the most perfect science that men have. Since geometry is imperfect, it draws 30 "FOR HE UNLOCKED THE HIDDEN TREASURES OF TRUTH" on certain indefinable terms and unproveable principles for its foundations. Now, Newton does not concern himself with the idea of first principles formally. Rather, his preoccupation with the distinction between mechanics and geometry seems to hint at questions of origin. But, in contrast with Pascal, to Newton geometry is, in fact, perfect; the beginnings are supplied by something no less perfect than the actual science. In contrasting the two views ot: geometry and the world, three distinct divisions arise. The first of these divisions is founding principles. For Pascal, these are granted by God and are therefore perfect. From this perfect foundation springs the second division, the system, or geometry. Pascal believes that since it springs from indefinable and unproveable elements (albeit perfect ones) from without, this system is necessarily imperfect. Yet it is the closest man comes to accurately describing the third division, the world. This is the actual God-given, God-granted world from which man derives his imperfect model. For Newton, these three divisions are not as distinct as they are for Pascal. Newton begins with the belief that the world was created by the perfect mechanic, of whom he speaks in the Preface, namely God. · This perfect mechanic, working with perfect accuracy, produced and set into motion the natural forces of the world. The orbits of the planets, the motions of fall ing bodies, all follow the precise mathematical laws He ordained. The first principles of this system, which Newton refers to as the laws of motion in the previously cited letter to Cotes, are directly related to mechanics. For example, the first law states: Every body continues in its state of rest or of uniform motion in a right line unless it is compelled to change that state by forces impressed upon it (Pricipia, 13). This law may be interpreted as the production of a perfectly straight or right line. The continuation of this law further provides for the description of the parabola as well as the other conic sections as they can be seen in the planetary orbits: sion are continually drawn aside from rectilinear motions, does not cease its rotation otherwise than as it is retarded by the air. The greater bodies of the planets and comets, meeting with less resistance in freer spaces, preserve their motions both progressive and circular for a longer time (Ibid, 13). These laws serve as the rules for generation of both the actual world created by the perfect mechanic, God, and the system proposed by Newton. In contrast to Pascal's first principles, which are logical, Newton's are natural and physical. Experimental philosophy itself allows for their discovery. Confidence is engendered by experience and the accuracy of the mathematics. For example, the parabolic motion of falling bodies depends on both the inertial and accelerative components set forth in the first two laws of motion. This motion can be seen experimentally as well as demonstrated geometrically. Since God created the world, it is perfect. The first principles by which He did so must necessarily also be perfect. God used mechanics to set the world in motion. Since Newton also uses mechanics as the foundation of his system, this system too begins with perfect first principles. If the first principles are perfect, and the method used is perfect also, how can the system itself fall short of perfection? Newton is very emphatic about the perfection of the perfect mechanic; any doubts must be referred to us, not to Him. Newton does not claim that the system of the world he comes up with is perfect, rather that his method is. The system is not necessarily completely accurate, and he allows for refinements. In the Preface, speaking of the forces by which particles of bodies are impelled to and repelled from each other, he says: These forces being unknown, philosophers have hitherto attempted the search of Nature in vain; but I hope the principles here laid down will afford some light either to this or some truer philosophy (Ibid, xviii). Projectiles continue in their motions, so far as they are not retarded by the resistance of the air or impelled downward by the force of gravity. A top, whose parts by their cohe- He has given an account of the general forces which dictate motion in the world. He has provided the fundamentals; all else is particular. This clarification Newton provides between the 31 �ENERGEIA system and the method elucidates the very subtle distinction between what wondrous things Newton has done and what lesser things are commonly ascribed to him. Proposition sixty-six (Ibid, 173) demonstrates our inability as men to see the whole system. We may treat mathematically all the things which we perceive, and-this itself is no small task, yet we cannot account for those things we do not perceive. Newton here gives a proof of our limits of understanding. (The very fact that he can demonstrate and prove the limits of our scope affords much credibility to his method.) All apparent uncertainties about the world are merely a result of our lack of ability to see the whole. In this way, one sees that while Newton is not merely proposing a simplified mathematical analogue of the world, neither is he putting forth a direct representation of it. He believes that the world is governed by mathematical forces which move it in a perfectly mathematical fashion, and sets forth, therefore, a compl'etely mathematical analysis of it. He is explaining the world through the only method capable of producing truth. In this respect, his system is not a simplified mathematical analogue to something more complex and not mathematical. However, it is true that we, as men, fall short of God in our abilities to perceive and understand the universe as a whole. We are able to grasp only parts at a time, and therefore, whatever system we devise to explain the whole will indubitably fall short of the truth . Nonetheless, Newton does give us truth after a fashion - his method. And this seems to be the most important distinction between the two mathematicians/philosophers: namely, the degree of perfection each of the divisions entails. Pascal, troubled by the question of the origin of first principles in a not-quite-perfect system, is led to question man's own perfection. To him, the benefits of geometry are obvious; geometry leads to truth. In agreeing with him, though, we must concede our imperfections and consign ourselves to an eternal struggle to decrease the ignorance we have of our own world. Our limited understanding of the double infinity leads us either to despair in the futility of scientific inquiry, or to pursue moderation in our attempts to explain the world. We are barred from true knowledge, and are able only to admire and delight in the workings of an incomprehensible universe. All we are left with is the task of focusing on ourselves and our surroundings, hopefully learning, as Pascal says, "to assess ourselves at our just value and to make reflections worth more than all the rest of geometry itself' (Pascal, 439). Newton, on the other hand, clearly believes that we can have true knowledge of both ourselves and the world. His veneration of geometry is evident throughout the work, and is found to be excessive nowhere. He proves to us the strengths or, as he calls it in the Preface, the glory, of geometry. We too are taught to revere this science for its accuracy as well as the enormous scope of its findings; we come to understand it as Newton does, as the science, inextricably linked to mechanics, which accurately describes the natural forces of the world. It should not be overlooked that our views of God and the world are irrevocably changed as well, for though the Principia is a geometrical treatise, it is not so narrow in scope, and is rightly entitled the "Mathematical Principles of Natural Philosophy." After a careful examination of this work we come to agree with Cotes's words from his Preface to the second edition: "FOR HE UNLOCKED THE HIDDEN TREASURES OF TRUTH" thence incited the more profoundly to reverence and adore the great Maker and Lord of all. He must be blind who from the most wise and excellent contrivances of things cannot see the infinite Wisdom and Goodness of their Almighty Creator, and he must be mad and senseless who refuses to acknowledge them (Principia, xxxii-xxxiii) We see now that Newton leads us, through a sincere and careful mathematical inquiry, to an informed participation in the glory of a most perfect universe.• Fair and equal judges will therefore give sentence in favor of this most exce-llent method of philosophy, which is founded on experiments and observations. And it can hardly be said or imagined, what light, what splendor, hath accrued to that method from this admirable work of our illustrious author, whose happy and sublime genius, resolving the most difficult problems, and reaching to discoveries of which the mind of man was thought incapable before, is deservedly admired by all those who are somewhat more than superficially versed in these matte s. The gates are now set open, and by the passage he has revealed we may freely enter into the know ledge of the hidden secrets and wonders of natural things. He has so clearly laid open and set before our eyes the most beautiful frame of the System of the World, that if King Alphonso were now alive, he would not complain for want of the graces either of simplicity or of harmony in it. Therefore we may now more nearly behold the beauties of Nature, and entertain ourselves with the delightful contemplation; and, which is the best and most valuable fruit of philosophy, be 32 33 �PHEDRE Heroism in Racine's Phedre By Peter Smith Yes, prince, I languish, I burn for Theseus: I love him, but not as hell saw him, The fickle lover of a thousand different objects, Who would dishonor the marriage bed of Death; But faithful, but bold, and even a little savage, Charming, young, drawing all hearts after him, Such as one depicts our gods, or such as I see you now. He had your bearing, your eyes, your speech; Your noble modesty reddened his face, When he crossed the waves to our Crete, Worthy subject of the vows of Minos' daughters. What were you doing then? Why, without Hippolytus, Did he assemble the elite heroes of Greece? Why, too young still, couldn't you then Board the ship which took him to our shores? You would have slain Crete's monster, Despite the windings of his enormous lair. To unfold the uncertain mystery, My sister would have armed you with the fatal thread. But no: in this scheme, I would have gone before her; Love would have inspired this thought in me first; It is me, prince, it's me, whose useful aid Taught you of the Labyrinth's twistings: With what cares I would have held dear this lovely head! A thread not enough to reassure your lover, Companion in the peril which you sought, I would have wanted to walk before you; And Phedre descended into the Labyrinth with you Would have, with you, returned or be lost. (Act II, Scene 5) eration and pious chastity are starkly contrasted with the uncontrollable lusts which plague Phaedra. He falls in love, it is true, but nicely. It makes sense, of course, that Racine should see the proud restraint which Hippolytus exhibits as the means of conquering one's passions. And just so that the analogy is made perfectly clear even to those who were not paying close attention during the first four acts, Hippolytus is made, in the finale, to battle the beast nobly in front of the wedding chapel, symbol of honorable, chaste, and divinely sanctioned love. With his heavy-handed use of metaphor Racine forces this understanding of man's battle with passion into the somewhat unwilling Labyrinth myth with which he is, after all, constrained to work. It does not always seem to fit though. What does it mean for Phaedra to lead the hero into the Labyrinth? Racine presents us with the image of a lecherous old woman enticing an innocent, luring him into the darkness of perversity. Her promise to teach him the turnings of the Labyrinth takes on a horrible and vivid significance, but it is a significance irreconcilable with the myth. There is a discrepancy on two different, but related, points. First, is the matter of the seduction: it is backwards. Theseus seduced the innocent Ariadne (and later abandoned her), and not the other way around. Secondly, it is only because of the knowledge she gives him, because of the fact that she betrays to him the secrets of her family, "du fil fatal efit arme votre main", that Theseus is able to kill the Minotaur. It is Ariadne's thread which suggests an alternate understanding of the hero, and a reexamination of the character of Theseus. That which makes it difficult for the young Hippolytus to see Theseus as hero explains the necessity of the seduction of Ariadne as preface to his battle with the Minotaur. In the eyes of his son (in the first scene) and Phaedra (in her speech), Theseus' penchant for playing the role of "volage adorateur" and his crimes against "trop credules esprits que sa flamme a tromp~s", tarnish the memory of his heroic deeds, but in the myth these seductions are closely bound to the idea of Theseus as a hero. Theseus was able to descend into the Labyrinth not because he was pure of heart, but because he was an initiate of the island's profane mysteries. He could kill the Minotaur not because of his strength and courage, but because he What is most striking about this passage is how Hippolytus usurps his father's position, not only as object of Phaedra's love, but also as hero. It is Hippolytus who should have descended into the Labyrinth. It is Hippolytus who should have killed the Minotaur and freed Athens. The fact that Phaedra ascribes to him the deeds of Theseus gives insight into Racine's reworking of the myth, and into his understanding of the hero. The image of the Labyrinth is an obvious one and central to the play. The story of its origin, of Pasiphae and the bull, of passion and bestial lust, hangs over the characters like a prophecy. It is the product of an ancient curse which dooms the descendants of the sun; the sun who looked upon, and revealed, the sins of a goddess. Their punishment , Phaedra's punishment, is unspeakable, subterranean desire. The torture is made more horrible for Phaedra because of the other half of her ancestry: she is the daughter not only of Pasiphae, but of Pasiphae and Minos. She is afflicted with remorse, the union of sin with the consciousness of guilt, of insatiable lust with divine, all-seeing, all-judging conscience. This monstrous union of man and beast is depicted for us in the image of the Minotaur, Phaedra's halfbrother. But if this is how we are to read the metaphor of monstrosity in Racine's play, how are we to understand the character of the hero, the monster-slayer? Theseus, as he appears on stage, is of little help. He is bumbling, incompetent and helpless. Until the final scene he has no idea of what is going on around him, and seems, for that little bit of the play he is actually in, more of a plot device than a character. In order to understand the nature of the hero one must tum toward the double image of Hippolytus Theseus being led into the darkness by Phaedra Ariadne. It is not difficult to see Hippolytus in this role. The imagery of the play, not only in this passage, points towards him as the monster-slayer, and in speech after speech his virtues are recounted. Racine writes Hippolytus as a bland paradigm of manly virtue, a character very different from the ambiguous and slightly repellent Amazon that appears in Euripides' play. He is proud and honorable, but in this play, only "un peu farouche". His sober mod- 35 �ENERGEIA was able entice Ariadne into revealing her secrets to him. It is also interesting to note that not only in his Cretan escapade are his heroic deeds linked_ to his conquest of women (if in the final analysis we can even make the distinction between the two). Theseus is able to save Athens from the Amazons who threatened it by coercing their queen, Antiope, the mother of Hippolytus, into committing an act of betrayal similar to that of Ariadne. Both of the threats to his kingdom come in the form of a woman (the product of Pasiphae's awesome lusts, and the proud and unbowing Amazon), and Theseus overcomes these threats not in combat, but with an act of seduction. This is the nature of Theseus' heroism. Racine ignores neither of these two heroes, but plays them off against each other, which is what makes Phaedra's speech so interesting. Even if, in the end, he seems to see Hippolytus as the hero, justifying his claim that this play, more than any other he wrote, exalts virtue, the decision is yet an ambiguous one. The fact that in loving Aricie he becomes her captive, that in finally battling the monster he becomes entangled in the twisting reins, leaves open the question as to whether the man who contemplates the storm standing safely on the quiet shore can really call himself its master. • Lyric Narration By Alexa Van Dalsem "Sing, goddess, of the destructive wrath of Achilles, son of Peleus ... " begins the Iliad, and through vivid language the reader is swept into the emotion and story of Achilles. The words provoke sympathetic sensations and pry upon the memory and imagination to relate a hero's tale. For from simple words, spoken or written, placed in careful succession upon the mind, one may experience countless lives and events and ideas. Being social, communicative animals, humans strive to communicate with others, most immediately through words and when words cannot suffice, perhaps through dance, art, theater, or music. In the studying and listening of the second movement of Beethoven's Symphony No.7 the music plays into a storyline, evoking different emotions in the parade of musical measures, combining to tell a story, such as the first words of the Iliad. Like a narrator's words, music is a storyteller. The oboe, clarinet, bassoon, and horns introduce the second movement as if ending a section of music, holding their notes for three measures. C makes an appearance as 3 in the oboe and bassoon, and E as 5 in the oboe and horns, outnumbering the A's in the clarinet and bassoon. The introduction has a feeling of being almost complete, not quite hitting home, leading to the entrance of the main character, who I call Kedos, represented by the lone notes of measures three and four, theme (a), a slow, precisely measured, melancholy beat (measures 3-26). The A-minor key gives the notes the familiar minor-key sadness. Measures 11-18 repeat from measure 19 on, but more quietly. Having victoriously concluded a war the stately Kedos leaves the battle land, walking in solemnity and solitude grieved of lost lives and his homeland. Coming upon a divinely lit clearing, he does not slow his steps, but approaches quietly, not wishing to be noticed by nor to disturb the figure dancing in the light. The viola and cello take up the melody, theme(~), 36 dancing behind (a) as a less solemn tune (measures 27-50). (~)moves up to the second violin, urging (a) to the first violin as the two tunes intertwine, the beat becoming momentarily less prominent (measures 5174). As(~) proceeds to the first violin, (a) is driven into the wind instruments in a crescendo of (a), made more prominent by the high pitch of the tones overriding, but not wholly hiding, the continued(~) melody in the first violin, and the contrast of the seeming lightness of the preceding section. In sympathy(~) plays along with (a) (measures 75-9.8), dropping off for a moment at 99-100 for (a). Despite his precautions, the figure turns towards Kedos, dancing around him, winding her song amidst his melancholy. Softly she sings of happiness, beguiling him to join her, to forget his pain for lightness. Tempted by her promises and the rays of joy laid against his sadness, prodded by the sharp pangs of his pain, Kedos tries to dance, to mingle with her song. But in his pain he can only erupt into the song of his sorrows, weeping and singing as she sings with him, dancing in sympathy, as he tries to purge his mind of the past. Enchanted by her continued song, Kedos ends his weeping, forgetting sorrow, and eases into her dance. After the crescendo and fall off of (a) , (~) picks up a lighter tune in a lighter key, A minor, in the clarinet and bassoon. The original rhythm of (a) continues in a variation by the bass, but pizzicato, so that the role of the pounding dominant beat is lessened (measures 101-42). Ending the tune,(~) reverts to A minor in measure 139 and begins a downward scale, to .spill into a full tumbling scale, covered by winds and strings from the flute to the bass (measures 144-48). A pair of eighth notes hang suspended at the end to be answered by two more sets of eighths (149). Having relieved Kedos 'pain, eased his piercing cries into soulful looks, she sings of her life, of the happiness he would find with her further soothing his wounds with �ENERGEIA tales of continued gaiety and merriment. She ends her song with arms outstretched towards him, asking if he will join her in the lightness, suspended as she wonders if she has convinced his pain to escape into her dance. He cannot but assent, wrapped in her enchanted song. (p) returns in measure 150, still accompanied by the pizzicato bass beat. Measures 176-77 hold a short set of saddened tones that give way again to a soothing tune, leading into the fugue. The fugue subject as appears in measures 183-86 is another variation of (a), using the same rhythm in a smoother sequence of notes. The fugue having begun with two string instruments widens to all four string instruments, comes to include the wind instruments, and builds to another crescendo of music for a return of the solemn pounding (a) theme (measures 214-23), repeating a part of what the flutes so plaintively declared in measures 7598 . Falling into the lightness, Kedos and she dance, signing her notes of glorious, lulling melody. Under her enchantment his pain finds rest, resurfacing in fleeting instances to be blanketed by her swift hands. She wove his pain into light, relieving his soul with masks made of his sadness. As he dances his light ascends, as she sings he flies, floating only among her notes to be gripped by his unyielding pain. Falling to ground, he cries in familiar anguish as memory triumphs over her presence, seized with realization of his dances 'futility, of the enchanted mask resting upon his face. As (a) repeats in measures 214-23, so does the melodic variation of (p) of measures 101-42 return, again to A major, futilely trying to dispel the reinstated sadness (measures 224-51). The sad (a) struggles over (p), returning softly in measures 243-45 to A minor and the original beat, and is more strongly reinstated in the following measures, becoming climactically loud (by all instruments except strings) as (a) returns, softly (only by the strings), loudly, softly, as if to reveal two contrary views of a situation (measures 24753). The succeeding beat series of quarter note, two eighths, and two quarter notes is played by pairs of the wind instruments in succession (flute and oboe, oboe and clarinet, etc.), to be supported and answered by all four strings in pizzicato, and then repeated (measures 255-70). Finally, the winds consent (measure 271) and the strings, returning to area, speed off to the end. Trying once again to dispel Ke dos' pain, an- swering to his repeated cry, she sings her song' of gaiety and merriment, enclosing his soul in her leaves of easement. But his melancholy winds shu.ffie her leaves to the ground, and as if to convince himself he exclaims, "I have t'o go," a yearning to stay lingering in his eyes, but convinced by his own words. Calmed by his conviction, he found his pain echoed in her slowing song, in her consent. Little to reply, he disappeared beyond the boundary of her faded light. Perhaps not coincidentally, this story resembles that of Odysseus and Calypso. As Homer's epic poetics composed the tale of Odysseus, so does music hold the ability to compose a tale. Listening to music, I often put phrases of words with the music, naturally matching the tones with words. Songs intentionally combine music that expresses emotions to simiiar emotions expressed by the words (or vice versa). Palestrina used voices formed around words to produce a musical composition, expressing sentiments through words and music. An in the Kyrie of the Missa Papae Marcelli, the singing of the "Kyrie" is shortened compared to the elongated "eleison," as if calling attention to the Lord and then singing in supplication for mercy, lengthening the word so that it reaches the Lord and giving "eleison" importance as if the Lord's attention can be easily gotten, but his mercy requires more effort. Together and separately music and words express a story or emotion or can portray a scene. According to Aristotle, " ... that which has a beginning and a middle and an end is a whole." (Pqetics VII.27) Musical compositions and written stories, being complete and whole like tragedy, should have a beginning, middle, and end in which to contain a story, and methods of revealing the building, climax, and resolution within those boundaries-words through suspenseful and climactic literal illustrations and music through the soundings of instruments. In the second movement Beethoven denotes when instruments should become loud or soft, when to crescendo and other such dynamics to set a scene or mood. Music from the beginning (a) overlaps the end of the fugue in stretto, building to a powerful reinstatement of (a), to give a booming and dynamic entry to a familiar tune. While (a) rested beneath(~) and hid within its variations, it could never disappear. Its reentry sneaks up on the listener and hits the ear with grand resolution at its return. (a) and(~) of the second movement 38 LYRIC NARRATION differ through dynamics as well-( a) being more of a march, stately and solemn, using the same rhythm every two measures, with each note pronounced. Whereas(~) flows into a dance rhythm, creating a song theme through varied notes, many tied together to soften the evident beat of (a). Dynamics of music describe a scene and actions as words and phrases describe a scene in a story. As words invoke images of characters which are carried in the mind throughout a story, the use in music of different instruments or tunes defines characters. The musical characters interact as the instruments and tunes interact, playing separately or together, one perhaps louder or higher in pitch that the other, to reveal different qualities and positions of the characters. Beethoven's use of two tunes (the beginning stately (a) and the added flowing(~) which play together, and sound separately, and build over one another, sets apart two characters acting together as the music acts together. Shiitz's St. Matthew Passion similarly distinguishes the characters, having the Evangelist and Jesus as single singers with music and words presented more as speaking than song, sung by musically different voices. The High Priests and Learned Ones as well as Jesus' Disciples sing with multiple voices to represent a group of people, differentiating the Evangelist, Jesus, and the followers. In music, characters are described through musical qualities, which act as words ion character descriptions by playing on the emotions conjured up by the musical qualities. Both words and music evoke one's emotions, letting the mind hold the story within itself, to experience vicariously sadness and joy, trouble and resoluti on, being the· foundation for humans to participate in stories. Different keys easily set the tone, as the beginning key of A minor of the second movement gives the music sadness and the intermittent A-major sections give the music a lighter, less solemn air. The regular beat of (a) reminds the listener of marching, giving the tune solemnity and stateliness. The melodic (~) , on the other hand, with notes tied together, trickling up and down scales in notes of smaller time increments, sounds like a dance, resulting in a tune with a tendency towards happiness. Without these memories or sympathies, one can only see words or music, without truly reading or listening, failing to fly above the tones. Like written compositions, music combines musical elements as a form of expression, resulting not only in a musical composition but an expression of emotion, resembling a story. • 39 �Non-Profit Or~ U.S. Postage PAID St. John's College Permit No. 6t Lutherville, Mc Annapolis, Maryland 21404 ___J � 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>Energeia</em> Description An account of the resource <em>Energeia</em> is a non-profit, student magazine, which is published once a year and distributed among students, faculty, alumni, and staff of St. John's College, Annapolis.  Staff welcome submissions from all members of the community -- essays, poems, stories, original math proofs, lab projects, drawings, and the like. 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 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 energeia 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. ii, 39 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 Anderson, Christopher (senior editor) Title A name given to the resource Energeia, Spring 1996 Date A point or period of time associated with an event in the lifecycle of the resource 1996 Description An account of the resource Issue of the Energeia, published in Spring 1996. Identifier An unambiguous reference to the resource within a given context Energeia Spring 1996 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 Energeia Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ce1f364761d207aaec4eb2ba5e2ffe02.pdf 235948c6058155ac397b4764bf16722e 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/. Identifier An unambiguous reference to the resource within a given context Vol. 40 #5 Creator An entity primarily responsible for making the resource Anderson, Kira (Editor in Chief) Grauberd, Jonathan (Editor in Chief) Title A name given to the resource The Gadfly, Vol. XXXVIII Issue 05 Date A point or period of time associated with an event in the lifecycle of the resource 2016-11-16 Description An account of the resource Volume XXXVIII, Issue 05 of The Gadfly. Published November 16, 2016. (Misnumbered as Vol. XLI, Issue 05.) 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/de22ef3a76cbd4a97f57080582b4db12.pdf 02205061e954b8f44213e7d30dea9be7 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. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Vol. 40 #6 Creator An entity primarily responsible for making the resource Anderson, Kira (Editor in Chief) Grauberd, Jonathan (Editor in Chief) Title A name given to the resource The Gadfly, Vol. XXXVIII Issue 06 Date A point or period of time associated with an event in the lifecycle of the resource 2016-12-13 Description An account of the resource Volume XXXVIII, Issue 06 of The Gadfly (Special Issue: Badfly). Published December 13, 2016. (Misnumbered as Vol. XLII, Issue 06). 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 Badfly Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/42ff911362966abb515c69228c9aeec7.pdf 30932e77caf22f569473d158ef07e76b 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/. Identifier An unambiguous reference to the resource within a given context Vol. 40 #7 Creator An entity primarily responsible for making the resource Anderson, Kira (Editor in Chief) Grauberd, Jonathan (Editor in Chief) Title A name given to the resource The Gadfly, Vol. XXXVIII Issue 07 Date A point or period of time associated with an event in the lifecycle of the resource 2017-01-22 Description An account of the resource Volume XXXVIII, Issue 07 of The Gadfly. Published January 22, 2017. (Misnumbered as Vol. XLIII, Issue 07). 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/d095d1b39c815745367715880514fbf0.pdf 85dfaa42e26454a09d4b992d4d946c17 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 12 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadlfy, Vol. XXXVIII Issue 08 Description An account of the resource Volume XXXVIII, Issue 08 of The Gadfly. Published February 21, 2017. (Misnumbered as Vol. XLIV, Issue 8) Creator An entity primarily responsible for making the resource Anderson, Kira (Editor-in-Chief) Grauberd, Jonathan (Editor-in-Chief) 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 2017-02-21 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 Vol. 44 Issue 8 February 21, 2017 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/150861dc3222c287acb86ede95fbfe88.pdf 47e84756d2162ca5195d827da9141b4f 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 8 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly, Vol. XXXIX Issue 11 Description An account of the resource Volume XXXIX, Issue 11 of The Gadfly. Special Issue: Croquet. Published April 14, 2018. (Misnumbered as Vol. XXXVIV, Issue 11). Creator An entity primarily responsible for making the resource Anderson, Kira (Editor-in-Chief) Berreles-Luna, Athena (Editor-in-Chief) Pelham, Rose (Editor-in-Chief) 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 2018-04-14 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 Vol. 39 Issue 11 April 14, 2018 Croquet Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a94fd4aefd4bd4be6268dcb7faf8cc19.pdf ae2c40b530c379aef73251cb57fddc96 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 8 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly, Vol. XXXIX Issue 09 Description An account of the resource Volume XXXIX, Issue 09 of The Gadfly. Published February 11, 2018. (Misnumbered as Vol. XXXIX, Issue 09). Creator An entity primarily responsible for making the resource Anderson, Kira (Editor-in-Chief) Berreles-Luna, Athena (Editor-in-Chief) Pelham, Rose (Editor-in-Chief) 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 2018-02-11 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 Vol. 39 Issue 09 February 11, 2018 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e185da0573116f1f37353c3ae3b567de.pdf 4f9edcb6046127ed2b302787b7b62acd 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 8 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly, Vol. XXXIX Issue 02 Description An account of the resource Volume XXXIX, Issue 02 of The Gadfly. Published September 20, 2017. (Misnumbered as Vol. XXXVIV, Issue 02). Creator An entity primarily responsible for making the resource Anderson, Kira (Editor-in-Chief) 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 2017-09-20 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 Vol. 39 Issue 02 September 20, 2017 Gadfly Student publication