41 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d702285c5da879387e63af9ddafb5d4f.pdf 4459942c56bc2ec6306db228d009240c PDF Text Text THE COLLEGE St. John's College Annapolis, Maryland Santa Fe, New Mexico \ April, 1973 �The Liberty Tree THE COLLEGE Editor: Robert L. Spaeth Alumni Editor: Thomas Parran, Jr. Design & Production: John Randolph Campbell Editorial Advisory Board: Michael W. Ham, Paul D. New· land, Barbara Brunner Oosterhout, '55, E. Malcolm Wyatt. The College is published by the Development Office of St. John's College in Annapolis, Maryland. Richard D. Weigle, President. Paul D. Newland, Provost. Published four times a year, in January, April, July and October. Second Class postage paid at Annapolis, Maryland, and at other mailing places. IN THE APRIL ISSUE: What is the Ouest ion? by Elliott Zuckerman . . . . . . . . . . In Memory of Mark Van Doren, by William A. Darkey . . An Interview with Robert Bart, by Robert L. Spaeth . . . A St. Johnnie in the Job Market, by Grace Dawson '65 .. Black Mountain, by Michael W. Ham ................ Sculpture by Burton Blistein ...................... Conversations with Graduate Institute Alumni, by Goeffrey Comber ................... News on the Campuses . . . . . . . . . . . . . . . . . . . • . . . . . . Alumni Activities .............................. 1 3 4 10 11 12 14 19 22 ON THE COVER: "Gallery Ill" is the title of the work of sculpture shown on the cover. The sculptor is Burton Blistein, a first-year Tutor and Artist-in-Residence on the Annapolis campus. The College features other photographs of Mr. Blistein's work on pages 12 and 13 of this issue. VOL. XXV April 1973 NO.1 Tina Saddy, 75, a sophomore on the Annapolis campus The Tower Building, on the Santa Fe campus �WHAT IS THE QUESTION? Before I came to St. John's College, and well before I came to the Graduate Institute, I used to direct a summer camp. It was an international camp, and there were young men from many different countries. Each boy was required to do what was called a Project - to make something that would be of use to the campers of the future. One summer there was a boy of sixteen from what was then East Pakistan. His quiet and unaccountable behavior displayed the characteristics of that part of the world which, in those days of relative innocence, we still thought of as the Mysterious East. For his project he decided that we needed a place to put the various objects that the other boys had carelessly left behind or mislaid on the grounds of the camp. So he built a Lost and Found Box. He got a large orange crate, which was already divided into two compartments of equal size. On one side he put a sign which read "Lost." The other side he labelled "Found." Since he placed the box outside the window of my office, I was able to observe the campers who made use of the completed Project. A boy would come up to it holding a book, or a fountain pen, or a shoe, and stand there trying to decide which half of the box it belonged in. I enjoyed watching the signs of their Hegelian deliberation. I liked the effect of that built-in perplexity partly because I myself am naturally of two minds about almost everything. At the same time I am capable of the most categorical pronouncements, of the sort that people are prompted to call "opinionated" - a term that ought to be reserved for the utterer and not for the remark itself. When the division has been built in, one must, after all, eventually place the pen or the shoe in one or another section of the orange crate. Less personal was the illustration of what happens when correlative words are artificially isolated. Consider, for example, what happens in any classroom. Who are the teachers and who the students? When we give or take tests, I suppose the distinction is the simplest: the teacher is the one who asks the questions for which he presumably has the answer, and the student is the one who hopes he can remember which answer it is supposed to be. But Elliott Zuckerman, a Tutor in Annapolis since 1961, waS Director of The Graduate Institute from 1968 to 1970. He is now Acting Dean at Annapolis. The above address was delivered at the Institute's commencement in August, 1972. I ELLIOTT ZUCKERMAN apart from that technical situation, it's hard to tell who's really doing what, for there is a constant reversal of roles. A child asks questions for which we have no idea of the answer. And the professor, when he is not merely professing, can do the same thing. Any good teacher and any good student can multiply the examples. One wonders, of course, whether the very distinction between Question and Answer isn't rather like the distinction between Lost and Foundwhether they don't belong in the same undivided orange crate. "What is the answer?" Gertrude Stein is supposed to have chosen as, we are told, her splendidly characteristic dying Question. When no answer came, she· laughed and supplied it herself. "Then," she said, "what is the question?" At St. John's College we do everything possible to erase the sharp distinction between Teachers and Students. We tell everyone who asks about us, and even those who don't ask, that the Tutors are students and the students teach. The coffee shop usually displays the two sorts helping each other. In the Graduate Institute the ambiguity is happily compounded: not only are the teachers students by inclination, but most of the students are, by profession, teachers. Better still, we try to bypass the distinction by asserting that the books are the teachers. But that places us before the divided box of the next distinction. Are· the books asking or answering? In the seminar, where we start out with a .question, ought we to end up with an answer? And when we do find ourselves with an answer, surely the answer ought to pose a question. Since this is a commencement speech, I have an excuse for having fallen into one of the refrains of our indigenous homily. But the paradoxes sound bromidic enough to tempt me to the opinion that they ought henceforth to be uttered sparingly. Perhaps they ought to be reserved for that rarest of occasions, a profitable discussion. It seems to have become too easy, for example, to speak the truth about the importance of finding a question in every answer. It may even have become too easy, in a superficial way, to practice that discovery. The reader or the listener who accepts everything he is told is, of course, discouraging: one sees in him the readiness finally to choose an authority and adopt a party line. But I wonder whether we oughtn't to be equally suspicious of those people who automatically question everything. Surely they are annoying in 1 �seminar, those participants who can be predicted to counter every assertion with a Why, and ask about every word you use "What do you mean?" One wonders whether in the course of their immediate and invariable questioning they have learned anything important about Questions - that there are, for example, really very few of them, and that they are rarely seen in anything like their full force. Because they are few, they must recur at vertically aligned stages of what may be considered a kind of expanding spiral. My fancy image is meant to refer to an experience I'll try to describe. At the terminus of a rare discussion one can find oneself asking a question which one remembers having asked before. But this time it seems to have greater force: this time it is asked more deeply, or more elevatedly. You see its import in Kodachrome, whereas it had once been merely in black and white. Or you see it now in the sharp contrasts of black and white, whereas before it had had the imitation gloss of glorious technicolor. You recognize that what had seemed to be a seeing had been vague and fleeting, and this suggests analogously that whatever clarity and permanence the question now seems to have will seem shadowy in the light of some future terminus of thoughtfulness. "Why is there not nothing?" There is one of the great terminal questions, a question that can provide the impetus for a further turn of the spiral. If we don't know that this is so, we are told so on good authority. Yet I think the question sounded silly just now - not just awkward, in its oddly necessary negative phrasing, but feeble in the context of here and now. Anyway I hope that was how it sounded. For I had no business saying it, except to illustrate the very point that I had no business saying it. The question can mean something only at the end of a series of difficult thoughts - an end which is, as I have suggested, also a beginning. It should have no place outside of a discussion, or apart from one's most valuable deliberations. It certainly has no place in a speech, when one can at best half-attend to what one person half-professes. Furthermore, even if the context had been one of suitable thoughtfulness, I had maimed the question before I uttered it; for I had written it down. Our society - particularly that part of it which is so disconcertingly called intellectual - has somehow heard that questioning is a good thing, without recognizing that what is valuable has to be rare and difficult. As a consequence we constantly come upon parodies of the thoughtful life. We are beset by interviewers who ask questions, and experts who answer them. But we also question anyone at all about anything at all, as though we had come to believe that 2 there is virtue not only in the quantified tabulation of answers and indecis:ons, but in the very activity of asking questions. In and for itself we like the variety of the answers - so much so that for every assertion we are required to seek out an "opposing view." Our ideal of the reasonable life is the confrontation of conflicting opinions - an endless panel discussion in which people from all walks of life engage in the empty activity of exchanging ideas without ever having had any. It is an extended Symposium at which nothing is offered to drink. If someone knows how to do something, we don't simply ask him how he does it; we ask him, as though his know-how contained a nest of answered questions, for his "methodology." Better still, we ask him for his "philosophy" - his philosophy of film-making, or of hair-dressing, or of camp directing. We even ask people indiscriminately to tell us of that special grasp of the world and their fellow men that ought to be the exclusive province of the chap whom one finds standing next to one at a bar: we ask them for their Philosophy of Life. One wishes, indeed, that we could learn to be openly trivial - for somewhere in the etymology of triviality there is some suggestion of the attention to the meanings of words. Despite the superficial resemblances, our pieties at St. John's are worthier than the ones I have just described. Yet I suggest again (and in conclusion this time) that the life of questioning, of curiosity, of wonder, is not so easily to be entered into as even our pieties would lead us to believe. I am even suggesting that for most of us there is no such life - that wonder occurs within a life, in moments that are hardly won. And there can be hardness in what follows those moments. The implications of one's deepest questions may be repellant. For what passes for an answer may require a commitment or a faith or a series of hinged conclusions that could rock the order of a hitherto hidden foundation of action. My Bengali camper, incidentally, gave us one other example of his handicraft. It was what at the time we could only deduce to be an inflammable ashtray. He had taken half the shell of a coconut, and covered it with a kind of varnish. When one put one's cigarette near it, the varnish gave off a sudden blue flame. This was not a Project. He made it especially for me, and presented it to me at the end of the summer, during the closing ceremonies, as a kind of graduation gift. For a long time I thought it was his hint to me that I should give up smoking. But I know now that the true excellence of his handicraft consisted in his talent for illustrating the more questionable aspects of what one would someday, to one's great surprise, find oneself saying in speeches. 1111 �In Memory of Mark Van Doren (1894-1972) William A. Darkey Every time someone dies the whole world changes. We don't always know this and when we don't it is because we do not, or cannot, remember the one who has died. I have called this meeting today because it is fitting that we interrupt the study and the labor of the College for a time to remember Mark Van Doren, who died last Sunday at the age of seventy-eight. His life has in part made our world, and his death has changed it. In a formal way it is right that we should come together to honor his memory, because he was a member of the new St. John's from the times before it began. During important years he was a member of our Board of Visitors and Governors. For two decades he was a regular lecturer in the College in Annapolis and in this way a true teaching member of this Faculty. He lectured to us on poetry and poets, and through his teaching many of us learned how to think about poetry and to love it. He was last on this campus in Santa Fe io August, 1971, when he delivered an address to us - to you -- In Praise of a World That May Not Last. Your world. He praised it to you and for you. Not many of you knew him personally. And yet you do know him through his poetry, I hope, and also through his book, Liberal Education, which has for three decades led students to St. John's by showing them a vision of what this college tries to be. Many of you are here now because of him. All of this is formal. But it is not what I should like to remember with you today. Rather, I should like to remember with you some things you do not or may not have thought about Mr. Van Doren. Institutions at their best must be personal because persons make them up, and it seems to me we should be personal about Mr. Van Doren. I knew Mark Van Doren from the time I was a very young student. The first time I heard him lecture - I was a freshman - I thought to myself something like, "This is a real puet." That was the judgment of a very green and a very callow boy. But I was not William A. Darkey is Dean of the College in Santa Fe. He has been a Tutor since 1949. The above remarks were delivered at a College meeting in Santa Fe on December 13, 1972. wrong. The privilege of knowing and loving him for the next thirty-five years, at St. John's, at Columbia University, and afterwards has been an essential part of my education, the happiest part, I think. He was essentially a poet and a very fine one. I tend to think of him as Vergilian, though Vergil was not one of the poets he admired most greatly. His own prime poets, I think, were Shakespeare, Homer, Dante, and the poets of the Old Testament. But Shakespeare's plays and the Bible were the poetry he loved best. While he was above all a poet, he was also a scholar, a critic and a great teacher. And, it should bt added, a sophisticated man of the world and a good citizen of it. In him these roles were not separate, as they need not be. We should remember this and see itdemonstrated in him as a permanent possibility. They were io fact functions of his role as poet. As a scholar he was meticulous and learned, because detail fascinated him - detail of the actual surface of things the way they are. And he loved words; their sound; their music together; their history - I remember conversations interrupted at intervals by his diving for the dictionary; all the richness of words; their precision. These virtues of the poet are the essential equipment of the scholar. As a scholar he had read and remembered everything, but he hated footnotes and the rest of the pompous apparatus. To the unwary or ignorant reader it may appear that he wrote off the top of his head. A more sober and responsible judgment reveals how much learning he had digested and gracefully returned on his page. His view of the critic's function was again that of the poet. His last book of criticism, whose prose style is the equal of any written in this century, is entitled The Happy Critic, and that says it all. He deeply felt that the business of the critic, like that of the poet, is to praise what is excel! en t, beautiful, and wonderful. He hated the perpetual carping of critics who can find nothing good, nothing worth their while to praise, and so write destructively. When there were no new books to praise, he reread the same old ones, and praised them. The same old ones: Homer, Chaucer, Cervantes, Shakespeare. (~ontinued on page 18) 3 �AN INTERVIEW WITH ROBERT BART By ROBERT L. SPAETH ROBERT SPAETH: Mr. Bart, you have been teaching at St. John's for about twenty-five years. What have you learned about teaching during those years? ROBERT BART: I don't know whether I've really learned anything about teaching - I've just been teaching. I think each teacher has to teach his own way. When I first came to the College I audited a great many classes. I went to John Kieffer's Greek tutorial, and Ernst Abramson's mathematics tutorial, classes of Winfree Smith and Mr. Klein. I guess the first thing I learned was that everybody teaches differently and I couldn't imitate anybody else. But I learned something from watching other people teach. I think I don't quite know what it is you learn. You learn how different they are, and you stretch yourself in directions you wouldn't have tried, but it certainly doesn't come out anything like the same way. SPAETH: When you came to St. John's, did you think that you were prepared to be a teacher? BART: I think the thing about the College that's different from elsewhere is really that we don't think of teaching and learning as entirely separated. When I was in college the teachers were experts and were telling us what they knew, and we were listening to them and taking notes, of course, on what they said; but here, where the teaching and learning are pretty much the same kind of thing, I'm not sure that I've got them completely separate in my mind. I was excited about what I was learning and when I found something out, I was eager to share it with the students and find out what they made of it. And of course they were studying the same things and I was very interested to find out what they had seen in the things that I was reading. So it's just not clear to me that teaching and learning are separate here. Maybe that's why we have conversations rather than lectures. SPAETH: Have teaching and learning continued to be mixed for you over the years? BART: Certainly, but with different consequences than I realized. I remember some years ago I was in a 4 seminar with Sam Brown and he said that I was talking way over the students' heads all the time. I suppose that was because I always tried to talk with them about the very things that I was learning. I think that can be a fault all right. It's not merely a question of expecting too much; rather, it's not finding out what their questions are. Nonetheless I do think it is pretty essential to the kind of teaching that we're doing that the very discoveries you're making can somehow be shared with the students. When we're reading for our classes I think we're mostly not reading in a narrow or specialized way; it seems to me we're always looking for the fundamental questions and problems which we all share, beginners included. SPAETH: Do you think that there was some truth to the statement that you were over the heads of the students? If you do, do you recall consciously correcting yourself in certain ways? BART: Well, only in the directions I've tried to suggest, because I do think if we are to have a genuine conversation, everybody in it must have some kind of equality. Now, I'm not their age and I've studied a lot that they have never studied, but if I come into the conversation as somebody on a totally different level, it seems to me it's not going to make for a very good RobertS. Bart has been a Tutor in Annapolis since 1946. He was interviewed by the editor of THE COLLEGE in the spring of 1972. �discussion. Of course, when it's a technical matter, say, if you're teaching mathematics or something specific in a language, why it's obvious that you know a lot that they don't know. But I think in all of our classes we're always remembering that there are questions that we all have completely in common and that the technical things are in some sense for the sake of that. I've noticed it in your classes, Mr. Spaeth. You know a lot of lab and math, and yet I've found when the class really gets into conversation in some way you're right there with them. You may be making more out of the conversation than they do. You may see more than what gets said, but I don't think it's the case that you have the answers and they don't. It seems to me it would destroy our classes, if in the important things somebody thought he'd got the answers. SPAETH: Have you learned something new from your students each year? BART: I think so, and almost in each class. In fact I have the feeling that it isn't a good class if I haven't learned something. That's the joke about the College, .it seems to me. The students pay, but it seems to me that it's the faculty that learns the most in almost every hour. That seems to me what keeps us going. Otherwise, we couldn't go over the same material the way we do. I think the classes would go dead. By the way, that has happened to me sometimes, and then I think it is time for me to teach another subject matter. Sometimes I think maybe one just can't teach in St. John's forever and ever. But I always get a kind of renewed hope about it. SPAETH: I would be interested in hearing you compare the experience of leading a seminar for the first time with leading one for the fifth or sixth time. I believe you have taught at least one seminar that many times. BART: Yes, I guess I've taught the freshman seminar at least that many times - probably more. SPAETH: Can you compare the experiences? BART: I think the difference for me has been that the first time, the danger is that what I am just discovering for myself is very much uppermost in my mind. I'm very excited about some things which I have seen, and I am much more inclined to force the conversation in my Own direction. On the other hand, I have a much fresher enthusiasm sometimes than when I come back to it. I'm more ready to listen, I think, when I come back to it a second and third time, much more ready to see what the students are making out of it. But it isn't quite that simple. It seems to me most of the time when I am re·reading a book for seminar, I discover that I haven't read the book very well the time before. This time I think I really see what it is saying. Then, of course, the .third time and the fourth time I still have the same experi· ence. Nevertheless, it does happen to me when I've taught a class a number of times, I begin to get a certain expectation of what the class can do. If you've taught freshman seminar a good many years there are a number of themes in Plato, Aristotle, the tragedies, the histories, that you feel very strongly ought to get discussed, not necessarily this evening or that, but somewhere along the line. SPAETH: Are you saying that, for example, a Platonic dialogue itself is fresh enough to you each time so that you don't feel as though you're merely going over it again? BART: I would want to subscribe to that assertion not merely as an ideal, but as a. description of our common experience. Sometimes, of course, I find that under the amount of work that I have to do I don't put much time (or attention and thought) into re-reading a given seminar text. Nevertheless, it often goes very well for the students. I just sit back and let them help me discover things and I don't have any definite direction in mind. But I guess the main thing that I would want to stress is that it seems to me a book that doesn't present discoveries and real insights, no matter how often you read it, probably doesn't belong on our list. SPAETH: You spoke about listening. Do you think that listening becomes easier as you get more experi· ence as a tutor or does it go the other way? BART: I can see how it would go the other way. I think I probably would have to admit I get increasingly impatient with listening to conventional opinions. I think the reason it sometimes is said I drive the seminar too hard is that there are a lot of obvious things that don't seem to me very well worth saying, and I am probably impatient with these. But I would insist for all that, that I just like to hear what the students have to say of their own. If it weren't for that I don't think I would want to teach here. I really want to know what they are making out of the book. Otherwise, I've only got myself and the book, and all the books we read are too hard for me to understand alone. I think I listen more when I have a certain familiarity with the book. I find it is fairly easy for me to just sit for an hour and watch the conversation go on. I try to see how the different elements in the conversation relate to the book. On the other hand, when I've just read something for the first time, like the Supreme Court cases we've been doing the last two years - some of which I'd never read before I'm just bursting with things I want to say and it is much harder for me to do the listening iob. But my students seem to enjoy it when I just get right into 5 �the discussion like one of them and bring my own confusion and false starts. SPAETH: These conversations that you've had and enjoyed in seminar have been, we must remember, with persons mostly around 20. Do you think that your students have been, in any sense, too young for these conversations, or for these books? BART: That's a very, very difficult question and I think it is what was being suggested to me by Sam Brown long ago, that I didn't remember how young they were. But I think there is a good deal of truth in what Plato has Socrates suggest in the dialogues, that the conversation itself carries you along. I think it is probably true that these young people find themselves saying things that they would perhaps never say if the conversation wasn't gradually leading them there. There may be an enormous gap between what they are led to say by the conversation and they're really acting on what they've been saying. A conversation often has a certain independence of the age of the participant. On the other haiid, every now and then it's just shocking how little re.af:<;xperience they have. In moral questions they are us!l.ally extremely narrow and have very, very hard and fast rules one way or another about how one should behave. In our seminars on works of literature I feel the greatest difference between their age and mine. SPAETH: Does it affect your teaching that the students have a great length of life in front of them? That is, do you have certain expectations for them or do you just simply enter into the conversation for its own sake and believe that that's quite adequate for the day? BART: I think the latter situation inevitably prevails (for teachers and students - certainly) in a college like this. We do simply enjoy what we're doing enormously. I think that that experience of enjoying study, of enjoying working together, making discoveries together, is so valuable that I'm not surprised that while we're engaged in it that's what we think of. But of course insofar as the faculty is responsible for making this curriculum and have a certain intention about it, the other questions are always present. But I do think we always have to remember that whatever we plan in a curriculum we are not going to get out of it any predetermined results. We are wrong to be too easily disappointed if a student hasn't gotten some ideas we feel every St. John's student ought to get. I'm beginning to settle for very, very simple things that seem to me to be of the greatest importance - above all that they look very closely at the terms of any conversation, of anything that they have read or heard spoken; that they understand that it is built out of words, and all the 6 key words themselves are difficult and demanding so that they won't let slipshod language go by them without challenging it. I don't mean to make them little sophists to challenge everything, but they should be prepared to ask what it is that the speaker is meaning by his major terms. And one other thingthat they believe fully in the worth of the conversation. I can't tell how much more I can really count on that the curriculum will produce for them. Of course, I have my secret desire - not very secret, it comes out in my labs - that they would know a little more about what science is and what it isn't. We are in a marvelous time in the history of the world, it seems to me, a time to see the tremendous edifice that science has produced and yet to have all the most interesting questions about what kind of thing that is. SPAETH: Could I ask about your own relationship with the laboratory program? I believe it is an area in which you have become a good deal more active in recent )fears. Have you become more interested in science? BART: That is a myth. People like to make myths about people. No - it's perfectly true that during most of the years that you've been here I haven't had much chance to work in the lab. The first ten years I was here, roughly, I did quite a lot of work with lab. It was all entirely new to me. I had been in situations in school and college where the curriculum required science of the students, but I was always ingenious enough to get myself exempted from it, so I never studied any laboratory science of any sort whatsoever. I took the math and science all on faith when I came here. I thought if Mr. Barr and Mr. Buchanan talked so wonderfully about everything I did know, I just had to take all the talk about science on their word. And the first year I followed the freshman lab, cut up my cat like everyone else, and weighed my baros. I was not much older than most of the students and I learned a lot of lab that way. By an odd accident I think I never really taught the freshman lab. The curriculum has changed so much and so many times it's hard to name in current terms what it was that I taught years ago. Half of what we now do in the freshman lab I did teach in a sophomore lab chemistry and optics, that is, at9._ms and geometrical optics, with some wave theory \J;l:j_it. I taught that a couple of times in my early years in the College. By the way, with subject matters such as lab that I did not grow up with, I have found that the limitations on my own background have made it harder for me to teach them when I have other pressures, such as committee work. So there was, as you implied, a big hiatus during which I wasn't teaching lab. (By the way, over all these years I have kept on attending labs �as the curriculum changed.) Of course, as you too have experienced, my knowledge of certain other things in the curriculum has kept me teaching them more often than I might have chosen to do. It has led to some of the things we were talking of earlier - my growing stale in teaching a class four or five times in sequence. SPAETH: Since you have experience in the labora· tory, the language tutorials, the mathematics tutorials, and certainly the seminars, I'd like to get down to the details of what sorts of things go on in the classroom. Is what happens in a tutorial quite different from a seminar or a laboratory? BART: Yes, although I think perhaps in the language tutorial the distinction from the seminar is not as clear. I think it's easiest to start talking of a math class and then try to arrange the others in a scale or some kind of grouping around it. In a math class it's perfectly cleaT just what we have studied and pre· pared and what the main business of the hour must be. We go over that material and see that we have understood it on a fairly straightforward level so that we can demonstrate it. Ideally the student does all that, but if no one can I don't see how the teacher can avoid simply instructing the students in that subject matter. On a given day one might just push the thing aside because people weren't prepared; but if the material is presenting too much difficulty, then it seems to me that there is no alternative. Of course, we usually try to avoid that by giving the students materials that they can present. But we are not uniformly successful in bringing that about. Now, when it comes to the seminar, perhaps at the other end of a scale, it is clear that we don't presume to instruct, because the questions we are asking of the books are usually not questions about which instruction is possible. With the language tutonal the biggest single difficulty is the question of its function. Is it a baby seminar? Is it instruction in language? Or is it some kind of closer and more reflective working over of material? I have had all kinds of language classes and I think I don't know myself what kind we should say is the paradigm. I think in the math tutorial the paradigm should remain the demonstration that the · student performs, prepares and performs, even though different texts may bring the teacher into it more and more heavily, to press points far beyond what was actually given in the demonstration. By contract, in the tutorial - for example in the Junior year - I think it is wonderful that we read Phedre. There's so much demonstration in the laboratory, so much demonstration in the mathematics, so much strict argumentation in the seminar, it seems to me highly desirable that the language tutorial should be as far away from that kind of thing as possible. SPAETH: I would like to ask a question about just part of that. You referred to the mathematics tutorial as having phases where the material can be quite difficult and where a student or the group of students in the tutorial as a whole would not be able simply to demonstrate the theorems or whatever might be in the books - that in those very different areas the tUtor then must be more of an active instructor. Now I've found in my teaching of mathematics here that one of the most difficult books in the program is Newton's Principia. I know that you have often taught that book. A certain time after you came to St. John's you must have run into the reading of Newton's Principia for the first time in your life. I did too and I'd like to ask, how did you attempt to master that book when perhaps you knew already that it would be extremely difficult for the students? BART: Oh, I found that out right away, because I've attended most of the classes of the College in one form or another over the years I've been here, and I thought-of course that the best way to prepare myself to teach Newton was to attend a class in Newton. And I did attend a class in Newton, but the Tutor fell seriously ill and there we were, the students and myself, none of us who had ever seen the book before, trying to talk about Newton's first Lemma. I should like to say for the College, "Well, it was marvelous what we made out of it," but to tell you the honest truth, we made nothing whatsoever out of it and we talked and we talked and we talked. None of us knew any calculus - none of us really knew any physics - and none of it made any sense to us. That, I guess, is about the bottom level of what can happen when you start out. I was struck right away by the fact that the solution to that problem that was then offered was for the Tutor really to tell the students for a very long while exactly what to make out of these Lemmas. That is always unsatisfactory, because you can't say exactly what's to be made out of them. In my experience, you have to present a point of view about them and then try to get the students to talk about it. There would be a sentence of text to prepare and the class would last for an hour on that sentence. I followed several Junior tutorials and gradually came to the conviction that we should put more of these little lectures of the faculty down on paper. The manual I put together is mostly composed of that sort of thing - so the student could prepare more on his own. I think the greatest thing we have to fear in the College - that any teacher has to fear is passivity on the student's part. SPAETH: Was there a certain knowledge of Newton's text present on the faculty from which you 7 �could learn or was it necessary for you simply to dig into that book yourself, on your own, to understand what's there? It is a very difficult book ... BART: It is an enormously difficult book and I don't pretend to understand very many of the pages that I have worked over. There are lots of them I haven't looked at at all. Yes, I think we had the good fortune to have a few people on the faculty who had studied it and understood something about it and had worked together on it. I wasn't here in the earliest years, but I know in those years, certainly around Ptolemy and, I imagine, around Newton, several of the really competent members of the faculty like yourself who knew some math and physics, maybe some history of science, were just struggling to read that book, and began to put together some very clear understandings with the help of a very few materials that existed then in the form of commentary. And, of course, we floundered quite a lot. I think maybe even lots of things that we tried to instruct our students in were false, or at least unnecessary and irrelevant. But I am· afraid in a venture like the one we are engaged in :: it's probably very hard to avoid actually saying in :·:class, "This text means so and so," and then finding ., out five years later that it really doesn't mean so and ·so at all. ·SPAETH: Are there experts on Newton's P,-incipia that you have turned to outside of the faculty commentaries and so forth? BART: At the time that I was doing most of my work on Newton I was not aware of many. There has been an enormous amount of activity in the study of Newton in the last 10 or 15 years - or at least I have become· aware of that activity in the last 1 0 or 15 years. There is a good deal more to be studied now. I still notice among most authors in these matters a great reluctance to give a running commentary that will address itself - in the manner, say, of a commentary on Shakespeare - to every difficulty that turns up for the ordinary reader. Such a commentary was prepared in the eighteenth century using pretty dubious mathematical techniques. We have all gotten a lot of help from it nevertheless. SPAETH: Have the students made a success of reading Newton here? BART: I think many tutorials as tutorials have been successful. But I think it is safe to say that there are many students who don't get vary far with Newton's argument precisely because the individual propositions can be very, very difficult, particularly the ones that conclude the argument. I think, without meaning to praise the manual (which I'd love to d'o without), that it has helped many students to grapple with the text fairly successfully. 8 SPAETH: I've heard comments from students and some Tutors that there is something wrong with the use of a manual accompanying a text. I think I've heard that more in Santa Fe than in Annapolis. Do you think there's something to that opinion? BART: Yes, I think it is a very sound opinion in principle and I am completely in sympathy with it. Those of us who have taken to writing or using manuals should think very seriously about our reading texts which seem to require them. But I wonder if one really does make very much out of Newton without something like that. The first thing that has to be said is that Newton's book was not written for people who know almost no mathematics, and our students know almost no mathematics. Second of all, as far as I can make out from the reading of it, either he was careless or he maliciously hid a good deal of what he was doing, or both. It is an extraordinarily difficult book. I regret the apparent need of a manual, but the actual alternative here was for a teacher to lecture, informally, but still to lecture, often for weeks on end. I think that's worse. SPAETH: Well, do you think that this has a lesson here - that we must be careful about choosing texts and that perhaps we should learn to avoid those that were not written to be read by people of our capabili· ties and our students' capabilities? I'm thinking not only of Newton, but in the senior mathematics we regularly read Einstein's 1905 paper on special relativity. Certainly that was not written for undergraduates, but yet it is attractive because it is so fundamental and concise. Some years ago we didn't read that paper; now we're trying to. Another example - in the senior laboratory we try to read a paper on wave mechanics by Schroedinger. That paper, I believe, is even more difficult to understand on its o~n terms than Einstein's. Do you think we might be getting off the right road here? BART: I just don't know what the answer is. Let me name one or two things that I would exclude from that approach, A lot of people say that the later dialogues of Plato are too difficult. But we all seem to stretch very, very much when we are given things to read that are beyond what we are prepared for. When it comes to certain kinds of mathematical works I feel somewhat different. There is a specific preparation for them. Often, our Juniors and Seniors do not have 1 and are unable to get it. I have not had the experience either of doing the Schroedinger or the Einstein papers with the students. I hear a great deal of complaint about our doing them, despair even. I would guess, to tell you the truth, that we may be in a situation we were in with respect to the Newtongroping, trying to find out how to use them. I would �be very reluctant to give up papers that have the character you're describing, that is to say, that are fundamental and sweeping, as is the Newton. On the other hand, I don't enjoy conducting classes where gradually I am the only person to understand, or where perhaps there are even three other people, or four, but the vast majority of the students cannot follow the discussion at all. I think that's simply wrong and I believe we do do a certain amount of that in the laboratory. I think it accounts for the irritation of some students, and the frustration, in the laboratory. SPAETH: I believe you and I agree that there are papers, books, documents that simply are not appropriate at all pedagogically. You and I were in a study group a few years ago on the origins of the calculus and we read an article by Leibnitz in which a great deal of the calculus we know was contained somehow, but I think we all, at least you and I for sure, had the feeling that if a person came to that text without a fairly extensive knowledge of the calculus, he would never get anything from it. BART: Well, Mr. Stephenson put those materials together and I haven't had a chance yet to study what he has done. In general I had the reaction that you describe and was confident that it would be entirely up to the teacher to bring out of those materials their importance - it's in no way accessible to the reader who doesn't possess the calculus. So as a way to teach the calculus it seems to me certainly not very economical. But I think a valid criticism of manuals , and of textbooks (of which we use quite a few) is that the student is not invited to make the same kind of demand on himself as in reading tough original texts; he expects to be led by the hand and loses the opportunity to make discoveries for himself. Ill The McKeldin Planetarium, on the Annapolis campus 9 �GRACE DAWSON, '65 A St. Johnnie Grace Dawson, 1n the ne9 Logerfo, came to St. John's in Annapolis in 1961 from Long Island. The Urban Institute recently published 0 The Fiscal Impact of Residential and Commercial Development, nco-authored by Mrs. Dawson and Thomas Muller. Nearly eight years after leaving St. John's with a degree in one hand, and in the other, a stack of slightly used Great Books, I am happy to report that I am pursuing a career which enables me to draw liberally upon both - and make a reasonable living too. This fortuitous situation occurred after spending the first three or four years after graduation discovering for myself that I, as many St. John's graduates, was ill- 10 Job Market suited to most traditionally-defined occupations. Between 1965 and 1969 I held a variety of jobs, ranging from technical writer and editorial assistant to "glorified" secretary. Having entered the job market in the midst of the Great Society boom years in Washington, D. C. (where I have made my home since leaving third-floor Campbell), I gradually came to realize that although there was a plethora of jobs a)lailable, it was also true that challenging op~or­ tunities for female liberal artists without an advanced degree were few and far between. I found it extremely difficult to convince a prospective employer that my Great Books education would be a greater asset to him than my ability to construct a simple sentence or type 60 words per minute. Once or twice each year, usually when I was contemplating a job change, I considered the idea of returning to school to obtain a graduate degree cum "work permit" which would make me eligible for a more stimulating job. However, because of a mixture of personal laziness and a reluctance to conform to the working world's demand for yet more and more credentials, I resisted -after all, I had learned how to think at St. John's, what more did I need? (During this time I married a statisticiannovelist who was about to embark upon a career as a lawyer.) Moving on to the catharsis of this tale - in the summer of 1969 I found myself once again searching for a new job, this time obtaining a position as an administrative and research assistant at the Urban Institute, a Washington think tank which was launched at the end of the Johnson Administration to try to find solutions to the nation's domestic problems. Because of a combination of circumsta'nces, most notably finding myself in a young and flexible organization and having the willingness to work hard and the initiative to carve out an interesting job for myself, I have, over the last several years, been involved in creative and stimulating work. At present I am cast in two separate roles at the Institute. Part of my time is spent as a member of �BOOK REVIEW BLACK MOUNTAIN: AN EXPLORATION IN COMMUNITY by Martin Duberman (E. P. Dutton & Co., Inc., 1972) the research staff of the Institute's Public Interest Research Project, a group attempting to provide empirical research to back up public interest litigation, in areas including racial and economic discrimination, consumer affairs and land-use controversies. Here, my generalist education is particularly useful, since I have worked on studies of such diverse subjects as the measurement of differences in the level and quality of public services provided to different neighborhoods within a political jurisdiction, and the estimation of the fiscal impact on a county government of a proposed "Levitt-type" housing development. The remainder of my time is devoted to helping develop exploratory research projects which might be on the Institute's research agenda in the future. This aspect of my work involves everything from preparing brief background papers and proposals on specific subjects to estimating budgets and investigating potential sources of funding. Again, this aspect of my work allows me to be in touch with a variety of subject areas including the economic impact of the patent system and issues related to airport noise measurement systems. In all of my work I am given the opportunity to play an active role in problem definition and analysis, working alongside economists, lawyers, and political scientists. In line with this, the ability to ask the right questions and to exhibit a certain skepticism toward simple solutions to complex problems (two St. John's-acquired traits) both play an important part in my daily work. I think that there is a place for individuals with liberal educations in fields which have traditionally been considered off-limits to nonspecialists. I would urge other St. John's alumni to pursue such opportunities (creating their own opportunities where necessary). After almost eight years doing battle with the professional biases of the job market I would be the first to admit that it's not an easy fight, but the rewards, in terms of personal satisfaction, have been worthwhile for me. 111 Martin Duberman, Distinguished Service Professor of History at Lehman College, CUNY, has attempted three tasks in this book: to tell the history of Black Mountain College, to write an essay on education, and to take the first steps in a reform of the writing of history. . He succeeds in his first task. Black Mountam College, in its 23 years of existence, generated much history and more myth. Duberman has worked hard at assembling the facts and documenting them. The eighty pages of notes refer to his interviews with almost all of the major figures in his history (two of whom- John Andrew Rice and Charles Olson- have since died) and to sources of documents from The State Archives in Raleigh, North Carolina. Yet Duberman has not buried the story of Black Mountain College under a mass of documentation and fact, but has let the reader witness the life of the College and the continual struggle of the students and faculty to define the goals and means of the College, and to see also the strife generated by this struggle, which finally destroyed the College. Black Mountain College was founded in Black Mountain, North Carolina, (just east of Asheville) in 1933 by John Andrew Rice, who had just been fired from Rollins College in Florida (essentially because he was a gadfly) and who led a small group of faculty and students away with him. Black Mountain College was deliberately set up as an experimenting college, to test and to develop ideas of what an educatiOn should be. The College was always small; the maximum enrollment mentioned by Duberman was 90 students. The College was structured as a community. Rice did say in the early years that Black Mountain was a college first, and then a community, but in 1943 by which time Rice, still a gadfly, had been fued by his own college - the Rector of the College stated that Black Mountain was "first a community, then a College." In such a small community there was little room for sharply divergent points of view, and faculty fights usually ended with the exodus of the losing side. Each such departure weakened the College; Ted Drier, one of the original founders, said (continued on page 18) 11 �SOME NOTES ON THE LOST WAX TECHNIQUE BY BURTON BLISTEIN Polymorph Nearly all of the sculpture shown on these pages was produced by the lost-wax or eire-perdue process. A model or pattern is first made in wax. It can be fashioned directly in wax, the procedure I most often follow. Alternatively, a negative model can be made of the sculpture in another medi- um, such as plaster, and a wax positive made from the mold. Tubes or rods of wax are next attach· ed to the model. When melted out these provide channels for conducting molten me- tal to many parts of the casting simultaneously. Other rods ·are attached to provide outlets for the escape of air. The wax pattern with its system of ducts is then "invested" or surrounded by a refractory which can contain the flow of molten metal without deforming. This material is liquid when applied but soon hardens to form a rigid encasement. The invested model is next heated to approximately 1000 degrees Fahrenheit ,sufficient to entirely vaporize the wax. The void left by the wax is filled with molten metal. When this cools, the investment is removed, revealing a bronze replica of the original wax pattern with its network of ducts. The ducts are cut away and the defaced areas refinished by grinding and hammering until they blend with the surrounding su rtaces. A new casting, rid of its investment, is generally dark brown or grey in color. Some sculptors prefer to leave it at that. However, as a rule I clean the casting using wire brushes, chisels, and dilute acids until the metal returns to its characteristic light golden color. I then apply chemical solutions of different types to the surface to produce the final color or patina. Such solutions may be applied in varying concentrations, for varying lengths of time, with or without the simultaneous application of heat. The possibilities are nearly infinite, and in fact nearly an infinite range of shades may be obtained. Some patinas are rather delicate and need to be protected from handling or from the atmosphere if they are to survive. Various lacquers and waxes are used for this purpose, but they themselves inevitably change the patina and this effect must be anticipated. ! 'J1 l· _) ~~ �Untitled Sibyl Five Finger Exercise I Sailing to Byzantium II Self-Portrait II �Conversations With Graduate Institute Alumni BY GEOFFREY COMBER Geoffrey Comber has been a Tutor in Annapolis since 1965, an Assistant Dean since 1970. He is the Assistant Director of the Graduate Institute. The following sketches are based on interviews and other personal contacts over several years. JUANITA WILKINSON, like several other graduates of the Graduate Institute, is a Junior High School teacher in Washington, D. C. Though she lives in Hyattsville, Maryland, she teaches at an inner-city school - Lincoln Junior High School. The school is only six years old, but is obviously a test of a teacher's skill and fortitude. "During the first three years of the school," said Juanita, "we had four different principals, and, well, the first one had a heart 14 WALTER DUDLEY would probably not respond to anyone addressing him as "Walter" and maybe not even as "Mr. Dudley." I don't think I have ever heard him called anything but "Dudley." But Dudley is quickly known to any group he associates himself with, in spite of his very quiet voice and soft manners. He has the ability to make people aware of his presence in a gentle ,way, and to make them pleased they are in his company. MARY PAT JUSTICE was also a Hoffberger Fell ow who graduated from the Institute in 19 71. Like Dudley, she was a fulltime classroom teacher, but who now has had to sacrifice some of that classroom time for adminis~ trative tasks. While Dudley is now chairman of his department, Mary Pat has been associated with Project K.A.P.S. at Dunbar High School in Baltimore for the past few years. K.A.P.S. is the acronym for Keeping All Pupils in School, �Wilkinson- Dudley- ]ustz'ce- attack, and that was due to the tough job he had." In reply to one of my questions about violence in school, she answered in a tone of commonplace, "There's not very much, now; but there was a time when it was almost impossible to He has been teaching for ten years at Lombard Street Junior High School, an inner-city school in · downtown Baltimore. Most students are black and from low· income families, and the school would probably be regarded by most of us as a difficult, tough place to work. But over the years Dudley has established a rapport between himself and the students and so his good working relation· ship has led to his reputation as a very fine teacher. This last evalua· tion is not, of course, his own; he is too modest. But I have heard it confirmed from several sources. Undoubtedly, Dudley would have been a good teacher had he never heard of the Graduate Insti· tute, but he is firm in attributing much of what he now is as a person - both in the classroom and out - to his experience with the Institute at Santa Fe. He first heard of the Institute from a small notice on the bulletin board of his school, inviting teachers to apply for a Hoffberger Fellowship. When he arrived in Santa Fe, these were his initial reactions: and it is exactly the kind of pro· gram Mary Pat would be interested in and successful aL Enthusiasm is one of her long suits. And so I found her enthusias· tic in her endorsement of what the Graduate Institute had done for her. Her favorite summer contained the Philosophy and Theology discussions. She is Roman Catholic, and had been exclusively to religious schools. teach in the classrooms, what with the gangs roaming through the halls, yelling in doors, and throwing things into rooms." But in spite of and perhaps because of these serious problems, Juanita continues to teach there. She, her husband and four daughters will shortly be moving even further away from Washing· ton - to Bowie, Maryland - yet she still intends to teach at Lincoln Junior High. Juanita's first summer at the Graduate Institute was the summer of 1968. At first, her· reason for applying for a Cafritz the Fellowship was simple practical, measurable goal of getting an M.A. degree during three summers. But her first summer in Santa Fe broadened her horizons and to a great extent increased her understanding and expectations of what an education involves. It took me a good two weeks to get adjusted - going from the atmosphere and pace of the city into a place where everything is calmed down, and at a level where you ca.'l concentrate. That is, conR centrate on the one thing that you set out to do, and that was to read and discuss. In every other college First of all I was confused when I got there . I didn't know what to expect, but at least I didn't expect what I got. Most of the courses I've been in have involved instructors who have lectured at me, but that place drew upon your own resource~ to try to develop answers to questions that many of us had never thought about much before. The Tutors made you develop your own judgement about things, and you were forced to use your own mind rather than repeat what an instructor had to say. It wasn't conventional at all ... I really think my confusion began to stop when I took the preceptorial under Bob Goldwin. There I seemed to gain more So I had a somewhat slanted view toward philosophy. Much of the time we were reading secondary sources. Even with the Bible; quite a bit of it was second hand by the time it got to us in the classroom. But there we were at the Institute reading all these books in the original, or at least, good translations; instead of what someone said the authors meant. At first, I was a bit fright· ened, being a good Catholic, you know, what it would do to my religion - make me doubt it. But, although I changed a lot of my views, it strengthened my faith it really did. All the books, but the Bible particularly, came alive for me that summer, in a way it never had before. I use many of these books in my teaching now. And using the Bible is particularly a beautiful way of teaching. So many of these inner-city kids are familiar with the Bible, and I find the black children are very religious, so it's something they can relate to. Again, I asked what kinds of impact the Institute had had on her personally - that is, apart from an immediate application of the work on her classroom tech· niques. She replied that there were two effects she was very aware of. First, for the first time in her life, she learned how to listen to other people. Since there was no 15 �Wilkinson- Dudley- justice- I know that doesn't make sense. You have to run here, and go to the library to read for au hour, and be lectured at, and then run back home to cook dinner. But to be in a place where you can concentrate primarily on ideas, reading and discussing; I thought that was just ideal. insight into what the program was trying to do ... I've found that, recently, in the social sciences at least a similar approach to problem; is used. No longer do teachers stand up and get students to repeat facts. Now you try to get students to form an analysis of their own solution - at any rate, in the social sciences. note-taking to distract her, and since she noticed how she was attended to - particularly, she said, by the tutors - she slowly but surely learned how valuable and important it is to listen to other people. Secondly, since the examina~ tions were really conversations about the books they had read, it Then again, the classes were not a tall what she expected. They were "different from the classes at other places." In a very special way, Mrs. Wilkinson likened the classes at the Institute to an important aspect of living, viz., sharing an experience. All the other students with their varied backgrounds being not only allowed but encouraged to offer to share their views - this was a new educational experience. "I remember a tutorial on a Shakespearean sonnet. We took just four lines and discussed these lines back and forth for two and a half . hours. It was just beautiful." As someone closely connected with the Graduate Institute for a few years, I have often been con~ cerned with how the Institute affects its students. In what terms do they try to anticipate the impact of its program on their ·personal lives, in contrast with any professional advancement? The latter is relatively easy to measure; the former is one of our invisible products. In reply to a question along these lines, Juanita said: Coming back after the first summer there it took a while to get used to ordinary school again, because it seemed as though something was just not right. It's hard to anticipate what it is, but my personal feeling was that I was operating at a different level from the one that I was at before. I can't say exactly what the difference was - it seemed that I 16 The seminar encounter ses~ sions, as Dudley called them, had a great impact on him. Usually, when most people finish with encounter sessions, they are ready for a psychiatrist even if they didn't need one before. But with St. John's seminars it's different. Seeing the Tutors operate at St. John's helped to give me more tolerance of any students. Because, what you often see is the two tutors at each end of the seminar table not agreeing with one another. This helps you realize that your students don't have to agree with you all the time - and that you have to be ready to talk with them to discuss things with them. Several times during our con~ versation, Dudley made a point of playing down the "content" of the Institute program - that is, he believed it could be any number of other possible book choices. And instead of the actual books read, he stressed the "method" which, he says, develops your ability was not necessary to try to "cram" and "memorize the books and notes" as she had been accus~ tomed to. Instead, she learned better how to understand an author - to discover for herself what is important, and how to .discuss what is problematic. Like the others I spoke with in these interviews, Mary Pat was at first fearful of taking the Mathematics and Science part of the program. But, like them, she was appreciative of the fact that she had been made to study books on a condition for graduation. to know how to think, allowing you to think fast on your feet, without leaning on an expert, so you are able to deal with all kinds of situations that arise, and to understand them better. I think the courses at the Institute give you a better understanding of human nature and of people. I thought I spent a lot of ,time reading the philosophy books, but the math I spent hours and hours. Mr. Neidorf made me work like I'd never worked before. But I found it to be one of the most exciting things I have ever put my mind to. He was very enthusiastic about Miss Justice was asked �Wilk£nson- Dudley- was able to understand people better, if that's possible after spending a summer somewhere reading some books and discussing. I think what really matters was that I was maybe more tolerant of other people's ideas. Not just tolerant in the sense that you can have yours and I can have mine, but tolerant in the sense that I was more concerned about. the other person's ideas, and why he thought that way, and what formed his opinion. Being from the South and having experienced prejudice quite a bit upset me a lot at one time, but now I can understand these things much better. The experience at the Graduate Institute hasn't made me like prejudice, or accept it even, but has helped me to understand how ideas - get formulated and molded. the all-required nature of the program, again emphasizing that in a limited sense of being a history teacher, it is not necessary for him to know anything of Euclid and Lobachevski, yet he found that such a study gave him a fresh understanding of the process of thought. But in addition to this valuable result, Dudley offered the view that for most who attend the Institute, there is a spiritual growth of themselves as persons. He said he had known it to happen to several students, including himself. But it did not necessarily occur in the classroom, though the classroom experience was necessary. Upon further questioning, I found out that the Institute has had a lasting effect upon her reading habits. Before going to the Institute, Juanita "would never have sat down and read Plato," but now she will read Plato or Plutarch of an evening - before going to bed - and the experience is so personal for her that she expresses it by saying she "sits quietly with Plato." After hearing this from Juanita, I was quite satisfied that the work down in Santa Fe dtning the summers was valuable and incalculably rewarding~ even if it couldn't be measured on any precise scale. lill Justice- I know one student there her spiritual growth didn't actually happen at the school itself she went up into the mountains one day, and when she came back she was altogether a different person - an individual. I just can't say more - I can feel it and I feel it now - the difference in myself - but to put it in to specific terms is very difficult. Ill While I certainly would not want the existence of the Graduate Institute to rest solely on this kind of support, nevertheless, such testimonials of the benefits it has brought to older people who have participated fully in the graduate program should be taken seriously. These interviews have struck me as showing that the impact of the Institute on at least these three graduates has noticeably, even dramatically, changed whether, and in what way, the graduate program could be called practical. Her reply was an enthusiastic agreement as to its practicality in several senses. At first she repeated the way in which the methods and some books were of direct applicability to the high school classroom. But then she added that it helped her use her imagination to play out many alternatives to problems - to follow consequences of opinions and actions in your mind - to compare options, in a way she had never been able to before. She thought she had, in that respect, acquired a new freedom which probably would not have come about without the experience of the Institute. As we know, while there are many differences between the undergraduate and the graduate programs of St. John's, there are also important similarities. And, concentrating on the similarities, Mary Pat offered the valuable opinion that the Graduate Institute has this most important role -to play: that she believes she would not have been able to put the undergraduate program to the best use for herself - she does not think she was ready for it at age 17 or 18. But after completing her undergraduate work elsewhere, and working for a few years, she was able to appreciate and put to maximum use what the Graduate Institute bad to offer her. IIi them, in their opinion, for the better. None of them would likely have been ready for, or financially able to, attend the St. John's undergraduate program. Tnerefore, if the sort of personal profit each interviewee speaks of is available through our graduate program, then this evidence speaks strongly in support of the view that we are doing something right in our summer program at Santa Fe.l!i.l 17 �Mark Van Doren (continued) Black Mountain (continued) He was one of the great teachers of our time. Generations of Columbia students thought no one had really been through the University who had not been in at least one of his courses. His admiring students are numberless, and most of us at St.John's count ourselves among them. It is hard to say what makes a great teacher, but with Mr. Van Doren it was his live and easy learning, his quality of being a marvelous listener, his intelligent sympathy and enormous courtesy. While talking to him you always had the sense that he was really interested, however incredibly, on what you were saymg. There is one other thing I should like to say about Mark Van Doren that seems to me of tremendous importance to all of us now, and perhaps especially to you. He was American to the core of his being. He could not have happened in another country. His virtues were the best of what is American. He was hom in Illinois, and one of his heroes was Abraham Lincoln. He had read, I suppose, every word of Lincoln's and everything written about him. In homage to that memory he wrote a very good play, The Last Days of Lincoln. I think this is important to say now because we are no longer sure what it is to be an American, no longer sure how to hold up our heads in the world as Americans. To remember Mark Van Doren is to remember who we are, or ought to be -what we can be. It is a great temptation to read many of Mark Van Doren's words, for he was a man of wonderful words, and in the end I suppose we shall mostly remember his wonderful voice. At least I shall. But for now I think we should read only the farewell he wrote for himself. It says much, maybe everything, in brief. looking back at the second large exodus, "You might say an attempt to recover our nerve after the 1944 split never quite worked." Dreier himself, with the last of the old guard from the early years of Black Mountain, left in 1949, and Black Mountain in the fifties was, under Charles Olson, more an art colony than a college. The Black Mountain School of poets and writers, some of whom were at the College only briefly, dates from this period. In 1956 the last two faculty members decided to "knoc~ it off, close the place." Duberman's interests in ''anarchism, unstructured education, 'group process', the possibilities (and history) of communal living" were what led him to write this history, for Black Mountain combined these interests. But Duberman also thinks that a historian has the duty to put himself into the history - by taking part in the story to expose his biases, personal reactions, problems with the material, judgm.tnts, and so forth. In his reactions to the arguments and experiments at Black Mountain College, Duberman discusses his own ideas of education. For example, he includes a long section from a journal he kept on a seminar he taught. It does explore the difficulties in teaching via an unstructured "group process," but one wonders how much help it offers in understanding Black Mountain. Sometimes Duberman is downright obtrusive, as when he inserts his comments into the transcript of a 1936 Black Mountain College faculty meeting as if he were actually present and taking part in the discussion. The most valuable parts of Duberman's participation are not his comments and ideas nn education, but his notes on the difficulty of writing the history. In seeing his involvement, his problems, one can appreciate what Black Mountain was: an in tensely personal, intensely experimenting college/ community, building itself around men like Josef Albers and their ideas, sacrificing the safety of structure for the risks of continuing growth and change. Farewell and Thanksgiving Whatever I have left unsaid When I am dead, 0 Muse, forgive me. You were always there Like light, like air, Those great good things Of which the least bird sings, So why not I? Yet thank you even then, Sweet Muse. Amen. 18 Michael W. Ham �I NEWS ON THE CAMPUSES NEIDORF APPOINTED DEAN IN SANTA FE President Richard D. Weigle has announced that the Board of Visitors and February Governors meeting at its appointed Mr. Neidorf is married to the former Mary Frances Morris of Lima, Ohio. They met at the University of Chicago, where she received her M.A. from the Divinity School. They have two children, David, 15, and Julie, 12. DEAN GOLDWIN GOES TO NATO Robert Neidorf Robert A. Neidorf as Dean at Santa Fe, effective July 1. Mr. Neidorf will succeed William A. Darkey, whose five-year term as Dean will end June 30. Mr. Darkey will take a sabbatical leave before returning to teach in the fall of 19 7 4. Mr. Neidorf taught at St.John's in Annapolis from 1962 to 1964 and he has been at Santa Fe since 19 6 7. He also has directed the summer Graduate Institute Robert A. Goldwin, Dean of the College in Annapolis since 1969·; has accepted appointment as Special Assistant to the U.S. Ambassador to The North Atlantic Treaty Organization, the Honorable Donald Rumsfeld. The Goldwin family left for Brussels on April 1. Mr. Goldwin, a graduate of the class of 1950, had taught politicial science at the University of Chicago and Kenyon College before joining St. John's faculty as Dean. He received the M.A. and Ph.D. degrees from the University of Chicago. ACTING DEAN Elliott Zuckerman, a Tutor since 19 61, has been named Acting Dean in Annapolis, replacing Robert Goldwin. Mr. Zuckerman holds A.B., M.A., and Ph.D. degrees from Columbia University and B.A. and M.A. degrees from Cambridge University. Mr. Zuckerman was Director of the Graduate Institute in Santa Fe Elliott Zuckerman m 1968 and 1969. He is the author of The First Hundred Years of Wagner's Trz"stan. SANTA FE HAS FIRST JANUARY FRESHMAN CLASS in Liberal Education since 1970. He has taught philosophy at Bucknell University and the State University of New York at Binghamton. Mr. Neidorf received his B.A. and M.A. degrees from the University of Chicago and a Ph.D. in philosophy from Yale University. llis textbook on logic, Deductive Farms, was published by Harper & Row in 196 7. Shorter articles have appeared in Bucknell Review, Philosophy of Science and The College. ELLIOTT ZUCKERMAN NEW Robert Goldwin Among Mr. Goldwin's publications are Readings in World Politics, Readings in American Foreign Policy, Beyond the Cold War, America Armed and Why Foreign Aid. The first January freshman class at Santa Fe was enrolled this year with 15 students. Six of the 15 had attended other colleges. The new students were older on the average than most freshmen and had more varied backgrounds, Admissions Director Gerald Zollars reported. One had just completed Army service; another worked on a fishing boat off Alaska; one lived in a kibbutz in Israel and worked in Greece, and another gave up a National Merit Scholarship last year so he could travel in Europe. 19 �The freshmen represented nine states. Four were Mexico, three from from New Texas, two from California, and one each from Maryland, Pennsylvania, Indiana, Oklahoma, New Jersey, and Minnesota. At the same time Annapolis began its sixth January Freshman class. Michael Ham, Director of Admissions, reported that the 21 new freshmen came from 13 states including Maryland, Virginia, New Jersey, New York, Rhode Island, Pennsylvania, Ohio, Illinois, Iowa, Louisiana, Alabama, Oregon, and California. Cornell, Inc., of Clovis, N. M., at a cost of about $400,000. The St.John's College Board of Visitors and Governors plans to join the College community in the dedication of this most attractive and useful center at the Board's May 19th meeting in Santa Fe. BOARD APPOINTS FIVE NEW TUTORS Five' new Tutors, four for Santa Fe and one for Annapolis, were appointed by the Board of Visitors and Governors at its February meeting. Three of the Santa Fe appointees are honors graduates of the class of 1967: William H. MUSEUM AND FINE ARTS Donahue, who has been studying at BUILDING RISES ON King's College, Cambridge; James R. Mensch, who received an M.S.L. SANTA FE CAMPUS degree in 1970 from the Pontifical Although workmen were Institute of Mediaeval Studies in hampered by one of the most Toronto; and Howard Zeiderman, severe winters in Santa Fe history, the newest addition to the western who received an M.A. in philosophy campus is scheduled for completion from Princeton University in 1972. Also appointed to the Santa Fe before the end of the academic faculty was Richard L. Michaud, year. The Sternberger-Weiss Music who holds an A.B. degree from St. Michael's College in Vermont and a and Fine Arts Building is, for the most part, the gift of an alumnus Ph.D. from the University of Vermont, College of Medicine. Mr. and Board member, Mr. Jac Michaud is currently an Assistant Holzman '52, of New York. It will be dedicated to his grandparents. Professor in the Science DepartThe furnishings will be donated by · ment of Webster College in St. his mother, Mrs. Jacob E. Holzman. Louis. The Board appointed Mr. Leo The 10,428-square-foot strucFerraro Raditsa to the Annapolis ture will house the music library with reading areas and listening faculty. Mr. Raditsa is an historian holding the B.A. degree from carrels, two music seminar rooms, Harvard College, and M.A. and eight practice rooms, a large listening lounge, a painting studio, a Ph.D. degrees from Columbia University. He has been a Fulbright ceramics room, and an office for an scholar and a professor of history at artist-in-residence. It will include New York University. the most modem sound recording, projection and listening equipment SENIORS RECEIVE available. WATSON FELLOWSHIPS The exteriors will reflect the modified Territorial style of the Three St. John's seniors have other buildings on campus and the been appointed Thomas J. Watson historic character of its South- Fellows for 1973. They are western setting. The new building is Prudence E. Davis and Jan L. being constructed by John C. Huttner, Annapolis, and Mark D. 20 Jordan, Santa Fe. Miss Davis, whose home is in Whiting, Indiana, will study European needlework, embroidery and tapestry in the United Kingdom, France and Russia. Miss Huttner, of Livingston, New Jersey, will study Israeli educational administration in Israel. Mr. Jordan, Dallas, Texas, plans a "liturgical year" in monasteries of France and Spain. The Watson Fellows were chosen by The Thomas J. Watson Foundation of Providence, Rhode Island, from 140 nominees from 35 colleges. CHARLES BELL CONDUCTS GRADUATE PRECEPTORIAL This year for the first time St. John's in Santa Fe is offering a program of graduate study during the regular academic year. The preceptorial, "Dimensions in History," is under the direction of Charles G. Bell, a longtime St. John's Tutor with many years of study in philosophy and the fine arts. In addition to five outside graduate students, Santa Fe Tutors Sam Brown, Frank Flinn, Roger Peterson and Ralph Swentzell are participating in the preceptorial as a study group. The program is being funded in part by a Ford Foundation Venture Grant. The first semester dealt with the transformation in Western Civilization which took place from the Middle Ages to the Renaissance, while the second semester has focused on the Revolutionary and Romantic upheave! around 1800. Studies are particularly directed towards the role played in each of the transformations by the several arts. A public by-product of the course was a series of Sunday evening programs on "Studies in Cultural History" with slides, music, and readings, presented by Mr. Bell and other tutors. �Eugene]. McCarthy LIBRARY ASSOCIATES DONATE VOLUMES The Library Associates of St. John's College in Santa Fe have given seven sets of literary, religious and scientific reference works to the College. Funds for the purchase of the volumes, selected by the library staff and faculty, came from the proceeds of the four Book and Author Luncheons sponsored by the Associates in Santa Fe during 1972. Another series is planned for 1973 with the first noontime pro· gram scheduled on April 13 with the following speakers: Cartoonist Bill Mauldin; Bertha Dutton, expert on Southwestern Indian culture; and Dr. Marcus J. Smith, author of Dachau. The new additions to the College Library are: The Oxford Illustrated Jane Austen (6 volumes); La Bible de Jerusalem ( 4 3 fascicles with notes and commentary); The Encyclopedia Judaica (16 volumes); The Cambridge Bible Commentary on the New English Bible (27 val· umes); The Selected Correspondence of Michael Faraday (2 val· umes); Miscellaneous Works of Edward Gibbon (5 volumes); and The "New York Edition" of the Works of Henry James (26 volumes). EUGENE MCCARTHY LECTURES AT ANNAPOLIS Former Senator Eugene J. McCarthy delivered the formal lecture on the Annapolis campus on February 2. His topic was "Poetry and Politics"; the lecture consisted principally of readings of poetry written by Mr. McCarthy and others. The former presidential candidate has published one volume of poetry, Other Things and The Aardvark (Doubleday, 1970). Since retiring from the Senate in 1971, Mr. McCarthy has been writing, lecturing, and teaching. He is currently a senior editor at Simon & Schuster, Inc., in New York and a lecturer and seminar leader at The New School for Social Research. FACULTY NOTES FROM ANNAPOLIS Louis N. Kurs, Tutor in Anna· polis, has been appointed Visiting Lecturer in The Civil Decisions Quantification Program in the College of Earth Sciences of the University of Arizona for the academic year 1973-74. Mr. Kurs' wife Alice will be studying com- puter technology for application to her teaching at Annapolis High School. Elliott Zuckerman, the Acting Dean in Annapolis, has written a paper, "Nietzsche and Music: The Birth of Tragedy and Nietzsche Contra Wagner" which will appear in a special issue of Symposium magazine. Annapolis Tutor Robert S. Ze.lenka had two translations published in the Fall 1972 issue of Proteus: "Deathfuge" by Paul Cclon, translated from German; and "The Ruin," anonymous, translated from Anglo-Saxon. Ray Williamson and Howard Fisher, Tutors in Annapolis, are coauthors (with Mr. Williamson's wife Abby) of "The Astronomical Record in Chaco Canyon, New Mexico," a paper to be read by Mr. Williamson in Mexico City at the June Meeting of The American Association for The Advancement of Science. Mr. Williamson is also the co-author of "The Velocity Structure of The Triffid Nebula" soon to be published in Astronomical Journal. Simon Kaplan, Tutor Emeritus, has published a translation of Hermann Cohen's The Religion of Reason out of the Sources of Judasim. The book has an in traduction by Mr. Kaplan and an introductionary essay by Leo Strauss, Scholar-in-Residence on the Annapolis campus. The February 1973 issue of The American Mathematical Monthly included an article entitled "The Lecture Method in Mathematics: A Student's View," by Michael W. Ham, Director of Admissions and Tutor in Annapolis. Soon after publication, Mr. Ham received a complimentary letter from R. H. Bing, the well-known topologist from the University of Wisconsin, who noted that he had distributed copies of the article to his staff and teaching assistants. 21 �ALUMNI ACTIVITIES DONOHUE COLLECTS HONORS John C. Donohue '35 received two well-deserved honors during the past several months. For his professional accomplishments he received the George S. Robertson Award for 197 3, and for his athletic prowess he was inducted into the Maryland Athletic Hall of Fame. The Robertson Award is given annually by the Baltimore Life Underwriters' Association for accomplishments and sustained activity in the interests of the insti- was referee for the Duke-Oklahoma Orange Bowl game. John's selection for the Hall of Fame brings to six the number of St. John's men who have been so honored. In order of their selection they are: Edmund P. (Ned) Duvall '05; Valentine (Dutch) Lentz '18; Robert (Bobby) Pool '3l;John N. Qohnny) Wilson '13; and Richard T. (Dick) Porter '22. Plaques commemorating the exploits of these athletic greats are on display in the lower lobby of the Civic Center in Baltimore. HOMECOMING DATES SET IN ANNAPOLIS Homecoming. The awards are made to alumni for "distinguished and meritorious service to the United States or to his native state or to St. John's College, or for outstanding achievement in his chosen field." Nominations, accompanied by sufficient biographical data to substantiate the recommendation, should be forwarded to the Alumni Office, addressed to President Gessner. Deadline for submissions is August 1st. CHAPTER ACTIVITIES The Annapolis chapter has had several interesting speakers over the This year we have paid particular attention to boat shows, Navy John C. Donohue tution of life insurance as viewed in retrospect and in conformation with the highest standards of professional conduct. Donohue's athletic interests and ability were recognized early, when in 1931 as a senior at Mt. St. Joseph High School he was voted Baltimore's outstanding athlete. In the next four years at St.John's he earned nine letters in football, basketball, and lacrosse. He was an All-America selection in lacrosse his last two years. After graduation John coached at St. John's, Mt. St. Joseph, and at the Naval Academy. He was for many years a highly respected official in football, lacrosse, and basketball. In 1965 he 22 home football games, and other annoying but unavoidable considerations, and have concluded that Homecoming 197 3 must take place on Friday and Saturday, September 29th and 3Oth. This is the year for reunions for 1913, 1923, 1933, etc. DO NOT wait for the Alumni Office to· prod your class into organizing. One or two in each class should start work now, writing, calling, planning. That's the only way anything worthwhile is going to happen. From this end we hope to have general plans worked out and published early in the summer. For now, just mark your calendars and start writing letters. AWARD OF MERIT Association President Bernard F. (Bunny) Gessner urges all alumni to think about the possible nominations for the 19 7 3 Alumni A ward of Merit. At present up to three awards are authorized each year, with presentations normally made at Robert L. Spaeth past several months. Most recently Lt. Gen. Ridgely Gaither '24 talked about his job as Police Commissioner of Annapolis; earlier speakers were John C. Donohue '35 reporting on his service as head of the Baltimore Board of Election Supervisors, and editor and Tutor Robert Spaeth reminiscing about his term as an Annapolis councilman. The weekly Baltimore luncheon group now meets at Humperdinkers, 20 East Fayette Street, second floor, at 12:30 p.m. on Tuesdays. March 20th was the date of the first New York Group seminar, led by Annapolis Tutors John F. White '64, and Acting Dean Elliott Zuckerman. The second and third seminars are scheduled for April 24th and May 22nd. �Reflections on a Homecoming The following letter was written for at least two reasons: to answer one from Thomas Parran, Jr., Alumni Director at Annapolis, and to respond to a request from Dean Robert Goldwin to write about the author's reactions to the College. The author, a graduate in the Class of 1947, is professor and head of the philosophy department at Mary Washington College, Fredericksburg, Va. He worked at the College a while after graduation, leaving in 1950 to go to Korea with the Marines. Except to attend the dedication of the Key Memorial and Mellon Hall in 1959, he did not return until Homecoming 1972.-Ed. November 24, 1972 Dear Tom: ... I suppose an alumnus of any college has very poignant feelings when he returns from a long absence. There is so much about the -atmosphere at St. John's which is unchanged from 30 years ago .• it is almost overwhelming. I took the trouble to walk about a bit on my own and set foot in almost every building of the college. I also attended the seminar on graduate schools and job opportunities. The one thing that impressed me most of all was the students. Almost without exception they were polite, very open, friendly, and interested in seeing a middle-aged alumnus. It was almost as if they had received a battalion order to 'be nice to the old coots or else.' (I say that because I am sure no such directive was issued.) I can only conclude that you have recruited an outstanding student body, and, as an educator, I envy you. I was a bit disappointed that there were not more of my old friends back for the reunion, and this produced a feeling of guilt in me for I know how one asks why it is that we 'old New Program alumni' don't support alunmi doings more faithfully? For surely we who date from the Barr and Buchanan days have St. John's stamped on our very souls. This is a very troublesome question and I'm sure more talented 'old New Programmers' than I have wrestled with it. For what they are worth, I share with youth( following highly subjective observations and suggestions. The physical environment of the College is very, very moving to an alumnus. You are doing a remarkable job in keeping the corpus in a high state of preservation. One can quibble over the King William Roqm and a few other nitpicks but by and large the atmosphere is spookily the same (catch that adverb!) as it was almost 30 years ago. And yet the very sophistication induced by the program tends to immunize us from being seduced by that kind of nostalgia. I am sure the alumnus of any college in America has deep, important, and. tender feelings when he returns to his college, but his college experience has not immunize<;! him from wanting to return in a sentimental orgy to his dear old alma mater. I think that the St.John's Program isolates its students in a very close, intense and soul-remaking experience. The College vomits its students forth and they keep on going, never looking back. Who is to say whether or not such an apron-string cutting is bad? All of us who have graduated from the College return to our alma mater every time we look at our libraries. Those sly old master artificers who concocted the Program were not just mouthing platitudes when they said that the books were, in the end, the teachers at St. John's. When McDowell Hall, the wonderful tutors, the games on back campus, the jug-a-lug in Chase-Stone have all faded into nothingness, the Great Books will remain. We, who have been privileged to attend St. John's, commune with her every time we step into our studies and open up and read one of the books. Boiled down to their essentials, the two points I have made above mean that you, as alumni director, have a very difficult task. The College will always tend to produce alumni who have been profoundly affected by it but [who] will never look back, and [who] will manifest their loyalty ... by continuing to reflect and read rather than reach for the old check book. I am sure this is nothing new but these thoughts have struck me as I ponder my recent delightful visit .... Sincerely, George M. Van Sant CLASS NOTES 1922 just before going to press we received a fine letter from S. Den mead Kolb, reporting on his recent visit with Dr. Rafael Rodriguez-Molina at the latter's home in Santurce, Puerto Rico. Kolb, his wife, Kitty, and their youngest son, Charles, were in Puerto Rico in January, and had dinner with Roddy, as he was known here, his wife Marian, and their daughter Anna and son Manuel. Two older offspring are married. Roddy has had a most successful medical practice, and retired a few years ago from the U. S. Army Medical Corps with the rank of colonel, 1928 Lout's L. Snyder was recently nam_ed to the Editorial Advisory Board of the Canadt'an Revt"ew of Studt"es ~·n Natt"onaUsm. Lou continues to make his mark as an author; his The Imperialism Reader: Documents and Readings on European Expanst"onism -has just been reprinted by the Kennikot Press, Port Washington, N. Y ., while The Dreyfus Case was released by the Rutgers University Press in january. Charles S. Smith is the new director of the property management division of Donald E. Grempler Realty, Inc.; a Baltimore area firm. Smith has been active in real estate work since the mid-1940's. He makes his home in the Roland Park area of Baltimore. 1954 Merle and Priscilla ('55) Shore have opened a second location for their shop, The Village Frame. They had their opening in the new Ruth Shaffer Gallery in Santa Barbara on january 6th. 1955 Donald A. Phillips is now Alcoholism Program Manager for the Civil Service Commission in Washington. January was a good month for letters; Evajane (Duvall) McKenney writes that she will graduate this J unc with an associate degree in nursing from Northern Essex Community College in Haverhill, Mass. She hopes to go on to earn her B.S. degree in nursing with a minor in natural science. 23 �Evajane is married to a disabled veteran, has two married stepsons, three grandchildren, and two teenage daughters. 1957 As noted in the February Alumni Association newsletter, the name of Navy Cdr. H. Allen Stafford was on the prisoner lists pubtished by the North Vietnamese in January, He was released in mid-March and, according to press reports, was met by his wife when he arrived at Clark AFB in the Philippines. Al, a Navy carrier-based pilot, was shot down over Haiphong on August 31, 1967, while on his 31st combat mission, 1962 John Franklin Miller in January became the director of Hampton House, a National Historical Site located near Towson, just north of Baltimore. After graduation from St. John's, John earned a B.D. degree from Yale, and then taught elementary school in Anne Arundel and Washington Counties in M~land. Since 19 69 he has been doing graduate work in art and architectural history at the University of Maryland, as well as teaching 'at Maryland and at Mont· gomery Junior College. 1963 Daniel T. Devereux writes that he is teaching philosophy at the University of Vrrginia, and is especially pleased to have Evan Dudik '72 and Dennis Berg '71 in his seminar. Robert K. Thomas is currently enrolled in full-time. French language training at the Foreign Service Institute in Washington, in preparation for his new assignment as the deputy public affairs advisor to the U.S. delegation to the United Nations. Bob says that the U.S, mission is right across the street from the United Nations headquarters in New York, and that all St. Johnnies would be welcome. He also teJls us that Dr. Oliver M. Korshin is studying Russian at the Foreign Service Institute. Ollie is slated to head the Russian-D. S. health exchange, Bob reports. 1964 Patricia {Carney) Ceccarelli is a· housewife and stUdent, attending the University of Nottingham, England. Miss Barbara Leonard recently passed to us a long, news-filled letter from Barbara {Kulacki} Vona. We knew that Barbara has been giving her time to the New York Alumni Group as editor of the Group News· letter, but we didn't realize what a busy girl she- has been since she and Dan ('67) left Annapolis. In 1967 she began independent research in the History of Science, special· izing in Martin Delrio, a 16th Century Spanish theologian, lawyer, and man of 24 letters. She has been preparing the first English translation from the Latin of his Disquisitionum Magicarum. In 1970 at Oxford she became a Bodleian Reader; last summer she participated in the first symposium on the History of Modern Science at the International School, Enrico Fermi, Lake Como, Varenna, Italy. She is currently negotiating with the University of Texas Press for publication of her transla· tion. In her spare time she has helped with a New York Assembly campaign as Environmental Chairman for a candidate. She now hopes to enter law school, where she would like to concentrate in the areas of Taxation and Land Use. After her schooling she wants to work on planning and writing tax legisla· tion, and on sound planning for new urban areas and renewal of the old. 1966 A brief note from Barbara Hockman's mother advises that Barbara, after teaching in Japan until May 1972, has been traveling in Asia, and is presently in India. William N. McKeachie, after two years as assistant chaplain, St. John's College, Oxford, returned last year to Canada, where he is special assistant to the Bishop of Toronto. 1967 Meredith Burke informs us that Fred Fedderson and his wife are expecti~g -a baby. They live at 33 Marlowe's Road, London W. 8, England. 1970 Miss Miriam Strange has sent along a letter from Katharine Beckman, bringing us up to date on her life since she left St. John's. A year was spent in Stockholm, where she was a page in the Australian Embassy. After a year at American University in Washington she received her B.A. degree in English. Since September 1970 she has been in Gambridge, Mass., first as a secretary to a neuroanatomist at M.I.T., more recently working for the Massachu· setts Drug Commission. Word reaches us through his father that Stephen ]. Forman, now a junior at the University of Southern California Medical School, has completed a year-long research project, has had the paper thereon published in the official publication of The American Federation of Clinical Research, and read the paper in January at a meeting of the Western Society for Clinical Research in Carmel, California. The paper was entitled Red Cell Me_mbrane Deformity in Uremic Hemodt'alyzed Patients. 1971 James R. Hal now lives in Felton, Pa., and is District Manager for the York Daily Record, Jeffrey Cole Kitchen is reported by his parents to be quite successfully involved in the Ph.D. degree program in applied mathematics at Johns Hopkins University. 1972 Cynthia {Stratton) Dourmashkin reports that she and Tom ('69} have a son, Jordan Thomas, born on December 17th. Tom is enrolled in pre-medical courses at Columbia University and hopes to enter medical school in the fall of 1974. Cindy says she is enjoying motherhood and is very happy. Ellen Hearne (SF) writes that she has now graduated from the University of North Carolina at Asheville with distinction in art, Her senior showing in pottery in December received excellent coverage in the press. She was commended not only for her pottery but also for the fact that she constructed her own kiln, with which she could fire stoneware up to 2,300 degrees Fahrenheit. Since leaving St. John's, she studied at Penland School of Crafts, North Carolina, rmder Cynthia Bringle, and Jater at the University of North Carolina under Gene Bunker. Probably: the most recent alumnus to enter the field of journalism is Thomas R. Ascik, now a copy boy with the Washing· ton, D. C. Star·News. In what woUld seem to be a most unusual opportunity for a young journalist, Tom recently. interviewed Dr. Andre Helleger, director of the Kennedy Institute for the Study of Human Reproduction and Rio-Ethics. The inter· view, concerning the recent Supreme Court decision on abortions, was. published in the Sunday, March 4th, edition of the newspaper. On the evidence thuS far, Tom has a very bright journalistic futtire~ In Memoriam 19 08 Harold Hardinge, Jr., Ventnor, N.J., December 16, 1972. 1922 -The Rev. William R. Horney, Centreville, Md., November 27, 1972. 1924 - James B. Robertson, Jr;, Baltimore, Md., December 31, 1972. 1926 - The Rev. Robert L. Bull, Columbus,Ohio,January 15,1973. 1931 - Emanuel Klawans, Annapolis, Md., February 8, 197 3. 1931 -James D. Morris, Baltimore, Md., March 5, 1973. 1934 Charles P. Clark, Jr., Summit, N.J., February 21,1973. 1935 - Harry Ferguson, Belmont, Cal., February 7, 1973. �RESOLUTIONS The College mourns the death of two of its closest friends and supporters. Mark Van Doren, former member of the Board and Honorary Fellow, died on December 10, 1972. Bromwell Ault, a former chairman, and most recently an honorary Board member, died in New York City December 29, 1972. The following resolutions were adopted at the February 24 meeting of the Board of Visitors and Governors. MARK VAN DOREN RESOLVED, that this Board of Visitors and Governors has learned with great sadness of the death of Mark Van Doren, a member of the Board from 1943 to 1953 and an Honorary Fellow of the College since 1959. In him the gifts of the poet, scholar, critic and teacher were greatly one. He was one of those few men who helped to conceive the St. John's Program in its beginning. Through his writings and his regular lectures on poetry and poets, he taught generations of St. John's students and faculty. He was a strong contributor to the work of St. John's College in America. The College was privileged to claim his warm and steady friendship. FURTHER RESOLVED, that the Secretary be instructed to convey to Mrs. Dorothy Van Doren, his wzfe, and to Charles Van Doren and John Van Doren, her sons, copies of this Resolution together with expressions of the Board's deepest sympathy. BROMWELLAULT RESOLVED, that this Board of Visitors and Governors has learned with profound sorrow of the death of Bromwell Ault, a member of this Board for some twenty-five years. Bromwell Ault was the finest exemplar of a man in the world of business who also devoted himself to his family, to his church, to his community, and to education. Though his primary loyalties were to Andover and Yale, the institutions from which he graduated, he was fascinated by the challenge of St. John's educational program and adopted this College when he joined its Board in the late 1940's. He served for a period as its chairman and in more recent years he has been an honorary member. His was an active and imaginative mind, evolving ideas and projects which might be beneficial to St. John's College. FURTHER RESOLVED, that the Secretary be instructed to convey to Allie Burchenal Ault, his wife, and to Burchenal Ault and Browell Ault, his sons, copies of this Resolution together with expressions of the Board's gratitude and admiration for his life and its deepest sympathy for his family. 25 �A familiar figure on the Annapolis campus, Campus Guard Melvin N. Wilkerson, Jr. PHOTO CREDITS: Front cover, Sheldon C. Heitner, '75. Inside Front cover, Malcolm Handte, '75, Eugene lorgov, '75. Page 3, Robert Nugent. Page 4, Maryland Center for Public Broadcasting. Page 9, Eugene lorgov, '75. Pages 12 and 13, Michaer Johnson, Burton Blistein. Page 19, Sheldon C. Heitner, Maryland Center for Public Broadcasting. Page 21, Bill Grady. Page 22, Valley Studios, Tom Parran, Jr. The College St. John's College Annapolis, Maryland 21404 Second-class postage paid at Annapolis, Maryland, and at additional mailing offices. � 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 College </em>(1969-1981) Description An account of the resource St. John's College's Office of the Dean published <em>The College</em> from 1969 to 1981. The publication superseded <em><a href="https://digitalarchives.sjc.edu/collections/show/37" title="The Bulletin of St. John's College">The Bulletin of St. John's College</a></em>.  <em>The College</em> was in turn continued by <a href="https://digitalarchives.sjc.edu/collections/show/13" title="The St. John's Review"><em>The St. John's Review</em></a> in 1981.  <br /><br />A separate magazine for St. John's alumni titled <em>The College </em>began publication in 2001, continuing <em>The St. John's Reporter</em>.  <br /><br />Click on <strong><a title="The College" href="http://digitalarchives.sjc.edu/items/browse?collection=12">Items in the The College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource 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 Identifier An unambiguous reference to the resource within a given context thecollegemagazine 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. 25 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 Development Offices of St. John's College Title A name given to the resource The College, April 1973 Date A point or period of time associated with an event in the lifecycle of the resource 1973-04 Contributor An entity responsible for making contributions to the resource Spaeth, Robert Louis Parran, Jr. Thomas Campbell, John Randolph Ham, Michael W. Newland, Paul D. Oosterhout, Barbara Brunner Wyatt, E. Malcolm Description An account of the resource Volume XXV, Number 1 of The College. Published in April 1973. Identifier An unambiguous reference to the resource within a given context The_College_Vol_25_No_1_1973 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 The College https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4e4fc4b21b698e1c9ecddc96ab991a62.pdf 6f1dd5554f24daf8befbcd4c9c581090 PDF Text Text THE COLLEGE St. John's College Annapolis, Maryland Santa Fe, New Mexico July 1973 �THE COLLEGE Vol. X)W July, 1973 No.2 Editor: Robert L. Spaeth Alumni Edttor: Thomas Farran, Jr. Editorial Advisory Board: Michael W. Ham, Paul D. Newland, Barbara Brunner Oosterhout, '55, E. Malcolm Wyatt. THE COLLEGE is published by the Development Office of St. John's College in Annapolis, Maryland. Richard D. Weigle, President. Paul D. Newland, Provost. Published four times a year, in January, April, July, and October. .Second class postage paid at Annapolis, Mary· land, and at other mailing places. IN THE JULY ISSUE: Speech, Its Strength and Its Weaknesses. by Jacob Klein 1 Two Sorts of Poetic Revision. by Charles G. Bell 7 An Interview with Alvin Fross and Peter Weiss. by Robert L. Spaeth 11 Commencement Address-Annapolis 1973 by Ford K. Brown 17 Profile: Louis L. Snyder, '28. . . . . . . . . . . . 20 Graduation 1973 22 ........... News on the Campuses 24 Alumni Activities 26 Valery's "Poesie," translated by Timothy Born. 29 ON THE COVER: Ford K. Brown, the Annapolis commencement speaker for 1973. Mr. Brown has been on the St. John's faculty since 1925. He is now a Tutor Emeritus. �SPEECH, Its Strength and Its Weaknesses by JACOB KLEIN To undertake to speak about speech means to embark upon an endless task. Yet there are strict limits that I have to observe and to be aware of: limits of time, of redundancy, of attentiveness on your part. I shall have to focus your attention on what people mostly concerned about speech have said. These were the people whom we call oi cfnA6aocf>o,, the "lovers of wisdom" among the Greeks. But I shall also have to appeal to an understanding of what usually happens to speech, to an understanding which those people do not seem to have had. I shall be as brief as possible, and I hope you will not mind my carefulnay, my pedantic use of English and Greek words. (Parenthetical remark: some of what I am going to say I have said before in lectures and in print, but not all of it.) Let me begin by quoting from Plato's dialogue entitled Phaedo. This dialogue pretends to describe what happened during the very last day of Socrates. Attentive reading shows that the content of the dialogue is mythical, but that the mythical frame allows us to become aware of what Plato understood to be Socrates' unique and overwhelming impact. At a crucial point of the dialogue (95 E ff.) Socrates, after silently looking back into himself for quite a while, reaches-in speaking-far back into his own youth. He wanted very much, he reports, to find out, with regard to any single thing or occurrence, what was responsible for its coming into being, its passing away, its being the way it was; but he could not find any satisfactory answers. Nor could he learn anything from acnybody else, not even from the great Anaxagoras. He had to abandon the way in which questions like these were dealt with in the various versions of the "inquiry into nature" (7rEpt Jacob Klein is a Tutor Emeritus on the Annapolis campus. This lecture was delivered at Annapolis in February, 1973. ¢1~t:n:w; iuropla). He decided to embark upon a different journey, a SCcond journey", which means, he decided to take to the oars, since the wind had failed. This is the presentation he makes of his new endeavor. By looking directly at whatever presents itself in om familiar world, at things and their properties, at human affairs and actions, we run the risk of being blinded, as people do when they observe the sun during an eclipse, if they do not look at its image on some watery surface. That may well have happened to those investigators of nature. To avoid being blinded, Socrates thought he had to "have recourse to spoken words" ( cl-; Toir<; A6ymJsKam¢vyciv) and "see in them the truth of whatever is" (99 E). In the dialogue entitled Philebus, Plato again makes Socrates refer to men engaged in the study of nature (59 A-C): these men want to understand how this world of ours came into being, how it is acted upon and how it acts itself, that is to say, they are trying to discover transient productions of the present, the future and the past, not what unchangeably always is. To discover the immutable it is necessary to rely on the power of discourse ( 1/ roV 8taA€ywBat 8Vvap,t.;;- 57 E), in exchanging questions and answers with oneself and with others. The power of discourse is the power inherent in human speech, this marvel, let me say, this greatest marvel perhaps under the sun. The Greek noun -\6yo' and the Greek verb -\iy<tv have a vast range of meanings. They may refer to reckoning, accounting, measuring, relating, gathering, picking up (let us not forget the English words "collect" and "select", derived from -\iy"v). But, above all, they refer to speaking, discoursing, arguing, discussing, reasoning. That's how we have to understand Aristotle's statement (Politics I,Z, 1253 a 10): A6yov . . . ,Wvov llv0pw7roc;; fxn rWv t~wv, "man alone among living beings possesses speech", and that implies: man alone possesses the ability to understand the 11 I �The College spoken word, to understand articulated speech. We mean by speech-everybody means by it-a sequence of sounds uttered by somebody in such a way as to be understandable to others. The verb "to understand" refers primarily, though not uniquely, to speech. Hearing somebody speak, we may say: "! understand what you are saying". We may, in fact, misunderstand, but even mis~ understanding involves understanding. But what do we understand in hearing somebody speak? Not the sounds in themselves, the audible low and high pitched noises issuing from somebody's mouth (or some machine, for that matter). We hear these noises, but hearing is not understanding. That is why we do not understand speech in a foreign tongue. In a manner which, itself, is hardly or not at all understandable, the sounds carry with them-or embody or represent-something else, precisely that which makes us understand, whenever we understand. This source and target of our understanding consists of units to which single words correspond as well as of combinations of units to which sequences of words correspond. The speaker and the hearer share-or, at least, intend to share-the understanding of those units and of those combinations of units. The speaker transposes what he means into sounding words variably intoned, and the hearer who understands reverses that process in reaching back to the intended meaning. The intended meaning is what the Greeks called To vo1T6v ( vo1 Tav being a verbal adjective of vodv, which means "to receive the intelligible"). Among the intelligible units, the vo1 Ta, there are two kinds: some are intelligi-ble by themselves, some l1elp us to receive those first ones, help us to understand what is being said. Speech and understanding are inseparable. A6yo> means inseparably both speech and that which can be and is being understood in speech. It is in man and, to repeat, only through man that Aoyo> manifests itself conspicuously. Neither birds nor porpoises nor seals have A6yo>, though quire to produce those things, and furthermore, the knowledge that guides his arts and skills, not only to satisfy his most elementary needs, but also to establish customs and institutions in which his life flows from generation to gen- they are able to "communicate" with each other and even characters". Descartes said: "The science contained in the great book of the world ...". Harvey said: "The book of with human beings. We all remember, I think, a phrase that Homer uses so often when describing human speech, the phrase "winged words" ( ii1rm 7Tn:p6£vTa). Whence this image? In most cases the phrase occurs when a personage, a god or a man, addresses another single personage, a god or a man. Occasionally it is also used when someone speaks to a group or a crowd of people. Minstrels in Homer are never said to utter or sing "winged words". Now, words are not called "winged" to indicate their soaring or lofty quality. The image seems rather to imply that words, after escap· ing "the fence of the teeth", as Homer puts it, are guided swiftly, and therefore surely, to their destination, the ears and the soul and the understanding of the addressee. It is more difficult to reach a crowd of men than a single man. Exertions of a special kind are then required. What is speech "about"? About everything man is familiar with-the sky and the earth, the rivers and the sea, the living beings around him, on land, in water, in the air, the things he himself builds and produces, as well as the tools and appurtenances that his arts and skills re2 eration, in happiness or misery, in friendship or enmity, in praise or blame, and to which customs and institutions he is attached beyond his most pressing wants. That is what his speech and his understanding are mostly about. What we say, however circuitously . or confusedly or loosely, is said in words and sentences, each of which conveys immediate meaning. The A6yo~ cannot help moving in the medium of the immediately understandable. But words and sentences can also be involuntarily or deliberately ambiguous. We can play on words. Plato's dialogues, for example, are replete with puns. However, am- biguities and puns are only possible, because words and sentences carry with them several distinct meanings which, separately, are clearly understood. To be sure, speech can be obscure. But it can be obscure only because the clarity of some of its parts impinges, or seems to impinge, on the clarity of others. Speech, then, presents to the understanding of the listener what the speaker himself understands. It presents to the listener nothing but combinations of vo1Jnf, of intelligibles. In doing that, however, speech speaks about all the things and all the properties of things that abound around us, all the special circumstances and situations in which we find ourselves. The question arises: do the vo1Jrtf, the intelligibles, presented to us in speech, have their foundation in themselves, or do they stem from the things and circumstances spoken about? Does not human speech translate the language, the yAwaaa, of the things themselves? Let me turn for a moment to the way things and events around us have been and are being referred to. In Galileo's words: "The book of Nature is written in mathematical Nature lies open before us and can be easily consulted". The phrase "book of Nature" is a metaphor used long before the seventeenth century, but why was this particular metaphor ever chosen? Is it not because Nature is under- stood as something that can be read like a book, provided we know how to read it? But does not that indeed imply a language that is Nature's own? Francis Bacon was of the opinion that Nature is subtly secretive, full of riddles, Sphinx-like. But secrets can be revealed, riddles can be solved in words. We persist, don't we, in solving the "riddles of nature". In ancient times the order of all that exists around us was -taken much more directly as a lan- guage, a language not heard and not written, yet visible, and if not visible, one to be guessed at. Human speech seems indeed to translate that visible or invisible language of things into the audible language of words. And just as the sounds of human speech can be traced down to their ultimate components to which the letters of the alphabet correspond, things around us can be decomposed into their first rudiments-the "elements"-the original letters of the �July 1973 language of things, as it were. Our speech, even our unguarded colloquial way of speaking, may reveal to the attentive listener the hidden articulations of the language of things. Aristotle, no less than Plato, was constantly following up casually spoken words. It seems that Heraclitus, the tjobscure" used the word "logos" in reference to the language of things. Let me quote from the fragments in question. First: "Of the Logos, which is as I describe it, men always prove to be uncomprehending, both before they have heard it and when once they have heard it. For although all things happen according to this Logos, men are like people of no experience, even when they experience such sayings and deeds as I explain, when I distinguish each thing according to its nature and declare how it is; but all the other men fail to notice what they do after they wake up, just as they forget what they do when asleep". Then this: "therefore it is necessary to follow what is common; but although the Logos is common, the many live as though they had their own thoughts". Then this: "Listening not to me, but to the Logos, it is wise to agree that all things are one". And finally, to supplement the last fragment: "Out of all things-one, and out of one -all things". (Kirk and Raven, The Presocratic Philosophers, 1957, pp. 187-188, 191). The Logos makes us understand, if we follow Heraclitus, what the things themselves are saying, brightly and darkly, in tune and out of 1 tune. Speaking and understanding what is being said involves thinking, involves what the Greeks called 8ufvo•a. Let us hear what Plato has to say about the relation of speaking to thinking. In the dialogue entitled The Sophist, in which Plato makes the Stranger from Elea converse with the young mathematician Theaetetus, the Stranger remarks (263 E): "... thought (8ufvo•a) and speech ("-6yo,) are the same, only that the former-that is, 8ufvow.-, which is a silent inner conversation of the soul with itself, has been given the special name of thought". Thinking, as Plato understands it, is not tied to what the moderns mean by the ''stream of consciousness". It can be imagined as a discontinuous, not always regular, stepping forward, and stepping aside, and stepping backward and forward again, what speech, too, usually does. It is necessary to note that for Plato, and for Plato alone, this identity of thought and speech is not a complete one: facing the highest, allcomprehending intelligibles, thought is not able to transpose itself into suitable words. In the seventh letter attributed to Plato we read the phrase "the weakness of spoken words" (-rO nOv A6ywv &.aOEvE,-343 A 1), and the dialogue entitled The Sophist itself shows this weakness rather clearly, as we shall see in a moment. Moreover, speech and thinking can both deceive us, disconnect our steps, and thus distort :md falsify the truth of things. The firework of the sophists, for example,-and there are always sophists around-make things and relations of things assume a most unexpected, dazzling, and puzzling aspect: things suddenly appear not to be what they are. But who is doing the lying, if it be lying, the sophists or the things themselves? A critique of speech and of thinking, a critical inquisition into speaking, thinking and arguing has to be undertaken-as it was undertaken by men as diverse as Parmenides, Prodicus, Plato, Aristotle. The result of this critique can be stated as follows: to speak does not always mean to make things appear in their true light. For Aristotle only one kind of speech, 0 A6yo<> &.7ro¢avnK6<>, the declaratory and revealing speech, and the thinking which belongs to it, translate and present the language of things. To be able to use this kind of speech requires a discipline, the discipline of the Myo,. Everywhere in Aristotle's work, one senses, to the annoyance of some and to the delight of others, the effectiveness of that discipline, the effectiveness of what we call (and the author himself docs not call) the "logic" of Aristotle. (Cf. On Interpretation 5, 17 a 8; 4, 17 a 2; 6, 17 a 25; Posterior Analytics I 2, 72 all.) Given the ever-present possibility of declaratory and revealing speech, Aristotle need not, and does not, set limits to the power of the Logos. For Plato, however, as I have mentioned, there are limits that spoken words cannot transcend. This becomes quite clear in the dialogue entitled Cratylus. In it Socrates first invents fantastically funny "etymologies" of words, etymologies of proper names of heroes and gods as well as of familiar designations given to the ways men behave and think. Socrates then contrives rather playfully (422 E ff.) to describe the letters and syllables of any word as providing an "imitation", a p.lp.ry~<a (423 B; 430 A,B,E; 437 A) of the very being ( o~uia) of what is supposed to be "imitated". T11is "imitation" is also said by Socrates-said more accuratelyto be a udisclosure", a "revelation", a 80Awp.a (425 A,B; 433 B,D; 435 A,B) of the thing in question. Finally the assertion is made that even "revealing" words may well be interpreted as not fostering our understanding. One has to agree, says Socrates, that things which are can be learned and sought for "much better through themselves than through names" (439 B). And that is only possible if what truly is is not subject to change, as Heraclitus claims, but is immutably what it is. Whether this is so or whether what the Heracliteans and many others say is true, is a question difficult to decide, but uno man of sense can help himself and his own soul by relying on names" (440 C). The power of the spoken word is thus a limited one, according to Plato, which makes his dialogues as troublesome and as wonderful as they appear to be. Let me try to show you this by referring to, and quoting from, the dialogue entitled The Sophist. This dialogue is the central piece of a trilogy, namely the trilogy of the dialogues entitled Theaetetus, The Sopl1ist, and The Statesman. The conversations and events which are presented in these mimes are supposed to take place at the very time the suit against Socrates has its beginning-as you can read at the very end of the first piece of the trilogy. V/e find in the second and the third dialogue, namely in The Sophist and in The Statesman, an abundance of so-ca11ed "divisions" (StapEun~) which, in The Sophist, are supposed to be the means to establish what a "sophist" is. Opposed to the udivisions" are the Collections" ( uvvaywyai), and let me quote what, in the 11 3 �The College dialogue entitled Phaedrus, Socrates has to say about these "divisions" and "collections" to that lovable young man, Phaedrus: "Now I myself, Phaedrus, am a lover of these divisions and collections as aids to speech and thought; and if I think any other man is able to see things that can naturally be collected into one and divided into many, him I follow after and walk in his footsteps as if he were a god [this is a playful and ambiguous reference to a line in the fifth book of the Odyssey J. And whether the name I give to those who can do this is right or wrong, god knows, but I have called them hitherto dialecticians" (Phaedrus 266 B·C). Now, the first five "divisions" in the dialogue entitled The Sophist do not reach their goal, except in one very peculiar case. The goal is to establish, as I said, what a "sophist" is. In this dialogue a nameless Stranger from Elea performs these dialectical exercises with the help of young Theaetetus, whose looks resemble those of Socrates (Theaetetus 143 E). Of Theaetetus we also know, from the dialogue that bears his name as well as from other sources, that he was a powerful mathema· tician, especially interested in incommensurable magni- tudes and multitudes. Books X and XIII of Euclid's Elements are based, in part at least, on his work. In the dialogue entitled The Sophist young Thcaetetus is shown to distinguish and to count well, so well, indeed, that he helps us to understand what the Eleatic Stranger, alone, by himself, could not make us understand. Let us see. There are five "divisions" in the beginning of the dia- logue, meant to catch the "sophist". After they have been made they" are counted up by the Stranger and Theaetetus in the following way: "Stranger: First, if I am not mis· taken, he [that is, the "sophist"] was found to be a paid hunter after the young and wealthy. Theactetus: Ycs. Stranger: Secondly, a sort of merchant in articles of know!· edge for the soul. Theactetus: Very much so. Stranger: And tl1irdly, did he not turn up as retailer ( Ka"'J!>.o,) of these same articles of knowledge? Theaetetus: Yes, and fourtl1ly, we found he was a seller of his own productions ( avTom:,J,.~,). Stranger: You remember well" (231 D). I have to interrupt this quoting to check whether Theactetus does remember well. By going back, we see that the Stranger had previously summarized (224 D-E) the third division in these words: "And that part of acquisitive art which proceeds by exchange and by sale in both ways { &p. r:f>o'ripw<>) as mere retail trade ( Ka7T.,AtK6v) or as the sale of one's own production ( aVTmrwAtK6v), so long as it be- longs to the family of merchandising in knowledge, that part you will apparently always call sophistry". Theaetetus had then answered: "Necessarily so, for I have to follow the argument, the i>.oyo,''. Theaetetus remembers well: he remembers that retail trade and also the sale of one's own production had been mentioned, but he forgot, he forgot, the word awpoTlpw' (in both ways), and this makes him add to the third description a new one, which he calls the fourth. Both, his remembering and his forgetting have remarkable consequences. In the counting up of the "clivi· sions" the fourth becomes the fifth, and the fiitl1, which is the one that reaches its goal, namely the correct descrip- 4 lion of the work performed by a quasi-sophist, namely by Socrates himself,- this fifth "division" becomes the sixth. Let us not forget: six is the first 11 perfect" number, and only a "perfect" number is fit to be applied to Socrates' work. But, moreover, the forgetfulness of Theaetetus com· pels us to pay special attention to the word which he forgot, to the word dp,¢o'rEpw<>, or more exactly to the word al'</>w (both) and to its cognates. We become aware that this word is used over and over again in the dialogue. Here is just one example. Speaking of the "sophist", the Stranger remarks at one point (226 A): "Do you see the truth of the statement that this beast is many-sided and, as the saying is, not to be caught with one hand? Tl1eaetetus: Then we must catch him with both". The significance of this word "both" becomes fully apparent when the Stranger and Theaetetus focus their attention on ''Change" (xtV1Jm<>) and "Rest" (anim<>). I shall quote again (250 A-C): "Stranger: You say that Change and Rest are entirely opposed to each other? Theaetetus: How could I say anything else? Stranger: And yet you say that both and each of them equally are. Theaetetus: Ycs, I do. Stranger: And in admitting that they are, are you saying that both and each of them arc changing? Theaetetus: No, no! Stranger: Then, perhaps, by saying that both are, you mean they are both at rest? Thcactetus: How could I? Stranger: Then you put-before you Being (To ov) as a third, as something beside these, inasmuch as you think Rest and Change are embraced by it; and since you comprehend and observe that these commune with Being, are you saying that they both are? Theactetus: We truly happen to divine that )3eing is something tlrird, when we say that Change and Rest are. Stranger: Then Being is not BOTH Cl1ange and Rest TOGETHER, but something else, di/lerent from them. Theae· tetus: So it seems. Stranger: According to its own nature, then, Being is neitl1er at rest nor changing. TlJCaetetus: M-hm (in Greek: ax,86v)". The last statement of the Stranger cannot be taken at face value. And Theaetetus immediately afterwards recognizes that it is totally im· possible for Being to be neither at rest nor changing. The root of the difficulty, of the perplexity in which we, who listen to this conversation, find ourselves is that, in the case of Being, Change and Rest, our human speech, the i>.6yo,, is failing. It is failing when it tries to speak about such greatest "looks" (!'iywTa ,lSr-·245 C 2-3), that is, such all-comprehending vo~nf. Being (To ov), Change { x[v-,.,m.:,;) and Rest ( anfm<>) appear to be three f_Z81J, three "invisible looks", while in truth Change and Rest are C3C EV Q UfL'f'OTfpa OliO • " h OTIC" (EKUTEpOJI ") 3U d"btht WQ "('""' '' "') Botlr together they constitute Being (To ilv). This means that, according to Plato, Being must be understood as the eideti.c Two. The eidetic Two is not a mathematical number of hvo indivisible and indistinguishable monads, among infinitely many such mathematical twos. Nor is it two visible, divisible and unequal things, two houses or two dogs or two apples, for example. The eidetic Two is a unique dyad of two unique EZ81J, of two <lin visible looks", namely of Change and Rest. And just as they both to- �July 1973 gether, and only both together, are the .!So,, the "look", the "invisible look" Being, so the Stranger from Elea and Theaetetus can only both together deal with the question of Being. That's why the Stranger says at one point to Theaetetus (239 C): "let us bid farewell to you and to me". He means that neither he alone nor Theaetetus alone can accomplish the task, but that they can do it only both together. But this they can do "not with complete clarity" (I'~ .,.,;."11 <m.P~v<i~-254 C 6), because they are speaking about it. It is thus that a weakness of speech is revealed in the dialogue entitled The Sophist. But this dialogue also shows why there can he falsehood uttered in speech, why speech can state what is not true. There is, however, a wide spectrum of the un-true, ranging from falsehood to likelihood. This is the background of the dialogue entitled Timaeus, and I would like to quote a passage from this dialogue to make you experience the playful and saddening ambiguity of this passage. It deals with the human mouth. It claims that it was fashioned "for ends both necessary and most good", "as an entrance with a view to what is necessary and as an outlet with a view to what is most good". I keep quoting (75 D-E): "For all that enters in and supplies food to the body is necessary; while the stream of speech which flows out and ministers to thoughtfulness is of all streams the most beautiful and most good". Can we forget how much evil, how much falsehood, how much trifling, how much nonsense also flows out? No, we cannot. But this must be added: in all those cases I just mentioned speech does not minister to thoughtfulness, to ¢p6v~"''· Let me now turn to a character of speech to which the ancients apparently did pay only scant attention. A most remarkable similarity obtains between words, spoken words of live speech, and rnoney,-money, that is, available in coins and bills. Both are precious, both circulate freely, coins and bills from hand to hand, words from mouth to mouth. The imprints on coins and bills are gradually erased, effaced, rubbed off, just as the meanings of words seem to become fuzzy, blurred and empty with the passage of time. There is even counterfeiting in language as there is in money. Human speech can and does deteriorate to an extent which renders it obnoxious, makes it unable to reach anyone, deprives it totally of wings. It was Edmund Husser! who, in modern times, pointed to this inevitable deterioration of human speech. According to him the signifying power of a word has, by its very nature, the tendency to lose its revealing character. T11e more we become accustomed to words, the less we per~ ceive their original and precise significance: a kind of superficial and vague understanding is the necessary result of the increasing familiarity with spoken-and writtenwords. Yet that original significance is still there, in every word, somehow "forgotten", but still at the bottom of our speaking and our understanding, however vague the meaning conveyed by our speech might be. The original "evidence" has faded away, but has not disappeared completely. It need not be ''awakened" even, it underlies our mutual understanding in a "sedimented" form. "Sedimen- tation is always somehow forgetfulness" (Die Frage nach dem Ursprung der Geometri.e als intentional-historisches Problem, first published by Eugen Fink in "Revue internationale de philosophie", I, 2, 1939, p.212). And this kind of forgetfulness accompanies, of necessity, according to Husser!, the development and growth of any science. (The text about the "origin of geometry" appears alsoin a slightly changed form-as the 3rd Appendix to Walter Biemel's edition of the Crisis of European Sciences and Transcendental Pbenomenology-Husserliana, Vol. VI, 1962-and as the 6th Appendix to David Carr's translation of the "Crisis"-Nortl1western University Press, 1970. The sentence <~sedimentation is always somehow forgetfulness" is omitted in Biemel's and Carr's versions. I assume, however, that this sentence is based on Husserl's own words, uttered in conversation with Fink.) 'T'o be sure, the original evidence can be "reactivated", and indeed is reactivated at definite times. This interlacement of the original significance and of its "sedimentation" constitutes, we read in Husserl's late work, the true character of "history" (Ibid., p. 220). From that point of view there is only one legitimate form of history: the history of human thought. History, in this understanding, cannot be separated from Philosophy. Husserl's own philosophy, as it develops in its latest phase (1935-193'7), is a most remarkable attempt to restore the integrity of knowledge, of /.,.""~"~' threatened by the all-pervading tendency of "sedimentation". It has remained an attempt. But it may help us, in any event, to understand the character of speech, the character of the spoken word. It may help us to be cautious in our speaking and listening. When we hear-or read-words intended to convey opinions about things, about what they are and how they are, it is amazing to observe their almost total dependence on the Latin rendering of crucial Greek, and especially Aristotelian, terms used in searching or revealing speech or, as we say, in "philosophical" discourse. The adoption of this Latin rendering by modern western languages usually involves a radical change and certainly a "sedimentation" of the very meaning of the terms in question. We hear a great deal about pollution today-the pollution of air, water, and land, which burdens our lives. But we hear rarely about the pollution of our language, which burdens our understanding. Our daily language, not to mention the "elevated" language of inquiry and exposition, is perme- ated and polluted by distorted terms in pseudo-Latin or even pseudo-Greek guise. Don't we use words like the following ones all the time: "actual", 11 dynarnic", "potentialities'', "matter", "substance", ''theory", ''information", "energy", "category", "logical", "formal", "abstract"? How strange and how discouraging! Do we know what we mean by these words? I could extend this list quite a bit, but I should like to add only these six terms: "ideal", "essence", "concept", "reality", "individual", and-hor- ribile dictu-"mind". This tendency of 11 Sedimentation" of human speech finds, it is true, its counterpart in the tendency to re- 5 �The College activate its original significance. Beyond that, it may happen that human speech reaches levels previously not experienced at all: they may increase its vigor, lift its signifying power to new heights, elevate it truly. Responsible for this arc mostly-and rarely enough, to be sure-written words. New words or new combinations of words can be "coined", as we so aptly and significantly say. At decisive points in his dialogues Plato resorts to this kind of coining; in the dialogue entitled The Republic, for example, but most notably in the dialogue entitled The Statesman. (We are aware, of course, that Plato's dialogues, although presenting lively spoken words, are the result of uniquely careful editing and writing.) Story-writers engage-sometimes-in this kind of inventive writing, as Joyce and Faulkner did. The most important cases of newly articulated written speech, however, are found in declaratory works which intend to convey knowledge, derived from questioning that is profound and deeply serious. Such works are those of Aristotle, of Hegel who raises Aristotle 6 to new levels, and of Heidegger who opposes Aristotle radically. Their peculiar way of speaking sheds new light on things, on their roots, their relations, their very being. We have to note: none of these authors has written works that are easily translatable,-and this cannot be otherwise. Let me be fair to people of the Latin tongue and, by way of conclusion, quote Virgil, the poet. In a letter to a friend Virgil says that he gives birth to verses in the manner of bears and according to their custom (parere se versus modo atque ritu ursina), that is to say, that he produces his verses the way the mother bear handles her newly born cubs: assiduously and persistently she licks them into their proper shape. Such assiduous work, performed on the written word and undertaken to assure the right articulation of a composed whole, can and does restore and preserve the integrity of human speech. It is thus that the written word repays its eternal debt to the spoken word. II �Two Sorts of Poetic Revision by CHARLES G. BELL I doubt if rules can be given for the making or shaping of poems. Some come easy, some hard, nor will the end product necessarily betray the manner of its birth. Is anything but curiosity to be served by raking up the files? Yet we live in a curious age where the exhibition of process tempts us more than participation in a timeless goal. And what is more immediate than a draft? Charles G. Bell is a Tutor on the Santa Fe campus. His poems, ((Diretro al Sol," ~~Heraclitus in the West," and "Touch~me-not" arc from Songs for a New America (Norman S. Berg, Dunwoody, Ga.). "Moonrise" was published in Contemporary Poets of the English Language (St. James Press, 1970), and "Resonance of Towers" in Quarterly Review of Literature (Princeton, 1972). "A Fly Trown into the Fire" has not been previously published. All poems are copyrighted by Charles G. Bell. The poems in my first two books (Songs for a New America and Delta Return) are mostly statements in the classical manner. They would come to me when I experienced a particular in its universal aspect. I would write the first sketch as fast as my pen would move, and later work it up, trying to bring out its implicit form. By the early 1950's I had turned from the Augustinian drift of my war years toward a celebration of the tragic glory in which I thought of America as living. I was teaching Thucydides in Hutchins' College. One afternoon Elizabeth Mann Borgese drove some of us to a winetasting in the Electric Club high over Chicago, where I sampled maybe thirty kinds of wine. As we raced back south through the evening traffic of the outer drive, a poem came to me. As soon as I could get home to my desk, I dashed off the following lines, though my head swam so I could scarcely hold the pen in my hand: 7 �The College We came out on the high platform above The city of giant endeavor taking below The advance of evening and in reddening glow Clear stars returning, lights of windows round In band and height to the over-pluming skies And cars in streams pouring to the suburb homes. Around us drinking the wines of France Men of every nation with voices not yet hushed By the encroaching shadows, speaking in the Tongues of their native lands, Of women and the world and who should rule, Still free in slams and laughter. And the dusk deepened as the city glowed And out of the past of another great evening Through which the spirit lives came the Voice of Pericles as Athens stood on the Beach of that mad sailing that bore them down. These words echo in the mind. In the living dusk the great towers flash skyward. Along the water front stream the metal cars. Planes above, flashing lights, the destinate roar, South, West and East. And the voices of free men. And we too on the beach of the perilous parting. Well we have lived. To all who may come-by these presentsHere perilous spirit took the dusk on wings. (There wa> also an alternate version of the close): The end is less than the knowledge of having Dared for vision, if only we truly dare; Above the blind world-closure of our wasting Still the incredible promise brightens the shore. Ships sailing to the dark ... And the twilight air ... rustles with the rush of wings. For a week or more afterwards I was working with those notes, actualizing the meter, stanza structure, assonance and rhyme, word repetition, etc. latent there. Here is the result as it appears in my Songs for a New America (the title from Ulysses' "mad flight", Inferno, 26): DIRETRO AL SOL Over the gulf and soaring of the city We came at dusk to the roof-garden rail. Darkness flowed in the streets; the dream-world beauty Of towered steel rose in the violet airBands and heights of light under the sky's plumes; Cars to the suburbs burn the long road lanes. Here on the terrace, drinking wine and eating, People of every nation, hearts unquelled By the encroaching shadows, mingle, speaking Tongues of kindred lands. Their voices tell Of customs and of needs, of the fools who rule; They are loose in talk and laughter, slurs and dreams. 8 And the clouds relinquish the sun's brown setting. Twilight deepens as the city glows. Out of the past of another world-evening Spirit has suffered, a great voice looms; It is Pericles-with Athens at the bourn Of her adventurous sailing into ruin: "We are the school of Bellas. Wonder unending Of after ages will be ours. We have Made sea and land the highway of our daring. If now obedient to the general law We invite decay, the greatness we have known Will he some break of beauty in that gloom." These words echo in the mind. From dark flashing Along the gray shore and the wash of waves, Towers, and cars streaming. Up vibrant air reaching Cones of light catch at the destinate planes. The roar west and east. Here in the hum Of mingled voices, careless freedom sings. And we too have lived the dayspring and daring That all time will remember; we have seen, Over the earth-foreclosure of our wasting, Still the incredible brightening of the dream ..... Now promise is almost presence under the dome Of night stirred with light and the rush of wings. The same method may be illustrated with another poem, a little earlier and darker, ~~Heraclitus in the West". In March of 19 50, as I was walking by Lake Michigan (it becomes the Atlantic in the poem), the setting sun broke from clouds at my back and poured a shaft into the general dark, catching gulls invisible before, shining flecks against the storm. I was teaching The Heart of Darkness; to Conrad's symbol I added that of historical east and west, the turn from the free motion west hack to the church-close of Eliot's surrender. I scribbled five lines: And the streaming sun from behind out east Over the sea; far against the drop of Dark cloud and above the wind-tossed gray The wheeling gulls, before swallowed in fog, Burn silver sparks of searching, motes of fire. To which, on my return to the house, I added (drifting toward prose) : Once we looked west over the sea to the golden oblate And beckoning sun, dropping under the limb of the unAnd the call was westward, touching /explored. the rooks and swallows On the flat land behind, tentative wings sweeping out west over the waves. Here the great globe sets at our hacks behind us, and the call has been followed to the last limb of land, the wall struck and the wave rebounds, drawn now down the stream �July 1973 of spreading rays, east again east, home to the womb and mother, the peaceful church close and garden of old time ... beside the river ... among For months this remained in my pocket, ineluctable. Then I saw it as four five-line stanzas, knit together with the tolling of repeated words (a variant on the line-endings of the Sestina), thirteen in each stanza: sun, behind, east, sea, river, light, dark, cloud, gray, drop, gulls, burn, fire- besides other words echoed, if not so many times: land, call, west, down, up, wind, verge, etc. 'T'he last stanza consciously transcends Spenglerian gloom in a timelessness of light against dark, rounding the poem out with ponderous solidity, at the same time that it sacrifices the broken poignance of the original sketch. For there is no gain, even in art, which is not in some sense a loss. HERACLITUS IN THE WEST "The way up and the way down is the same" And the raying sun from behind breaks out cast Over the sea, opening a river light Into the dark of cloud and the wind-tossed gray; Against that drop, the unguessed wheeling gulls Burn silver sparks of search, volitional fire. Once we looked west over sea to the golden Oblate and beckoning sun dropping without cloud Behind the fired earth's verge; and the call was sunward, Burning rooks and gulls of the dark eastern land, Stirred wings west up rivers of light from the gray. Here the great sun drops at our backs behind us; The call has been followed to the last verge of land, The light struck and the wave rebounds; into dark We burn down rivers of fire, re~entering cloud, Gulls to the gray-walled close by the eastern sea. Sunlight before or behind are tides ·of one motion; The way up and down currents of a single sea; Beyond east or west rounds the gulf of one darkness; And every ray of flight burns rivers of fire, Gulls to the landless drop of the wind-gray cloud. This classical method of revision remains the same, whether the first sketch comes from within, or as often in fiction, from conversations heard. 'T1ms, Christmas vaca- tion of 1951, returning from Mississippi to Chicago on the night train, I waked from a doze to a conversation in- credibly satirizing itself by its own symbols-tourist-talk from the seat in front of me. I took down in the almost dark on an envelope: And the cigar factory, did you go? Yes, we were there. I bought two boxes & the Trocadero (?)with the frosted drinks, diacheris I guess. We bought the banana liquer. Something going on all the day. Cocktails. And we never had to walk. But the people are strangers Very unfriendly & so many beggars. Surely sounds interesting-But did you see the little plant that when you touch it withers all up. No. At the side I scratched: It is the symb. And in a space at the top, an opening first used m the poem, then cut to a line, then revised out: Between waking and sleeping, half in dream I heard this from the new rich on a train. I got another paper as soon as I could and noted some other details they had mentioned, the cruise boat, etc. The poem came out rather easily in ironic half-rhymed couplets (as it appears in the revised version of Songs for a New America): TOUCH-ME-NOT "It was wonderfuL The cruise boat stopped at the stream, And there they brought a barge and put us on. We had the deck with curtains; just below, A marimba band played the whole day through. So we went up the river. It was nice. They have beef steaks at fifty cents apiece, And frosted drinks." "I guess you docked in Cuba?" HFor three days." "Did you see the Tropicana?" 'We were there; the ceiling's made of glass. And we drank daiquiris, I think it was, At forty cents a throw." "Fancy that. I bought banana liqueur." "And on the boat There was something every hour. Cocktails helped. And when we went ashore we never walked." "Did you see them lick cigars with their tongues?" "Sure. I got two boxes, but they were strong." "Sounds interesting." "Only the people are queer, Unfriendly, you know, and beggars everywhere." "And did you see the small plant touch-me-not That when you touch it it withers all up Before your eyes?" "No, that we did not find." Go back; it is the essence of the land. So far I have illustrated only the one method. In most of my later poems, revision has taken a different slant. The longer versions here given were already revised poems, worked up from such sketches as have just been considered. What has happened from that point on is a kind of 9 �The College modern Revision by Excision-to strike out or dissolve as much of the poem as possible, until it becomes a kind of archipelago of mountains, remnant of a drowned continent of discourse. The trick is to keep the poem from sinking altogether, since there is a certain law of gravity by which, once it has gone below a critical mass, it tends to wilt without limit, as a bubble under surface tension withdraws into a pipe-bowl. The three poems here given, both in long and short versions, have been revised over five or more years and through innumerable states. It is to be hoped they have been arrested at the point where space was about to close up around them. MOONRISE (early form) Long ago I stood with a woma·n by the sea And saw the moon rise naked and alone. When we did not love in the hollows of the dunes Or swim in the moon-spilled troughs of the sea, I grieved for the wasted beauty of the world. From the sleeping form of another woman now I rise and climb the dunes, where another moon Breaks over an ocean shore, it washes clean. I am content in the ruins of nakedness. Listen, waking or sleeping, all I have loved: The heart of an old man wants nothing more When the dead moon spills its yellow seed In the heaving and sighing deep furrows of the sea. MOONRISE I rise and climb the dunes. A waning moon Breaks over an ocean shore it washes clean. I am content in the ruins of nakedness. Sleeping or waking, listen, all I have loved: The heart of an old man wants nothing more When the dead moon spills its yellow seed In the heaving and sighing deep furrows of the sea. INVESTITURE (preliminary) Tonight for the first time I climb the stair, Turn on the light, that sends four rays To the dark quarters of the bay and land. How many have kept lights burning in their towers? Milton's solitary Platonist, Image-seeking Celtic Yeats, Collins in the mountain hut Over twilight shires of mist. Think of Dante somewhere in banishment Climbing another's stairs by candlelight; Think of all whose height became a sign Of the brooding eminence established by the mind. 10 Rats with electrodes in their heads Jump on treadle for a charge. Action, passion, peace and war Shrink to pastime-company bad. Only rays that reach across dark shores Find the resonance of what endures, This lighted web of soul in the world Communion of Platonists in timeless towers. RESONANCE OF TOWERS Tonight, in the lighted tower, I have outwatched the Bear. I think of Dante in banishment, Climbing another's stairs by candlelight; Collins in the clouded hut Rockwalled Jeffers, embattled Yeats Rats with electrodes in their heads Jump on the treadle for a charge. The night web of soul in the world Flickers from tower to tower. CAVE OF FIRE (preliminary) When logs have burned in a good draft To a white-hot cave on the hearth, And flies roused from their winter torpor Buzz and stretch themselves, Take a sleepy one and hurl him in that glory. Tire black body becomes a stuff of burning; It shrinks and hisses; stirs, fringed with light; Then it is all glowing, featureless fire. The suspensions that made it a living creature, Stretching its neck, preening its head and wings, Change into incandescence, clear, all made clear. As if our world were swallowed by the sun; Or these small suns we make in emulation, Kindling against ourselves such instant caves, Had rendered into light love's diapered shades. A terrible thing-as the old book warnedTo fall into the hands of the living God. A FLY THROWN INTO THE FIRE The black body shrinks and hisses Fringed with light. What stretched the neck, what preened Head and wings, Changed to incandescence. All flesh grass In the hands of the living God. II �Interview with Alvin Fross and Peter Weiss by ROBERT L. SPAETH ROBERT SPAETH: Mr. Fross and Mr. Weiss, looking back at being students at St. John's from twenty-five years later, what would you say St. John's did for you? Mr. Weiss? PETER WEISS: It gave me a view of the world; gave me a view of what a sensible life might be like; gave me a view of a lot of things that came before that one ought to bear in mind when one thinks about what things are like today. SPAETH: Do you thing it did those things for you in a way that other colleges would not have or could not have? WEISS: It is awfully hard to say, not having been to any other college. But I have talked to a lot of people who have been to other colleges. I think it is clear that St. John's does some things for people that other colleges don't do. I think it is also fair to say that St. John's makes a lot of claims, a lot of exclusive claims for itself that are probably subject to criticism. I don't think St. John's is the only place where you can learn to think. I don't think St. John's is the only place where you can learn how to think morally. It is probably true that it is a little harder to go through four years at St. John's without at least having made an effort to learn how to think and to learn how to think morally, than at some other places. SPAETH: Mr. Fross, what do you think of this? ALVIN FROSS: I think that in some ways, talking to our generation, you are talking to a generation that had a rather peculiar and unusual St. John's experience. When we went to college we started out with a group of about 200 people who were destined to be there as a group for Alvin Fross, '46 and Peter Weiss, '46 are lawyers specializing in trademark law. They were students on the Annapolis campus both before and after World War II. This interview was conducted in their offices in New York City. Because of the press of business, neither could find time to review this transcript. Thus, the alumni portrayed here may or may not be .the real Fross and Weiss. only six months or so. Shortly after we got there the great exodus began, and large numbers were called up for the Army and Navy Reserve, and we became a kind of extended family for those people. Many of them were not too far away from the College. We shrank at one point, I think, to a community of only 50 people in residence, with people swarming in on week-ends. The program was not really a reading and studying prograrn but in a way it was a constant looking-out into a blinding light and looking back. Your eyes just kept going back and forth. There were people who were out there who were trying to adjust to a radically different world and radically different situation, and we were trying to adjust to either. So the books were being read in the light of a very unstable world to which we were exposed on every single week-end of that early period. I think that in some ways some of the books we read had special meaning for us because of that. I think that maybe the books about war, particularly Homer, Virgil, had perhaps more meaning for us than they might have for other people. We were constantly trying to think about what it meant to go off to war and to be a soldier or sailor. That is one element of our special experience. Also, I would say that ours was probably much more of a heterogenous experience. The reason I say this is because in some way the thing that stands out most clearly to me after all those years was not the books by themselves but the books as a medium for getting to know a small group of people extremely well. That is, they provided for people of very diverse backgrounds, very diverse emotional needs, a medium for getting to know one another, for dialogue. That is, it opened up new worlds. I came from a very small community. A large town, but a small community in that town and at St. John's I met people whom I did not dream existed. If I had met those people in a large university I probably would never have gotten to know them that well, but at St. John's you just had to. When you shrank down to 50 you got to know every one of those people, even those whom you really couldn't really sympathize with, you got to know them awfully well. As to what I feel about the program, taken out of context, I think the program taken out of context is pure nonsense. That is, I think that to talk about it in terms of the ideology of the ll �The College first catalog is to spin a myth. A very useful myth because it proposes a hypothesis: if we take this program and we work with a community of a certain size, something, we hope, will happen. And to relate it back to a Golden Age, which is some of the rhetoric of the first catalog, is also to be a living in a classical kind of mythology. It has a certain wonder. We rather liked that myth. We rather enjoyed it. I don't think any of us ever fully believed it. SPAETH: Mr. Fross, you said a number of interesting things; I'd like to explore some of them. You mentioned thinking about certain books such as the Iliad in a particular way because the war was on. Mr. Weiss, you used the phrase "thinking morally" as something that you learned at St. John's. Is there something about those books or the program that encouraged more of a concern with morality than with intellectual development? Perhaps this has something to do with the war or perhaps it is more general. WEISS: It also has something to do with what AI just said about the smallness of the community. I think it is interesting that he said that he saw the books as a medium of getting to know a small group of people very well, because I suspect that is at least partly a matter of personal disposition; some people would find themselves interested in relating to the people around them through almost any medium that happened to be available. The books arc a very good one for that. Other people might be pushed more in the direction of intellectual exploration by whatever medium happened to be available to them. Nobody there at that time or presumably today is just reading the books, but they are working through the books. They are grappling with them; they are fighting them; they are repelled by them and attracted to them. I think we all shared the experience that some of the best contact we had with the books, some of the best insights that were produced by the books, were the result of a total living and learning experience. You asked about what it was about the books which made it easier or mandatory, if you like, to come up with some moral distillation of all this stuff that passed in and out of our range during our four years there. I guess the thing about that is that after a while, no matter what your background, the notion that the people who wrote the books, or even the people who thought up the experiments, had something serious to say about what kind of place the world was. That notion gets to you and it becomes part of your habit of dealing with the world around you. Sometimes that means that people get awfully pretentious in their thinking, and everything that happens is either a playing through of some great paradigm that you have read about in one book or another, or it becomes the occasion for some blinding flash of insight, which upon reflection the next day or maybe a decade later turns out to be only trivial. I think I would rather go to a place where you are constantly prodded into thinking what it all means than to a place where the habit of thought is that it all means nothing or where the habit of thought is that it all means whatever 12 this expert says. SPAETH: When you say that you were induced to get into the habit of taking life seriously and seeing these moral questions as serious, do you also mean to say that there was no particular moral direction that you were urged in? WEISS: Oh yes, I think that is borne out by the many different moral directions in which people go after they leave the place. It would be awfully difficult to say that there is a consistent moral and political philosophy that you are bound to emerge with from St. John's if you have done your work correctly. As a matter of fact, in retrospect it is a little disappointing sometimes that people don't come up with a more consistent moral philosophy, particularly if you happen to believe as I guess I do, that there are some moral philosophies that are more consistent and more valuable than others. That is both a good thing and a bad thing about St. John's. I think there is a kind of looseness, a kind of open-endedness about values which is not good for people who, for one reason or another, don't either already come to the College with a well-developed sense of values or don't manage to work one out for themselves while they are there. I think people like that can go through the program for four years.being titillated by the notion of, say, a comprehensive view of life and can then go on to lead the most ordinary life after they have stopped being exposed to it and after they have stopped being exposed to the constant challenge. I often feel that that is happening to me. FROSS: I think that the kind of sojourn which people experienced had to do, of course, with where they were starting so that if a person came from a small town on the Eastern Shore or came from an industrial town in New Jersey with its special provincial character, as I did, to suddenly find themselves in a community where people were in the process of conversion to one thing or another was quite a shock. You always assumed that the next step was a little step, whatever step it was to be. It was certainly not going to be to throw over the traces of your entire past life. Nevertheless, what almost all of us saw, even in the first month at St. John's, is that people are really susceptible to very major revolutionary personal change. I think that for most of us that was both a threat and a promise. I think that is one of the elements in the answer to your question as to why did people embark on moral dialogue. In a sense they knew that they were in an environment where they were potentially changeable and changeable radically and had to think about what kind of people they might want to be if that was really possible. Then the fact that some of the changes were changes of a religious nature necessarily raised moral issues. What does it mean to be suddenly taken by an idea sufficiently to abandon your family and your history and your friends? At least one of our friends from my home town left the world that he knew which was a Jewish world and became, for a period of time, a Trappist monk. A very major change �July 1973 indeed. He went through several changes along the way before that hut that was a very major change. That is another element but I suppose that one of the largest elements to be kept in mind when you think about the moral nature of the dialogue is the people who were the source of leadership to us. They were people who had been engaged for a long, long time in a moral dialogue. And an additional important factor was that there really was a limiting methodology in approaching most of the books. That is, it was considered improper to look at the books from the point of view of critical histories. You were not supposed to go and find out what others had thought about the books and therefore you were not likely to come up with a theory which related to what the author really meant to say. The methodology required you to decide what the author said to you and once you do that, what he said to you, you have limited the kinds of things that you are likely to be able to focus on. We read those books for their message. When you speak about message in that way the message is very likely to be a moral one. SPAETH: Did yonr approach mean that various members of the seminar would find that the books were saying different things to them? Would that imply a difficulty of communication? FROSS: No, because although you had to search yourself for what they said to you, what you experienced you had to justify by the text. That is, you couldn't say, "I read this book and it inspired me to think about a sunset." You had to say, "I read this book and this is what it says literally and this is what it means to me because it says that." Somebody said, "But is doesn't really say that, I mean if you look back on it you will see you missed that other phrase." Then you had to argue about that. In other words, the books provided a text which had to be focused on and they provided a medium through which you shared your experiences and your reactions to the material. I would say on the whole that it was a rather disciplined dialogue, especially since most of us had rather disciplined leaders. WEISS: Yes, but of course, that raises the whole question of whether the methodology might not be too limiting. SPAETH: Limiting also means confining. Did you find it that way? WEISS: I didn't find it that way at the time but I remember Alec Meikeljohn used to come by periodically and sit in on seminars and get a big kick out of them. Outside the seminar he used to be rather critical of what you might call the exclusively intellectual approach to the books and to the entire program and Meikeljohn used to remind people that the social scientists who were held in such low regard at St. John's, at least at the time that I was there, had a few relevant things to say about the very same things that the book had relevant things to say about. They were corning from a different place bnt that didn't mean that their findings or insights ought to be disre- garded. In retrospect that seems to me to be a valid criticism. We were rather fanatical, all of us at the time, about defending the purity of the approach. In retrospect it seems to me to have been a somewhat misguided fanaticism. SPAETH: Mr. Fross said earlier something that went farther than purity. He referred to the "ideology" of the original catalog and that the program was built on a myth. WEISS: That is a more drastic way to put it but I would go along with it. There are really two aspects to that. One is the purity of the intellectual approach and the other is the purity of the lifestyle. While our lifestyle wasn't any more pure than any other college lifestyle in terms of what we did after hours, there was a kind of pnrity of lifestyle about involvement in the community which I gather still survives to this day. I mean the notion that you really have to take these four years out of your life and think, and then you will be able to do all kinds of things for the rest of yonr life, but during those four years you can't get distracted. You can't get distracted by working on a job, you can't get distracted by getting involved in politics, you can't get distracted by what is referred to as extra-cnrricular activities. That is true only to the extent that the distractions may preempt the real purpose of )'Our four year stay at college. To that extent that is a valid goal. To the extent that it places you in a sterile environment from the point of view of your total activity while you are there, it is probably not a good idea. I would say it is probably not a good idea under any circumstances to create intellectual experiences. Some of the books were not written out of isolated intellectual experiences. Some of the books were written by people who were involved in the most intense way with everything around them. I don't think Machiavelli could have written The Prince if he hadn't gotten his hands pretty dirty with the business of Renaissance politics. I think it is important not to interrupt the business of living for a four year period while you go about the business of discovering "truth" in an abstract way. FROSS: In our period, to try to flesh out what Peter is saying, I can recall only two kinds of rather strong contact with the so-called outside world. One of them was a formal one, a Sunday night meeting which was arranged to take advantage of the existence in 'Vashington, D. C. of people who were very involved in the war and in government. They came down and talked to us about current affairs. Usually they were very cerebral and extremely able people. We would question them in the traditional St. John's style, but it was very non-activist kind of thing. The second thing that did involve some activity but was so minor as to kind of paint us into our proper picture, as of those days, was that there was a Great Books Seminar in the Negro community in Annapolis. There was a relationship between some of the members of the faculty and the black community which was in these days quite an extraordinary thing because it was about the only tie that l3 �The College existed between whites and blacks in Annapolis. SPAETH: Has it been true for you gentlemen that what you learned as relatively inexperienced people had a significant impact as the years passed and you gamed that experience? In other words, did St. John's have a continuing influence in the last 25 years? WEISS: I suppose it did in terms of style. I don't think it did in terms of content. It has had a continuing effect in terms of style and by that I mean that in the four years at St. John's, interrupted as they were by three years at war, I developed a kind of view of the interconnectedness of things. This is something that I insist on not giving up. I insist, even though in our profession AI and I arc about as specialized as you can get. .We insist on two things. One is to go about our specialized professional work in a very generalized way, that is, by bringing to it as much knowledge and experience from other disciplines and other branches of the law as we can muster. And beyond this office I, for myself, I insist on not taking isolated events and dealing with them as isolated events because that is death to the understanding. I would like to think that has to do with the habit of thought that I might have acquired in Annapolis. It becomes more and more difficult to make sense out of the whole. I mean the kind of cosmic structures that you can erect in your minds sitting around a seminar table just don't seem to stand up too well when you start sending probes or tamping at the supports. But you keep trying. You keep trying to relate what has happened in Viet Nam to what is happening in the theatre and what is happening in the theatre to what is happening with the distribution of wealth of the world and you keep being obsessed by the need to know more so that you can flesh out the tentative structure that you have in your head. I am not saying that St. John's is the only place that can give you that but I think it may be a little easier to get there. FROSS: I think that Peter may be saying that to some extent we have learned to live in a world in which we sometimes think we have grasped some truths but where the whole picture continuously eludes us, but nevertheless we keep on looking. That is one of the things that happened in the four years, that the big prize of the total picture always eluded us and as far as we could tell it always eluded everyone else. You can either become a cynic and say it's not worth bothering about, or you can learn to live with that and just keep on going. Peter, for example is a very much more patient person, although he is not an outstandingly patient one, than he would be but for his having been at St. John's. I think that he puts up with more nonsense than he would otherwise put up with. WEISS: Now you are making too big a claim for the College. FROSS: I will go back to what I said earlier; we start out with certain kind of character propensities. Peter said before that I am interested in people. He is obviously, 14 from what you know about his career, interested in ideas. He is very drawn to trying to work up an ideological construct, which he tries to test out and see how It works out, and obviously both of us have our disappointments. People disappoint me; ideas sometimes disappoint him, but I think we have developed a certain amount of patience as a result of our experiences. Am I right about that? WEISS: Yes, you have got to be right about that to the extent that unless you slept through four years of seminars you can't take somebody's proposition that is handed to you and say, "Yes, that is it" without saying, "Wait a minute, what about this part? what about that part? and does it square with so and so and such and such?" FROSS: And really, if it is basically wrong, is it 100% garbage? That is another thing that one learns, that somehow or other, if it is an idea that comes from a person who is a thoughtful person, it may be wrong but it rarely is totally irrelevant. Usually there is something in it that needs to be found and thought about. WEISS: Again, I don't know how much credit the College deserves for that but I have, going back to those days, a kind of sentimental attachment to the truth and like people telling me that something happened in _a certain way when I suspect that it didn't, even though It may fit more conveniently to the overall scheme of things to believe that it happened the way they said it did. · SPAETH: You, very much like the faculty and students, now refer generally to "the College" as having done this or that or having influenced you in a certain way. Do you usually think of it that way, or do you distinguish certain books, or certain parts of the program-or the Tutors, or certain Tutors? WEISS: I can't say that some books taught me more than other books. Obviously they did because some books I can't even remember, but the thing that remains is the habit of dealing with the printed words as it communicates somebody's message. That is what remains from the entire experience of four years of fighting books. In discussions about the war with young lawyers I keep findmg myself somewhat pompously coming back to The_ Republic as the one book that really teJJs you what law IS, as opposed to aJJ the theories you get from books of jurisprudence-or at least it is the book that tells you how law grows out of the life of the people. I could give yo~ other examples like that but it is not important. What IS important is the habit of thought and the habit of not standing still. I wonder what it would be like to start afresh now, if you didn't already believe that, whether you reach it or not, there is a way to put aJJ the pieces together. If you didn't already believe that, what would happen if you just started at St. John's today, say, knowing what AI and I know about what an impossible thing it is to grasp it all. What would it be like to say-Okay, now we know about the fact that technology means that we are going to die faster than we would if we had not tech- �July 1973 nology; international law means that people can get up at the UN and justify almost and kind of genocide or other atrocity in terms of some branch of international law, that the world's most respected statesmen can get up and lie like people on their third bottle of booze. What would it mean to live in that kind of would and have that kind of experience every time you pick up the newspapers and then say, "Yes, but somehow it must all fit together and I am going to keep looking for the grand pattern." FROSS: In a way you are asking how we would, if we went back today, read Plato. WEISS: Yes, I am asking that. SPAETH: I think that is a very interesting point, because it is often a criticism made of young people reading those books, that they are reading books written by older men, who in fact had a life somewhat like you describe. That is, the authors saw the world as being rather rougher than an 18 year old has seen it. Hobbes, for example, wrote in the context of a quite violent society. I don't know whether that is an argument in favor of reading these books at age 50 rather than 18, or against it. WEISS: It is probably an argument in favor of re-reading them periodically. FROSS: I think if I was right in what I said earlier, Peter, what it comes to is that reading Plato at age 18 forever conditioned us because even though you made this little speech, you go right on as if it were possible. WEISS:, Yes, that is true. For instance at the Center for Constitutional Rights where I do some of what lawyers call pro bona publico where civil rights are constitutionalized, I sign my letters "Justice". I don't think I would be doing it unless I believed there was such a thing. I work with a lot of radical lawyers. I consider myself a radical lawyer, and they talk about justice but I am not quite sure what they mean. In fact, it really doesn't make much difference. Again, coming from different places, we know when somebody is being exploited and we know when somebody is being worked over and we know when the process of the law is being abused, and we probably fight it in very similar ways. I have somewhere in the back of my mind a kind of grey omnipresence that says there is something called justice. FROSS: And I think that you continue to be prayerful that the courts will produce it. You know that they often do not, but you are not eager to see the courts destroyed which I think some radical lawyers would be willing to have happen. WEISS: We can't afford to have the courts destroyed just now. When we have a just society we won't need the courts, but that is something else. SPAETH: Did you come to current civil rights problems from an. abstract notion of justice rather than some attachment to the Constitution? WEISS: I come to it from a sense of deep outrage at what people are doing to people but, you see, my outrage is compounded and heightened by the fact that they are doing these things in the name of justice, Constitution, democracy. Yes, I am doubly outraged when Spiro Agnew speaks of democracy because it does have a meaning to me. I think of it as a beautiful construct in the abstract from those days when I was reading Plato, and the mere fact that it doesn't work today does not mean that I can't still in an intellectual way be in love with it and fight all the harder to sec if we can get a little closer to its realization. What I am saying is that the fact that the world is becoming messier and messier, that you find it harder and harder to get a handle on it, doesn't mean that you get away from some notion of what justice means other than what Nixon says, or what some of my friends on the left are saying. Maybe there were times when what my friends on the left are saying is closer to what I thought it was when I read Plato. In some way that is coincidental because some of my friends on the left don't have any firmer foundation for what they are saying is the right kind of society than Nixon or Agnew do. SPAETH: Mr. Fross, do you want to comment on that? FROSS. Yes, I would. I think that while an individual's concept of what is justice probably can and must change throughout his life as he is reflective about what he has seen and read and what he is experiencing, that a life without a meaningful concept of justice in it which is always evolving is an impoverished one. I think that both of us are prepared to risk being wrong about what justice is from time to time, but we are certainly not willing to give up trying to find out what it is and trying to do something about it. In Peter's case it is in terms of the kind of work that he does outside his office, and in mine, since I don't have his energy or his willpower, it is in trying to control my immediate environment. WEISS: And somebody has to keep the office going. FROSS: I don't think it is a matter of difference in just plain emotional and physical energy. I limit myself to my immediate environment and try very hard in that environment to live out what is my belief about justice. I certainly am willing to suffer distress because of my wrongness about it from time to time because I have been wrong. I think that, to some extent, what you are hearing about us is temperamental and that in a way the St. John's experience has been relevant in that it has given us the strength to do the things that we are temperamentally suited to do. \"'EISS: If you want to put it in plain ordinary English, there is an abiding distrust of pragmatism which I carry through life with me and which I picked up at St. John's. By that I don't mean that I am not willing to try ten different approaches to a solution if the first nine don't work, but I mean that I have no patience with the notion 15 �The College that things are good if they work and had if they don't work. SPAETH: I have heard the criticism from an alumnus from your era that students now-a-days are less emotional than you were. He said that seminars used to be much more of a laying out of your own personal behefs and questions on the tables, a kind of unburdening of yourselves with respect to the argument in question. Whereas he observed at the College in recent years a more academic concern with what is in the books and whether it is right. WEISS: If he was from our generation then maybe AI gave you the answer when he talked about the special quality of our generation in terms of the war period. SPAETH: I would like to use this opportunity to go back to that. I am interested in the fact, Mr. Fross, that you said that the scale of the College in those days was especially important to you as it related to the reading of the books. It is often said at St. John's now that a small college is important (although we have grown to 370 students) and it is also repeatedly said that the particular program is important. But I rarely hear the two related to one another as you have. I think you might say more about that. FROSS: I think that the size of the community forced a kind of seriousness about one another. We were not quick to dismisS an idea of someone with whom we were going to live on a regular basis. We might not like his vision of the world but we really did feel that we had to come to grips in some way with what his vision was, and sometimes the vision, especially in the period when I returned from the war, was one that was very difficult to come to grips with because it was the vision of a 16 year old kid who really should not have been in the College at all. Nevertheless the community was small and there was some feeling of responsibility. I think that that feeling of responsibility toward one another was an element of growth and a tension that was very valuable. I said also that I thought that we were lucky in that the group changed several times over the period of our years because of the war moving populations in and out, so that while we were always very small the population itself was a changing one. Now at this time in history I am glad that the College is not 200, I am glad that it is nearer 370 or so because I think that if the College were as small as we were and the population stayed the same for four years that it would be very difficult to have enough freshness in the group. I would hope also that if the College does stay as small as this, and I think it should, that there would be a fair amount of interchange between New Mexico and Annapolis so that there would be some freshening of the atmosphere from time to time. Do you have any reaction to all this, Peter? WEISS: Yes, I agree. I have a discussion sometimes with my wife and I guess I will increasingly as our kids get to be of college age. She went to the University of Wiscon- I6 sin, which is a huge place, and was very happy there because there were so many people and so much to do, so much activity, so much ferment, intellectual, political, social. She finds it hard to conceive of that level, that intensity of activity taking place in an institution as small as St. John's. And there probably is, as AI said, a minimum size that is required for the kind of community that St. John's tries to be. Obviously you can have a community of two people or a community of 10 people or of 100 but not in a college situation. SPAETH: What exactly is so important in the smallness? Is it how well you get to know your fellow students? FROSS: I don't think so. I think that it has to do with the degree of responsibility which you feel for his condition, particularly if you are in a community that is in ferment, and ours always was. I can't recall any time when there wasn't some element of ferment in it, personal ferment. We talked about the early years and the conversions in that period. For those who had returned from the war, there were the problems of readjustment, of trying to make sense out of their experiences. There were very many different experiences involved. I think that we all, regardless of whether we were interested in people or interested in ideas, or both, simply tried to deal with one another in a very responsible fashion. WEISS: At a large university you can get lost if yon want to get lost. At a place as small as St. John's you really can't get lost, you can't hide. Whether you want to have relationships with people or not they are going to be forced on you. FROSS: I think it is also very wholesome not to be able to bite off people who are not part of your past experience and just say they are irrelevant. Yon just couldn't do that in that small community. SPAETH: That is, you were forced to take all kinds that happened to be there. FROSS: Right, they were all part of the dialogue in one way or another even if they weren't talking. SPAETH: I came from Catholic schools and we were always told that if we went to large universities we should find the Newman club and then we could always associate with Catholics. I never went to a university like that but it would have been a tremendous waste I am sure. At St. John's I think there are no clubs at all of the sort that people use to go to, to be with like-minded people. FROSS: Now hack in our day, Mr. Kaplan ran a Bible class in which he did try to give, as I understand it, some understanding of the Jewish religious tradition but that class was always attended by a substantial number of nonJews. SPAETH: He is still giving that class. FROSS: Is he? How marvelous! 11 �COMMENCEMENT ADDRESS Annapolis 1973 by FORD K. BROWN Ladies and Gentlemen of the Freshman Class-of 1969, naturallyFellow intellectuals, on the democratic premise, necessary to you as to us, that the term "intellectual" implies a steadfast care for things of the intellect beyond just those of the intelligible and in so many areas all-too-intelligible worldBetween 1969 and these present moments a long four years may have brought about changes in you perhaps greater than you have realized. A simple example: It would have been all right for me to address you as the Freshman ·Class back then. Nowadays everybody knows that as a matter of decency, anti-racism, justice, liberation and so on you would have to be called the Freshman and Freshwoman Class, which for propriety, justice, decency, liberation and remnants of old-time chivalry would have to become the Freshwoman and Freshman Class, which of course in no time-so great our passion for brevity-becomes just the Freshwoman Class. I feel that the trivial attempt noticeable here, in a kindly way, to right so great the ancient wrong should be received with some calmness and sobriety. Back a century ago Thomas Henry Huxley told us, "The rules of the game are what we call the laws of nature. The player on the other side is hidden from us." That player is hidden from even the triumphant Freshwomen, and he has been playing (she has been playing?) much the same way for centuries. No men, perhaps even few gentlemen, have for- got some sensational feminine characters of the past: that little Eve for one, and then Clytemnestra and Medea and all those Roman and Eastern empresses, and Lizzie Borden and Ma Barker, and the no doubt innocent char· acter who gave us Howard Cosell, and a character only now really brought to light, the Abominable Snow Woman. We know only that her name is Yeta. I think it was a couple of years before you came that I happened to listen with an earlier entering class to one of our own lecturers who, out of the goodness of his heart -which you would expect from all of us-was trying to help them learn a mistakenly simple-appearing task, how to read those of our most difficult books, namely those that are deceptively simple. I have got permission to 17 �The College plagiarize a few of this speaker's remarks. Freshmen, he seemed to believe, on the word (somewhere) of Aristotle, are by their nature young, innocent, ingenuous and naive, consequently unsophisticated, idealistic and optimistic, what is called "generous to a fault"-that is, knowing no duplicity, trickery or even irony, suspecting none-hence quite unexperienced in the ways of this novel field of their intellectual world, given therefore to a feeble acceptance or a disabling renitency and little competent, even among the now Freshwomen themselves, to cope with things attainable only by people who are alert, wary, forewarned and forearmed and constantly suspicious, in a nice intel- lectual way, of anything they read. Discounting now, suspiciously, a good part of that oracular pronouncement about Aristotle's freshmen, it's clear that your just being here speaks of a considerable, in felicitous cases an extraordinary, intellectual and spiritual growth, in some cases (if this class at all resembles others) almost as if an act of Nature's player, perhaps even one of those dispensations that leave beholders only to exclaim mirabile dictul (I speak in Latin to give no offense) ... and still, even then, with members more than competent to join with the generality in hosannas along the lines of an old familiar formula, "What Hath Freshwoman Wrought!", and continuing on devoted solely to the unflinching pursuit of idle curiosity ... which I perhaps should explain is the curiosity that seeks knowledge for its own sake. (I interrupt myself here to add about that paragraph a brand new bulletin fresh from after the President's Dinner, to the effect that it was a good, civilized show even after the generous booster shots out in left field.) I add here, as I certainly ought to do, a trivial incident but to be sure one that could possibly suit that unknown player "on the other side," in a conversation I had once with one of our elder non-statesmen teachers a few years ago. "Nobody," one of us said, "with such beautiful violet eyes will ever get a failing mark from me." We agreed, as I remember. Of course I was joking, and I think Mr. Kaplan was. n It's likely that the nature of this College had something to do with your success, player of Nature or no player, and, to help explain that, I'm going to take you back some centuries, to medieval times, and to France, and particularly to a small town some fifty miles south of Paris where the townspeople had decided to build themselves a new church. There are extraordinary things about that clmrch-"cette belle egJise," the preacher there used to say in modern times, with a monstrosity of modestyand there are two or three things in particular of special interest to you and to all this College. The first is that the church was built by scholars; the second is the peculiar nature of the builders; and the third we might call "the Epigone Connection." The church is Our Lady of Chartres, the house of the Virgin Mary, the Queen of the cathedral; and it was built back there, from 1194 to 1220, with a care of pre- 18 CISIOn, a meticulous certainty of workmanship, and as absolute and inspectorate sureness of measure and proportion on the part of the builders as there was in the imagination of the architects; it had to be that way in this noblest of all the churches of the Queen, for in it everything was for her alone. There has never been even a funerary monument in this cathedral and nobody has ever been buried in it, "Lest there should be a profanation or contamination of her purity." No other church or insti- tution possesses the Veil of the Virgin, given in 876 by Charles the Bald, or the ancient relic known as the Shift, or Tunic, of the Virgin. The great stained window of the Bakers' Guild has a little basket of rolls at the bottom, at the bottom of the Shoemakers' Guild there is a little shoemaker at work, but it is a notable signature of the times and the place that of all the sculptured pieces on and in the cathedral, everywhere, over three thousand of them, with hundreds of figures of the Old and New Testaments, and long~ arrays of bishops, saints and martyrs, not one bears a sculptor's signature, and the name of only one man is known who could reasonably be assumed to have worked there; he signed his name and his townChartres-in another cathedral. Even the name of the greatest of the builders, called the Master of Chartres, is not known. The sculptures, the figures of the saints and others in the unequalled stained glass-there are 3,889 of them-and every magnificent achievement or new discovery of this Gothic period-the flying buttresses that permitted the great size and number of the windows, the masterly placing of the glass to let light in-all was a splendid offering to the Queen of the Cathedral in which everything was for her. I'm going to cap this little piece about Notre Dame de Chartres by citing one sentence from a modern writer, author of a book called The Gothic Cathedral, published in the Bollingen Series established by our alumnus Paul Mellon. This is an extraordinary sentence, eloquent, oracular and covering a truly large field; but I think he is probably right. In our own time, no work of art, religious or otherwise, has an importance that is even remotely comparable to that which compelled an entire generation to pour its energies and resources into the construction of the cosmos of stone that, between 1194 and 1220, rose gradually and breathtakingly above the town of Chartres. iii In the West Facade or Portail Royale of the Cathedral, with some of the most beautiful statuary in the world, beneath the large figure of the Virgin is a little group of characters that I believe you will like. I quote about them from the Chartraine Chamber of Commerce, or Syndicate of Initiative, Guide if you prefer. "The sciences are symbolized by figures of women and under each of them the man who has most honored the science in question." �July 1973 Science ... in a cathedral devoted to the Virgin Mary? Quite so, and the men who stood for the sciences are mostly well known to you. It just happens that there are seven of them. The figures are: Dialectic and Aristotle Rhetoric and Cicero Geometry and Euclid Arithmetic and Boethius Astronomy and Ptolemy Grammar and Priscian (or Donatus; these little figures are not named and there is some argument about them) Music and Pythagoras These seven sciences furthermore are placed just next to the throne of the Virgin, their position there, we are told by Henry Adams, testifying to her intellectual superiority, indicating that she had a perfect mastery of what we still call the seven Liberal Arts. At this time it is clear that the modern canonical division of the seven Liberal Arts appears little useful as the four sciences known as the quadrivium become in every way all in all. Here a difference in science and art fades as this whole undertaking rests upon a single brief basic concept: Architecture is geometry. To save time I am obliged to call on Professor Von Simson again: I. The beauty of the edifice consists of the crystalline clarity of the structural anatomy. 2. The perfection of this great architectural system is the perfection of the proportions, proportions that the master developed not according to his personal intuition but by exact geometrical calculations. 3. And it is that certainty of procedure that enables one to speak (I quote again) of "the aesthetic and structural relevance of proportion." Again, architecture is geometry. I turn from this with two laconic sentences ... feeling that they don't need to be anything else: I. Nobody, no group, no institution, no country has ever since the 13th century built a more beautiful building. 2. The Cathedral School of Chartres, as a school, taught nothing but the seven Hsciences." believed the word "peculiar" meant peculiar, if not actually mad. We had an odd indication of that some years ago when a very new member of the College Board pointed out to them, in a rather eloquent way, that the cause of our getting too few students was that we were "rowing against the tide." All other undergraduate liberal arts colleges-and universities-it is true had a few required courses but offered, in many disciplines, some of them hardly believable, the (to our mind) pedagogical horror called the Elective System. I don't remember how it was gently explained to this new member that we were actually bending every effort and sinew to an exactly opposite course. Since then two things seem obvious; first that since those early days we have made a very considerable progress, and second that we still are a peculiar people and we ought to keep in mind that there are various shades of meaning in "peculiar," one of them being "peculiar,-all too peculiar." I present a couple of drastic examples out of the Middle Ages. The first is a Saint Jean, called the Taciturn, who (I quote) "never took a bath, that he might not shock his modest eyes," and the second a rather likely colleague San Luis de Gonzagua, who (I quote) "had such a terror of women that he dared not look at his mother for fear of evil thoughts." I must say that those saintly gentlemen forcibly reminded me of our own Plotinus, not a saint I believe but a mere philosopher, who hated his body, we're told by his official biographer, so greatly that he would never mention the day of his birth or the names of his father and mother. I confess to a feeling of some satisfaction when I found out from an old MS. that Plotinus's body eventually came to hate him. That is what is known nowadays at least in western movies as a Mexican standoff, the signature line for it being, "He don't hate me no mor'n I hate him." It appears in the adult westerns too ... the ones called adult because they use the older horses. It seems doubtful that we have any real right to claim that the guarantee of the Almighty (Deut. 14.2) to his peculiar people has descended on us, though occasionally you do hear such talk that you might for an instant think so. But a hosanna is a loud cry of joy and worship, and it is much more becoming when it is not addressed to ourselves. Ladies and Gentlemen of the Class of 1973- iv Far back in the early Old Testament days some of the Jewish nation began to call themselves " a peculiar people." This was very sensible of them, as they had received a direct mandate, Deuteronomy 14.2, "You are a peculiar people." Of course that meant simply, You are different from other people-I have declared you my people and all other people I have not and I'm not going to. When St. John's College in 1937 began its pure liberal arts program and its wholly required course of study, there Was no lack of people, including educators, who I have overstepped my time alotted, and I would like to leave you one kind of circumstance that seems to have some comforting aspects. Forty or fifty years ago the archeologists found what they believed might be the oldest piece of writing in the world. It was a fragment of a letter from an Egyptian father to his son at school; and this oldest piece of writing said, "The world is going to the dogs." Hail and farewell ... Have a good life ... We celebrate Homecomings in October. II 19 �PROFILE: LOUIS L. SNYDER, '28 For Louis L. Snyder, author of more than 40 books and a professor of history for 40 years, almost all of his intellectual life finds its roots in his years as a student at St. John's. Both his fellow students of the class of 1928 and the faculty were "first-cl?ss/' remembers Dr. Snyder today. Their influence has not diminished with the passage of the intervening years. '~My the smartest boys we ever had/' according to a pal who knew him well. But to enter St. John's meant digging up the $150 annual tuition, which neither Lou nor his parents could afford. A scholarship was offered by a interest in history was aroused by a great teacher, Clarence Stryker, and my interest in writing by two additional magnificent teachers, Ford Brown and Thomas Brockway," Snyder said recently. Furthermore, his specific interest in modern German history was also derived from a St. John's professor, Richard Kuehnemund, who arranged 'l fellowship for Snyder in 1928 to the University of Frankfurt am Main. It is fair to say that Louis Snyder, in return for what St. John's did for him, has spread the name of his alma mater more widely than any other person. Because he is general editor of Anvil Books, a Van Nostrand paperback history series, the name of St. John's College appears as part of his biography on the back cover of each tributions in prose instead of poetry." This away In from 20 advice, Snyder says, turned him from poetry forever. 1924, Lou Snyder was graduated Annapolis High School, "one of non-academic activities ranged from observing the rising horror of Adolf Hitler to arranging engagements for the St. John's Collegians, a jazz band from back in Annapolis in which Snyder had played alto saxophone. Upon returning to the United States he found no jobs, for the Depression had hit during his stay abroad. So he returned to studying, at Columbia University, where he met the noted historian Carleton J. H. Hayes. Professor Hayes gave to Louis his second great scholarly interest, the study of uationalism. Hitler and the menace he represented remai-ned in Snyder's mind, so in the summer of 1931 he wrote a book prophesying Hitler's rise to power. This book, Hitlerism: the Iron Fist in Germany, was published under the pseudonym "Nordicns" -but not without a prior dismissal by Walter Lippmann, who observed, "Youth is inclined to exaggeration." Snyder today considers it "a bad book-full of prophecies." He smiles, however7 and admits of the two million copies in circulation. It was in Frankfurt that Snyder's scholarly career first took shape in book form, with a doctoral dissertation on Bismarck's personal and political relations with Americans. But his writing career had begun at the age of ten, when he submitted a poem to the editor of his home-town newspaper, the Annapolis Evening Capital. The editor printed the poem and wrote: "We are publishing this poem at the request of the author. We do hope, however, that in the future he will make such con- Snyder's studies in Germany from 1928 to 19 31 fixed his in teres! in German history. While in Frankfurt, his Louis L. Snyder local bank, and four great years commenced for the future historian. While he was a student, he wrote for The Collegian, edited the "Rat-Tat" (the college annual), and was a stringer for the Baltimore Sun. He studied history, English, and the German language, and was graduated at the top of his class. At the 1928 commencement, he was awarded a $15 prize for writing the best essay on the subject of World Peace and was off to Weimar Germany at age 21. that most of the prophecies were proved correct by events. The year 1933 brought Snyder a teaching position in the history department of the City College of New York. 111at appointment has lasted until now. His teaching has been the foundation for all of his subsequent writing efforts. His special fields have been modern Cermany7 nationalism, the en- lightenment, intellectual history, and the two world wars. "[ consciously write on one of three levels," Snyder says. "All three give me special pleasure, and I do not try to mix them." The levels are: scholarly, exemplified by The Meaning of Nationalism; general, such as The Bloodand-Iron Chancellor; and children's books, such as The First Book of �July 1973 World War I. Some of the children's books have been written in collaboration with his wife, Ida Mae Brown of Baltimore, herself a Phi Beta Kappa from Columbia. Of all his books, which is the best? Snyder answers this question in two ways: "I am most proud of The Meaning of Nationalism, but my most successful book has been The War: A Concise History, 1939-1945." The latter has been translated into a dozen languages. At age 66, Louis Snyder is not slowing down. One of his largest projects has come off the Rutgers University Press in May of this year. This is The Dreyfus Case: A Documentary History -448 pages of documents and commentary, with 92 photographs. Soon to be published is A Comparative History of Nationalism. It is no surprise to hear Dr. Snyder say that "writing is a compulsion" a-nd "there is no end to it." He and his wife, who doubles as his editor and "unofficial collaborator" on all his books, are spending this summer in London where, at the British Museum, he is working on "a massive project" on the Tbird Reich for McGraw-Hill. Snyder spent the past academic year's sabbatical from CCNY working on this book at his home in Princeton, N.J., and at the Princeton University Library. He left for London with 2000 pages of manuscript in first draft and with hopes of completing the work in 1974. Louis Snyder preceded the New Program at St. John's by a decade, but he has continued to pay close attention to the College. In I 969 he received the Alumni Award of Merit. His judge- ment today on the New Program is characteristically direct: "plainly and simply magnificent." He says this time he agrees with Walter Lippmann, that the program has made St. John's the Athens of America. Snyder, as one would expect of a professional historian 1 finds one "obstacle" to the program. "This program is emphatically not for every student," he says. "It is for the student who has a good basic preparatory school education. It is useless to involve the student with the concept of the Platonic Idea or Kant's categorical imperative unless he has some basic training in the ways of civilization." It would involve only a slight amount of editorial license for this writer to suggest that many of the ways of civilization can be discovered in the books of Louis L. Snyder himself. THE PUBLICATIONS OF LOUIS L. SNYDER 1932 Die persoenlichen und politischen Beziehungen Bismarcks zu 1932 1935 Amerikaneru, Inaugural Dissertation, Darmstadt e.V. Hitlerism: The Iron Fist in Germany, Mohawk Press From Bismarck to Hitler: The Background of German Nation- alism, Bayard Press 1936 Mastery Units in Modern History, Colonial 1939 Race: A History at Modern Ethnic Theories, Longmans, Green 1941 1942 1942 1949 1949 1950 1952 1952 1954 1955 n.d. 1955 1955 1957 1958 1958 1959 1959 1961 1961 1962 &Co. A Survey of European Civilization, Vol, 1: To the End of the Middle Ages, Stackpole A Survey of European Civilization, Vol. 2: From 1500 to the Present, Stackpole A Handbook of Civilian Protection, ed. with Richard B. Morris and Joseph E. Wisan, Whittlesey House, McGraw-Hill A Treasury of Great Reporting (with Richard B. Morris), Simon and Schuster Vitalized Modern History (with J. Alexis Fenton), College Entrance A Treasury of Intimate Biographies, Greenberg They Saw It Happen (with Richard B. Morris), Stackpole German Nationalism: The Tragedy of a People, Stackpole The Meaning of Nationalism, Rutgers Univ. Press The Age of Reason, Van Nostrand The \Xlorld in the 20th Century, Van Nostrand Fifty Major Documents ot the 20th Century, Van Nostrand Fifty Major Documents of the 19th Century, Van Nostrand A Basic History of Modern Germany, Van Nostrand Documents of Germany History, Rutgers Univ. Press TI1e First Book of World War I, Franklin Watts The First Book ot World War II, Franklin Watts The First Book of the Soviet Union, Franklin Watts Hitler and Nazism, Franklin Watts The War: A Concise History, 1939-1945, Julian Messner The Imperialism Reader: Documents and Readings in Modern Expansionism, Van Nostrand The Idea of Racialism, Van Nostrand Masterpieces of \Var Reporting, Julian Messner The First Book of the Long Armistice, Franklin Watts Tile Dynamics of Nationalism: Readings in its Meaning and Development, Van Nostrand 1965 The Military History of the Lusitauia, Franklin Watts 1966 Pauorama of the Past, Vol. 1: Ancient Times to 1815, {with M. Perry and B. Mazen), Houghton Miffiin 1966 Panorama of the Past, VoL 2: 1815 to The Present, (with M. Perry and B. Mazcn), Houghton, Miffiin 1966 The Weimar Republic, Van Nostrand 1966 Bismarck and German Unification (with Ida Mae Brown), in The Immortals of History Series, Franklin Watts 1966 Western Europe: A Scholastic Multi-Text on World Affairs, Scholastic Enterprises 1967 The Making of Modern Man: Western Civilization Since 1500, Van Nostrand 1967 The Blood-and-Iron Cbanceiior: A Documentary Biography, Van Nostrand 1968 The New Nationalism, Cornell Univ. Press 1968 Frederick The Great (with Ida Mae Brown), in the Immortals of History Series, Franklin Watts 1970 Frederick the Great, in the Great Lives Observed Series, Prentice-Hall 1971 The Dreyfus Affair, a Focus Book, Franklin Watts 1971 Great Turning Points in History, Van Nostrand-Reinhold 1973 The Dreyfus Case: A Documentary History, Rutgers Univ. Press (In Press) A Comparative History of Nationalism, in the Comparative Dimensions in History Series, edited by Leonard W. Levy and Eugene C. Black, Holt, Rinehart and Winston (In Press) A Survey of Global Civilization (in collaboration with Mark \V. Hirsch), Van Nostrand (In Preparation) Reflections ou German History, a collection of essays, articles, and reviews. 1962 1964 1964 1964 21 �Graduation 1973 ANNAPOLIS GRADUATES LARGEST CLASS IN HISTORY The largest class in the history of the College was graduated at commencement exercises at Annapolis on May 27. Sixty-two seniors were presented their B.A. degrees by President Richard D. Weigle and Provost Paul D. Newland. Ford K. Brown, Tutor Emeritus, gave the commencement address. (His remarks appear elsewhere in this issue.) David K. Allison of Charlotte, N.C., dence E. Davis, Ronald J. Deal, Lee H. Elkins, Peter M. Fairbanks, Jon T. Ferrier, John H. Fitch, Jean K. FitzSimon, David F. Gilmore, Roger D. Greene, Jan L. Huttner, Robin Kowalchuk, Maura M. Landry, Russell C. Lipton, Sarah C. Lusk, Robert I. Main, was awarded his degree summa cum· laude. Mr. Allison won the silver medal for the senior with the highest standing and also received honorable mention for his senior essay. Summa Cum Laude: David K. Allison. Magna Cum Laude: Peter van Tuyl Davis, Matthew Albritton Frame. Cum Laude, Deborah Achtenberg, Jennifer Blaisdell, Robin Chalek, Richard D. Gasparotti, Debora J. Gilliland, Nicholas A. Petrone, Joanne A. Rowbottom, Steven P. Sedlis, Elizabeth E. Unger, Jessica R. Weissman. Rite, Edward W. Allen, Peter J. Aronson, Mary L. Batteen, Martha J. Bauer, Jerrold R. Caplan, Mary L. Coughlin, Bryant G. Cruse, Patrick J. D'Addario, Ronald J. Davidoff, Pru22 David K. Allison Matthew T. Mallory, Melissa J. Matthews, Frederick N. Mattis, Craig V. Mooring, Jeanne H. Mooring, Jan Munroe, Katherine O'Callaghan, Daniel S. Pearl, Lee D. Perlman, Deborah E. Schifter, Michael J. Schneider, Kathy Sciacchitano, C. Brian -Scott, Carol D. Shuh, Jeffrey A. Sinks, Daniel Sohn, Jane E. Spear, James E. Tourtelott, Vanessa L. van Manen, Dana K. Warren, Doris E. Warren, Bruce C. Wheeler, Irving H. Williams, Mary Jane Young, David C. Chute. AWARDS AND PRIZES Silver medal from the Board of Visitors and Governors-David K. Allison. The Sen. Millard E. Tydings award for excellence in speaking-Craig Mooring. The Duane L. Peterson scholarship of $1,250 to a JuniorNelson Lund. Best Senior essay-Sarah C. Lusk. Best Junior essay-Antonio L. Marino. Best Sophomore essay-George M. D. Anastaplo and Frank R. Hunt. Best Freshman essay-Juliet E. Goslee. Freshman-Sophomore mathematics prize-Shiu-Chun Wong. Best Greek translation-Nelson Lund. Best French translaticm-Timothy W. Born. (This translation appears elsewhere in this issue.) Best musical comment-James Nelson Jarvis. Scholarship awards of $1,000 each by the C. Markland Kelly, Jr. Memorial Foundation-Janet L. Christhilf, Ted A. Blanton, David E. Clement. �July 1973 Mark D. Jordan Former Senator Eugene ]. McCarthy is shown here awaiting the start of the baccalaureate service during commencement at Santa Fe. Graduating seniors shown arc Michael E. Mongeau, Steven L. Goldman, and Eric 0. Spriugstcd. l\.fr. McCarthy delivered the commencement address. SANTA FE AWARDS 34 DEGREES; HEARS EUGENE McCARTHY Former U.S. Senator Eugene J. McCarthy addressed the May 20th Grad- Edith Kathleen Callender, Mary Rose Gauler, Leslie Harold Gould, Marcia Ellen Greenbaum, Robert Morgan Hampton, Barbara Ann Harry, Jeffrey Alan Hockersmith, Catherine Tobin Ingraham, Paul Dale Knudson, Thomas Alex Lawson, Jan Malcheski, Constance Dolores McClellan, Michael Edward Mongeau, Nancy Kathryn Plese, Kenneth Winston Richman, Jr., Barbara Ann Rogan, Lowell Thomas Rundle, Christian Skinner Smith, Eric Osmon Springsted, James Ross Thompson, Jr., David Michael Wea- uation Ceremonies at Santa Fe7 where B.A. degrees were awarded to 33 senmrs. The first Master of Arts conferred on a teaching intern at Santa Fe went to Paul D. Mannick. Mark D. Jordan received the first summa cum laude degree at Santa Fe. He also won the Board of Visitors and Governors Silver Medal, he tied with Benjamin Bergery for the prize for best senior essay, and he received a $6,000 travel and study fellowship from the Thomas J. Watson Foundation. Summa Cum Laude: Mark Durham Jordan. Magna Cum Laude: Benjamin Bergcry, Galen Nately Breningstall, Peter Joseph Meadow. Cum Laude: Karl Edward Bohl- ver, India Williams. AWARDS AND PRIZES The traditional awarding of prizes and scholarships at the Santa Fe campus included a new category: The Bromwell Ault Memorial Scholarships "to members of the sophomore and junior classes for leadership ability, potential for service to society, broad intellectual interests, and academic abilmann7 Steven Lawrence Goldman 7 ity." Amounts depend on need, but a Gary Worth Moody, Joan Marie Paine. prize of $50 accompanies each scholarRite: Michael Bruce Aaron, Michel ship. Rene Barnes, Rebecca Ann Brinkley, They were presented by Vice-Presi- dent J. Burchenal Ault in memory of his father, who died last December. Bromwell Ault was a former member and Chairman of the Board of Visitors and Governors. Winners of Awards and Prizes: Silver Medal from the Board of Visitors and Governors-Mark Durham Jordan. Thomas J. Watson Foundation Fellowship-Mark Durham Jordan. The Duane L. Peterson Scholarship of $1,000 to a Junior-Alejandro Medina. The Bromwell Ault Memorial Scholarships-Class of 1974: David Fayon Gross, Maria Kwong, Paul Andrew McEncroe, Anne C. Ray, Stephen Arnold Slusher. Class of 1975: Margaret Jean Donsbach, Mark Paul Habrel, Boyd Cooke Pratt, Richard Martin Skaug. Best Senior Class Essay-Benjamin Bergery and Mark Durham Jordan. Best Junior Class Essay-Steven Dahl 'Il1omas. Best Freshman Class EssayRobyn Lu Granquist. Best English Poems-Russell Wayne Mayfield. Second Prize-Christian Burks and Gary Worth Moody. Best Musical Composition-Russell Wayne Mayfield. Second Prize-Mark Paul Habrel. 23 �NEWS ON THE CAMPUSES CURTIS WILSON IS NEW ANNAPOLIS DEAN Curtis A. Wilson, presently on the faculty of the University of California, San Diego, has been appointed Dean of St. John's in Annapolis. Mr. Wil· son's appointment was confirmed by the Board of Visitors and Governors of the College at its meeting in Santa Fe on May 19th. Mr. Wilson is a former member of the faculty, having served as Tutor in Annapolis from 1948 to 1958, as Dean for a four·year period, and then as Tutor on the College's Santa Fe cam· pus until 1966. Mr. Wilson did his undergraduate work at the University of California, Los Angeles, and earned his M.A. and Ph.D. degrees in the history of science at Columbia University. During 196263 he was a Visiting Research Fellow at Birkbeck College, University of London. Since 1966 he has been on the faculty at the University of California, San Diego. A corresponding Member of the Academic internationale d'histoire des sciences since 1971, Mr. Wilson is also a former Fulbright Fellow and author of William Heytesbury: Medieval Logic and the Rise of Mathematical Physics, for which he did research at the University of Padua in Italy. Mr. Wilson will assume his duties as Dean on July I. JONES NAMED DIRECTOR OF GRADUATE INSTITUTE David C. Jones has been appointed Director of the summer Graduate Institute in Liberal Education at Santa Fe. Mr. Jones has been a Tutor at St. John's since 1964 and at Santa Fe since 1965. 24 Curtis Wilson �July 1973 He graduated from the College in 1959 and received his M.A. at the University of Melbourne. He succeeds Robert A. Neidorf, who has been named Dean of the College at Santa Fe. The summer program, leading to the M.A. degree in the liberal arts, is de· beth Mitchell, Irvin Swartzberg, and Emmanuel Schifani. SANTA FE APPOINTS TWO NEW TUTORS The Board of Visitors and Governors has appointed two more tutors for the Santa Fe campus for 1973-74. They are Lorna Green and Bruce Venable. Miss Green, 34, is a biologist holding a Ph.D. from Rockefeller University. She is now studying for a second Ph.D., in philosophy, at the University of Toronto. Mr. Venable, 26, has been teaching classics at the University of Washing· ton. He is a summa cum laude grad· uatc of the Integrated Program of St. Mary's College in California. Mrs. Rinder has served as Adminis· trative Assistant to the Dean at An· napolis since 1969. Previously she served as Executive Secretary to Lowe Associates in Bedford, New York, from 1963 to 1969. She is a graduate of Packard Commercial School in New York City. FORMER VICE PRESIDENT RECEIVES LAW DEGREE .··~ David Jones signed for graduates of colleges other than St. John's. It is divided into four subject areas: Politics and Society, Lit· erature, Philosophy and Theology, and Mathematics and Natural Science. BURDGE AND DONNELLEY ARE NEW MEMBERS Richard M. Burdge and James R. Donnclley have been newly elected to the Board of Visitors and Governors. Mr. Burdge, of New York City, is the President of the American Stock Exchange. Mr. Donnelley is associated with R. R. Donnelley and Sons Com· pany in Chicago. In other action at its May meeting in Santa Fe, the Board elected the following officers: Chairman, Dr. Thomas B. Turner; Vice-chairmen, Mrs. Clementine Peterson and Jack M. Campbell; Secretary, W. Bernard Fleischman; Executive Committee, Mrs. Eleanor Ditzen, Mrs. Margaret W. Driscoll, Walter Evers, and John Gaw Meem. Re-elected to the Board were Miss Ruth M. Adams, Mrs. Margaret Bow· die, Mrs. Eleanor Ditzcn, Mrs. Eliza- Dr. James P. Shannon was named "the student best representative of the ideals of the University of New Mex· ico Law School" and he was chosen to give the commencement address for his own graduating class May 20 in Albuquerque. Dr. Shannon, a former Roman Cath· olic bishop, served as Vice President of the College and Director of the Graduate Institute at St. John's in Santa Fe in 1969-70. He plans to join the Santa Fe firm of Sutin, Thayer & Browne and he is interested in law relating to the poor and the conserva· tion of natural resources. He has a Ph.D. in American History from Yale University. He served as President of the College of St. Thomas as well as auxiliary bishop of Min· neapolis-St. Paul before coming to St. John's. ANNAPOLIS APPOINTS NEW REGISTRAR Paul D. Newland, Provost in An· napolis, has announced the appointment of Mrs. Leanore B. Rinder as Registrar, effective July 1, 1973. Mrs. Rinder will replace Mrs. Christiana D. \Vhite who is relinquishing her posi· tion in order to enroll as a student at the College. Mrs. White will continue to work part time in the Registrar's office. Anne Ray CONFERENCE OF CHRISTIANS AND JEWS HONORS ST. JOHN'S STUDENT The National Conference of Chris· tians and Jews in New Mexico has presented an award to St. John's stu· dent Anne Ray on May 2nd for her work with a Santa Fe drug program. Miss Ray, who is the granddaughter of a Baptist missionary and the great· granddaughter of a Rabbi, directs Out· reach, Inc., which is concerned pri- marily with teenage drug abusers. It is a three-part program offering crisis intervention, therapy and alternative service. She enrolled as a freshman at the Annapolis campus and then trans· £erred to Santa Fe. She will be a senior this coming year. Miss Ray was introduced at the awards dinner in Albuquerque by for· mer New Mexico Governor Jack M. Campbell, who is a vice chairman of the St. John's Board of Visitors and Governors. Her work with Outreach is one of several community programs sponsored by Federal Title I funds at St. John's. 25 �ALUMNI ACTIVITIES ROSENBERG, STERN ELECTED Julius Rosenberg '38 and Thomas E. Stern (SF) '68 this spring were elected to three-year terms on the Board of Visitors and Governors of the College. Mr. Rosenberg succeeds himself, since he has served this past year the unexpired term of J. S. Baker Middelton. Mr. Stern will replace Myron L. Wolbarsht, who has completed the allowed maximum of two consecutive threeyear terms. The thanks of all alumni go to Mr. Wolbarsht, and best wishes to Messrs. Stern and Rosenberg. Mr. Rosenberg is a past president oC the Alumni Association, of which he also served as treasurer. He was Direc- tor of Development on the Annapolis campus from September, 1968, to December, 1971. He is currently on the staff of the Associated Jewish Charities and Welfare Fund of Baltimore. Thomas Stern is a graduate of College in the first class on the western campus, and the first Santa Fe alumnus to be elected to the Board of the College. Following graduation he studied film work and economics at Stanford University, receiving an M.A. degree in 197!. He is president of Kinesis, Inc., a firm he organized in 1971 to produce motion pictures. Mrs. Stern, the former Nora Gallagher of the Santa Fe class of 1970, is employed by the Dow Jones Company, on the staff of the Wall Street Journal. The 26 Sterns make their home in Palo Alto, Cal. COUNSELLING SERVICE The somewhat on-and-off-again program of alumni assistance to students in matters concerning graduate school selection and admission, career counselling, and job opportunity has taken on new life in recent months. Building on the groundwork of Nancy (Eagle) Lindley's efforts several years ago, and prodded constantly by Jan Lisa Huttner '73, the then-student representative to the Board of the Association, the directors have established an Alumni-Student Counselling Service office. Costs are being borne by the College, while operations are the responsibility of the Association. T11e office is on the second floor of the Carroll Barrister House. Under the general supervision of V. Stephen Mainella '54, chairman of the Alumni-College Relations Committee, a student assistant, Tina Saddy '75, opens the office three days a week. Miss Saddy maintains a file of interested alumni, a list of the interest areas of juniors and seniors especially, and schedules meetings of students with alumni to discuss those interests. In addition, information about governmental and other job opportunities is kept on file. Four alumni-student meetings were held during the last few months of the second semester, and are scheduled to resume in the fall. How can alumni help with this most important project? First, if you can talk with students on campus, by 'phone, by mail, or in their hometowns, make sure your name and area of specialization are on file in the Coun- selling Office. (If in doubt, send it in again.) Second, if you know of job opportunities for which a St. John's graduate might qualify, let the Office know. And if you think your company personnel man should consider St. John's as a source of able young people, tell him so. The problems faced by new alumni are seldom unique, but St. John's alumni may have special problems. Despite his lack of academic specialization, and in some cases because of it, the St. Johnnie can fit into many situations. We ask all alumni to help our young alumni find those situations. ELECTION PROCEDURES REVIEWED The May meeting of the directors of the Alumni Association was devoted in large part to a review of the procedures for electing alumni to the Board of Visitors and Governors. There was general sentiment favoring earlier announcement of the election, and the desirability of finding an alternative to the present system of �July 1973 selecting nominees. Better ways of acquainting alumni with the nominees was also explored. Specific proposals, in the form of recommended amendments to the Association By-Laws, will be mailed later in the summer, to be acted upon at the Annual Meeting on September 29 (Homecoming). Probable recommendations are: (I) that a call for nominees by petition go out in the fall, possibly by way of the October issue of The College; ( 2) that all nominees by petition, together with those nominated by the Board of Directors, be listed in the January issue of the magazine, complete with biographies and pictures; and ( 3) that a ballot be included in the January issue to eliminate costly first class mailings. Also to be considered is the provision requiring two votes for ballot validation when there are two places to be filled. This provision was included in the 1969 revision of the By-Laws to prevent "single-shooting", whereby a very few alumni could assure election of a candidate by voting only for him. When so few ballots are cast-278 in the recent election-the results can be rather easily controlled. Whether this system should be continued is still subject to discussion. Opinions are welcome; send them to the Alumni Office in Annapolis. The last election also brought to the attention of some alumni two rather essential qualifications for service on the Board of the College: Board members must have the time to attend four two-day meetings a year, and the money to travel to and from meetings held alternately in Annapolis and Santa Fe. These two factors, rather than any policy of the Association or the College, have influenced past nominating committees to select older alumni. letic Director Bryce D. Jacobsen '42, a trophy was presented to sophomore Stephen Weber by Association President Bernard F. Gessner '27. Unfortunately, the women's winner was not determined until the following week, so freshman Jacqueline Blue could not receive her trophy at the luncheon. New York The New Yark group wound up the year with a series of three monthly seminars, led by tutors from the Annapolis campus. In March Acting Dean Elliott Zuckerman and John White '64 led a discussion of a chapter from Edgar Wind's Art and Anarchy. Assistant Dean Geoffrey Comber was present in April to help explore Melville's Bart/eby the Scrivener, and the final session in May, discussion of Martin Luther King's Letter from a Birmingham Jail and the Crito, was conducted by Robert L. Spaeth, editor of The College. HOMECOMING 1973 First, our apologies for the confusion caused by an erroneous entry in the April issue; Homecoming 1973 will take place on Friday and Saturday, September 28 and 29, in case any of you wondered about our calendar. And again, the early dates were necessitated by other activities in town the following three week-ends, activities which fill hotels and crowd restaurants and which ought to be avoided by Homecoming planners. Next, the Homecoming Committee The traditional cocktail party and dinner are being combined this year in an effort to trim the cost of activities. A cocktail party cum light buffet will be served in the gymnasium in the late afternoon and early evening. Alumni will then be free to make their own dinner plans, perhaps dining with tutors or seniors. Members of the faculty and the Senior Class will again be invited, and the Alumni Award of Merit will probably be presented during this activity. A detailed program and reservation information will be sent to all alumni mid-summer. If you plan to join in the fun, and want a hotel or motel reservation, let the Alumni Office know soon. And do plan to be here: we believe that most alumni come back to see other alumni and their friends among the Tutors, so you do not need full schedule details in order to make the important decision to come to Annapolis in September. Make a note of the dates: Friday and Saturday, September 28 and 29. See you at HOMECOMING. CLASS NOTES 1927 During the 1973 session of the Maryland General Assembly, newspaperman Elmer M. Jackson, Jr. was singularly honored by the House of Delegates. The legislators passed a resolution commending Jackson for his 50 years in journnlism, saying he is " ... a fine newspaperman who has always sought to present the news in an honest and responsible fashion, unembellished by any malicious or self-serving distor- tions." Jackson, a fanner president of the Alum- ni Association, has served on 19 State commissions, and currently serves on the Capital City event into the schedule. Last year it Commission with St. John's president Richard was the late-Friday bash at Buzzy's; D. \Veigle. Jack claims that his business keeps this year it will be a twilight cruise of him more active than ever, but we know that the Severn River Friday evening, with __ 911 certain sunny days, golf has been blown to lure him away from his desk. is trying to introduce an occasional new beer and sandwiches to accompany the scenery of a still-beautiful river. For 1929 those alumni wanting more intellectual WITH THE CHAPTERS Annapolis The May luncheon of the Annapolis Alumni chapter was the occasion for the presentation of awards to the high point winners in the College's intramural competition. Sponsored by the Association at the suggestion of Ath- John \V. Boucher, who has been taking edu· fare, there will be a lecture or concert at the College. Buzzy's could again be a lateonight rendezvous if we want. On Saturday the usual events will be cation courses at the University of Alabama in Bim1ingham since last June, is now doing grad· uate work toward secondary school certification. He is also teaching part-time in a preparatory school and coaching the golf team, and " . . . thoroughly enjoying it." held: alumni seminars, luncheon, An- nual Meeting, graduate school counselling, and a soccer game in which the young and/or agile may participate at their own risk. 1936 Sharon Warfield Hebb, daughter of Mr. and Mrs. Charles Parish Hebb, was married on March 30 in Baltimore. 27 �The College 1937 Dr. Norval A. Kemp this past winter was appointed associate director of the Perth Amboy (N.J.) General Hospital, heading the new division of medical affairs. Prior to his appointment, Dr. Kemp was medical administrator of St. Francis Community Health Center, Jersey City. A diplomate of the American Board of Internal Medicine, Dr. Kemp is an associate clinical professor of medicine at the College of Medicine and Dentistry of New Jersey. 1952 A long letter from Alvin Aronson to Provost Paul Newland arrived in ear1y May, Alvin is enrolled in a school for English teachers in Netanya, Israel, and has a job teaching in a high school there. Since reaching Jsrael last fall, AI has met Jerry Cantor '49 and Raphael Ben Josef '48. Jerry suggests they start a St. John's in Israel; AI suggests the slogan "Read The Bible Where It Really Happened." AI has started a new play, about which he expresses cautious optimism. 1956 KGO-TV in San Francisco recently received an Emmy from the local chapter of the National Academy of Television Arts and ScienCes for it~ program "Ne\\rs Scene." The award \vas accepted by the station's news director, Pat Polillo. Everett H. Wilson for the past two years has been coordinator of the Maryland Drug Abuse Program. 1959 David Jones, a Tutor in Santa Fe since 1965, has been named Director of the Graduate Institute in Liberal Education. David holds an M.A. degree from the University of Melbourne, and studied at the University of Texas before joining the St. John's faculty. 1960 Jolm E. Gorecki is teaching English at the University of South Carolina and is working on his Ph.D. dissertation on Milton. His graduate work has been concentrated on Old English and Renaissance literature. Miss Miriam Strange passed along a long letter from Katherine (Hsu) Haas, describing the latest enterprise in which she and husband Ray '58 are engaged. Together with her brother, they operate a cattle ranch near Solen, North Dakota. That is near the Standing Rock Sioux Reservation, south of Bismark about 40 miles, according to the Alumni Office atlas. This new career comes after five years teaching at the Key School in Annapolis, four years as head of the mathematics department at Science Research Associates in Chicago, and three years as managing editor of the mathematics department of Field Educational Publications in Palo Alto, Cal. Now it's 1,500 acres, 90 head of cattle (soon to be increased by 60 births), with Ray mending fences, delivering calves, and plowing and discing the land. Katherine is teaching school and taking courses under the Federal Teacher Corps Program 28 at the University of North Dakota. In about another year she will have her B.S. degree. Since her students are mostly Indians, she has learned their dances, and is learning the Lakota language. (The Haas-Hsu cattle brand looks like "Two Lazy H", if your editor has not forgotten how to read brands.) 1962 W'. James Klug III has been transferred by IBM from Dayton, N.J., to Bethesda, Md. He plans to move to Poolesville, Md., about the first of July. 1964 Another IBMer, Jim's brother Robert W. Kiug, has been transferred from Wilmington, Del., to Franklin Lakes, N.J. (Did you know that IBM employs more St. John's alumni than any other corporation?) 1966 Lauric Fink writes from North Hollywood, Cal., where she works for a 3-D motion picture company called Stereovision International. She is helping to make movies, and is also learning to be a film editor; she says the work is both interesting and totally demanding. 1967 Loren and Carole (Picardo) Kelley let us know in March of the birth in June, 1971, of son Owen, and also told us Ovven is expecting a brother or sister in April or May. Loren is still employed in Italy, where he is developing some equipment for Honeywell Italia. Just in case you missed the item in the "News on the Campuses" section of the April issue, three honors graduates of this class are joining the St. John's faculty for the next academic year. William H. Donahue, James R. Mensch, and Howard Zciderman next September will become members of the Santa Fe faculty. Bill has been studying at King's College, Cambridge; Jim has earned a M.S.L. degree from the Pontifical Institute of Mediaeval Studies in Toronto and Howard received an M.A. degree from Princeton in 1972. 1968 Thomas G. Keens, M.D. (SF) tells us he received his medical degree from the University of California (San Diego} School of Medicine in June, 1972. He is at present finishing his internship in pediatrics at Children's Hospital in Los Angeles, and will start his first year of residency there in July. Tom married Susan Elizabeth Keffala in May last year. Mrs. Keens is a 1971 psychology graduate of the John Muir College of the University of California (San Diego.) Thomas E. Stern (SF), successfully nominated as an alumni representative on the Board of Visitors and Governors of the College, was also successful in the election. (See artic1e elsewhere in this issue.) 1969 Steven L. and Carol Ann (Lightner) Tucker (SF) are living in Santa Fe, where Steve is serving as Jaw clerk to Oliver Seth, Circuit Judge of the U.S. Court of Appeals. Carol is working at \Vhen his completed, practice in the Sandra Wilson Art Gallery. service with Judge Seth has been Steve plans to enter private law Santa Fe. 1970 Jeffrey D. Friedman, another of our men in Israel, reports dissatisfaction with his studies in philosophy at the Hebrew University. He spent the first half of this year in the Pardes School of Jewish Studies in Jerusalem (Lydia Kleiner '74 is also a student there). He is now at Hartman College, and lives at Rekov HaOr 2, behind the Jerusalem Central Bus Station, telephone (Jerusalem area code 02) 525162, in case you are in Israel. John D. Smith reports he is teaching a course in "hamburger stands" in the Department of Architecture at the University of New Mexico. His wife, Gabrielle (Eershen) '68 is working with the computer as a device for making art. 1971 Emmie Louise Gage (SF) reports understandable happiness at no longer being a member of the White House staff: " ... a strange Place and politics is such a heavy racket ..." seems an apt description. Bonnie is now doing real estate work on Cape Cod, Yarmouthport, to be exact. John Smith also reports that Travis Price (SF) has founded an organization called Sun Mountain, to plan solar heated communities. Travis lives in Santa Fe. V. Michael Victoroff recently sent greetings from Houston, and says that medical school (Baylor) is going just fine. In Memoriam 1911-Edgar Stanley Bowlus, Jackson, Miss., January 1973. 1913-W. Stewart Fitzgerald, Denton, Md., April25, 1973. 1917-Fendall Marbury, Baltimore, Md., February 14, 1973. 1918-----.:.0wen Friend, Cambridge Springs, Pa., August 22, 1972. 1923-James Nelson Day, St. Petersburg, Fla., April IS, 1973. 1925-Prcston A. Pairo, Sr., Baltimore, Md., March 25, 1973. 1931-Tiwmas G. Andrew, Baltimore, Md., May 19, 1973. 1931-Dr. Antonio A. Susoni, Arecibo, P.R., March, 1973. 1931-Charles M. West, Jr., Centreville, Md., December 31, 1972. 1937-George R. Hoover, Boca Raton, Fla., February 28, 1973. 1944-Dr. Robert Wilcox, Iowa City, !a., May 16, 1973. �"POESIE" BY PAUL VALERY English Translation by Timothy Born Par la surprise saisie, Une bouche qui buvait An sein de Ia PoCsie En separe son duvet: By surprise seized, A mouth which had drunk Removes its lips From the breast of Poetry: -0 rna mCrc Intelligence, De qui la douceur coulait, Quelle est cette negligence Qui laisse tarir son lait! 0 :rvrother Intelligence! From whom sweetness flows, \r\lhat is this negligence \Vhich lets your nipple close? A peine sur ta poi trine, AccablC de blancs liens, Me berc;ait l'onde marine De ton coeur charge de biens; Hardly in your chest's enclave, Subdued by white chains, And I was rocked by the ocean wave Of your heart charged with gains. A peinc dans ton ciel sombre, Abattu sur ta beautC, Jc sentais, a boire l'ombre, .l'VI'envahir une clarte! Hardly in your sombre meadow, Beaten on your beauty, I felt, on drinking of the shadow, Myself invaded by clarity. Dieu perdu dans son essence, Et dEdicieusement Docile a la connaissance Du supreme apaisemcnt, God lost in the essence; And deliciously docile To a cognizance Of supreme tranquility ... .J e touchais a la nuit pure, Je ne savais plus mourir, Car un fieuve sans coupure Me semblait me parcourir... I was touching the pure night, And knew death no longer, As a stream without end Through me seemed to run. Dis, par quelle crainte vaine, Par queUe ombre de dCpit, Cette mcrveilleuse veine Ames Ievres sc rompit? Tell, by what vain fear, By what shadow of pain Is severed at my lips This marvellous vein? 0 rigueur, tu m'cs un signe Qu'a mon :lme je dCplus! Le silence au vol de cygne Entre nous ne regne plus1. ... 0 harshness, you are a sign that I have displeased my soul. The silence at the flight of the swan Between us no longer reigns. Immortelle, ta paupiCre .Me refuse mes trCsors, Et la chair s'est faitre pierre Qui fut tendrc sous mon corps! Immortal, your eyelid Refuses me my treasures, And flesh, once tender beneath my body, Turns to stone. Des cieux mCme tu me sevres, Par quel injuste retour? Que seras-tu sans mes lCvres? Que serai-je sans amour? You wean me of the very heavens Ry what unjust reverse? VVhat will you be without my lips, ''Vhat will I be without your love? Mais la Source suspendue Lui repond sans durete: -Si fort vous m'avez mordue Que mon coeur s'est arrete! But the suspended source Replies softly, You have bitten me so hard That my heart is stopped. I Timoti1y Born '76, a student on the Annapolis campus, won a prize at the 197 3 Commeuccment proceedings for this translation. �Photo Credits: Cover, Cecil Fox; page 6, James Grady '73; page 7, Ralph Hilt; page 23, George Rowhottom '71; page 24, Lynn Waugh '70; back cover, Chris Sparrow. The College St. John's College Annapolis, Maryland 21404 Second-class postage paid at Annapolis, Maryland, and at additional mailing offices. � 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 College </em>(1969-1981) Description An account of the resource St. John's College's Office of the Dean published <em>The College</em> from 1969 to 1981. The publication superseded <em><a href="https://digitalarchives.sjc.edu/collections/show/37" title="The Bulletin of St. John's College">The Bulletin of St. John's College</a></em>.  <em>The College</em> was in turn continued by <a href="https://digitalarchives.sjc.edu/collections/show/13" title="The St. John's Review"><em>The St. John's Review</em></a> in 1981.  <br /><br />A separate magazine for St. John's alumni titled <em>The College </em>began publication in 2001, continuing <em>The St. John's Reporter</em>.  <br /><br />Click on <strong><a title="The College" href="http://digitalarchives.sjc.edu/items/browse?collection=12">Items in the The College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource 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 Identifier An unambiguous reference to the resource within a given context thecollegemagazine 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. 28 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 Development Offices of St. John's College Title A name given to the resource The College, July 1973 Date A point or period of time associated with an event in the lifecycle of the resource 1973-07 Contributor An entity responsible for making contributions to the resource Spaeth, Robert Louis Parran, Jr. Thomas Ham, Michael W. Newland, Paul D. Oosterhout, Barbara Brunner Wyatt, E. Malcolm Description An account of the resource Volume XXV, Number 2 of The College. Published in July 1973. Identifier An unambiguous reference to the resource within a given context The_College_Vol_25_No_2_1973 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 The College https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b6d31f3ce7aeb3f3eaf308f59818fe14.pdf ec0f8e890e3c58a66eba9e18e74fb1b3 PDF Text Text THE COLLEGE St. John's College Annapolis, Maryland Santa Fe, New Mexico October 1973 �THE COLLEGE Vol. XXV October, 1973 No.3 IN THE OCTOBER ISSUE: The Liberal Arts Movement: From Ideas to Practice, by Amy Apfel Kass Report of the President, 1972-73 ........... 9 News on the Campuses . . . . . . . . . . . . . . . . . . . 27 Alumni Activities 30 ....................... Editor: Beate Ruhm von Oppen Managing Editor: Thomas Parran, Jr. Editorial Advisory Board: William B. Dunham, Michael W. Ham, Paul D. Newland, Barbara Brunner Oosterhout '55, E. Malcolm Wyatt, Robert S. Zelenka. THE COLLEGE is published by the Development Office of St. John's College in Annapolis, Maryland. Richard D. Weigle, President, Paul D. Newland, Provost. Published four times a year, in January, April, July and October. Second class postage paid at Annapolis, Maryland, and at other mailing places. �THE LIBERAL ARTS MOVEMENT: FROM IDEAS TO PRACTICE by Amy Apfel Kass On the morning of November 19, 1929, the following editorial appeared in The Daily Maroon, the student newspaper of the University of Chicago: Today amid scenes of academic grandeur, Robert Maynard Hutchins will be inauguratedas the fifth president of the University of Chicago. It is an occasion of vast moment in the history of the University and we as undergraduates are inspired with its significance. We are confident of the progressive ~pirit and the sympathetic understanding of the new administration. We are further convinced that the program of educational emancipation which has distinguished the University in American college circles will not be neglected. In a consideration of the occasion's whole significance one aspect appears to us most distasteful. The functions and duties of a college administrator have changed radically in the course of recent years. He is no longer an educator, but a salesman and extortioner ne plus ultra. The planning and execution of educational policies is no longer his prime consideration. He must secure donations and endowments; he must acquire funds for the University's physical expansion. The importance of this mercenary and unsavory function of the administrator is particularly evident here where the grey towers continue to rise on a Gargantuan scale. It is to be hoped that the pressure of this work will not require the whole devotion of President Hutchins. We feel that he, like former President Max Mason, possesses educational ideals which if given opportunity for development, will place the University of Chicago in far greater prominence than the addition of any number of new buildings. We urge that the new administration take heed of its primary responsibility and its greatest opportunitythe progressive guidance of educational policies. The students got their wish, with interest. Hutchins' ideas rapidly became common knowledge and the entire campus became a place of debate and conflict, sometimes verging on open· warfare. Mortimer Adler's cryptic note to Hutchins on the eve of his inauguration had been more knowingly prophetic: "I trust that the University's funds are securely invested. Otherwise they may have to pawn the crown jewels before your inauguration. But you will probably wear the crown lightly in either ·circumstance.. '' The Department of Philosophical StudieS As soon as Hutchins was appointed President of the University of Chicago, he invited Mortimer Adler to join him as his philosophical guide. Although Adler did not move to Chicago until the Fall of 1930, by the Spring of 1930,;the end of Hutchins' first year at the University, a scheme had been hatched by Adler to institutionalize work he had begun at the People's Institute in New York with Scott Buchanan and Richard McKeon. Adler proposed that Hutchins create a new department in the University, a Department of Philosophical Studies. Adler thought that such a department would provide by example a way to integrate learning within the University. The proposed Department of PhilosophiCal Studies would be independent of but related· to all existing departments in the University. "It would have no more or less to do with the regular Department of Philosophy," Adler said, "than it would have to do with the Law School, Medical School, or the Departments of Physics or Fine Arts." The members of the Department would be "student1 �The College professors," "a third class of professors along side of the already recognized classes of teaching-professors and research-professors." Their work would be to analyze and evaluate the principles and methods of the various subject matters and to relate these to each other. "First of all," Adler suggested, the studentprofessors would study a subject-matter maturely and critically. Secondly, they would actively participate in the work of the department, in class and out. And lastly, after they had trained themselves and educated themselves sufficiently, and if they had achieved a critical re-organization or approach to the subject matter, they might give others the benefits of this insight by giving a course which might be equally profitable to undergraduates, graduate students, and professors of the other two varieties. In practice, the student-professors would go from one department of the University to another, staying in one place only as long as they_ found it useful to themselves. (Adler assumed that when they ceased to learn from a given department, they would no longer be useful to that department.) As the studentprofessors passed from one department to another, they would create "new lines of inquiry into borderline areas and promote integration by offering interdisciplinary courses. For example, as students of philosophy they could bring philosophy to the Law School; after immersing themselves in the study of law they would offer a course in the philosophical foundations of law. They ·could then bring philosophy and law to the next department in which they decided to study, and so on. In addition, because they were continuing their own education in different fields, these student-professors would be unusually well-suited to offer courses in the great books, an additional means of promoting the "integration of learning. Moreover, Adler thought that these courses would educate good undergraduates "in such a way that they might be recruited for the work of the Department of Philosophical Studies." Thus, Adler's scheme provided for its own perpetuation as well as a congenial home for himself and his fellow "liberal artists," Buchanan and McKeon. For Adler insisted to Hutchins that the success of his and Hutchins' plans for the University required the reunion of the "triune," Adler, Buchanan, and 2 McKeon. Though the "student-professors" were to be vagabonds within the University, they were to be appointed to a separate official department in order to· make it possible to get an endowment and thus insure their financial independence from other departments. Adler innocently thought that if his department had its own budget it would require minimal co-operation from other departments, and therefore, that his plan would not be viewed as a threat or a challenge. The "Chicago Fight" and Its Consequences Many faculty members were, however, immediately wary of the plan and became increasingly suspicious of its proponents. Members of the Philosophy Department were especially alarmed, seeing in the plan the seeds of a revolution against their kind of philosophizing. Others saw the plan as a "power conspiracy on the part of the administration, which was pictured as a 'baby president,' aided by Savonarola and Richelieu" (Buchanan, Poetry and Mathematics, page 23). They regarded Hutchins as a radical upstart against the revered "Chicago School,'' as a man in search of a new religion. Still others saw Hutchins as dangerously conservative, as a man seeking to resurrect beliefs and practices of less enlightened ages. United by a common enemy, these various groups joined forces and prepared themselves for a long and bitter crusade. Their battle cries became "Facts vs. Ideas," "Empiricism vs. Speculation," "Science vs. Dogma." The "Chicago Fight" was quickly overshadowing the "Chicago School." One can better understand the severity of the faculty reaction if one appreciates the long-standing and pervasive influence of the "Chicago School." The "Chicago School" was originally identified with the names of John Dewey, George Herbert Mead, James R. Angell, and James H. Tufts. In a review of some of the early philosophical papers by these men, William James wrote, shortly after 1900: The rest of the world has made merry over the Chicago man's legendary saying that 'Chicago hasn't had time to get round to culture yet, but when she does strike her, she'll make her hum!' Already the prophecy is fulfilling itself in a dazzling manner. Chicago has a School of Thought!-a school of thought which, it is safe to predict, will figure in literature as �October 1973 the School of Chicago for twenty-five years to come. He concluded with the comment that the work of Dewey and his colleagues and disciples presented "a view of the world, both theoretical and practical, which is so simple, massive, and positive that, in spite of the fact that many parts of it yet need to be worked out, it deserves the title of a new system of philosophy." John ·Dewey had come to the University of Chicago in 1894 as Professor of Philosophy. James Angell was appointed the same year as Assistant Professor of Psychology and Director of the Psychological Laboratory that had been started the previous year. Tufts and Mead had been at Chicago from its beginning in 1892. In 1894, Dewey, the oldest of the group, was thirty-five, Angell, the youngest, was twenty-five. They were all interested in psychology. They all collaborated in their early publications. When Dewey left the University of Chicago in 1904, the spirit that had come to characterize the Philosophy Department lingered. In the meantime, it had spread to other parts of the University as well. The "Chicago School" came to be identified with a certain attitude toward knowledge and the nature of the knowable and, hence, with a certain view of education and the role of a university. The assumptions underlying this view could be found in the new mechanistic biology, in behaviorism, in the new scientific sociology, as well as in writings and ven lures in progressive education. The ideas of the Chicago School were related to a more general American cultural revolt that began at the end of the nineteenth century; Morton White has called it the revolt against formalism. It was characterized by the conviction that traditional learning was inadequate to a proper understanding of society and incapable of assimilating and promoting social and cultural progress. Timehonored theories were eagerly attacked. Beliefs in the existence of immutable truths were ridiculed. Philosophers, physicists, chemists, and mathematicians, as well as social scientists and even humanists, vied with one another to break through barriers, to efface outlines, and to supersede current concepts. Undergraduate education became pre-professional training. The devotion to "progress", scientific and social, required special training in facts, methods, and techniques. Adler and Hutchins found this spirit as prevalent in the Chicago of 1930 as it had been in the Chicago of 1904. Dedicated to their separate disciplines, the · faculty correctly perceived Hutchins' animus against specialization, They made it impossible for Hutchins . to create the Department of Philosophical Studies by going through the normal academic channels. Also, it became exceedingly difficult for him to find a home for Mortimer Adler anywhere at the University outside of the President's office. Hutchins' negotiations with the Philosophy Department on Adler's behalf were doomed from the beginning. Prior to coming to Chicago, Adler submitted a list of the courses that he was interested in ·offering, a list which included such diverse topics as the logic of science, the logic of' induction, the philosophy of law, and the history and analysis of psychological theory. His proposal was summarily rejected. Writing on behalf of the Department of P\J.ilosophy, James H. Tufts stated their position as follows: "It so happens that these identical courses have already been announced to be given in the Department for the next year (at least the copy has gone to the printer)." No attempt was made to ascertain whether the coincidence of titles also meant a coincidence of subject matter. Furthermore, a perusal of the published announcement for that year indicates overlap · on only two topics, the logic of science and the logic of induction. In their later negotiations, Adler suggested changing the titles of the courses he proposed to "Apologetics of Natural Science" and "Theory of Probability." But the Department of Philosophy held to its original position. By rejecting Adler's suggestions for possible courses, they made it quite clear that they were not interested in Adler and that they did not share the interdepartmental frame of mind that was so crucial to Hutchins' and Adler's plans for the University. In the years that followed, Adler's ever-precarious faculty status at the University became the symptom if not the chief sign of Hutchins' own failure to effect fundamental change. Hutchins was forced to cancel the provisional appointments he had offered to Scott Buchanan and Richard McKeon and to sh~lve the plan for a Department of Philosophical Studies. In its place one seminar in the reading and discussion of the great books was offered to undergraduates at the University. This seminar was Adler's major teaching assignment during his first year at Chicago. His co-leader in the seminar was Hutchins. It was the first of several similar seminars that Hutchins and Adler taught during the next several years in various parts of the University, in the College, at the High School 3 �The College of the University, and in the Department of Education. A more elaborate seminar was designed for the Law SchooL Despite these signs of retreat, the fires that had been kindled by the Adler-Hutchins proposal could not be extinguished. The old guard in the Department of Philosophy, the venerable George H. Mead and two of his younger colleagues, resigned, as did other members of the faculty, .and many more remained but fumed. Discouraged but not defeated, Hutchins and Adler persisted in their efforts to bring the liberal arts to Chicago. In 1934, McKeon, who had remained in New York (teaching. at Columbia and at the Muhlenberg Branch of the New York Public Library), was once again invited to the University, this time as a Visiting Professor in the Department of History. By first bringing McKeon to the University under the auspices of a department other than the Philosophy Department, Hutchins was eventually able to secure a permanent position for him. In 1935, McKeon was made Dean of the Division of the Humanities and Professor of Greek, and later, also Professor of Philosophy. McKeon continued as Dean for the next twelve years and in that capacity played a major role in restructuring general education in the College and the graduate programs in the Humanities. Unable to secure a position for Buchanan at Chicago, Hutchins arranged for Buchanan to meet Mrs. Ethel S. Dummer, a social activist and philanthropist whom he had met in connection with his fund-raising activities. Mrs. Dummer had read Buchanan's book, Poetry and Mathematics, and had concluded that Scott Buchanan could be of some assistance to her in her study of the writings of George Boole, the English logician and mathematician, and his wife, Mary Boole. Buchanan was attracted by the study because of its relation to his own intellectual interests. George Boole, he explained in a memorandum to Hutchins, was really a very interesting and important figure in modem logic and mathematics, and his importance extends far beyond the somewhat restricted developments that chance and professional techniques have given his work. He was a real mathematician and a real logician who realised what tremendous things could be accomplished if his methods were applied to all sorts of subject-matters. He realised, for instance, that mathematics itself had suffered a serious degradation on account of its isolation from other fields of 4 thought, and that its own full development required many varied fields of application. Modem science is an example of what happens when mathematical methods spread to other subject-matters, and mathematics itself gained much from even this restricted application. But it was still cramped by a rather arbitrary restriction to numbers, quantities, etc. The special way he chose to exhibit the greater possible extent of its domain was the use of algebraic symbols to express nonquantitative terms. The method was not understood in its original form. Mathematical logicians founded their science as a kind of calculating machine and then became so fascinated with the machinery that they forgot its original function and misused its results. It is now difficult to persuade any scientist that symbolic logic has any relevance to their work, although it was for this that Boole did his work. Mary Boole saw what was happening and came in to correct the mistake. She had the insight, but fell for the temptation to make immediate applications before she had developed the skill and the improved machinery that was of course necessary for success. This is the failure that Mrs. Dummer mourns, and wants me to recover. Buchanan was to go to England to look into the work of the Booles and to try to reconstruct the method that they had developed. This fitted in well with a project he had started in New York (with Adler and McKcon)--an investigation of the relation between poetry and mathematics, between mathematical and non-mathematical subject matters, that is, a study of the liberal arts. To Hutchins, Mrs. Dummer's plan represented a way of keeping alive the idea for a Department of Philosophical Studies without further incurring the wrath of his faculty. He therefore encouraged Buchanan to begin the project. At the end of his year in England, Buchanan wrote a small book entitled Symbolic Distance, in which he developed the themes from his previous book Poetry and Mathematics: " ...The bridge between the poetry of the trivium and the mathematics of the quadrivium was presented as a theory of measurement and fiction." Reflecting on this later, he commented, "It seemed to me that it would be through some such �October understanding that the modern liberal arts and sciences could bring the modern literatures and sciences into intelligible and teaching order." Since Hutchins was still unable to convince the remaining members of the Philosophy Department to hire Buchanan, Buchanan returned to the University of Virginia after his year in England. Shortly thereafter, he was invited to join a committee at the University of Virginia whose assignment was to find "better subject matter and discipline" for Honors Students. Stringfellow Barr, Buchanan's friend and former colleague at Oxford University, was then teaching history at the University of Virginia and editing the Virginia Quarterly Review; he too was asked to join the committee. The group sat regularly from September, 1934, until March, 1935. They reported their findings in what came to be known as the "Virginia Plan," the background and contents of which shall be discussed in more detail below. Early Great Books Courses at the University of Chicago The first great books* course to be offered at the University of Chicago was unceremoniously announced in the 1930 Autumn Quarter Time Schedule. The course was called General Honors II 0 and described as follows: "By invitation and limited to twenty students ... the one two-hour class session a week, of a two year course, will be taught by Adler, Hutchins." Twenty students, chosen randomly by the Dean of the College from among the top entering freshmen, were enrolled in the course. The course and its reading list were modeled on John Erskine's General Honours course, begun at Columbia ten years earlier (a course which Adler had taken as an undergraduate, and in which he, McKeon, and Mark Van Doren had taught in the middle 1920's). Students were examined orally at the end of each year by a group of outside examiners: Richard McKeon, Mark Van 1973 Doren, Scott Buchanan, and Stringfellow Barr. Before too long, these afternoon sessions garnered some fame. People from all parts of the University came in droves to observe classes. Famous visitors included Katherine Cornell, Orson Wells, Westbrook Pegler, Lillian Gish, and Gertrude Stein. According to numerous reports, the class always provided "a good show." The Great Books Seminar generated more than entertainment. The enthusiasm of its students spread like a contagion throughout the University. They brought an eagerness for learning, for exchanging ideas, and for discussing philosophical matters to the whole campus. One observer remarked that the pursuit of knowledge had become the major extracurricular activity. John P. Barden, a student in the original Great Books class, became editor of the student newspaper, The Maroon (1933-34). Under his editorship, The Maroon became a forum for spirited discussions of the purposes and means of education, and in its pages students and faculty engaged with each other in a variety of alliances and oppositions. Despite its apparent success with the students, most of the faculty remained hostile to the great books course and to the idea behind it. Mortimer Adler remained persona non grata. In another effort to make Adler acceptable and to institute some of their ideas, Hutchins organized an honors course in the Law School for 1933-34. Adler was put in charge of the course and given a temporary appoin !men t as Associate Professor of Philosophy of Law in the Law School. The course followed the same format that Hu !chins and Adler had used in their original course in the College: lectures on and reading of the great books, combined with a discussion seminar that met once a week. The following year (1934-35) a much enlarged version of the course was offered and an enlarged staff was gathered to teach it. Malcolm Sharp, then a Visiting Professor at the Law School, agreed to be Adler's co-leader. Sharp had been an enthusiastic about the origin of the list of books signified by this phrase he called the "one hundred best books" in a pamphlet One Hundred Books.{The number one hundred was used to convey the fact that there were very few best books, not that there were only one hundred.) In 1902, the Grolier Club of the City of New York republished Lubbock's list and asked George Woodberry to write an introduction to it. At this time John and by such phrases as "the masterpieces," "the best books," "very important books," or "the classics." According to studying with Woodberry. Shortly after World War I, John *The origin of the phrase "the great books" is obscure. Adler and Buchanan consistently used1 it. John Erskine, Adler's teacher in the General Honours Course, referred to the books as the "classics" or "masterpieces." It seems likely that the phrase was coined by Adler or Buchanan. More is known Buchanan, Sir John Lubbock (an English writer and banker interested in the education of working men) was the originator of the modern list. In 1895, Lubbock published a list of what Erskine was a graduate student at Columbia University Erskine introduced the General Honours Course at Columbia University, an undergraduate course in which "masterpieces of the Western world" were read. 5 �The College teacher in Alexander Meiklejohn's Experimental College at the University of Wisconsin, one of the first programs to emphasize the study of the great books. Hutchins was delighted to leam of Sharp's interest in the course and of the Law School's independent interest in luring Sharp onto its faculty. Both the course and Adler, Hutchins hoped, would profit from Sharp's participation. William Gorman was brought to the University by special invitation from Hutchins and was made an assistant in the course. After receiving his bachelor's degree at the University of Michigan, Gorman had become the editor of Hound and Horn, a journal of literary criticism. He had lived in New York City where he continued to associate with his Michigan friends, many of whom were then studying with Richard McKeon at Columbia. Discussions with these friends had led him to write an article on the new mode of literary criticism expounded by I.A. Richards and C.K. Ogden. The article, entitled "Nostalgia for the Trivium," censured the so-called new criticism for its claim of novelty and for its ignorance of the tradition of grammar, rhetoric, and logic, and it praised instead the efforts of people like Scott Buchanan and Richard McKeon to restore the Trivium. Hutchins read the article and, though knowing nothing else about him, sent Gorman the following letter: "I read your piece on 'Nostalgia for the Trivium.' Come to the University of Chicago." The other course assistants were Arthur Rubin, a close friend and associate of Hutchins and Adler, and James S. Martin, who had been a student in the Adler-Hutchins Great Books Seminar. (Gorman and Martin were later to join Barr and Buchanan in their first years at St. John's). The enlarged course was considered equivalent to eight regular courses. It was offered to twenty college seniors headed for the Law School and constituted their total curriculum. (The current President of the University of Chicago, Edward H. Levi, was one of the twenty.) The course, entitled "Law 201," was organized into two major parts which were integrally related. One part consisted of lectures and tutorials in grammar, logic, and rhetoric, and mathematics. The second part consisted of reading and seminar discussion of a small number of great works of history, science, philosophy, and belles lettres. In connection with the reading of scientific classics, students were supposed to participate in laboratory research in order better to appreciate the methods and techniques of science. However, this third aspect of the 6 curriculum was never implemented. Seminar readings were chosen largely from social studies, because the course was designed for pre-law students. The reading and discussion of these works was supplemented with presentations of factual material useful for understanding important social problems. Efforts were made to show the relevance of the liberal arts and the scientific method for understanding and "solving" social problems. The methods of instruction varied for different parts of the curriculum. The first part of the course was taught by means of one or two lectures a week and tutorials devoted to exercises, analyses of texts, and other forms of wlitten and oral work. In the second part, the classics were discussed in infonnal seminars which met once a week; further supplementary discussions were often carried over to the tutorial sessions. Discussion of basic social problems was carried on in special seminars called for that purpose. In addition, students were urged to attend those lectures given elsewhere in the University that were considered relevant to the work being done in the course. Students and faculty together determined what was relevant. Law 201 was the first institutionalized attempt to balance literary and scientific concems and to apply the themes and disciplines of the liberal arts to the great books. Like its predecessor, the Adler-Hutchins Great Books Seminar, Law 20 I was extremely popular with the students and extremely unpopular with the faculty. Faculty criticism continued to mount; both Hutchins' mode of appointing tutors and the character of the curriculum were under constant attack. In the end, the course did not accomplish either of its political goals: it did not gain any further faculty respect for Adler nor any more faculty support for Hutchins' ideas about education. The course was repeated in an attenuated form-all the scientific work, including the mathematics and the reading of the scientific classics, was abandonedfor three more years before it was permanently discontinued. Scott Buchanan, in the meantime, had been working out a similar course of study at the University of Virginia as a member of the Virginia Committee on Honors. The "liberal artists" at the two universities kept in close communication through correspondence and frequent visits to give lectures. Although the objectives of the respective plans were the same at both universities, the Virginia Plan, as the Report of the Virginia Committee on Honors came to be called, was more rigorous and comprehensive, especially in its scientific aspects, than Law 20 I. �October The Virginia Plan In September, 1934, the President of the University of Virginia, Edwin A. Alderman, appointed a committee consisting of six faculty members and the Dean of the College to consider the subject of Honors Courses in the University. The President thought that the University ought to do more than it was doing for its better college students. The committee members agreed at the outset to make a broad interpretation of their assignment. The problem of Honors Students and Honors Courses at the University. they thought, could not be separated from the problem of students and courses in general. Faculty members devoted most of their energies to research, indulging their special interests which were often far removed from the interests and understanding of their undergraduate students. As on nearly all other campuses, the cuiTiculum was entirely elective and specialized, all efforts having been abandoned to design coherent programs for undergraduates. Many students turned to the University's sideshows, athletics and other activities, partly out of boredom, partly to secure the discipline which they found lacking in the classroom. Some students undertook serious reading, sometimes with a group of their fellow students, sometimes under the guidance of a professor. Nearly all looked on the strictly curricular exercises of the University as inteiTuptions that must be borne patiently. For these reasons, the committee decided to address itself to the question of what an undergraduate college as a whole should be teaching and learning. l t proceeded on the assumption that all students were capable of and DLrght to receive a liberal education. The committee members hoped that the recommendations they would make for Honors Students would eventually be considered for the whole college. The committee met weekly for six months and then issued its report, drafted by Scott Buchanan, Stringfellow BaiT, and R. K. Gooch. Although several alternate proposals had been considered at the committee meetings, the plan finally adopted and presented in the report was the one suggested by Buchanan. In the early discussions, BaiT had been a severe critic of Buchanan's proposal. BaiT viewed his emphasis on great books as a kind of patent medicine. However, after a great deal of teasing from Buchanan, he began using some of the classics in his history courses. "For instance, if they were doing undergraduate ancient history, I would let them read 1973 Plutarch instead of something somebody had written about ancient Greece," BaiT later recalled, "and I noticed that Scott was right-that if you had discussions on the basis of Plutarch or Herodotus or Thucydides, something happened to the discussion that I had never seen happen before. These authors got under their hides." As a result of this expetience, BaiT supported Buchanan's proposal. Rather than propose specific changes in the already existing cuiTiculum, the report recommended that the University found a small college within the college that would be devoted to liberal education. Two years of required common study would be followed by two years of special honors work. The two two-year sequences were designed as an integral whole, calculated, as the committee reported, "on the one hand to lay sound foundations for a developed understanding of our intellectual traditions, and on the other to permit the student to follow in his maturer years his special bent." During the last two years students were to be freed from routine courses, quizzes, and term examinations, and allowed to master a subject under the general supervision of a tutor. The report emphasized, however, that the work done during these years was not to be regarded as a "species of premature graduate work." Tutors were to bear in mind the objective in view, namely, liberal education. These provisions for the second two years were not very unusual. Several colleges, for example Swarthmore, were already requiring concentration on particular subjcts or problems during the junior and senior years in order to make undergraduate education more coherent. The provisions for the first two years were far more radical and comprised the main body of the report. As in Law 201, the first two years of common study were to be devoted to the study of the liberal arts and to the application of these arts to the reading of the great books. The reading list of the Virginia Plan, however, was much longer-many more mathematical and scientific classics were added-and the requirements were much more stringent. Students were expected to demonstrate a reading knowledge and competence in the grammar of two languages, one ancient and one modern, at the end of the first year. In addition, they were required to become proficient in mathematics, through calculus, by the end of their second year. Instruction was to include seminars (modeled after the Columbia Honours Course), formal lectures, tutorials, and laboratories. The lectJJres, to be given at 7 �The College tutorials, and laboratories. The lectures, to be given at least once a week, were to be expositions of the nature and history of the several liberal arts, with special attention to the ways in which these arts were practiced by the authors of the great books. Tutorials were intended to serve for formal drill and supervised practice during the difficult stages of the learning of languages and mathematics, for detailed criticism and discussion of student papers, and for more extensive discussion of the r..eminar rcr.\d.ings. The laboratory would enable the students to perfonn the "crucial experiments" in the history of science. There was to be a full time staff of instruction, distributed in their training and major interests to cover cJl the subject matters in the course of study. Students were to be selected by the instructors in the program from those applying to the larger college. "General intelligence," "'ability as shown by previous records" in secondary schools, and the instructors' judgment regarding the variety of complementary abilities and interests needed to make an efficient working group were the main critelia mentioned for selection. The students in the pmljram would be housed together and would dine together, and they were to be given special rooms for their studies and laboratory work. When the report was submitted, it received a rather unenthusiastic reception. President Aldennan who originally appointed the committee had died and the acting President, John L. Newcomb, was unwilling to undertake such a radical departure from the elective system. Other administrators were also hesitant. They foresaw difficulties in raising extra money for a new college within the old and anticipated much trouble persuading the various departments to compromise their interests in students or in subject matter. Finally, they agreed to accept the last two years of the plan-providing tutodal work for the better students-and to shelve the general education plan for the first two years. The plan for the first two years nevertheless survived, though it was ignored at Virginia. In a more fully worked out fonn, it eventually became the core of the "New Program" at St. John's College. The plan migrated to Annapolis along with Scott Buchanan and Stlingfellow Barr by way of the University of Chicago's Committee on the Liberal Arts. The Committee on the Liberal Arts In the Spring of 1936, Hutchins delivered the 8 Storrs lectures at Y aJe which were published as a book entil:lccl The lligher Learning in America. 'fhe book attracted several wealthy admirers sympat!1etic to his ideas about education. With funds donated by some of these people, Hutchins set up a committee called the Committee on the Liberal Arts to reco'1sidcr the cmTicula of the College and tile Division 0f the H11manities. He made the Committee directly responsible to che Dean of the Humanities, then Richard McKeon. The Dean, in turn, was to be the Committee's spokesman to the Unive;-sity faculty. Hutchins assumed that the financial independence of the Committee (it was to receive an annual allotment of $22,000) would insure its independence of the various dep,rrtments and divisions in the University. Scott Buchanan was invited to join the Committee, and on Buchanan's suggestion invitations were also issued to Stringfellow Barr and to two of Buchanan's graduate students, Catesby Taliaferro and Charles Wallis. In addition to the Virginia contingent (as they called themselves), Hutchins invited McKeon, Adler, Arthur Rubin, R.S. Crane, Norman Maclean, Clarence Faust and Prescott from the University of Chicago and three of McKeon's graduate students !rom Columbia Univero;ity, Paul Goodman, Plochman, and Barrett, to join the Committee. William Gorman and James Martin were invited to attend Committee meetings though they were not made members. The announcement ot the plan lor thrs Committee reactivated the "Chicago Fight". The fact that several of the proposed members of the Committee had faculty appointments at the University made it difficult to shelter the Committee as an independent body. Its financial independence made little difference. The faculty resented what they regarded as nepotism in the choice of members. There were independent insunections in the Humanities Division and in the College. McKeon was defeated in a Humanities Division meeting in which a motion was passed to ask the University Senate to instruct the President that henceforth he would have to consul.! with a whole division, not only a department or a department chairman, if he wanted to appoint anybody in that division. The College faculty passed a similar resolution. Adler wrote to Buchanan, "They see that what Bob is up to is a trick of getting men he wants appointed by hook or crook, and so by hook or crook they are going to stop him." Nevertheless, encouraged by Hutchins to believe that the Committee would be organized regardless of the opposition, the Virginia contmgent came to Chicago in the Fall of 1936. Scott Buchanan resigned from the University of Virginia; Stringfellow Barr, a �REPORT OF THE PRESIDENT TO THE BOARD OF VISITORS AND GOVERNORS 1972 1973 9 �REPORT OF THE PRESIDENT TO THE BOARD OF VISITORS AND GOVERNORS The close of the academic year 1972-1973 brought a change of instructional leadership on both thf campuses of St. John's College. William A. Darkey completed his term of five years as Dean at Santa Fe and now embarks upon a well deserved sabbatical leave. Robert A. Goldwin resigned the deanship in Annapolis as of March 31st to accept a post as Special Advisor to the United States Ambassador to the North Atlantic Treaty Organization in Brussels. Each Dean contributed significantly in his own way to the ongoing intellectual life of the College, and I should like to record my deep gratitude to both for their periods of tireless, thoughtful, and imaginative service. Two ·Tutors filled the interregnum of three months on the Annapolis campus. Elliott Zuckerman became Acting Dean on April 1st but suffered a severe illness in May. At this time, J. Winfree Smith assumed the position until the end of June. Paul Newland, the Provost at Annapolis, commended both men for their performance, which he characterized as "far above and beyond the call of duty." The Provost also expressed gratification at the willingness of members of the Instruction Committee to take on additional responsibilities during this interim three-month period. The President also records thanks to Mr. Darkey for continuing as Acting Dean through the month of July so that the new Dean in Santa Fe might have a brief period of respite before undertaking the responsibilities and duties of his office. Curtis A. Wilson became Dean of St. John's College in Annapolis on July l, 1973, the first choice of the selection committee of Tutors. Mr. Wilson holds the Master's and Doctor's degrees from Columbia University in the History of Science. He joined the St. John's Faculty in 1948 and held the deanship from 1958 to 1962. In 1964 he was part of the initial cadre of Tutors who staffed the new Santa Fe campus. After two years, he accepted a professorship at the University of California in San 10 Diego for personal reasons. Mr. Wilson's return to the College is enthusiastically welcomed by all. It assures wise and firm academic leadership for the years ahead. At Santa Fe, Robert A. Neidorf succeeded Mr. Darkey in the Dean's office on August l, 1973. He relinquished the directorship of the Graduate Institute in Liberal Education in order to do so. Mr. Neidorf's graduate work was in Philosophy at the University of Chicago and at Yale University. He holds a Master's degree from the former and a doctorate from the latter. Mr. Neidorf taught for two years on the Annapolis campus, then left in 1964 for a professorship at the State University of New York in Binghamton. After three years, he returned to St. John's and has been teaching at Santa Fe since 1967. Both Tutors and students share my confidence in his ability to discharge his new responsibilities with distinction. It is clear that both campuses will be in good hands as the new academic year begins this fall. Instruction Mr. Smith, Acting Dean, reports several interesting dev~lopments at Annapolis. Two Tutors, Alfred Mollin and Robert Williamson, .iwere authorized to prepare a. new text of Greek grammar to supplant the present text. The intent is to discover a better way to learn the Greek language than through the memorizing and brute rehearsing of paradigms. From a knowledge of personal endings and of the rules of euphony, the students will be enabled to construct for themselves most verb forms. Parts of the new text have already been put into use with marked success. A new anthology of readings is being prepared to accompany the grammar text and to provide a vocabulary for the reading of Plato's Me no. A new manual for the biology laboratory was prepared during the year by Nicholas Maistrellis and was subsequently approved by the Instruction Committee for me this coming year. A general review �October 1973 concepts emerging from these analyses of data from the numerous disciplines, and which will develop a pattern for use by others desirous of forming such a synthesizing program. and rethinking of the principles governing the laboratory program seems called for, so Howard Fisher will be relieved of part of his teaching assignment to devote time to this reexamination. Fin ally, the Instruction Committee recognized problems in the junior mathematics tutorial arising out of the fact that some students had already studied the calculus. Samuel Kutler was asked to undertake the writing of a calculus text which would seek to resolve this problem. When the full report on the preceptorial is completed, it will be. reviewed by the Instruction Committee to determine whether the program should be continued in 1974. · Graduate Preceptorial Liberal Arts Task Force On the Santa Fe campus, an innovation in instruction was the· trial graduate preceptorial conducted by Charles Bell. Three other Tutors were granted· released time each semester to join a small group of graduate students in the intensive work of the preceptolial. Study focused on two periods of historical transformation: 'hat of the late Medieval into the Renaissance, and that· which generated the revolutionary and romantic ferment around 1800. The preceptorial replaced specialized research with · broadly based reading of original lexts, coupled with an effort to synthesize them both philosophically and historically. The Director reports that an adequate room was "liberated" in Evans Science Laboratory and promptly dubbed "The Culture Lab;" Here, a general humanities reading room was created by drawing on the College Library and the personal libraries of the Director and other Tutors. There were available over 5,000 color slides, all recorded music from the pre-Bach period, texts in the original languages, and translations of both primary and secondary works essential to the study of Western thought and the arts. Participants found the J'receptorial both exciting and fruitful. In a special report, four graduate students urged that the initial experimental year be .expanded into a full-fledged graduate program. They wrote: Funding has been made available by the National Endowment for the Humanities for a promising new instructional venture on the Santa Fe campus. A task force in the liberal arts will be established during the coming year similar lO that at the University of Chicago in 1936-3·7. The overall purpose will be to examine intensively, but without immediate practical pressure. the role and nature of liberal education, from the perspective of 35 years. Not a "self-study" in the ordinary sense of the word, the project will aim at the intellectual improvement of the College. The re-examination will be a systematic free speculation about premises, methods, and materials. Emphasis will be on the unity of liberal .studies. Present investigative trends within the Faculty suggest that the focus might be on the relation of poetry and the language arts to those of the laboratory and mathematics. It seems that the College has been more successful in assimilating to one another philosophy, mathematics, and natural science than at including works of the poetic imagination in the unity. William Darkey has happily agreed to direct the task force. He will devote two months to travel and planning during his sabbatical year so that the principal work of the study can be undertaken during the academic year 1974-75. Working with Mr. Darkey will be Tutors from both campuses who have professional competence in at least one discipline and who have experienced, at St. John's teaching in several of them. Visiting scholars will be included in the endeavor. They will be. chosen for their general awareness of the essential undertaking and their ability to contribute some specialized knowledge. Each will be able to articulate the eleme·nts of his own discipline and to relate it to a unified study of the liberal arts. The College has high hopes for the success of this venture. For many years only a dream, the project now becomes a reality, thanks to the grant from the Nationa! Endowment. As we participating graduate students know from experience, there will long remain available a sufficient number of graduate institutes dedicated to the training of specialists within the various disciplines-specialists devoted to the analysis of the increasing data within those disciplines. What is absent at a time when it is increasingly needed is a graduate program that will perform the synthesis of the 11 �The College The Tutors The intellectual life of the College depends in large measure upon the calibre of the Tutors. The Annapolis Faculty has a larger number of faculty members with long years of teaching in the St. John's Program. Three-fifths of them hold tenure appointments. By contrast, less than half of the Tutors on the Santa Fe campus are tenured. Experience has shown that usually only one out of every three or four new appointees finally achieves tenure at the College. This would seem to reflect adversely on the sele~tion process for new appointments. Yet the Instruction Committee on both campuses devotes long hours to interviewing candidates, to examining credentials, and to arriving at the best possible decisions. The answer apparently lies elsewhere. It has become clear that ways and means must be found to orient new Tutors more effectively at Santa Fe. With a view to accomplishing this, the College included, as part of its application to the National Endowment for the Humanities, several proposals. Approval of the grant now means that all of them can be given effect over the next five years. First, money will be available so that ail new Tutors can be assigned only a two-thirds teaching load. This will enable these men and women to audit classes and to assimilate themselves more rapidly to the St. John's Program. Second, f4nds will be sufficient to provide released time for three of the most senior Tutors on the western campus to serve as archons for the newer Tutors in different subject matter areas. Third, it will be possible to •finance, through the grant, an exchange of Tutors each year between the two campuses. A more experienced Tutor from Annapolis may change places with a more junior Tutor from Santa Fe. Finally, to provide for the continuing intellectual growth of the Tutors, funds will be made available for establishing faculty study groups. These will provide a welcome measure of stimulation and, at the same time, will enable Tutors to explore areas that might subsequently be included in the curriculum. For the coming year, two new Tutors were appointed on the Annapolis campus: Leo Raditsa, who holds the Ph.D. degree from Columbia University in History, and C. Reed Woodhouse a Kenyon College graduate who studied at Keble College, Oxford. Robert S. Bart, John Sarkissian, David H. Stephenson, and James M. Tolbert return following sabbatical leave, while Louis N. Kurs, Hugh 12 P. McGrath, Robert L. Spaeth, and Deborah M. Traynor will be on sabbatical leave. Three other Tutors will be on leave-of-absence: Alvin N. Main, Robert A. Goldwin, and David H. Stephenson. The teaching appointments of Cecil H. Fox and Edwin E. Hopkins are completed. For the academic year commencing in September, the Annapolis Faculty will again number 53, including six part-time Tutors and the seven Tutors on leave. The Santa Fe Faculty experienced a large turnover at the end of June. Harvey L. Mead, lll, Michael K. Mechau, and George N. Stanciu were not granted tenure and left the College. Four other Tutors completed their appointments and left as well: John S. Chamberlin, Edward H. Porcella, Genevieve Townsend, and Lenke Vietorisz. Finally, Mrs. Caroline Richards resigned in order to accompany her husband on an assignment in Chile. For the coming year, Charles Bell and Roger Peterson will be on sabbatical leave, while Dean R. Haggard and Richard B. Stark have been granted leave-of-absence. Mr. Stark received grants from the National Endowment for the Humanities, the International Folk Art Foundation, and the Spanish Government for a year of scholarly study and research in Spain. It is good to report certain strong, mitigating factors whi\'h will work against any serious instabilities resulting from this turnover of faculty. Two senior Tutors return from sabbatical leave, Michael Ossorgin and John S. Steadman. Don B. Cook, who resigned a year ago to accept a position in the Santa Fe Preparatory School, returns to the Faculty. Thomas K. Simpson is transferring from the eastern campus to the western campus. Moreover, three of the new appointees are St. John's graduates who are thoroughly familiar with the College. These are: William H. Donahue, who has just completed his work for the Ph.D. degree in the Histoty of Science at King's College, Cambridge; James R. Mensch, who comes with the M.S.L. degree from the Pontifical Institute of Medieval Studies in Toronto; and Howard Zeidennan, who holds the Master's degree from Princeton University in Philosophy. Another new appointee, Bruce E. Venable, is a graduate of St. Mary's College, where he followed a curriculum quite similar to that of St. John's; The other new Tutors are: Lorna Green, who has the Ph.D. degree from Rockefeller University in Biology and is working toward a second Ph.D. in Philosophy at the University of Toronto; Richard L. Michaud, with a Ph.D. degree from the University of Vermont in Biology and teaching experience at �October 19 73 Webster College; Stephen R. Van Luchene, who has just received the Ph.D. degree from Notre Dame University in English; and Mrs. Lynne M. Hamilton, who holds the Ph.D, degree in English from the University of California, Santa Barbara, and. has had teaching experience there. Finally, Paul D. Mannick, who has completed three years as a Teaching Intern, has now been given a regular, first-year appointment to the Faculty. Patrick Hanson, a Teaching Intern last year, continues for a second and final year, teaching one class and supervising equipment and supplies in the physics laboratories. Mention should be made of an amendment to the College Polity whereby prospective Tutors may apply for and be granted a special first-year appointment and subsequent reappointments on a part-time basis. This legalizes a practice which the College has followed in a number of cases over recent years. Should such a Tutor desire to be considered for a regular appointment, he will be permitted to make application to the Instruction Committee, and part-time service already rendered to the College will be considered on a fractional basis toward eligibility for tenure and sabbatical leave. Note should also be taken of the increase in the scale of compensation for retired Tutors. Five such Tutors emeriti are now on the College's rolls: Ford K. Brown, Wiley Crawford, Simon Kaplan, Jacob Klein, and William K. Smith. John S. Kieffer embarks this year upon his fifth and final post-tenure appointment as a Tutor. The Students At the two Commencements in May, the College awarded its first two degrees summa cum laude to Mark D. Jordan, of Denton, Texas, and to David K. Allison, of Charlotte, North Carolina. This represented a change in the longstanding policy of the Faculty that the highest honor was to receive the Bachelor's degree magna cum laude. It was felt that the former policy might work to the disadvantage of the ablest students in their competition for places and stipends in graduate schools. The Faculty recalled the literal translation of the Latin words, "with highest praise," and affirmed the correctness of such an accolade for the two seniors this year. In all, 96 Bachelor's degrees were awarded, 63 in Annapolis and 33 in Santa Fe. Paul D. Mannick, of Los Angeles, California, was awarded the degree of Master of Arts. Three graduating seniors received Thomas J. Watson Foundation Fellowships: Mark D. Jordan at Santa Fe; and Prudence E. Davis of Whiting, Indiana, and Jan L. Huttner of Livingston, New Jersey, at Annapolis. Duane L. Peterson Scholarships, awarded to a junior on each campus for academic achievement, constructive membership in the college community, and commitment to postgraduate study, went this year to Nelson Lund, of Annapolis, Maryland, and to Alejandro Medina, of Gardena, California. It is noteworthy as well that Anne C. Ray, of Montclair, New Jersey, received a special award from the National Conference of Christians and Jews in New Mexico for her outstanding work as director of the Outreach program under a Title I federal grant. Enrollment reached a record figure of 37 5 on the eastern campus this spring, while the western campus began the year with 260 students and ended it with 246 enrolled. A January class was admitted on each campus, the first such class for Santa Fe. Dean Darkey has expressed some reservations about the plan, largely because of fatigue arising out of intensive work from January through the summer and into the fall of the sophomore year. He also believes that the group is too isolated, especially during the summer semester when very few undergraduates are on either campus. Finally, he notes the pedagogical disadvantage that there is no time available for corrective work should such be needed between the freshman and sophomore year. These observations will be considered by the Instruction Committee to determine whether there should be a change in policy. The following chart shows enrollment on each campus at the opening of the College in the fall and again at the end of the second semester in the spring. Annapolis Men May August Freshmen February Class 61 Sophomores 56 46 38 55 42 38 201 Freshmen January Class Sophomores Juniors Seniors 60 Totals Juniors Seniors Totals 56 Women August 67 May Total August May 128 49 23 32 62 9 50 21 31 105 69 70 118 20 105 63 69 202 171 173 373 375 48 32 20 12 42 5 29 20 12 108 39 25 24 53 9 31 21 24 71 45 36 95 14 60 41 36 148 138 112 108 260 246 II Santa Fe 13 �The College Students and their parents continue to find high fees a real obstacle to a St. John's education. The decision to hold fees steady in Santa Fe, while increasing those in Annapolis from $3,900 to $4,150, did not result in any great flow of students from the eastern to the western campus. It is significant that $226,207 in financial aid through grants and jobs was provided at Annapolis while the even larger sum of $261,654 was expended for this purpose at Santa Fe. Approximately half of all students enrolled received some form of aid. A student employment bureau at Santa Fe turned up jobs worth $9,000 in the community, and developed summer jobs worth $18,000. Elizabeth Goldwin, '74, will continue her good work in running this agency. Admissions Admissions applications for the fall of 1973 followed the downward national trend. As a result, the freshman class in Annapolis numbers only 105 while that in Santa Fe totals 92. It is hoped that this will prove to be a temporary phenomenon, since both Directors of Admissions are convinced that there are at least 500 high school graduating seniors each year· who would be strongly attracted to the St. John's Program. Greater effort will be made this year to enlist the help of alumni of the College and of the Graduate Institute in identifying and interesting able candidates for the Class of 1978. Comparative figures for 1971-72 and 1972-73 follow: Santa Fe Annapolis 1971-72 1972-73 Applications Approved Rejected' . · Withdrawn Deposits Received Enrolled 253 140 44 63 123 123 204 169 24 63 106 105 Catalogues Mailed . Visitors 3,117 319 1971-72 2,241 231 1972-73 257 60 90 107 108 167 136 23 54 89 90 5,118 4,443 177 151 175· The geographical distribution of the Class of 1977 appears in the chart below. (In each case the first figure is for the Annapolis campus, the second for Santa Fe.) Alabama Arizona California Colorado 3 1 Connecticut 5 14 5 22 9 Massachusetts Michigan Minneso·ta Mississippi Missouri 3 2 2 . I - ~ Pennsylvania Rhode Island: Tennessee Texas Virginia 9 I 2 - 12 12 Delaware Dist. of Col. 1 Florida Georgia Illinois s Indiana Iowa Kansas Maine Maryland 17 2 Montana Nevada New Hampshire 2 New Jersey 6 New Mexico Neyv York 13 North Dakota Ohio 4 5 Oregon I 3 3 Oklahom:o~ I 8 2 2 2 w.,h;ngton 2 Wisconsin W. Virginia Afghanistan B. West Indies England Italy Scotland Virgin Islands I 2 The Staff The Provost reports that the year has been most frustrating in many respects. The Annapolis campus suffered a grievous loss in the death of Margaret Lauck former secretary to the Dean, who had just ' been appointed Registrar of the College. Mrs. Lauek' s place was then taken by Mrs. Christiana White, who had been serving as Assistant Director of Development. This transfer, together with the resignation of Mrs. Christine Constantine, '72, graduate intern, aborted the reorganization of the Development Office. The denouement was the resignation of Russell Leavenworth as Director of Development in January. From that point on the Provost assumed personal direction of fund-raising and public relations, completing the year successfully, to his great credit For the corning year, the Development Office will be in the capable hands of William Dunham, whose appointment became effective August !st. Mr. Dunham is a graduate of Carleton College, who subsequently earned a Master's degree at the Fletcher School of Law and Diplomacy. He served in the Foreign Service for two decades and then resigned to become Secretary of Carleton College, with responsibility for its total development program. After nine years, he resigned to join a college management and counseling firm in Washington, D.C. Both the Provost and I have high expectations for the office under Mr. Dunham's leadership. In other personnel changes for the past year, the Provost reports the appointments of Miss Janet Nelson, '72, as curator of the laboratories, replacing Thomas Casey, '71; of Mrs. Carolyn Logan, as secretary to the Provost, replacing Mrs. Barbard Field; of Randolph Campbell, '72, as manager of the Print Shop; of Mrs. Lynne. Calhoun as switchboard operator, replacing Mrs.· lone Moore; and of Mr.s. Nancy Blackburn as secretary to the Registrar m March, replacing Miss Susan Timmerman. For the corning year the Provost has appointed Ray A. Williamson as Assistant Dean, succeeding Geoffrey J. �October 1973 Comber, who returns to full-time teaching following a helpful stint in administrative service. At the request of the administrative staff, the Staff Council was created, to keep members better informed on changing college policies and to constitute a voice to administrative officers on matters of common concern. The Provost and the Treasurer state that the Council has fulfilled its purposes admirably. At Santa Fe a number of new appointments were made, severai of them incident to the change in the deanship. David Jones succeeded Robert Neidorf as director of the Graduate Institute in Liberal Education on June 1. Miss Ellen Gant, secretary to Mr. Neidorf, moved with him to the dean's office arid simultaneously assumed new responsibilities as Registrar, succeeding Mrs. Joyce Ricketts. Mrs. Sue Boyter, former secretary to the Dean, was promoted to the position of director of student aid, since Mrs. Vivian Knight resigned from the College for maternity reasons. Mrs. Geneva Mantelli was appointed Executive Secretary to the President in October, following the resignation of Mrs. Geraldine Foster. One of the most important appointments on the western campus was that of Emery Jennings, who became business manager on May 1, succeeding James Carr. Mr; Jennings came to the College with extensive experience in college business management and financial matters, having served most recently as Treasurer and Acting President of Arapahoe Community' College in Colorado. Ralph J. Quintana was na;,ed Assistant Dean for 1973-7 4, succeeding Mr. Haggard, whci is to be commended for both his fairness and his firmness in dealing with students. Other personnel changes for the new year included the appointment of Mary Branham as Assistant to tlie President and Director of Public Information; the reappointment of Miss Beverly Ross as secretary of the Graduate Institute; the appointment of Mrs. Alice Roybal as cashier, replacing Mrs. Leila Summers; and the appointment of Mrs. Maria Lopez, replacing John Stroud in the machine room. In the library, Mrs. Ruth Haggard resigned because of illness in April and. was succeeded as director of reader services by Miss Tracy Kimball. Mrs. Leona Wright was promoted to be secretary to the Librarian in April, and Mrs. Julie Gaines became typist to the Assistant Librarian in May. For the coming year, a second cataloguer, John Des Rouchers, has been appointed, thanks to the grant from the National Endowment for the Humanities. The Libraries Approximately 2,300 books were added to each library collection during the year under review. Miss Charlotte Fletcher, the Annapolis Librarian, reports the accession of 997 new titles, while 446 volumes were discarded from the collection. Miss Fletcher expresses concern over the five-year increase of some fifty percent in the price of books and urges a greater a!"iocation of funds for'book purchases in each annual budget. This becomes particularly crucial now that the College is no longer receiving the $5,000 annual grant under the Title II Prograin of the Federal Government. · At'.Santa Fe Mrs. Alice Whelan, the Librarian, reports a significant strengthening of the collection in sec.ondary material related to program authors other than the classic Greek and Roman, upon which the library concentrated last year. Work was begun on establishing conventional titles for literature, which will bring together. in one place for the user all editions, versions, and translations of a given work. Richard Stern, Santa.Fe author, continues to give notable leadership to the Library· Associates Committee. Through funds raised at the well-attended series of Book and Author Luncheons, the Committee presented the Library with: La Bible de Jerusalem. the Cambridge Bible Commentary on the New English Bible, the Encyclopaedia Judaica, selected correspondence of Michael Faraday, the works of Edward Gibbon, the Oxford edition of the works of Jane Austen, and the New York Edition of the works of Henry James. Dr. Rudolph Kieve gave a notable collection of Durer prints. And three fine collections of books were received from J. Burchenal Ault, Robert Kohler, and Dr.J oseph J. Jones. As this report is being written, the music collection is moving into its new quarters in the Sternberger-Weis Music and Fine Arts Center. The music library. there will have ample space for the regular and special collections, as well as six listening booths for phono-discs and phono-tapes. The Librarian reports that the Ellsworth Grumman Collection has been completely catalogued and work on the Amelia Elizabeth White Collection is well underway. Cataloguing of the Wilhelm Schmidt Collection will begin in the early fall. The Graduate Institute On August 17, 1973, the seventh session of the Graduate Institute in Liberal Education came to an end with the fifth commencement exercises. A record 15 �The College number of 36 Master's degrees were awarded, bringing to Ill the total number of Institute graduates. This year's Masters came principally from Albuquerque, Baltimore, Chicago, New York, Santa Fe, and Washington, D.C., reflecting the success of the _generous Institute fellowship grants of the Astor Foun~ation, the Cafritz Foundation, the Hoffberger Foundation, the Holzman Foundation, the Henry Luce Foundation, and the Richardson Fund. Robert A. Neidorf and David C. Jones, outgoing and incoming directors of the Institute, join me in expressing the gratitude of the fellowship recipients and of the College to the trustees of each of these foundations. For the fourth and final year, a generous sustaining grant of $45,985 was received on a matching basis .from the National Endowment for the Humanities to support the Institute. This included modest funding for the second year of the high school workshop, the Holzman Foundation providing a matching amount. In the coming year, new underwriting of the Institute and the workshop wilL have to be discovered. Letters from both teachers. and students attest to the value of this annual summer program for the participants. In expressing gratitude to the College, one teacher wrote: "It has been a privilege to attend St. John's and learn und'er many master teachers. I emulate as many of their techniques as possible in the public schools." Another wrote: "I must say that I am very excited by what I have seen here. The experience appears to be changing the course of my life in a very subtle, a very beautiful way." The Alumni Thomas Parran, Jr., Director of Alumni Activities, reports successful involvement of the alumni in counselling seniors, both as to ·graduate schools and as to job opportunities. This appears to be one of the most significant ways .in which alumni can be of service to the College. A second area, .that of-student recruitment, is also of vital importance. It is hoped that more local chapters of the Alumni Associatkm can be established and that each of these will assume a measure of responsibility for interesting guidance counsellors and able prospective students in St. John's. With the exception of the New York chapter, which conducted three seminars and published a monthly newsletter, and with the exception of the Annapolis chapter, which held a monthly luncheon, little alumni chapter activity was 16 evidenced during the year. Perhaps this situation could be changed as the College explains its need for service from the alumni in both admissions and placement. At Homecoming in the fall, Bernard F. Gessner, '27, was elected President of the Association and William W. Simmons, '48, Executive Vice President. Alumni Awards of Merit were given to Miss Miriam Strange, for many years Registrar and now College Archivist, to Paul L. Banfield, '23, founder of the Landon School, and to Myron Wolbarsht, '50, Professor of Opthahrtology at Duke University Medical Center. In alumni elections to the Board of Visitors and Governors, Julius Rosenberg, '38, was re-eleGted for a three-year term, while Thomas E. Stern, '68, was elected to his first term, succeeding Mr. Wolbarsht. This affords the Santa Fe campus its first alumni representation on theBoard. Again this year the Alumni Annual Giving was a part of the 275th Anniversary Fund, the College's major fund-raising drive. Every annual gift counted toward the overall objective of $5 million for the Annapolis campus. In spite of some confusion on this score, the alumni on the Annapolis campus contributed almost exactly $100,000 during the fiscal year. Of this total $37,500 was unrestricted money in the annual giving campaign, $33,650 was for endowment, $I 7 ,I 00 for plant additions, and the balance for other purposes. The College records its thanks to eaclr of the I 47 King William Associates, to each of the 532 other donors, and to the many class captains, telephone volunteers, and committeemen. It was gratifying that the. annual giving exceeded the budgeted goal by several thousands of dollars. The Sternberger-Weis Music and F.'ine Arts Center Construe t.ion was completed in the early summer oh this latest addition to the physical plant in Santa Fe. Designed as a wing of the future library building, the new structure completes all the classroom facilities needed by the College. Most of the furnishings are either in place or on order, so the building will be in full use at the opening of the fall term. The main donor of the center is J~c Holzman, '52, a Visitor and Governor of the College, who gave $300,000 as a memorial to his grandparents, Estelle M. Sternberger and Rabbi J. Max Weis. A grant of $75,000 was helpfully provided by the Kresge Foundation of Detroit, Michigan, while a bequest from the late Flora Conrad of Santa Fe, a contribution of $15,000 from Mrs. Minnette �October 19 73 Holzman for furnishings, and several other gifts completed the financing of the building at approximately $412,000. A dedication ceremony is scheduled for October 13, 1973, to coincide with the next meeting of the Board in the Southwest. The Physical Plants At Santa Fe, noteworthy gifts enlarged the total area of the campus to 310 acres. Mr. and Mrs. John Gaw Meem gave twelve acres of land on the east side of Arroyo Chamisa, while Mr. and Mrs. LeRoy Manuel donated three acres to the north of Camino de Cruz Blanca. An additional nine acres were purchased from the Manuels, thanks to generous donations for the purpose by Mrs. Sallie Wagner and Dr. and Mrs. Edwin Cook, all of Santa Fe. Acquisition of the Manuel land assures an unobstructed view to the north from the College. Finally, Captain and Mrs. C.O. Ward of Santa Fe gave an additional ten acres of land off Old Santa Fe Trail, their third helpful gift of property to St. John's. At Annapolis, a number of campus improvements were made. The Junior Common Room in McDowell Hall was redesigned and new mail boxes were installed, thus greatly relieving the morning mail rush. The two music seminar rooms in the Key Memorial were further insulated and given wall-to-wall carpeting, with gratifying acoustical results. Additional lampposts were installed in the Woodward Hall-Chase-Stone House area, considerably enhancing securitv on campus. The campus has never looked better, thanks to the tireless labor of David W. Tucker, Superintendent of Buildings and Grounds, and his staff. The Treasurer, Charles T. Elzey, expresses two concerns: one as to the costly effect of the Williams-Steiger Occupational and Health Act of 1970 if fully invoked, and the other as to the physical condition of Paca-Carroll House, Randall Hall, and Iglehart Hall. All three will require extensive renovation to restore them to first"class condition. 'I must' express my disappointment that the Board decided not to undertake any major building program on the Annapolis campus at this time. While recognizing the financial hazards in adding more overhead costs to the annual budgets, I had thought that the timing was opportune to take a first major step to implement the I. M. Pei plan for campus development. This plan called for a new athletic center in the western corner of the campus, reconstruction of the present gymnasium as a dining facility, and conversion of the present dining hall and kitchen in Randall Hall into a two-story coffee shop. State legislative leaders had expressed interest in having the proposed St. John's Center designed in such a way that it would not only meet the College's athletic needs, but could serve as the scene for several major state functions each year. I hope that this project can be revived in the next year or so. Future California Campus Agnes, Andrew, and Herman Marks of Salinas, California, made a gift to the College this spring of their ranch, subject to life tenancy. This superb tract of rolling land, some 760 acres in area, lies in the hills west of Salinas about a quarter of the way to the Monterey Peninsula. By terms of the deed, St. John's College must use the land for construction of a campus within a twenty-year period. The Marks have agreed that part of the land could be leased to other educational institutions if not needed by St. John's. The earlier Marks fam:ily gift of some 20 acres above Point Lobos has now been deec!_ed to the State of California by the College. It is an exciting prospect to think that a third St. John's campus may well materialize on the west coast sometime in the next two decades. The necessary conditions would appear to be the cemjlletion of the physical plant and the establishment of a substantial endowment at Santa Fe. Once the Annapolis and Santa Fe campuses are securely underwritten for the future, the College will welcome the appearance of a venturesome donor, or donors, to make the California campus a reality. Meanwhile, I should like to record the appreciation of the College community to the Marks family for their far-sighted and generous philanthropy. Finances The Provost is gratified to report that gifts and grants of $255,090 for current purposes enabled the Annapolis campus to complete the fiscal yearwith a modest favorable balance of $2,940. The College's revenue rose from $I ,980,823 last year to $2,164,551 in the year under. review, At the same time, actual expenditures were $2,161,611, well within the budget figure of $2,192,508. For the coming year, a tentative budget of $2,216,405 has been adapted. This will necessitate raising $231,)55 in gifts and grants to achieve a balanced situation. The Santa Fe campus was not so fortunate. In 17 �The College spite of receiving the munificent sum of $715, 12!i in current gifts and grants, the College closed the year with a substantial deficit of $77,963. It is noteworthy that the western campus actually expended $1,939,790, some $13,000 less than the budgeted figure of $1,952,618. The loss incurred over the fiscal year was charged off against a m.odest reserve fund created by a major gift two and a half years ago. Unfortunately, this leaves only $58,322 in reserve for future operations. The tentative Santa Fe budget for 1973-74 calls for expenditures of $2,074,639, as compared to anticipated normal revenues of $1, i 94,321. This leaves $880,318 to be raised in gifts and grants, approximately $100,000 of which will be covered by the new grant from · the National Endowment for the Humanities. 2'75th Anniversary Fund As the second year of the 27 5th Anniversary Fund campaign ended, Victor Bloede, National Chairman, reported that $2,054,871 had been raised toward the $5,000,000 goal for Annapolis and $6,479,053 toward the $10,000,000 goal for Santa Fe. The most disappointing feature of the drive thus far has been the College's failure to attract more than two major gifts for endowment. The situation is particularly urgent on the western campus where the endowment funds total only $253,556, as compared with $8,699,979 at book value in Annapolis. It is hoped that the third and final year of the drive will result in substantial increments to the College's permanent funds on both campuses. In this connection, J. Burchenal Ault, the Vice President at Santa Fe, deserves special commendation for his painstaking work in creating the St. John's College Foundation Endowment Fund. This instrument, fully approved by the Internal Revenue Service, enables a private foundation to close itself out by gift to St. John's. The funds are then co-mingled for investment purposes with the College's endowment. By verbal agreement with the donor foundation, its wishes as to the application of annual income are given careful consideration for a specified period of years. A tthe end of that period, the College receives the full income earned, as well as the corpus of the fund. The first such gift was received this year, $50,717 from the Los Alamos Ranch School Fund. Endowment for the Humanities. The Foundation voted an outright grant of $388,150 and a supplementary conditional grant of $300,000. The latter will be paid over only if the Endowment receives gifts of half that sum by December 31, 1973. Needless to say, the Vice President and l will make every effort to qualify for the full amount of $688,150. The Endowment's grant will enable the Santa Fe campus to do a number of things which limited budgets have never permitted: released time for new and older tutors to improve the quality of instruction, a regular exchange of tutors between the two campuses, a more rapid rate of library acquisitions, and establishment of a task force in the liberal arts. I should like to record the College's gratitude to the Trustees of the National Endowment for the Humanities. Tutors and students alike anticipate great benefits from the grant. They .also conside• it tangible recognition by the Endowment of the College's accomplishments to date, as well as confidence in its future. The following charts summarize all gifts and grants received on the two campuses during the 1972-73 fiscal year, showing both their sources and their application. Gifts in kind of land, equipment, books, and art objects are not included in these figures. They would add an impressive total. Annapolis Santa Fe 9,526 1 693,302 3,464 99,458 4,140 29,335 135,014 18,682 24,919 15,6HO 3,534 1,483 5,357 198,234 221.814 14,201 ___ ,35',,695 $324,538 $1,189,300 $217,982 295 8,750 $' '543,205 8,173 38,575 84,941 '35,785 67,091 318,530 93,000 Donors $ Board Faculty, Staff Students National Committee Alumni Parents Frie.nds Foundations Corpora tio·ns Government Purposes Unrestricted Library Scholarships Graduate Institute Special Projects Endowment Plant Debt Repayment 28,063 52,246 17,202 $324,538 $1,189,300 In Memoriam Gifts and Grants The largest grant recorded during the year was the welcome five-year commitment from the National 18 It saddens me to record the deaths last December of two men who served with distinction and devotion on the Board of Visitors and Governors. �October 1973 Mark Van Doren and Bromwell Ault. Mr. Van Doren, poet, critic, and teacher, was a regular lecturer at St. John's College. He was an Honorary Fellow of the College and also Honorary Co-Chairman of the 275th Anniversary Fund. Mr. Ault, businessman, churchman, and philanthropist, had been Chairman of the Board of Visitors and Governors and was an honorary member at the time of his death. It pleases me very much that his son, Burchenal Ault, Vice President of the College, has established the Bromwell Ault Scholarships on the Santa Fe campus in tribute to his father. The College has lost two great and loyal friends. They will be sorely missed. * * * Let me conclude on a personal note. First, I am pleased to report that the Governor of the State has seen fit to reappoint me for a second four-year term as Chairman of the Maryland Commission on the Capital City. Members of the Commission include the Lieutenant Governor, the President of the Senate, the Speaker of-the House, the State Senators from Anne Arundel County, the Director of State Planning, the County Executive, the Mayor of Annapolis, the Superintendent of the United States Naval Academy, and three other appointed citizens. The Commission is responsible for coordinating the plans for growth of the State, County, and City Governments, as well as the Naval Academy. We are also charged with preserving the distinctive character and atmosphere of Annapolis as the State's capital city. My role keeps me abreast of all developments which might affect St. John's College in any way. It also affords me excellent working relationships with officials of all the government agencies at the State, County, and City levels. Finally, I wish once again to thank each Board member for giving so unselfishly of his time, his energy, his counsel, and his substance in support of St. John's College. No college president has ever had a finer and more devoted Board to work with. I shall continue to sing your praises. Richard D. Weigle President Santa Fe, New Mexico August 31, 1973 19 �;l 0 "" " (') .." St. John's College Annapolis, Maryland Comparative Balance Sheet, "July 1, 1972- June 30, 1973' 0 ii' ASSETS UABIUTIES AND FUND BALANCES 1973 1972 CURRENT FUNDS Unrestricted C~h Investments- at Cost ' 44,026 157 ' 67,264 157 5,094 8,747 16,769 Accounts Receivable Due from St. John's College Santa Fe 16,339 8,760 14,152 19,376 26,595 Other Receivables Deferred Expenses Bookstore Inventory 126,169 ' 130,380 c~ Investments- at Cost 7,014 840 278,230 286,084 Total Current Funds ' 412,253 ' ' ' Fund Balances 9,604 840 284,827 c~h Total Cunent Funds 425,651 13,011 731 ' $ 130,380 ' ' 286,084 ' 295,271 286,084 ' 295,271 s 412,253 $ 425,651 ' 159,191 15,585 ' 164,852 14,164 $ 174,776 !__ 179,016 230 56,279 31,487 14,590 LOAN FUNDS Federal Adv.ances for NDS Leans Fund Bal~ce s 126,169 23,583 295,271 LOAN FUNDS Student Loans Receivable· National Direct Student Loans 27,940 1,574 60,133 23,073 17,660 $ Restricted Due to Other Funds ' ' ' -- 29,113 Restricted Loans Receivable llnrestricted Accounts Payable Due to Other Funds Student Advance Deposits Deferred Income Reserve for Future Operations 1973 1972 CURRENT FUNDS 5,336 601 Total Loan Funds 173,079 161,034 ENDOWMENT FUNDS Total Loan Funds ' 174,776 $ 30,354 6,288 159,117 1,265,594 s 179,016 ENDOWMENT FUNDS c~ 79,354 7J6I,370 45,914 5,863 162,938 1,]7:!,594 94,330 40,620 7..307,839 $ 8,703,097 s 8,830,098 Friedland Student Loans Faculty Home Loans Santa Fe Campus Note Other Investment Cash Account Investments- at Cost Total Endowment Funds $ 1,0!0 PLANT FUNDS c~ lnvestmenta- at Cost Land and Campus lmpn;wement Buildings Equipment Lap.d and Iinprovemen t California Property ' 325 79,158 375,677 5,373,537 394,221 ' 75 919 375,677 5,516,154 394,221 -- 584,000 Total Plant Funds $ 6,222,918 $ 6,871,046 Total Funds $15,5!3,044 $16,305,811 Principal, Unrestricted as to Income Principal, Restricted as to Income ReseiVations of Profits- Sale of Securities Un~xpended Income lnvestmen 1 Funds Held for Santa Fe Campus Total Endowment Funds $ 7,530,057 972,207 $ 7,559,780 996,2!8 199,885 948 143,981 (211) -- 130,330 $ 8,703,097 $ 8,830,093 PLANT FUNDS Due to Other Funds Investment ln Plant Unexpended Plant Funds ' -6,143,435 79,483 ' 42,026 6,828,026 994 Total Plant Funds $ 6,222,918 $ 6,871,046 Total Funds $15,513,044 $!6,305,81] �St. John'sCollege Santa Fe, New Mexico Comparative Balance Sheet. July 1. 19T2- June 30, 1973 LIABILITIES AND FUND BALANCES I972 CURRENT FUNDS !973 ASSETS 1973 1972 CURRENT FUNDS Unrestricted Cash Investments- At Cost Accounts Receivable Prepaid Expenses Bookstore Inventory 38,480 16,340 11.747 5!,072 21,629 65.773 56.262 2.870 78.159 21.694 $ 139,268 $ 224,758 42.1:.2 174,388 234 5 Ll60 216.510 10,000 15,984 16,769 ]9.63! 75.987 897 _ _J8,32~ 139.268 51.394 355,77/1, Unrestricted Note Payable Accounts Payable Due to Annapolis Campus Due to Other Funds DefeneU Income Reserv~ for Future Operations $ 224,758 18,962 16,339 33,103 98.032 276.152 Restricted Fund Balances c~h Investments· At Cost Total Current Funds s 216.510 ---- ~ $ 216.510 Restricted 51,394 ~ -~76,152 -- $ 155,600 28,606 s 170,459 28,625 ---- s !84,206 $ LOAN FUNDS Total Current Funds Federal Advances for NOS Loans College Loan Fund Balance LOAN FUNDS c,;, 19,978 !.GOO 149,701 27.232 U73 12.740 1.000 144.064 26.402 United Student Aid Deposit National Direct Student Loans Other Student Loans Due from Current Fund Total Loan Funds Liability under Agreements Total Loan Funds s 184,206 $ Total Life Estate Funds s 207.125 s 207J25 ---- $ 202.950 ---$ 202,950 ---- ENDOWMENT FUNDS 125.876 1.428 252.128 !35,757 Investments- At Cost $ 202,950 $ 207,125 $ 202,950 END0Wfi.1ENT FUNDS Fund Balance Total Endowment Funds $ 135,757 s $ 135.757 $ 253,556 253,556 $ 253,556 9,881 c~ 5 207.125 199.084 ------------- Total Life Estate Funds LIFE EST ATE FUNDS Due from Other Funds I99,084 LIFE ESTATE FUNDS PLANT FUNDS Total Endowment Funds $ Note Payable $ 2.154 Loan Payable to Annapolis Campus Dormitory Bonds -Series 1964 Series 1966 Due to Other Funds Net Investment in Plant Unexpended Plant Funds 2,154 1,265,594 824,000 840,000 I87 .494 1,038 185,226 !54,479 314,024 5,403,448 472,567 116,969 9,625 119,244 !87,25 I 504,777 5,842,7i6 499,324 118,163 13,334 Total Plant Funds $6,647,75! $7,28!,160 Total Funds $7,530,617 $8,212,90: 154,479 1,172,594 810,000 825,000 184,354 3,932,592 !87,251 Total Plant Funds $6,647,751 $7,281,160 Total Funds PLANT FUNDS Cash Investments Bond Sinking Fund Investments Land and Campus Improvements Buildings Equipment and Furnishings Library Books Due from Current Funds S7,530,617 $8,212,902 ---- 3,187,766 ?? s r:r ~ <.0 ..... "" ..... "' �The College ST. JOHN'S COLLEGE Annapolis. Maryland Santa Fe, New Mexico CONDENSED STATEMENTS OF REVENUE AND EXPENDITURES Fiscal Years Ended June 30, 1972 and 1973 SANTA FE ANNAPOLIS REVENUES 1971-1972* Educational and General Tuition Endowment Income Gifts and Grants Graduate Institute Grants State of Maryland Grants Miscellaneous Totals Student Financial Aid Auxiliary Enterprises Bookstore Dining Hall Dormatories Totals Total Revenues 1972-1973 1971-1972 1972-1973 $ 902,135 414,987 225,327 $1,027,309 419,357 217,135 $ 640,126 5,122 673,744 90,584 $ 756,446 7,166 550,134 112,682 23,500 25,099 $1,591,D48 22 ,500 43,733 $1,730,034 34,890 $1.,444,464 45,206 $1,471,634 89,079 $ 105,014 $ $ 45,324 $ 52,310 38,850 154,059 144,974 $ 337,883 $ 48,486 166,031 128,773 $ 343,290 $ 53,091 168,486 147,380 $ 368,957 $ 36,147 137.163 120,816 $ 294,126 $ $2,023,417 $2,204,005 $1.783,916 $1,861,827 $ 289,207 158,007 829,179 $ 290,397 168,280 900,038 19,194 343,618 $1,639,205 20,261 375,469 $1,751,445 $ 213.148 145,674 566,277 151,110 27.160 186.022 $1,289,391 $ 186,460 140,392 651,528 164,681 27,450 186,235 $1,356,746 $ 33,975 89,889 109,303 $ 233,167 $ $ 279,381 9,894 41,555 330,830 $1,939,790 EXPENDITURES Educational and General Administrative General Instruction Graduate Institute Student Activities Operation & Maintenance Totals Auxiliary Enterprises Bookstore $ Dining Hall Dormatories (Debt Service) Totals 49,550 148,950 $ 54,197 149,407 $ 198,500 $ 203,604 $ 196,748 $ 246,016 $ 196,748 $ 246,016 $ 189,348 16,369 52,295 $ 258,012 Total Expenditures $2,034,453 $2,201,065 $1,780,570 Excess Revenue or (Expenditures) $ 36,942 105,857 109,415 $ 252,214 Miscellaneous Student Financial Aid Federal Programs Capital Appropriations Totals (II ,036) $ 2,940 $ 3,346 $ *These figures differ slightly from the printed figures ill ·last year's Report of the President. which omitted current restricted funds. 22 (77 ,963) �ALUMNI MEMORIAL ENDOWMENTS' $ Granville Q. Adams, 1929 Charles Edward Athey, 1931 William C. Baxter, 1923 ST. JOHN'S COLLEGE Annapolis. Maryland PERMANENT ENDOWMENT FUNDS, June 30. 1973 A.E. Mellon Gift of Donor Foundation Matching-Gift $ 3I3.432 $ Total Fund Principal TUTORSHIP ENDOWMENTS' -- I ,989,953 I50,2I6 2,679,845 500,000 150.000 $2.453,60I Richard Hammond Elliott, 1917 Andrew E. Mellon Foundation Grants Addison E. Mullikin, 1895 Arthur de Talman Valk, 1906 5 3I3.432 2,679,845 2,489,953 300,216 $3.329 .H45 55,783.446 - SCHOLARSHIP ENDOWMENTS' I5,000 $ $ Annapolis Self Help 25 .ooo George M. Austin, 1908, Memorial 7,500 WalterS. Baird, 1930 3.070 Chicago Regional 8,672 Class of 1897 87,933 Class of 1898 I3.705 Dr. Charles Cook 135 Corp. George E. Cunniff,lll, 1930 35.429 Faculty 25,025 John T. Harrison, 1907 I50,250 Richard-H. Hodgson, 1906 42,787 Alfred HouSton, 1906, Student Aid 500 Houston Regional 36,000 Jesse H. Jones and Mary Gibbs Jones 36,648 Robert E. and Margaret Larsh Jones, !909 6,445 Arthur E. and Hilda Combs Landers, 1930 22,685 Massachusetts Rl!gional 30,262 Philip A. Myers, II, 1938 26,000 Oklahoma Regional 6,265 Thomas Parran. 1911, Memorial 560 Pittsburgh Regional I2,500 Readers Digest Foundation 7,056 C).ifton A. Roehle 3,58I Murray Joel Rosenberg Memorial Hazel Norris and 0. Gmham 3,664 Shannahan, 1908 3,668 Clarence Stryker 1,552 Frederick J. Von Schwerdtner 9,743 Richard D. Weigle N v.> $ 62I ,635 $ I5.000 25,000 5 3,070 -- -- I35 2.359 20.025 I50.250 2,500 500 36.000 --- - 22.685 9,000 26,000 560 ---- 3,664 7 ,ORI I.552 I7 .I 10 3,4I3 -7,367 323,864 30,000 50.000 7,500 6.I40 8,672 87.933 I3.705 270 37,788 45,050 300,500 45.287 I,OOO 72.000 36.648 6,445 45.370 39,262 52.000 6.265 I,I20 I2.500 7,056 3.58I $ 945.499 $ 249.983 $ $ ·- 125 625 1,000 1.100 6.425 25 600 Drew H. Beatty, 1903 125 Dr. William Brewer, 1823 855 Frederick W. Brune, 1874 2.638 Henry Duvall Chambers, !905 1,000 Henry M. Cooper, Jr., 1·934 58.683 Walter I. Dawkins, 1880 3)515 Robert r. Duer, Jr., 1921 1.135 In Honor of Dr. Philip Edwards, 1898 2.000 Joseph W. Fastner. Jr.. 1960 500 Allen Lester Fowler. 1915 I6.556 Edna G. and Roscoe E. Grove. 1910 40 Charles W. Hass, 1927 658 Dr. Amos F. Hutchins. 1906 !00 Clarence T. Johnson. 1909 !00 Clifford L. Juhnson, 191 I Helen B. Jones & Robert 0. Jones. 1916 I8.357 200 Jonathan D. Korshin, 1966 200 Oliver M. Korshin, 1963 Dr. W. Oscar LaMotte. 1902 5 .!40 J. H. E. Leg:g, 1921 23,223 I,020 William Lentz, \912 5,000 Leola B. and Thomas W. Ligon.l916 325 CoL Harrison McAlpine. 1909 James McClintock.l965, Prize Fund 466 Vincent W. McKay. 1946 20.800 Robert F. Maddox, 187 6 650 William L. Mayo. 1899 !2.2I9 Ridgley P. Melvin,l899 !00 Wm. S. Morsell, 1922. Athletic Fund 5.000 John Mullan. 1847 !0.000 5,533 Walter C. My lander. Jr .. 1932 H. Keith Neville.l905 I,OOO Dr. John Newstadt, 1939 I.I09 Blanchard Randall. 1874 85I 7(12 Susa.n Irene Roberts. 1966 Leroy T. Rohrer. 1903 IOO Harrison Sasscer, 1944 4.550 C. H. Schoff, 1889 500 Henry 1-". Sturdy. 1906 28.633 Rev. Fnoch. H. Thompson.l895 3.000 John T. Tu.:ker. 1914 2.500 Dr. Robert S.G. Welsh. 1913 125 Dr. \Villis H. \Vhitc, 1922 625 Amos W. W. \Voodcoek, 190} 2,000 1,100 6,425 25 800 250 I ,362 2.638 2,000 58.683 3,850 2,120 2.000 1.000 I6.556 40 I ,29I !00 100 25.920 200 200 5,140 23,223 2,040 5,000 650 466 20,800 650 12,2I9 200 IO,OOO 20,000 5,533 2.000 1,!09 I ,I81 702 200 4.550 I,OOO 28,633 6,000 2.500 250 I ,250 3,000 34.973 $ 284,956 $ - 200 125. 507 1.000 335 985 - 500 633 -- - 7,563 - - I.020 - 325 !00 5,000 IO.OOO I.OOO 330 IOO 500 3,000 0 " 0 ~ STUDENT LOAN rUND ENDOWMENTS' George Friedland John David Pyle, 1962, Memorial $ 23,660 5,589 $ 20,000 1,470 $ 43,660 7,059 $ 29.249 $ 21,470, $ 50,719 o" ... " ...., "' "' >-' �;l "' C'1 !l: OTHER ENDOWMENTS: Hertha S. and Jesse L. Adams $ 60,000 Concert Fund 355 Alumni Memorial Book Fund Charles Edward Stuart Barton 500 Memorial Library Fund 308 Philo Sherman Bennett Prize Fund 25,000 Benwood Foundation Library Fund 20,200 George A. Bingley Memorial Fund 5,770 Scott Buchanan Memorial Fund Helen C. and George Davidson, Jr., 1916 21,025 10,000 The Dunning Memorial Fund 3,000 Fund for Tomorro'w Lectureship 78 Floyd Hayden Prize Fund Joseph H. Hazen Foundation 1,000 Lectureship Fund Mary Safford· Hoogewerff Memorial 31,683 Library Fund Margaret Lauck Memorial Library Fund 789 Library Fund 560 Monterey Mackey Memorial Fund 600 Emily Boyce Mackubin Fund . ......... Ellen C. Murphy Memcr.iai Library Fund 1,500 Kate Moore Myers :.andscaping Fund 124,349 The Jack Wilen F< undation Library Fund 1,000 in Memory of Murray Joel Rosenberg Henry H. and Cora Dodson Sasscer Newspaper Fund 1,500 Adolph W. Schmidt Fund 15,628 Richard Scofield .lv.i.(;morial Fund I ,368 Mrs. Blair T. Scotts Memorial Prize Fund 518 Kathryn Mylroie Stevens Memorial 1,250 Prize Fund Charles Eddy & Eugene V. Thaw, I947 Lectureship Fund 15,900 Elma R. and Charles D. Todd Memorial Library Fund 19,500 Millard Tydings Prize Fund 1,000 Clara B. Weigle Memorial Library Fund I ,196 Daniel E. Weigle and Jessie N. Weigle Memorial Fund 2,500 Victor Zuckerdandl Memorial Fund 19,325 Alumni Endowment 206,326 General Endowment 526,724 - $ 60,000 - - 25,000 - - 3,000 25 $ 120,000 355 500 308 50,000 20,200 5,770 21,025 10,000 6,000 103 - 1,000 - 31,683 789 960 600 75,192 3,000 124,349 400 - -~ ,..;._~·- 1,500 - 1,500 15,628 1,368 518 - 1,250 - 15,900 I9,500 - -- SCHOLARSHIP ENDOWMENTS Helen and Everett Jones Fund Readers Digest Foundation Nina Otero Warren Memorial Fund General Scholarship Fund 39,000 I,OOO l,I96 186,309 - 2,500 19,325 392,635 526,724 $ 295,734 $ 60,000 10,000 1,875 4,537 $ 76,412 LIBRARY ENDOWMENTS. Emlen Davies Fund Angeline Eaton Memorial Fund Nina S. Garson Memorial Fund Duane L. Peterson Memorial Fund Victor Zuckerkandl Memorial Fund Memorial, Honor and Life Membership Funds 1,000 - ~ ~ SANTA FE ENDOWMENT FUNDS, JUNE 30, 1973 $ I ,118 1,150 2,000 800 1,000 31,171 $ 37,239 OTHER ENDOWMENT: Bromwell Ault, Sr., Memorial Fund Henry Austin Poetry Fund Fletcher Catron Memorial Fund Margo Dawn Gerber Prize Fund Elizabeth R. and Alvin C. Graves Memorial Fund Margaret Milliken Hatch Fu!J.d Frank Patania Memorial Fund Winfield Townley Scott Memorial Fund E. l. "Tommy" Thompson Memorial Fund Millard E. Tydings Prize Fund Clare B. Weigle Memorial Fund Jessie N. and Daniel E. Weigle Fund Other Funds $ I,037 5,500 1,300 I ,I41 8,881 35,000 3,341 2,535 I ,865 1,000 4,7I3 2,500 20,375 $1,49I,378 - $ 89,I88 $I,I95,644 Total Andrew W. Mellon Foundation Grants Reservation of Profits Sale of Securities $ 143,981 $ Total Endowment Principal $4,694,093 $4,005,886 FOUNDATION ENDOWMENT FUND: $4,005,886 Los Alamos Ranch School Fund - $ 143,981 $8,699,979 $ 50,717 Total Endowment Funds $253,556 �October 1973 bit more cautious by nature and less enthusiastic about the project, took a year's leave of absence. The Committee convened in O~tober. It included Buchanan, Barr, their two graduate students, Adler, Rubit•, McKeon, and McKeon's three students from Columbia. Because Buchanan was less controversial, having had little previous conn~Gtion with University affairs, and because he had agreed to become a pennanent member of the Committee, he was made the Director. He immediately encountered the persisting hostility first provoked when the Committee was proposed, and each attempt on Buchanan's part to clarify the status of the Committee only made matters worse. As Buchanan complait1ed to Hutchins, "The Committee must have an authorization of its status and function fitting to its single-minded end and aim. The possibility of a decision to stay depends on this and this alone ... 1 don't think there is any hope of getting the job done or even underway unless the Committee has orders from you that cannot be ~ountermanded or shaved down, or diverted by other academic powers and authorities." After the first few meetings, however, it became clear that there were problems internal to the Committee which equalled and in the end proved even more destructive than the external oneso The Committee reunited the New York threesome. They had seen e<.\Ch other during the intervening six years, and had sent each other manuscripts for comrnent and revision. Disagreement about the nature and interpretation of the arts had often arisen during these interchanges, but they had found the arguments fruitful and <c:<citing. The disagreements that now emerged, however, itad a less happy issue. Their differences became overwhelming; every decision became a struggle and every discussion a battle. Although they still shared a deep concern for and commitment to their project, they seemed capable of agreeing only on the importance of agreement. The first argument was about procedure. McKeon urged the Committee to approach the search for a curricu .. Jum by beginning with the problems of the modern university. Buchanan and Adler advocated the reading and discussion of a number of texts. The matter was put to a vote and McKeon was outvoted. They next disagreed about which text to read. Adler urged them to read something by St. Thomas. But they voted to read something by Aristotle. They then argued about which Aristotelian text to read. McKeon said he preferred "something weighty like Aristotle's Metaphysics or Analytics." Buchanan wanted to read Aristotle's Poetics and Physics. Each maintained that his choice better exemplified subject matter and method in the application of the liberal arts. They voted to read the Poetics and the Physics and to use the Oxford translations of these texts. Adler did not know Greek; McKeon and Buch&nan Jiad different degrees of competence. These differences provided fuel for the next conflagration. The next two meetings ended "not merely in explicit disagreement, but in passionate outrage, each at the other's distortion of the text." The disintegration of the group was progressive. After their first three meetings, they decided to arrange a tmce and to disband the Committee. Adler and McKeon met separately to discuss A1istotle and Aquinas. They encountered the same problems, and after two meetings, this endeavor was abandoned. Adler then decided to read and discuss the Physics with students at the University. McKeon, with his members of the Committee (Goodman, Banett, and Plochman) and with other people from the Division of the Humanities, established a research team. Barr, Buchanan, Rubin, Taliaferro, and Wallis reconstituted themselves as a separate group but retained the name of the Committee on the Liberal Arts. At the insistence of Dean McKeon, and with the advice of the Divisional Committee on Policy, Buchanan's Committee was removed from the Humanities Division and made advisory to President Hu tchi.ns. The Committee met semi-weekly and discnssed the texts on the Virginia list. Committee members wrote reports on the contributions of the various authors to the liberal arts. (It was in the course of preparing one of his reports for the Committee that Stringfellow Barr finally capitulated to the idea of the liberal arts. Barr was converted by his study of Euclid. "l who had thought, when l determined to join the Committee," that the mathematical material would offer the maximum difficulty (since l had no 'bent' for mathematics) found Euclid my principal guide." In the Spring of 1937, Barr officially resigned from the University of Virginia and cast his lot with the liberal artists.) The truce did not mean that they abandoned the battle. McKeon, Buchanan, and Adler each read more of Aristotle. When they met, it became clear that underlying their disagreements about translation were deeper philosophical differences. Buchanan explained their differences as follows: For Adler, Aristotle's Metaphysics was and has continued to be, as his friend 25 �The College Maritain has said in his Introduction to Philosophy, the revelation of truth to the natural intellect. McKeon and I would see in this the effect of the use of St. Thomas as a lens in the reading of the Oxford translation. For McKeon, Aristotle is the father of the sciences, and as such, he uncovered the categmies and formulated the methods for each subject-matter and discipline; there are different methods for different subject-matters and there is only confusion in finding common methods and subject-matters. Adler and I see a somewhat arbitrary postulation of the first principles of a history of thought in this position, I am fascinated by the dialectical processes by which Aiistotle arrives at his extraordinary insights, but I shall not be satisfied until! can master the dialectic and arrive at further insight that will throw more light on the modem problems, particularly in mathematics, that neither Adler nor McKeon thinks necessary. It is difficult at first to understand why these differences in philosophical position became so important and incapacitating. But, as Buchanan has pointed out, although "these philosophical positions ... are no more important than any other scholastic prejudices so familiar in the profession, ... in terms of the common task to find the intelligibilities that would make good teaching possible they all seem highly relevant and their incommensurability rather tragic." Although Adler, Buchanan and McKeon agreed on the nature of the problem to be resolved and on the necessity to restore the tradition of the liberal arts, they disagreed about what to study, about how to read, how to interpret, and how to teach the tradition. Each had acquired through his own learning and teaching his own attitude toward learning and his own method of philosophizing. To pursue their common goals, they had to go their separate ways. The Road to Annapolis Shortly after the Committee on the Liberal Arts disbanded, Scott Buchanan attended a conference at the Virginia Theological Seminary. Francis Miller, the Executive Secretary of the National Policy Committee, was also present. Buchanan and Miller had been Rhodes Scholars at Oxford together, and they 26 used their free time between sessions to become reacquainted. It was dming one of these betweensessions conversations that Miller told Buchanan about St. John's College. Miller had recently been persuaded to join the College's Board of Visitors and Govemors by his friend and associate at the National Policy Committee, Richard Cleveland (son of Grover Cleveland). The College was in a deep tangle of troubles, financial, intellectual, and moral. The crash of October, 1929 left the College with a debt under which it was still reeling. Three presidential administrations followed each other rapidly and unhappily. Debts increased. The College had lost its certification. The student body had diminished considerably. Both Miller and Cleveland were of the opinion that a new educational idea was the only thing that would save the College. They thought it would be wise to define the educational policy of the College first and make all later decisions in the light of that policy. Buchanan told Miller about the Virginia Plan and about what he and Barr had been doing on the Committee on the Liberal Arts. Miller was quickly convinced that Buchanan might have the idea St. John's College needed. After a series of long conversations and consultations with the rest of the Board of Visitors, consultations in which Buchanan and Barr and also Hutchins, Adler, and Rubin took an active part, Barr and Buchanan decided to move to Annapolis and to try to rehabilitate St. John's College in accordance with the general proposals of the Virginia Plan. In June of 193 7, the Board of Visitors appointed Stringfellow Barr President of the College. Scott Buchanan became the Dean and Head of Instruction. Catesby Taliaferro and Charles Wallis were given faculty appointments. Robert Hutchins joined the Board of Visitors and Mortimer Adler" was appointed Visiting Lecturer in the Liberal Arts. At last, the seeds of a College of the Liberal Arts and Great Books found fertile soil and rooted in Annapolis. This article was adapted for The College from the thrd chapter of Radical Conservatives for Liberal Education, an unpublished Ph.D. dissertation {The Johns Hopkins University, 1973). The dissertation traces the efforts of Mortimer Adler, Scott Buchanan, Richard McKeon, Robert Hutchins, and Stringfellow Barr to reform ·higher education in America by reviving and reconstructing the traditional liberal arts. Earlier chapters explore the beginnings of the Movement and its principles and ideals. Later chapters discuss the Hutchins College at the University of Chicago, the Great Books program for adult education, and the early years of the New Program at St. John's College. Amy Kass teaches in the Evening College at Johns Hopkins University. �October 1973 NEWS ON THE CAMPUSES LEO STRAUSS 1899-1973 Leo Strauss died in his sleep on October 18. The world of learning lost a seminal thinker in political philosophy and a great teacher; St. John's College lost an old friend and its first Scott Buchanan Distinguished ·Scholar in Residence. He had been with us in Annapolis since 1969. There will be more about his life and work in the next issue. DUNHAM NAMED DEVELOPMENT DIRECTOR William B. Dunham, a retired State Department .and Foreign Service officer, on August 1st assumed duties as director of development in Annapolis. There he will oversee the program of development, fund raising, alumni activities, and fund raising. Mr. Dunham came to St. John's from a position as senior consultant and member of the Washington, D.C. firm, Douglas Trout Associates, Inc., consultants in higher education. Prior to joining that firm, he served for nine years as vice president and secretary of Carleton College, Northfield, Minn. From 1943 to 1963, Mr. Dunham served in the Department of State and the Foreign Se1vice. His last tour of duty was at the Pentagon in Washington, where he was on the staff of General Cmiis E. LeMay, chief of staff of the Air Force. This was a special assignment under the first State/Defense exchange prqgram. For five years prior to this special assignment, Mr. Dunham had been first secretary and chief of the political section of the American Embassy, The Hague, Netherlands. He also served as chief of Swiss-Benelux Affairs; assistant chief of French-Iberian Affairs; and senior desk officer for Spain and Portugal, where he was responsible for all aspects of U.S. relations with the two countries from 1947 to 1953. For his outstanding work Mr. Dunham received the Department of State's Meritorious Service Award and the Department of the Air Force's Excepti>mal Service Award. A graduate of Carleton College, Mr. Dunham also attended the Fletcher School of Law and Diplomacy in Medford, Mass., where he was awarded the M.A. degree in 1943. Mr. Dunham is married to a professional pianist and teacher, and he and his wife have a daughter, three sons, and two grandchildren. EXHIBIT OF AMERICAN DRAWINGS IN SANTA FE An exhibit entitled "Twentieth Century American Drawings" was featured in the Peterson Student Center in Santa Fe from September 9th through October 7th. Organized by the University of Utah Museum of Fine Arts, the exhibit consisted of sixty-six drawings by several dozen artists. The works are from the collection. of Mr. Edward Jacobson of Phoenix, Ariz. Mr. Jacobson, a member of a prominent Phoenix law firm, has been collecting all his life, and is widely known as a discerning collector and patron. Artists represented in the collection include: Childe Hassam, Alexander Calder, Walt Kuhn, Peter Hurd, Hyman Bloom, Robert Henri, Peter Max, Gaston Lachaise, Fritz Scholder, Leonard Baskin, Philip Pearlstein, Paolo Soleri, lsamu Noguchi, Larry Rivers, Phillip Guston, and Paul Jenkins. 27 �The College English from Kenyon College. He has been studying under a fellowship at Keble College, Oxford University, toward a second bachelor's degree. In other changes, David E. Wilkinson, recently retired from the U.S. Army, has been appointed assistant business manager. James E. Grant, business manager, will be on leave of absence this year to complete requirements for his degree in accounting at the University of Baltimore. Grant, a former student at Gettysburg College, has been attending night school for the past five years. DANFORTH FELLOWSHIPS The 1973 graduating class of the Graduate Institute in Liberal Education. Smaller representations carne SUMMER INSTITUTE from Washington, D.C.: Mary Alice GRADUATES FIFTH CLASS The Graduate Institute in Liberal Education, in its seventh summer session, had an enrollment of 134, and awarded the degree of Master of Arts to 36 students from eight states, the District of Columbia, and Canada. Members of this year's graduating class, the fifth since the Institute was started in 1967, included: from New Mexico: Kenneth A. Betzen, David F. Gonzales, Lee Hirst, Mary E. Lane, Mary F. Magnuson, Sue Martin, Jan Mecagni, and Ann Yeck. From Maryland: June B. Chapman, Dawn G. DeForrest, Virginia Frommoethelydo, William J. Jenkins, Alice B. Morgan, Gwendolyn R. Morgan, and Paul N. Smith. From California: Ralph C. Cox, Sister Sharon Cox, James Farley, Dalton M. Fogle, Robert D. Graun, James A. Mahoney, and Jack L. Nolen. 28 Brooks, Constance B. Liser, and Thelma E. Robinson; from Illinois: Norma Cotton, Raissa Landor, and Elizabeth R. Shaw; from New York: Yvonne M. Davis, Sylvia R. Green, and Mozell Morris; and from Virginia: Frazier L. O'Leary and George Schloss. From Texas carne Joe B. Brooks, from Colorado Diana W. Kinsey, and one graduate, Mary Jean Bell, carne from Canada. FACULTY AND STAFF CHANGES IN ANNAPOLIS Two new tutors are teaching in Annapolis this year, Leo F. Raditsa and C. Reed Woodhouse. The appointment of Mr. Raditsa, a 1956 graduate of Harvard and holder of both M.A. and Ph.D. degrees from Columbia, was announced in the April issue. Mr. Woodhouse is a 1970 summa cum laude graduate in The Danforth Foundation recently announced the tenth annual competition for its Graduate Fellowships for Women. The objective of the program is to find and develop college and secondary school teachers among American women whose preparation for teaching has been postponed or interrupted for a continuous period of at least three years. In general, the Fellowships are intended for women who no longer qualify for more conventional fellowship programs or whose candidacy in such programs might be given low priority. , Thirty-five new Fellowships may be awarded each year, and are renewable annually provided certain criteria are met. The appointments are available to women who hold bachelor's degrees from accredited colleges and universities in the United States. There are no upper or lower age limits. Recipients are expected to undertake full-time teaching upon completion of their degrees. Among the criteria for selection are: (I) a strong undergraduate record; (2) evidence that the candidate's intellectual curiosity and �October 1973 vitality have smvived her years of separation from an academic environment; (3) an .indication of strong motivation for graduate work and for teaching. For more complete information write: Director Graduate Fellowships for Women Danforth Foundation 222 South Central Avenue St. Louis, Missouri 63105 LUCE SCHOLARS St. John's College is among sixty educational institutions chosen to participate in the new Luce Scholars Program, sponsored by the Henry Luce Foundation, Inc., to select a group of young Americans for a year of study, work and travel in Asia. "The goal of the program is not to produce Asian specialists," J. Burchenal Ault, St. John's Vice President, emphasized in announcing the College's participation, "but rather to develop future citizen leaders who will have an awareness and an understanding of Asia." Scholars are to be selected from among nominations submitted to the Luce Foundation by cooperating colleges and universities. Independent applications will not be accepted. Candidates must be between the ages of 21 and 30, have earned at least a bachelor's degree, and have given evidence of outstanding leadership ability. St. John's will be allowed to submit a total of four candidates from among graduating seniors or recent graduates on both the Santa Fe and Annapolis campuses. Deadline for nomination is the first of December. Finalists will be called before one of three regional screening panels early in March of 1974, The Sternberger-Weis Music and Fine Arts Building was dedicated on October 13 at the quarterly meeting of the Board of Visitors and Governors. Largely the gift of an alumnus and Board member, Jac Holzman '52, the building is named for his grandparents. Martha Wallace, Vice President and Executive Director of the Luce Foundation, says. In the fall the fifteen young men and women named as Luce Scholars will leave to work in law offices, universities, hospitals, banks, and a variety of other situations under the guidance of Asian mentors. The Foundation believes that by getting to know their Asian contemporaries and colleagues in their own setting the Scholars will gain an intuitive idea of what it is like to live and function outside the context of Western traditions. Henry Luce III, President of the Foundation, stresses the uniqueness of the program in that it will exclude Asian specialists or international affairs experts in favor of young people whose leadership potential is in other fields. The purpose of sending Scholars to the East, Mr. Luce notes, is "to imbue a greater number of Americans of leadership potential with a firsthand familiarity of Asia at a flexible and formative time in their careers." The Henry Luce Foundation, Inc. was established in 1963 by the late Henry R. Luce as a tribute to his father who spent many years teaching at Christian colleges in the Far East. Mr. Luce was co-founderi and editor-in-chief of Time Inc., which publishes TIME, FORTUNE, SPORTS ILLUSTRATED, and MONEY. Since Mr. Luce's death in 1967, the Foundation has gran ted close to $12 million to specific projects in the" fields of higher education, theology and public affairs. St. John's receives $60,000 annually for Collegiate Fellowships in the Graduate Institute in Liberal Education conducted in the summers in Santa Fe. This year 12 teachers in predominantly black colleges are the recipients of Luce Collegiate Fellowships. 29 �The College ALUMNI ACTIVITIES ALUMNI BOARD REPRESENTATIVES one candidate for each of the two vacancies. Names, biographical data, and, where available, pictures of the candidates will be published in January. Alumni interested in starting petitions are reminded that, in the wol'ds of the Polity: "Persons shall be eligible for membership on the Board . . . who are concerned for the maintenance, progress, and vitality of the St. John's educational program and who are willing and able to discharge the responsibilities of trusteeship with devotion and energy." As a practical matter, Board members must also have the time and money to attend four meetings each year, usually in September, December, February, and May, either in Annapolis or Santa Fe. Philip I. Bowman '31 and W. Bernard Fleischmann '50 will complete two consecutive terms as Alumni Representatives on the Board of the College . next May. According to the Polity of the College, these alumni are not eligible for re-election. Therefore, in accordance with the By-Laws of the Alumni Association, I hereby notify all Alumni that nominations · by petition are invited for representatives to replace Messrs. Bowman and Fleischmann. Signatures of at least 30 members of the Association are required for validation, and consent of persons nominated must be obtained before a petition is subThomas Parran, Jr. mitted. All nominations by petition Director of Alumni Activities must reach the Alumni Office in Annapolis no IJJter than December I st. ALUMNI KITH AND KIN As also provided by the ByThe class of 1977, which enLaws, the Board of DirectorS of the Association will nominate at least tered St. John's last month, in- ALUMNI GIVING AGAIN SETS RECORDS Once again, for the fifth consecutive year, the Alumni Fund (Alumni Annual Giving) has exceeded its· goal of gifts for current operations. In the year which ended June 30th, alumni gave $ :n, 4 !II toward a goal of $35,000; as one considers the escalating cost of living and general economic uncertainty of the times, this record is quite commendable. Until a more detailed report is published, here 30 eludes an. unusual number of relatives of alumni or present students. Those related to present students are Kenneth Demac (sister Donna '74), Eric Heylman (brother Paul '74), and Steven Ross (sister Debbie '74). Steven was also a student of William Dunkum '64 (see Class Notes for more on Bifl). The following are brothers or sisters of alumni: Janet Hellner (sister Maureen '68), Susan Hollander (sister Maureen '69), and Edward Nelson (sister Janet '72 and brother Chris SF70); Ed has an additional St. John's connection: his father Charles is a graduate in the class of 1945. In addition, there are three freshmen who have alumni parents: Erica Lerner, daughter of Charles Lerner '53; Michael O'Mahony, son of Thomas and Marcia (Del plain) O'Mahony, both '57; and Robin Streett, daughter of the Reverend David C. Streett '50. Freshman Jody Nesheim's relationship to the College is through her uncle, Wayne Brandow of the class of 1965. are a few key statistics to compare 1972-73 with 1971-72: 1971-72 Percent response Alumni responding Average gift King William ASsociates Classes giving $~00 or more Classes giving $1 ,000 or more Alu111ni giving $250 or more 1972-73 28.2% 835 $39 117 23 3 13 25% 779 $48 147 31 10 24 �October 19 73 CLASS NOTES 1923 Fred C. Stecker writes that he has heard from Jim McGraw, Bob Miller, TB. Klakring, and Hobo Ridgely, and they are all doing well. Fred says that raising beef cattle as a "retirement hobby" is proving very interesting. 1933 Charles H. Schauer, executive vice president of Research Corporation, was awarded an honorary doctor of science degree from Southwestern University at Memphis. Mr. Schauer was honored for his life-long efforts to advance scientific research and the practical application of new technology. Research Corporation is a foundation for the advancement of science. 1934 Gust Skordas, assistant archivist of the State of Maryland since 1941, was honored with a retirement dinner on July 30th, to celebrate the end of a 36-year career at the Hall of Records. Gust plans to visit with his son in the San Diego area, and hinted recently that he might even decide to settle there. 1936 W. Robert Miller, community information speciallst with the Baltimore Area Council on Alcoholism, in July assumed new duties as coordinator of the new BACA-Hopkins program to rehabilitate and retain problem drinkers on the job. Bob was formerly a branch manager for Diebold, Inc. After 35 years of surgical practice, Dr. Richard T. Williams is retiring aboard his "Round The World" sloop, while M.D. sons Robert and Randolph take over his work. Dick also writes that son Richard is with IBM, Rodney with Connecticut Mutual Life, and Roderick is attending the State University of New York. 1941 George L. McDowell is now regional service manager for Allied-Kelite Products Division of the Richardson Chemical Company. He and Rocky have lived in Summit, N.J., since last winter. 1949 After 20 years in the Episcopal ministry, six and one-half of them with the Shoshones on Wyoming's Wind River Reservation, Frederick P. Davis is now rector of a small parish in Mountain Home, Idaho. He is located some 45 miles southeast of Boise, between the Sawtooth Range and the Snake River valley. Fred, his wife Rita (sister of Gust Skordas '34) and son David, 14, are enjoying their new life. Attention, all you '49ers! Allan Hoffman and Jake Brooks are already planning your 25th reunion next fall. The 20th was so successful that we are looking forward to '74; make your plans now. Nancy (Eagle} Lindley wrote during the late spring that she had almost completed her work for a master's degree in music from West Virginia University. Husband Mark 167 has assembled enough credits to continue in graduate school. Barbara (Hager) Palmer has become director of the Community Child Development Center in Denton, Md. Barbara writes she is not certain that Greek grammar will help, but believes that Voltaire's philosophy surely will, as she directs "a day-care facility with a cognitive approach to pre-school learning." 1961 Michael C Haley earlier in the spring was designated a certified commercial-investment member of the National Institute of Real Estate Brokers. Mike is 1950 with the Albuquerque firm of Roger Cox Tylden W. Streett informs us that & Associates. he has resigned as dean of graduate "Healthfully recovered" from his studies at the Maryland Institute, College April, 1972, heart attack, David of Art, in Baltimore to devote more time Rosenfield writes that his carpentry to his primary career as a sculptor. He is business prospers. He is very active in a now busy with commissions for architec- research project in interspecies comtural and portrait sculpture; any orders? munication, through the World Dolphin Foundation. 1952 Apparently the Federal Trade Commission will not let Ha"ison J. Sheppard For the past three years George settle down. Last January he was transUdel has been running his own film- ferred from the Seattle Regional Office to making company, G2 Creative Services, Washington, D.C., and at the end of July Inc., in Baltimore, turning out everything he went back across country to become from instructional films to social assistant director of the San Francisco commentary. Regional Office of the FTC. 1958 Jacques Cartier assumed new duties as producing director of Baltimore's Center Stage on July 16th, in a move which the Board of Directors hopes will lead the group to first rank among regional theaters in this country. Jacques was founder, producer, and artistic director of the Hartford (Conn.) Stage Company between 1963 and 1968. Another non-graduate alurrma who completed her college work elsewhere is Marigene (Boyd) Hedges, who received her B.A. degree in mathematics in 1964 from the University of Denver. Marigene, her husband, a high school teacher 'in Denver, their son, 14, and daughters 12 and 8, live in Littleton. Marigene is active in the League of Women Voters, and currently works as a part-time office assistant for the Denver and Colorado Leagues. 1962 After six years as an instructor- in the philosophy department of the State University of New York at Stony Brook, David W. Benfield has accepted an appointment as an assistant professor of philosophy in the School of Humanities at Montclair (N.J.) State College. David has received M.A. and Ph.D. degrees from Brown University. Raymond C. Seitz writes to tell of the Ph.D. degree he received from The Johns Hopkins University last November, and of his appointment as assistant professor of physical Oceanography at the State University Maritime College, Bronx, N.Y. Ray also tells us that his former wife. Gail (Evans) Seitz, and their son Raymond are living on a farm in Wisconsin. 31 �The College 1963 Marcia Herman-Giddens tells us that husband Scott '64 teaches computer science and does computer- oriented research in cardiology at Duke University. She helps run a small "free" school and she, Scott, and their three children plan to move soon to a small farm near Chapel Hill. 1964 Poughkeepsie, N.Y. Chris has started graduate work in business administration at Union College, is teaching a computer programming course, and is writing programs for study in mathematics. 1967 We wish the very best of good fortune to, and shall follow with more than ordinary interest, NBC's new Friday night television series "Needles and Pins." It happens to co-star our very own Deirdre Lenihan, along with Louis Nye and Norman Fell. Deirdre is fittingly cast as a dress designer, having studied that work at New York's Fashion Institute of Technology, and later worked in the costume department of the New York Shakespeare Festival. Remember 9 p.m. on Friday night, NBC-TV. In May, William W. Dunkum was one of several teachers of mathematics and science in the metropolitan Washington, D.C., area honored by the Joint Board on Science Education. One of our new Communicards came back from Saigon, where James P. Nach is second secretary of the American Embassy, assigned to the political section. 1968 Jim is in his fourth year in Saigon, and recently was assigned to Haiphong, North In July William R. and Rebecca Vietnam, helping supervise removal of the mines from the harbor. He will complete (McClure) Albury and offspring moved to his Far East tour in February, 1974, and Australia, where Randy has taken a position as lecturer in the history and anticipates assignment to Washington. philosophy of science at the University of New South Wales, in Kensington. 1965 John Fanner writes that he is in his Scheherazade (Friestedt) Smith second year of medical school at the writes that she is a graduate student at Philadelphia College of Osteopathic the University of Arkansas. Medicine, is doing research on vitamin A, Michael Woolsey this past June and is making an index for a neuroreceived a Master of Arts in Teaching anatomy textbook. degree from the College of St. Thomas, Blaine Garson has just received M.S. but will probably continue his present degrees in speech pathology and audiemployment as a computer progrannner ology-"at last," she says-and is working until prospects for finding teaching on certification as a dance therapist. She positions brighten. has a "lovely 16 month old son Jonas," and loves "being educated all over again 1966 by him." _Another degree recipient is Sarah Mark B. Bromberg has received a (Braddbck) Westrick, who was awarded a Ph.D. degree in physiology and biophysics, although we do not know from B.A. degree in June from Ursinus, with a what institution. His dissertation was en- major in English literature and a minor in titled "The Organization of PAD history. She is now considering graduate Produced by Peripheral and Central school in library science. Husband Inputs to the Cuneate Nucleus and A Da"el/, better known as Boris, is still Classification of Cutaneous Forelimb with UNlV AC. Receptors." 1969 One of our newer lawyer alunmi is Richard F. Fielding. Dick received his Ia w James F. Bartram, Jr., last year degree in June, from the University of received a B.A. degree in musical instruChicago, where he was Comment Editor ment making from the University of the Law Review. Without Walls at Roger Williams College Christopher Hodgkin is still (R.I.). He has been married almost two working as business manager of Oakwood years, and is in business for himself, School, a Quaker secondary school in manufacturing Renaissance flutes and 32 recorders. Mariam (Cunningham) Cohen wrote in August that she was in the throes of filling out medical school applications; we wish her luck. Andrew Gamson spent the summer teaching in a teachers' workshop in Greenwich, Conn., the Open Education Workshop of the NAIS. He will be teaching at the Key School in Annapolis for at least another year. Mariel/e Mikah Hammett and Kenneth L. Kronberg (SF68) were married on June 30th in New York City. Mark Mandel writes that he received his B.A. degree in linguistics from the City College of the City University of New York. He spent the late spring as coordinator of the Summer Latiil Course of the College's Institute for Medieval and Renaissance Studies. After a sununer in Europe, he and his wife, Rene, will move to Berkeley, where she will enter the Ph.D. program in English. John H. Strange (SF) received the Master of Divinity degree in May from Austin Presbyterian Theological Seminary, and was ordained in the First Presbyterian Church in Taft, Texas, on July 8th. John and his wife Camille are enjoying living in Taft, a rural suburb of Corpus Christi. Another Santa Fe alumnus, Joseph Tooley, is a graduate student in school psychology at North Carolina State University. He worked in a clinic for the blind last year, directed a summer program for deaf-blind children, and will work in a school for the deaf this year. 1970 We welcome new traditions, especially those such as our annual John Deai1 letter, this time from Budapest, on a side trip from a summer in Munich. John visited at graduation time in Annapolis, so we knew he was headed for two or three years at the University of London, writing a Ph.D. dissertation on Shakespeare. In May he received his M.A. degree in comparative literature with distinction from the University of Massachusetts. We were greatly pleased to hear from Joseph D. Hines, a Graduate Institute alumnus, that he received his Certificate in Advanced Study in Education in May from The Johns Hopkins �October 1973 University. He is now qualified as a guidance counselor. Cole Kitchen is preparing for his comprehensive examinations this fall, enroute to an eventual Ph.D. degree in applied mathematics (operations research) at the Hopkins. His fellowship has been renewed for the 1973-74 academic year. T.K. (Thomas) Nelson (SF) writes that husband Chris (SF) is now with the Chicago law firm of Shiff-Hardin & Waite. T.K., Chris, Tollof, age three and onehalf, and Gunnar Matthew, born May 28th, make their home in Wilmette. Thomas Rie in May received an M.S. degree in elementary education from Morgan State College in Baltimore. He worked in a clothing factory for the past two and one-half years, while Jinna (MacLaurin) '68 taught elementary school. The RICs now live in a farmhouse outside of Dunseith, N.D., where Tom will teach grades five and six; Jinna now awaits the birth of their first child in October. Another graduate school-bound alumnus is Mark Sittler, who will start work toward an M.A. degree in German at the University of Arizona this fall. Mark has a graduate assistantship in the German Department. 1971 JohnS. Bellamy II is another of our alumni who has completed his undergraduate education elsewhere, in this case Goddard College in Vermont. He and Elizabeth Barrett, married in June, are now in Charlottesville, Va., where John is working on an M.A. degree in history at the University. We were happy to hear again from Shire Chafkin, whom we had "lost" for more than a year. He has received an M.B.A. degree from Harvard, and is marketing manager for Tri-Chem, Inc., Belleville, N.J. Deborah (Jenkins) Dumeyer graduated from Salisbury (Md.) State College in May, and is teaching first grade in the Wicomico County schools this year. Stephen R. Deluca (SF) and family are now in Blacksburg, Va., where he is working toward a Ph.D. degree in clinical psychology at Virginia Polytechnic Institute. His wife, Twyla (Fort) (SF) plans August brought us a most interesting note from Jose Caminero, afomzer member of the Class of 1914. Senor Caminero has been an engineer, a journalist, a writer, and ambassador of his native Cuba to Nicaragua, Colombia, and Peru. A resident of the United States since 1959, this distinguished alumnus now makes his home in West New York, N.J. We thought you might enjoy the pictures which Senor Caminero so graciously sent us; the photograph on the right was taken this year, the one on the left 60 years earlier. to begin studies in soCial work, while home in Maiori. Amethyst (age three) has been attending Christine (Ferrarini) Constantine Montessori school and "loving it." 'phoned in August to report a move to V. Michael Victoroffhas had a busy Newton, Mass., so that Hank '70 can summer. He spent some time early in the commence studies in political science at summer doing an elective in drug abuse at Boston College. the Haight-Ashbury Free Clinic in San Francisco. He and Joan Mooring '69 did some rock climbing in Yosemite National Park, and then were off to Venezuela for IN MEMORIAM a session of scuba diving. By now Mike should be back at Baylor College of Medicine for his third year. 1912 - Frederick L. Baillere, Tulsa, 1972 Helen Anastaplo has completed her first year at the University of Chicago Law School, where Bart Lee '68 was her writing program tutor. After a two and one-half year sojourn in Rome, David H. Carey was in this country visiting friends and family this summer. He is now back in Rome at North American College in the Vatican State, continuing preparation for Holy Orders; he anticipates ordination as a deacon next May. David visited Tutor RobertS. Bart '57 at the latter's summer Okla., July, 1973. 1912 - Raymond E. Staley, Little Rock, Ark., June, 1973. 1920- Earl R. Custis, Suffolk, Va., July 14, 1973. 1922 - Harrison M. Baldwin, Baltimore, Md. June 16, 1973. 1924 - Joseph E. Coe, Crofton, Md., April 1 5, 1973. 1933 - Ralph C. Bayard, Jr., Dover, Dela., January 7, 1973. 1934 - Gerald L. Kurtz, Paterson, N.J., March 26, 1973. 1935 -Elmer A. Jones, Jr., North East, Md., April 17, 1973. 1969 - James L. Pipes, Dayton, Tex., February 17, 1969 33 �A series of eight concerts has been announced for the current year in Santa Fe. These will be part of the regular Friday night lecture/concert portion of the curriculum. Sep. 28 The Yale Chamber Ensemble - 18th and !9th century music. Nov. 16 The Baroque Trio of the Schola Cantorum Basiliensis - 16th centmy music Dec. 14 Gilliam McHugh, pianist works of Bach, Haydn, Chopin, and John Ireland Jan.25 Richard Hudson - a lecturereading entitled "BrowningDramatic Monologues and Lyrics" Feb. 15 Jack Glatzer, violinist works of Bach and Paganini Apr. 5 The Tokyo Quartet - classical chamber music Apr. 26 The New Mexico Chamber Society Octet - woodwind music by Mozart and Beethoven May 3 Photo credits: Cover, Robin Page West '77; page 29, Don Bandler. Jack Brimberg, painist Bach's Goldberg Variations The College St. John's College Annapolis, Maryland 21404 Second-class postage paid at Annapolis, Maryland, and at additional mailing ofliccs. � 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 College </em>(1969-1981) Description An account of the resource St. John's College's Office of the Dean published <em>The College</em> from 1969 to 1981. The publication superseded <em><a href="https://digitalarchives.sjc.edu/collections/show/37" title="The Bulletin of St. John's College">The Bulletin of St. John's College</a></em>.  <em>The College</em> was in turn continued by <a href="https://digitalarchives.sjc.edu/collections/show/13" title="The St. John's Review"><em>The St. John's Review</em></a> in 1981.  <br /><br />A separate magazine for St. John's alumni titled <em>The College </em>began publication in 2001, continuing <em>The St. John's Reporter</em>.  <br /><br />Click on <strong><a title="The College" href="http://digitalarchives.sjc.edu/items/browse?collection=12">Items in the The College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource 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 Identifier An unambiguous reference to the resource within a given context thecollegemagazine 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. 33 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 Development Offices of St. John's College Title A name given to the resource The College, October 1973 Date A point or period of time associated with an event in the lifecycle of the resource 1973-10 Contributor An entity responsible for making contributions to the resource von Oppen, Beate Ruhm Parran, Jr., Thomas Dunham, William B. Ham, Michael W. Newland, Paul D. Oosterhout, Barbara Brunner Wyatt, E. Malcolm Zelenka, Robert S. Description An account of the resource Volume XXV, Number 3 of The College. Published in October 1973. Identifier An unambiguous reference to the resource within a given context The_College_Vol_25_No_3_1973 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 President's Report Presidents The College https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d90a7da56a772cfc0ce719c6b0698431.pdf aaca6386051d178f67cb90b95352a9e6 PDF Text Text THE COLLEGE St. John's College Annapolis, Maryland Santa Fe, New Mexico January 1974 �THE COLLEGE Vol. XXV January, 1974 No. 4 Editor: Beate Ruhm von Oppen Managing Editor: Thomas Parr an, Jr. Editorial Advisory Board: William B. Dunham, Michael W. Ham, Paul D. Newland, Barbara Brunner Oosterhout '55, E. Malcolm Wyatt, RobertS. Zelenka THE COLLEGE is published by the Development Office of St. John's College in Annapolis, Maryland. Richard D. Weigle, President, Paul D. Newland, Provost. Published four titnes a year, in January, April, July, and October. Second class postage paid at Annapolis, Maryland, and at other mailing places. IN THE JANUARY ISSUE: Memorials to Leo Strauss 1 What is a Liberal Education? .. by Leo Strauss 6 High School Workshop by Ted A. Blanton 10 News on the Campuses 12 Alumni Activities 14 ON THE COVER: Leo Strauss, first Scott Buchanan Distinguished Scholar-in-Residence in Annapolis. Photo credits: p. 13, Eugene Iorgov '75; p. 14, Lee ZlatoH '74; p. 15, Malcolm Handte 75. �LEO STRAUSS 1899-1973 'We devote this issue to Leo Strauss, whose death could only be mentioned briefly in our October issue. On 22 October the weekly Collegian had a note by Laurence Berns which is reproduced below. Leo Strauss passed away this Thursday evening, October 18, in his sleep, about 6:30 p.m. His last days were spent-fighting against an overwhelming combination of illnesses-as were most of the days of a very fruitful life, subordinating everything, as far as he was able, to learning and to teaching. He was, above all, a great learner and consequently a great teacher. As Professor of Political Philosophy especially at the University of Chicago and at the New School, Claremont College, and St. John's he trained and inspired a large group of scholars and students to carry on investigations into the foundations of modern political life and thought, the difference between ancient and modern philosophy and science, the relations between politics, philosophy, and religion, the foundations of political life in general, the grounds and origins of philosophy, and other such questions. A very important part of this teaching and learning is included in a large number of difficult, lucid, highly condensed, and in their special way, channing writ~ ings, among which are Natural Right and I-Iistory, What is Political Pl,ilosopl1y?, Thoughts on Machia- velli, On Tyranny, Persecution and the Art ot Writing, The City and Man, and Socrates and Aristopllanes. He managed to combine an extremely accurate and capacious memory and the capacity for painstakingly meticulous analysis with extreme boldness and search- ing openness of thought. He had what seemed to be an unerring instinct for getting to the "nerve" of an argument, for stripping away irrelevancies and stating the most complicated arguments in simple, direct, and powerful language. Being faced by great and impressive structures of philosophy and science, he used to say: Our task is to try to understand the humble foundations that underlie these imposing edifices. His relation to St. John's College was very close for many years. This was a place, he thought, where what he was trying to do might be understood and appreciated, where men might be found who are capable and hardy enough to continue and keep alive the tradition begun by Socrates. A memorial meeting was held in the Great Hall on 31 October. At it four speakers paid tribute to Leo Strauss. They were Jacob Klein, J. Winfree Smith, Ted Blanton, '75, and Laurence Berns. VIe are printing the texts of their speeches and the text of a commencement address which Leo Strauss gave in Chicago in 1959. Its title was "What is Liberal Education?" Ill 1 �The College Jacob Klein This meeting has been called to pay homage to Leo Strauss who died about two weeks ago. He was the Scott Buchanan Distinguished Scholar in Residence at St. John's College in Annapolis since 1969, but not very many students and tutors here knew him or even knew about him. Let me, therefore, say a few words about his life. He studied in Marburg and in Hamburg; Germany, lived many years, doing research and writing, in Berlin, then in Paris and in Cambridge, England. He came to the United States in 1938 and taught at the New School in New York, at the University of Chicago, at a college in Claremont, California, and finally here at St. John's. He wrote many extremely important books which I shall not enumerate. (You will find most of them in the library.) He was devoted to his work as people seldom are. And it is at this point that I have to try to lift my words up so as to reach the level of complexity, uniqueness, and greatness which characterize Leo Strauss as a scholar and as a man. His main interest throughout his life was the way man has to live here on earth. That meant to him the way man has to be understood as a "political animal, n to use Aristotle's phrase. He spent all his life as a man engaged in "political philosophy." He did that mainly by studying and analyzing the masters of political thought and all the authors related to them. Let me name the most important ones: Thucydides, Plato, Xenophon, Aristophanes, Aristotle, Maimonides, Thomas Aquinas, Machiavelli, Spinoza, Hobbes, Locke, Jean-Jacques Rousseau, Montesquieu, Kant, Hegel, Nietzsche, Heidegger. Strauss's erudition was immense. He knew the authors I have just cited better than anyone I could possibly name. His interpretative power showed a degree of sagacity, perspicacity, and lucidity hardly equaled today anywhere. He knew how much depends on every word of those authors, on the way each word was used singly, on the way each was combined with others in sequences, in paragraphs, in the entire work, and how much depended on what was not said, on what was only hinted at, and on what was scrupulously omitted. He was deeply aware of the dangers of generalization as well as the necessity to generalize under certain circumstances and to do it circumspectly. It is thus. that he achieved an understanding not only of what is written about political life, but also about what it is and can be. I have known him for more than fifty years, since our student days in Marburg, and I have always been impressed by the way his serioumess was coupled with wittiness, his depth with simplicity, his intellectual strength with a love of things far from intellectual. This complexity made him robust and strong, although on occasion he appeared shy or even morose. He never forgot what he was seeking, but he was cautious in his search, never pretending, never ostentatious, only seldom raising his voice. All this is one of the sources of his attractiveness and of 2 the love so many felt for him. There is something else that cannot remain unmentioned now as it did not remain unmentioned in the speeches delivered at Strauss's funeral. It is his profound awareness of being a Jew. Just as his thinking on man as a "political animal" had its roots in what the ancient Greeks thought, had its focus in Athens, his preoccl)pation with the question of divinity and with the peculiar way of Jewish life and Jewish history tied his thinking and feeling to Jerusalem. He distinguished sharply-and did so always-the political programs and actions of the Jews from their religious background. There was a time when Leo Strauss was an orthodox Jew, while yet pursuing his political goals explicitly and determinedly in an unreligious way. He later changed his religious orientation radically, tying the question of god and of gods to his political reasoning, without letting his own life be dependent on any divinity or on any religious rites. But his being in a definite sense a Jew was all-important to him. Nothing could change that. All of those who have known him will never forget that he belonged to two worlds. They bow to the greatness of his soul and its complexity, to his unique sense of the important, to his modesty. They cannot do otherwise. 111 J. Winfree Smith During the past four years St. John's College has been blessed with the presence of Leo Strauss, and now he has in body gone from us. He will be greatly missed by those of us who had known him for many years and by those of us, students, faculty, and others, who profited so much from his Wednesday class. When I came to know Mr. Strauss, which was not long after I came to St. John's, I was just becoming aware of the depth and breadth of the "antagonism," if I may use his word, between Biblical revelation and Greek philosophy. In those days and in this hall he undertook in a lecture entitled "Jerusalem and Athens" to set forth the grounds and implications of that antagonism. That lecture was only the first of many of his undertakings in which he helped me to articulate questions which surely are important for all thinking persons and which were and are close to the center of my own being. This articulation of antagonism in thought was characteristic of much that he did. He was never tempted by easy and superficial resolutions of great issues. He knew how to present two sides of a grand argument in such a way that one could see the strength of the case on each side. He sometimes called himself a political philosopher or a political scientist. Of course, he was more. No doubt his attention was directed particularly to political things. Through him many have come to a greater insight than perhaps most recent writers have provided �January 1974 of the differences between the ancients and the moderns in regard to political things and the more than political roots of those differences. He loved to study books that offer special problems for interpretation, books the authors of which have, maybe for quite different reasons, concealed their meaning. Some- times I have not been able to follow all the steps of his intricate arguments in quest of the meaning. At times I have found myself in disagreement with this or that inter· pretation. But one could never put his reasonings aside. For there was always something very solid to invite, arouse, and challenge thought. Mr. Strauss had a special significance for the many stu· dents of his whose ancestors, like his own, belonged to that people whom the Lord brought out of Egypt with His mighty hand and His outstretched arm. He made them aware of and rightly rejoice in their heritage. "Why should we," he once said, addressing a Jewish audience, "why should we, who after all are not gypsies, but have behind us and within us a heroic past, deny or forget that past?" We can all say that it will be impossible to remember Mr. Strauss without remembering, and thinking on, those things in the universally human past that arc excellent and worthy of praise. 11 Ted A. Blanton I should like to begin by recalling a statement from Violet Bonham Carter's biography of Winston Churchill. As the daughter of British Prime Minister Asquith, she had known Mr. Churchill as a friend for many years, in and out of politics, in and out of war. Speaking of her own shortcomings as the biographer of such a man, she took consolation in this one fact: even a fool can be of help in aiding one's understanding of a great man if only he would report what he sees and hears. Great men rarely walk the earth. Few have the privilege of knowing them. \Vith such a caution to you, let me proceed. I shall not forget my first sight of Mr. Strauss. I had been enrolled in St. John's College for several weeks by the time Mr. Strauss offered a class on Nietzsche's Beyond Good and Evil. As I waited for class to begin I reflected on my introduction to Mr. Strauss' writings. A teacher of polities where I formerly studied had attracted me with his own clear vision and spiritedness. This teacher spoke of days at the University of Chicago and the presence there of a master teacher, Professor Strauss, for whom he had the highest respect and admiration. I also remembered having listened to older students there sit late into the morning hours discussing such books as Natural Right and History and The City and Man. Then, just at 4:30p.m., a small man, walking with a cane, entered the conversation room on the arm of a younger man and took his seat at the head of the table. I was taken by surprise. I had imagined Mr. Strauss a tall, robust man for he wrote in such a forceful and uncompromising fashion on human excellence and on the crisis of the Western World. Mr. Strauss began to speak, and I quickly learned an important lesson. I had never seen what it was to have a great soul. Mr. Strauss spoke with authority and with an earnestness to which I was not accustomed. While not understanding much of those classes on Nietzsche, I was charmed: charmed by an old man who while speaking gave every evidence of being young; charmed by his gcntlemanliness and his patience in answering questions. I believe that only in Mr. Strauss's next class, on Thucy· dides-when I was fortunate enough to bring Mr. Strauss to class on my ann-did the power of his teaching begin to strike home. "We read the ancient books not because of a nostalgic interest but because those books make clear our situation here and now." It was clear that most of us in the class stood to him in the relationship of pupil to master. Yet Mr. Strauss's example of carefully moving through the text gave us the hope that we could train our eyes to see some of the things he saw. His teaching also brought to life for me the advice he had given to an aspiring teacher years earlier. The general rule for teaching that Mr. Strauss gave at that time was this: "Always assume that there is one silent student in your class who is by far superior to you in head and in heart." We have witnessed the high character of a man who lived by deed in accord ,with those words. I was also privileged to see Mr. Strauss at his home. On some of these occasions he would receive questions from me, questions that presented themselves from his weekly class or from my own reading. Once, when our conversa~ lion ended with Mr. Strauss counseling me to make good use of my youth by studying, I asked for a determination of the subjects worthy of the most study. After a short remark on the character of liberal arts colleges, Mr. Strauss suggested a curriculum built around the study of four books. True to form, he named only three of themAristotle's Ethics, Aquinas' Treatise on Law, and Kant's Fundamental Principles of the Metaphysics ot Morals. The longer I was acquainted with Mr. Strauss, the more I was impressed by the care he took in speaking to people. For I could see that he spoke to different people in differ· ent ways. I believe he knew what each of us needed to hear. When I would leave his home he always took my hand and thanked me for everything I had done. But truly I was the one who owed the thanks. Upon leaving his home I was both restful and restless: restful because of the calmness and the sheer delight of his words to me and restless because he instilled in me an eagerness to think and to learn. Friendship appeared to me in a fuller light: friendship is not that relationship where all is relaxed but the relationship where one's highest faculties are poised for 3 �The College graceful movement. I believe that in those moments I was more fully human than at any other time. Mr. Strauss leaves a shelf full of books behind him, books raising the same questions he raised in his classes here at St. John's. He always wanted to be learning something new and to be leading others with him. Those students who knew him, who knew him even a short while, as most of us here, will have a priceless gift to take to the study of those books. W c have the living memory of the character of the man-his bright eyes, his endless wit and charm, the numberless stories he could recall to illustrate a difficult point, the precious moments of silence before he would respond to a question, his determination to arrive at the heart of an argument only to turn to the class and ask, "What do you think of it-docs it make sense?" -we have all of these and more, to carry with us to his books. We have been taught by example. We have seen what few others have the opportunity to see: a lover of wisdom in the flesh. I would like to close my remarks by reading two things. Mr. Strauss quotes the first in his essay "What is Liberal Education?": Just as others arc pleased by a good horse or dog or bird, I myself am pleased to an even higher degree by good friends ... And the treasures of the wise men of old which they left behind by writing them in books, I unfold and go through them together with my friends, and if we see something good, we pick it out and regard it as a great gain if we thus become useful to one another. Most of you will recognize the second as coming from Plato's Gorgias: Of what sort am I? One of those who would be glad to be refuted if I say anything untrue, and glad to refute anyone else who might speak untruly; but just as glad, mind you, to be refuted as to refute, since I regard the former as the greater benefit in proportion as it is a greater benefit for oneself to be delivered from the greatest evil than to deliver someone else. For I consider that a man cannot suffer any evil so great as a false opinion on the subjects of our actual argument. Ill Laurence Berns I shall try to describe Mr. Strauss's impact on us as graduate students in the political and social sciences and philosophy at the University of Chicago. We had, of course, met teachers who were learned, intelligent and impressive men. The best of them impressed us not only by their characters but by their clarity and by the extent of their knowledge and reading. The goal of reason in our scientific times, it seemed, was to construct logical systems 4 tl1at were consistent with as many facts as possible. Mr. Strauss, surely, impressed us with the extent of his learning too. But far more important was the demonstration by example that progress, personal progress, was possible not only in extent of understanding, but also in depth of understanding, depth of insight. System, or better, "order and orderliness are very good," he once said, "but I prefer illumination." The quest for wisdom in that sense evoked by the name of Socrates became for us not just an object of fond hopes, a poet's dream, but a possible, a reasonable, even if most difficult, undertaking, an under~ taking that we might be privileged to take part in. Mr. Strauss provided us with both inspiration and training. Many of us came into those classes with a fairly high opinion of our own powers of comprehension. The courses, usually lecture courses, were mostly on one, sometimes two books per quarter. There was plenty of time to read the assignments two or more times. Mr. Strauss's first few introductory sentences usually summed up most of what we had gotten from the reading and then at a lightning pace, which I believe strained the best of us, we would learn that the books we thought we had understood fairly well contained worlds more than we su~pected, that they were far more challenging, fascinating, bold, careful and intricate than anyone had ever led us to believe. We, of course, argued and questioned, pressed for more evidence, for more explanation and reexplanation. In his classes Mr. Strauss was far more generous about marshalling evidence, about explaining connections one way and then another with a view to the difficulties of different questioners, than he is in his highly condensed lectures and writings. There is scarcely a paragraph, for instance, in Natural Right and History, that does not crystalize, yet without simplification, sometimes in a few simple-sounding sentences, hours and days of lively argument and discussion. The density and thrift of his published writings, compared with his classes, reminds me of the difference between the books Hegel prepared for the press himself and those more expansive publications of notes on and of his lectures. We students were first of all angry with ourselves. Why had we not seen what we now saw was really there to see? We became increasingly aware not only of the distance between ourselves and Mr. Strauss, but more generally and more importantly, the distance in care and thoughtfulness between ourselves and the great thinkers. This awareness changed our lives. Much greater efforts than we had imagined were required: What we had regarded as our best was not good enough. This was all very serious, but there is another side to it. Those classes for all their challenge and seriousness were simply delightful. Strauss inspired without ever trying. It was evident that nothing delighted him as much as thinking through, contemplating, explaining and making his discoveries. The classes always left us with many unan- �January 1974 swercd questions. More often than not some of us would pursue him after class; the inquiry and discussion would continue in the hall, in his office, and on the way home. I remember more than one class that began at 1:30 and really ended close to 7 o'clock before his apartment door. He was never altogether satisfied with what he had worked out, always testing and trying what he thought he knew with new questions, new perspectives, and new arguments. He disliked repeating himself and often when summing up a previous class, as point of departure for the next, we would realize that the summary was not just a summary but incorporated all the advances made in the hall, or on the way home or in his study the previous night. It made no difference whether he was talking to 40, 25, 5, 3, or just one person; the same searching intensity and delight in learning prevailed. The delight often bubbled over into humor. He could be very funny. Yet that high humor never detracted from the seriousness: indeed, we came to see that they go together, as long as both are high. Some time after I began to attend those classes I learned that Nietzsche had written a book entitled Gay, or Joyful Science: I thought I had an inkling of what he meant. The life of a thinking man is to be found most of all in his thoughts. I could not begin to try to do justice to the memory of Leo Strauss without at least some brief remarks about the themes of his investigations. Philosophy and science come into the world, according to Strauss, with the discovery of nature; and the fundamental intra-philosophic issue, the issue between the ancients and the moderns, concerns their different understandings of nature and nature's status. Mr. Strauss concentrated especially on the study of human nature. This is not the place to go into how the study of human nature is complicated by the rediscovery of exotericism, except perhaps to remark that the study of what most of the greatest writers prior to Kant mean by human nature is inseparable from the study of the implications of their rhetoric. The connection between nature and human nature becomes evident by questions such as these: Are we correct to speak of what is good for man by nature? Are we equipped by nature to understand nature, to understand what is good by nature? Or is nature indifferent or hostile to man's highest aspirations? Is it naive to think that the human intellect is constituted by nature so as to understand nahue1 that nature is so constituted as to be understood by the human intellect? If it is naive, as the moderns argue, is not nature rather to be studied with a view to its ultimate conquest, with a view to its intellectual conquest by means of the art of symbolic mathematics and experiment and its physical conquest by the technological arts concomitant with mathematical physics? Is nature then to be studied with a view to the ultimate triumph of human art? But if nature cannot provide us with standards, how are we to determine the purposes to which that art is to be put? The dilemmas, not to speak of horrors, consequent upon the modern project require a careful tracing back of our steps, the rediscovery of the fundamental notions and assumptions that brought us to this impasse. That means, to speak in the broadest outline, the rediscovery of the fundamental notions and assumptions that underlie the modern understanding of nature, the rediscovery of the fundamental notions and assumptions of the classical understanding of nature which the moderns reject and thereby presuppose that they understand. And lastly it means the rediscovery of the basic insights and assumptions that underlie the original discovery of nature, the original discovery of philosophy and science. This last task brings us face to face with the alternatives to philosophy. Philosophy, either in its quest to understand itself, or simply as full open-mindedness, is obliged to examine, to articulate the serious alternatives to philosophy. Philosophy, as the quest for a rational account of the whole is always faced by the rival accounts of the whole laid down by the revealed religions. Both revealed religion and philosophy look upon such accounts as indispensable to the guidance of human life. The most impressive alternative to philosophy in the life of Leo Strauss is summoned up by the name of a city, Jerusalem, the holy city. What if the one thing most needful is not philosophic wisdom, but righteousness? This notion of the one thing most needful, Mr. Strauss argued, is not defensible if the world is not the creation of the just and loving God, the holy God. Neither philosophy nor revealed religion, he argued, can refute one another; for, among other reasons, they disagree about the very principles or criteria of proof. Leo Strauss was a Jew, a Jewish scholar, and, if I know anything about the meaning of the word, he was a philosopher; but he insisted that strictly speaking there is no such thing as Jewish philosophy. TI1is mutual irrefutability and tension between philosophy and Biblical revelation appeared to him to be the secret of the vitality of Western Civilization. It may seem immodest, he once remarked, to speak about all objects of human knowledge, but, and I quote, "we all really have opinions-and sometimes very strong opinions-about all objects of human knowledge, and it is perhaps better to confess that to oneself and to try to clarify that than just to leave it at the amiable appearance of modesty." As much as those of us who knew him miss him, it is impossible to think about him and what he stood for without somehow feeling better about being a human being, without being grateful for having been able to share some part of the grace with which his life abounded. 1111 1 5 �What is a Liberal Education? by Leo Strauss Liberal education is education in culture or toward culture. The finished product of a liberal education is a cultured human being. "Culture" ( cu]tura) means primarily agriculture: the cultivation of the soil and its products, taking care of the soil, improving the soil in accordance with its nature. "Culture" means derivatively and today chiefly the cultivation of the mind, the taking care and improving of the native faculties of the mind in accordance with the nature of the mind. Just as the soil needs cultivators of the soil, the mind needs teachers. But teachers are not as easy to come by as farmers. The teachers themselves are pupils and must be pupils. But there cannot be an infinite regress: ultimately there must be teachers who are not in turn pupils. Those teachers who are not in turn pupils are the great minds or, in order to avoid any ambiguity in a matter of such importance, the greatest minds. Such men are extremely rare. We are not likely to meet any of them in any classroom. We are not likely to meet any of them anywhere. It is a piece of good luck if there is a single one alive in one's time. For all practical purposes, pupils, of whatever degree of proficiency, have access to the teachers who are not in turn pupils, to the greatest minds, only through the great books. Liberal education will then consist in studying with the proper care the great books which the greatest minds have left behind-a study in which the more experienced pupils assist the less experienced pupils, including the beginners. This is not an easy task, as would appear if we were to consider the formula which I have just mentioned. That formula requires a long commentary. Many lives have been spent and may still be spent in writing such commentaries. For instance, what is meant by the remark that the great books should be studied "with the proper care"? At present I mention only one difficulty which is obvious to everyone among you: the greatest minds do not tell us the same things regarding the most important themes; the community of the greatest minds is rent by 6 discord and even by various kinds of discord. Whatever further consequences this may entail, it certainly entails the consequence that liberal education cannot be simply indoctrination. I mention yet another difficulty. "Liberal education is education in culture." In what culture? Our answer is: culture in the sense of the Western tradition. Yet Western culture is only one among many cultures. By limiting ourselves to Western culture, do we not condemn liberal education to a kind of parochialism, and is not parochialism incompatible with the liberalism, the generosity, the openmindcdness, of liberal education? Our notion of liberal education does not seem to fit an age which is aware of the fact that there is not tl1e culture of tl1e human mind but a variety of cultures. Obviously, "culture" if susceptible of being used in the plural is not quite the same thing as "culture" which is a singulare tantum, which can be used only in the singular. "Culture" is now no longer, as people say, an absolute but has become relative. It is not easy to say what culture susceptible of being used in the plural means. As a consequence of this obscurity people have suggested, explicitly or implicitly, that "culture" is any pattern of conduct common to any human group. Hence we do not hesitate to speak of the culture of suburbia or of the cultures of juvenile gangs both nondelinquent and delinquent. In other words, every human being outside of lunatic asylums is a cultured human being, for he participates in a culture. At the frontiers of research there arises the question as to whether there are not cultures also of inmates of lunatic asylums. If we contrast the present-day usage of "culture" with the original meaning, it is as if someone would say that the cultivation of a garden may consist of the garden being littered with empty tin cans and whiskey bottles and used papers of various descriptions thrown around the garden at random. Having arrived at this point, we realize that we have lost our way somehow. Let us then make a fresh start by raising the question: what can liberal education mean here and now? �January Liberal education is literate education of a certain kind: some sort of education in letters or through letters. There is no need to make a case for literacy; every voter knows that modern democracy stands or falls by literacy. In order to understand this need we must reflect on modern democracy. What is modern democracy? It was once said that democracy is the regime that stands or falls by virtue: a democracy is a regime in which all or most adults are men of virtue~ and since virtue seems to require wisdom, a regime in which all or most adults are virtuous and wise, or the society in which all or most adults have developed their reason to a high degree, or the rational society. Democracy in a word is meant to be an aristocracy which has broadened into a universal aristocracy. Prior to the emergence of modern democracy some doubts were felt whether democracy thns understood is possible. As one of the two greatest minds among the theorists of democ· racy put it, "If there were a people consisting of gods, it would rule itself democratically. A government of such perfection is not suitable for human beings." This still and small voice has by now become a high·powered loudspeaker. There exists a whole science-the science which I among thousands profess to teach, political sciencewhich so to speak has no other theme than the contrast between the original conception of democracy, or what one may call the ideal of democracy, and democracy as it is. According to an extreme view which is the predom· inant view in the profession, the ideal of democracy was a sheer delusion and the only thing which matters is the behavior of democracies and the behavior of men in democracies. Modern democracy, so far from being uni- versal aristocracy, would be mass rule were it not for the fact that the mass cannot rule but is ruled by elites, i.e., groupings of men who for whatever reason are on top or have a fair chance to arrive at the top; one of the most important virtues required for the smooth working of democracy, as far as the mass is concerned, is said to be electoral apathy, i.e., lack of public spirit; not indeed the salt of the earth but the salt of modern democracy are those citizens who read nothing except the sports page and the comic section. Democracy is then not indeed mass rule but mass culture. A mass culture is a culture which can be appropriated by the meanest capacities without any intellectual and moral effort whatsoever and at a very low monetary price. But even a mass culture and precisely a mass culture requires a constant supply· of what are called new ideas, which are the products of what are called creative minds: even singing commercials lose their appeal if they are not varied from time to time. But democracy, even if it is only regarded as the hard shell which protects the soft mass culture, requires in the long run qualities of an entirely different kind: qualities of dedication, of concentration, of breadth and of depth. Thus we understand most easily what liberal education means here and now. Liberal education is the counter-poison to mass cui- 1974 ttue, to the corroding effects of mass culture, to its inher- ent tendency to produce nothing but "specialists without spirit or vision and voluptuaries without heart." Liberal education is the ladder by which we try to ascend from mass democracy to democracy as originally meant. Liberal education is the necessary endeavor to found an aristoc- racy within democratic mass society. Liberal education reminds those members of a mass democracy who have ears to hear, of human greatness. Someone might say that this notion of liberal education is merely political, that it dogmatically assumes the goodness of modern democracy. Can we not turn our backs on modern society? Can we not return to nature, to the life of preliterate tribes? Are we not crushed, nauseated, degraded by the mass of printed material, the graveyards of so many beautiful and majestic forests? It is not sufficient to say that this is mere romanticism, that we today cannot return to nature: may not coming generations, after a man-wrought cataclysm, be compelled to live in illiterate tribes? Will our thoughts concerning thermonuclear wars not be affected by such prospects? Certain it is that the horrors of mass culture (which include guided tours to integer nature) render intelligible the longing for a return to nature. An illiterate society at its best is a society ruled by age-old ancestral custom which it traces to original founders, gods or sons of gods or pupils of gods; since there are no letters in such a society, the late heirs cannot be in direct contact with the original founders; they cannot know whether the fathers or grandfathers have not deviated from what the original founders meant, or have not defaced the divine message by merely human additions or subtractions; hence an illiterate society cannot con~ sistently act on its principle that the best is the oldest. Only letters which have come down from the founders can make it possible for the founders to speak directly to the latest heirs. It is then self-contradictory to wish to return to illiteracy. We are compelled to live with books. ·• But life is too short to live with any but the greatest books. In this respect as well as in some others, we do well to take as our model that one among the greatest minds who because of his common sense is the mediator between us and the greatest minds. Socrates never wrote a book but he read books. Let me quote a statement of Socrates which says almost everything that has to be said on our subject, with the noble simplicity and quiet greatness of the ancients. "Just as others are pleased by a good horse or dog or bird, I myself am pleased to an even higher degree by good friends .... And the treasures of the wise men of old which they left behind by writing them in books, I unfold and go through them together with my friends, and if we see something good, we pick it out and regard it as a great gain if we thus become useful to one another." The man who reports this utterance, adds the remark: "When I heard this, it seemed to me both that Socrates was blessed and that he was leading those listen- 7 �The College ing to him toward perfect gentlemanship." This report is defective since it does not tell us anything as to what Socrates did regarding those passages in the books of the wise men of old of which he did not know whether they were good. From another report we learn that Euripides once gave Socrates the writing of Heraclitus and then asked him for his opinion about that writing. Socrates said: "What I have understood is great and noble; I believe this is also true of what I have not understood; but one surely needs for understanding that writing some special sort of a diver." Education to perfect gentlemanship, to human excellence, liberal education consists in reminding oneself of human excellence, of human greatness. In what way, by what means docs liberal education remind us of human greatness? We cannot think highly enough of what Jib. era! education is meant to be. We have heard Plato's sug· gestion that education in the highest sense is philosophy. Philosophy is quest for wisdom or quest for knowledge regarding the most important, the highest, or the most comprehensive things; such knowledge, he suggested, is virtue and is happiness. But wisdom is inaccessible to man and hence virtue and happiness will always be imperfect. In spite of this, the philosopher, who, as such, is not simply wise, is declared to be the only true king; he is declared to possess all the excellences of which man's mind is capable, to the highest degree. From this we must draw the conclusion that we cannot be philosophers-that we cannot acquire the highest form of education. \Vc must not be deceived by the fact that we meet many people who say that they are philosophers. For those people employ a loose expression which is perhaps necessitated by administrative convenience. Often they mean merely that they are members of philosophy departments. And it is as absurd to expect members of philosophy depart· ments to be philosophers as it is to expect members of art departments to be artists. We cannot be philosophers but we love philosophy; we can try to philosophize. This philosophizing consists at any rate primarily and in a way chiefly in listening to the conversation between the great philosophers or, more generally and more cautiously, between the greatest minds, and therefore in studying the great books. T11e greatest minds to whom we ought to listen are by no means exclusively the greatest minds of the West. It is merely an unfortunate necessity which prevents us from listening to the greatest minds of India and of China: we do not understand their languages, and we cannot learn all languages. To repeat, liberal educa· tion consists in listening to the conversation among the greatest minds. But here we are confronted with the overwhelming difficulty that this conversation does not take place without our help-that in fact we must bring about that conversation. The greatest minds utter monologues. We must transform their monologues into a dialogue, their "side by side" into a "together." The greatest 8 minds utter monologues even when they write dialogues. When we look at the Platonic dialogues, we observe that there is never a dialogue among minds of the highest order: all Platonic dialogues are dialogues between a superior man and men inferior to him. Plato apparently felt that one could not write a dialogue between two men of the highest order. We must then do something which the greatest minds were unable to do. Let us face this difficulty-a difficulty so great that it seems to condemn liberal education as an absurdity. Since the greatest minds contradict one another regarding the most important matters, they compel us to judge of their monologues; we cannot take on trust what any one of them says. On the other hand we cannot but notice that we are not competent to be judges. This state of things is concealed from us by a number of facile delusions. We somehow believe that our point of view is superior, higher than those of the greatest minds-either because our point of view is that of our time, and our time, being later than the time of the greatest minds, can be presumed to be superior to their times; or else because we believe that each of the greatest minds was right from his point of view but not, as he claims, simply right: we know that there cannot be the simply true substantive view but only a simply true formal view; that formal view consists in the insight that every comprehensive view is relative to a specific perspective, or that all comprehensive views are mutually exclusive and none can be simply true. The facile delusions which conceal from us our true situation all amount to this, that we are, or can be, wiser than the wisest men of the past. W c are thus induced to play the part not of attentive and docile listeners, but of impresarios or lion-tamers. Yet we must face our awesome situation, created by the necessity that we try to be more than attentive and docile listeners, namely, judges, and yet we are not competent to be judges. As it seems to me, the cause of this situation is that we have lost all simply authoritative traditions in which we could trust, the nomos which gave us authoritative guidance, because our immediate teachers and teachers' teachers believed in the possibility of a simply rational society. Each of us here is compelled to find his bearings by his own powers however defective they may be. We have no comfort other than that inherent in this activity. Philosophy, we have learned, must he on its guard against the wish to be edifying-philosophy can only be intrinsically edifying. We cannot exert our understanding without from time to time understanding something of importance, and this act of understanding may be accompanied by the awareness of our understanding, by the understanding of understanding, by noesis noeseos, and this is so high, so pure, so noble an experience that Aristotle could ascribe it to his God. This experience is entirely independent of whether what we understand primarily is pleasing or displeasing, fair or ugly. It leads us �January 1974 to realize that all evils arc in a sense necessary if there is to be understanding. It enables us to accept all evils which befall us and which may well break our hearts in the spirit of good citizens of the city of God. By becoming aware of the dignity of the mind, we realize the true ground of the dignity of man and therewith the goodness of the world, whether we understand it as created or as uncreated, which is the home of man because it is the home of the human mind. Liberal education, which consists in the constant inter~ course with the greatest minds, is a training in the highest form of modesty, not to say of humility. It is at the same time a training in boldness: it demands from us the complete break with the noise, the rush, the thoughtlessness, the cheapness of the Vanity Fair of the intellectuals as well as of their enemies. It demands from us the boldness implied in the resolve to regard the accepted views as mere opinions, or to regard the average opinions as extreme opinions which are at least as likely to be wrong as the most strange or the least popular opinions. Liberal education is liberation from vulgarity. The Greeks had a beautiful word for "vulgarity"; they called it apeirokalia, lack of experience in things beautiful. Liberal education supplies us with experience in things beautiful. Ill TI1is article was first delivered as an address at the Tenth Annual Graduation Exercises of the Basic Program of Liberal Education for Adults, June 6, 1959, at the University of Chicago, and was later printed. © Copyright 1959 by The University of Chicago. All rights reserved. Printed by the University of Chicago Press, Chicago, Illinois, U.S.A. Reprinted by permission of the publisher, The University of Chicago. 9 �High School Workshop by Ted A. Blanton The students come from Harlem, from westside Chicago, from street corners in Baltimore, from little-seen neighborhoods in Washington, D.C., and from the arid shadows of the Sandia Mountains of Albuquerque, New Mexico. Some come from large families-one girl shares her roof with twenty-one others-while several come from almost no family. Their backgrounds range from overcrowded inner-city schools where the first subject is discipline seconded by basketball, to the experimental public "School-Without-Walls" in Washington, D.C. They gather at St. John's in Santa Fe for one month in the middle of the summer to study Plato, Sophocles, Plutarch, St. Paul, Machiavelli, the Founding Fathers, and Tocqueville. The High School Workshop was begun under the auspices of the Graduate Institute in Liberal Education in the summer of 1972. The workshop was first proposed by inner-city teachers from Chicago and New York who were in attendance at the Graduate Institute. Their concern was to invite bright city youth who, by circumstances, are deprived of opportunities to develop their intellect, and to introduce them to a program of liberal studies. The workshop, which has now completed its second session, was organized with the aid of several of the College faculty members along with Graduate Institute alumni from Baltimore and Washington. The program is funded by Mr. Jac Holzman of New York City, who is an alumnus and a member of the Board of Visitors and Governors (and a contributor of fellowships to the Graduate Institute), and also by the National Endowment for the Humanities. This funding makes it possible for each student to participate in the program at no personal expense. Eligibility for the workshop goes to rising high school juniors and seniors who are eager academically and who are likely to lack other enrichment opportunities. Students are first nominated by teachers in appropriate central city high schools. After a selection is made, based on interviews in their home cities, the final group is picked by a lO committee in Santa Fe. Twenty students-ten boys and ten girls-participated in the 1973 session. Five came from Baltimore, three from New Yark City, and four each from Albuquerque, Chicago, and Washington. There were fifteen Negroes, two Spanish-Americans, one American Indian, one Caucasian, and one Filipino. All of them were housed on campus in two small dormitories. This allowed for privacy but also for rubbing shoulders with high school teachers (some their own) pursuing studies in the Graduate Institute. The staff for the workshop consisted of three Institute alumni who were teachers in the Baltimore City School System. Two St. John's College students acted as their aides for the four-week program. Mr. Lloyd Parham, who acted as Director of the Workshop, was vice-principal at Joseph C. Briscoe Junior High School last year. Miss Mary Pat Justice works in a number of schools with the Keeping All Pupils in School (KAPS) program. Mr. Walter Dudley, among other duties, serves as chairman of the department of social sciences in Lom· bard Street Junior High. Miss Catherine Ingraham, 1973 alumna of the Santa Fe campus, and Mr. Ted Blanton of the Annapolis campus were the student aides. The central activity of the workshop occurred in the classroom. A seminar with all the students and two tutors took place twice each week along with a ninety-minute tutorial each day for every student. The tutorial consisted of ten students led by one tutor and a student aide. The curriculum for the workshop was as follows: Seminar Plato, Euthyphro Week I 2 Plato, Apology 3 Plato, Crito 4 Machiavel1i, The Prince {selections) II Tutorial Plutarch: Lives of Pericles, Alcibiades Thucydides: Pericles' Funeral Oration Declaration of Independence Articles of Confederation �January 1974 5 U.S. Constitution, 6 7 without amendments U.S. Constitution, with amendments St. Paul: Romaus III Selected Constitutiona1 Cases Tocqueville: Democracy in America (selections) IV New Testament: Matthew 2-5, 27-28; John 18-19 8 Sophocles: Antigone Sophocles: Oedipus Rex As can be readily grasped from the books selected, the four weeks of study revolve around fundamental questions of law. Another dimension was added to the students' experience by area activities. These included attendance at a rodeo, two performances at the Santa Fe Opera, an eightmile mountain hike in conjunction with a tram ride to the mountaintop, a camping trip in Colorado climaxed by a scenic rail ride, a visit to the Los Alamos science museum, horseback riding, and an overnight trip to the pueblo ruins in Bandelier National Monument. Such events provided an excellent opportunity for the Albuquerque students to introduce the Southwest to those from the cities. The one Indian student of the workshop won the affection of all the others and aided in pointing out elk, golden eagles, hawks, and bear tracks. With almost every trip he would command an expedition of his own. The uneasiness of the inner-city students with regard to the outdoors was demonstrated on the first car~1ping trip when the teachers were left with the responsrbrhtres of cookmg; then when sleeping hours approached, over one-half of the students slept inside the large bus in which the group traveled. Yet by the second overnight trip, the students were eager to build fires, cook meals, sleep on the ground, and hike through the woods. But what about the classroom? How would students who had read none of the selections save the U.S. Constitution and the Declaration of Independence, who had never known discussion but only lectures, who had come from sch?ols that hardly cultivate one's intellect, respond to studymg Plato and Machiavelli? Socrates, in their understanding, proceeded from sophistry (in questioning Euthyphro on piety) to seriousness (" ... no greater good can happen to a man than to discuss human excellence every day ..."). His example provided a reference point for th~ entire session. Almost all the students were skeptics wrth regard to the worthiness of the United States government; yet after comparing the Articles of Confederation with the Constitution and demanding the full rntent of the Declaration ("... all men are created equal and endowed with certain inalienable rights ..."), the most able and outspoken critic-who picked up the nickname "Alcibiades" after the first week-spoke of his newfound respect for the Founding Fathers. Tocqueville's Democracy in America provided some of the most thorough discussions .on such subjects as the far-reaching implicatiOns of equahty, the drfferences between ancient and modern slavery, and the kind of tyranny to be expected in the United States. One interesting seminar showed the facility with which the students spoke of The Prince ("... and, to see and hear him, he should seem to be all mercy, faith, integrity, humanity, and religion") without the least bit of shame. One tutorial met with success by dividing into citizens defending or condemning Antigone's action with respect to the city, a discussion moderated by a third body acting as a Council of Elders. Most of the students thought there would be little to talk about in the Bible. Yet they learned to wonder how one accounts for the differences in the crucifixion narratives and about the meaning of Jesus' temptations in the desert. When the Epistle to the Romans was read, a surprising amount of anger was displayed. However, is was unclear whether the anger was directed toward the content of the scripture or their own education in it. One priceless moment occurred in that seminar. A tall, easy-going young man from Chicago was defending St. Paul in Romans 2:13-17. He began explaining our awareness of our conscience em~ phasizing his speech by pointing at his heart. Suddeniy he stopped speakmg; he showed some h~sitation but finally por':'ted to Ius head and contmued hrs explanation. The enhre senunar puzzled over that hesitation for a few minutes. . The general ability of the students to read carefully had unproved by the end of the session. In the first tutorial the students came to class having collectively decided that "Pericles was a great con-artist." They spoke with little precision and showed no inclination to examine the end of that "art" or its value in ruling the city. By the last tutona1, however, there was more precision and independ- ence of thought. After the reading of Oedipus Rex, a lengthy discussion by various students presented four clear alternatives in understanding the relationship between man and fate. What lasting effects will the one-month program have? If a multitude of tears at the airport departure is any , indication, there were friendships formed between the students on a different basis than they had experienced before. Many of the students commented during the course of the four weeks on their own reactions to the program. One student had thought all learning was modelled on mathematics with one right answer. Another had never realized the shallowness of her reading. A third contended that the public school classroom would be difficult to re-enter. More important than such signs or even testimony to the value of the program is the fact that three participants in the 1972 High School Workshop have enrolled at St. John's in Santa Fe this fall-Arlene Blackwell and Gregory Walker of Baltimore, and Ava Clinkscales of Washington, D.C. 11 Ted A. Blanton, '75, is a student on the Annapolis campus. During the. summer of 1973 he was a student aide with the High School Workshop on the Santa Fe campus. 11 �NEWS ON THE CAMPUSES made a set of disc recordings of some of the music he heard. Dick Stark has visited the villages and talked with families of the singers Sr. Rael knew; unfortunately, all of the musicians themselves are now dead. As a result of correspondence between Sr. Rae! and Mr. Stark the disc recordings have been given to the Museum of New Mexico. Richard Stark STARK TO SPAIN A cooperative venture involving the National Endowment for the Humanities, the International Folk Art Foundation, the Fulbright-Hays Commission and the Government of Spain is sending St. John's College Tutor Richard Stark to Spain to complete a research project which began when he moved to New Mexico more than a decade ago. He will be tracing the antecedents of New Mexican alabados, religious hymns which arc centered around the Lenten season, especially Holy Week. The music involves eighty alabados and several melodies for the pita (flute). Very little has been done in studying and recording the music of Spanish colonists in New Mexico since Sr. Juan B. Rae] worked in northern villages during the thirties. The New Mexican Alabado by Sr. Rae! was published by the Stanford University Press in 1951. At the time he was here he 12 Earlier studies by Stark led to publication of Music of the Spanish Folk Plays in New Mexico, Music of the Bailes in New Mexico and a children's book, Juegos Infantiles Cantados en Nuevo Mexico. These books include folk music derived primarily from nineteenth century Mexico. As his research progressed on the alabados he found nothing in them to lead him to believe that they were of Mexican origin. Indications were that they might be Spanish as they were found in the most isolated communities of northern New Mexico where the customs and language of Spain remained intact longest. A breakthrough, or a possible one, came for Dick Stark in November of last year when the International Institute of Iberian Colonial Art met in Santa Fe. He sang an aJabado for the group to show them the type of music he was discussing and asked for leads in discovering the musical sources of the songs. Dr. Luis Gonzalez Robles of the Instituto de Cultura Hispanica in Madrid immediately identified the music as being exactly like certain Sephardic Jewish chants. His colleagues agreed and so the first stop for Stark in Spain is the University of Madrid Library to study the collection of chants. From Madrid he will go south to the area around Seville and then to Estrcmadura, the province from which many New Mexican colonists immigrated. He plans to spend time in remote villages, monastic libraries and church archives searching for material. His research will he climaxed by being there during the entire Lenten season to hear and record music. In the late spring he expects to return to Santa Fe to work on musical transcription of the alabados and prepare a manuscript. "I believe that this project will result in a very important addition to the growing literature on the long neglected Spanish colonist in the United States," Dick Stark says. The whole Stark family has been involved in New Mexico foik music these past years and has become increasingly intrigued as the pieces of the puzzle fit together. Mrs. Stark and their three sons are looking forward to joining Dick for part of his stay in Spain to, be on hand for the completion of the project which brought them to New Mexico in 1960. Dick Stark attended Colorado College, was graduated from Colorado State College of Education and received his Master's degree from the Yale University School of Music. He taught at Fisk University in Nashville, Tennessee, where he was also director of the U nivcrsity Choir, and was a visiting professor of music at Wesleyan University, Middletown, Connecticut. In Santa Fe he has served as Curator of Collections and Curator of Music Research at the Museum of International Folk Art and since 1965 has been a Tutor at St. John's College. �January 1974 ARTIST IN RESIDENCE Charles W. Thwaites, well-known Santa Fe artist, has been appointed Artist-in-Residence at St. John's College, President Richard D. Weigle announced. Mr. Thwaites has lived and painted in the Southwest for the past twenty years. During that time his work has been shown in regional, state and one-man exhibitions, including one at St. John's in 1965. Mr. Thwaites, whose style of painting has varied during his career from objective through non-objective, has been included in major national exhibitions, both juried and invitational. In 1940 his mural design was chosen for the Whitney Museum's exhibition of prize-winning mural designs from the "48 State Competition" sponsored by the U. S. Government Section of Fine Arts. He was represented in the Carnegie Institute's ('Directions in American Painting" and "Painting in the United States" as well as the Metropolitan Museum's "Artists for Victory" show. Mr. Thwaites has shown in both the Corcoran and Virginia Biennials, and at the Chicago Art Institute his work has been selected numerous times for the Internationals and the American Painting and Sculpture exhibitions. At St. John's, which does not offer painting and sculpture courses in the curriculum, Mr. Thwaites will be teaching interested students on an extracurricular basis. BOOK AND AUTHOR LUNCHEONS Hugh Nissenson has had short stories published in Harper's, Commentary, The New Yorker, Playboy, Esquire, and other magazines. His books include A Pile of Stones, which won the Wallant Award in 1965, Notes .from the Frontier, and In the Reign of Peace. Marcia Muth Miller is vice-president and senior editor of The Sunstone Press. A collection of her poetry, Post Card Views and Other Souvenirs, was due to be published this past fall. Marc Simmons formerly taught history at the University of New Mexico, and now lives in Cerrillos in an adobe house he himself built. His latest book, The Little Lion, was published by Swallow Press in October. The luncheon on November 9th featured athlete-author George Plimpton, Southwestern naturalist Eleanor Daggett, and New Mexico outdoor writer Michael Jenkinson. A real-life Walter Mitty, George Plimpton boxed Archie Moore, played tennis with Pancho Gonzales, and joined the Detroit Lions as a rookie, all in the interest of first-hand, participant's-view reporting. His books include Out of My League, The Bogey Man, and his best-selling Paper Lion. Eleanor Daggett is well known to Santa Feans for her "Nature Trek" column in the Sunday New Mexican. Her Chama History, about the section of New Mexico where she grew up, was published earlier this year. Michael Jenkinson was born in England and grew up in Southern California. He has lived in Santa Fe for the past eight years, although much of his time is spent traveling in pursuit of subject matter for books. Wild Rivers of North America, his newest book, was to be released in November. The Santa Fe Book and Author Luncheons, now in their sixth year, continue to benefit both the community and St. John's College. Hundreds of volumes have been added to the Library of the College from the proceeds of these popular programs. On October 12th New York writer Hugh Nissenson, Santa Fe publisher Marcia Muth Miller, and historian Marc Simmons were featured. Journalist Walter Kerr was master of. cere- than 21 years, while "Winnie," as he monies. was known to generations of St. ANNAPOLIS JOTTINGS Two valued and beloved members of the College community retired during the fall: Mrs. Florence Mason and Mr. Winfield Colbert. Mrs. Mason had been a maid at the college for more Malcolm Handte Johnnies, had been a groundsman since April 1, 1930. Mr. Colbert, coincidentally, celebrated his 75th birthday on the day he retired. Ted Wolff, a senior and the son of Peter C. Wolff '44, has worked for two years on the restoration of the gardens of the William Paca House in Annapolis. (For you oldsters, on the site of the Carvel Hall Hotel.) During this time he has discovered a considerable aptitude for horticulture, and plans to study landscape architecture after graduation from St. John's. Junior Malcolm Handte, a native of Binghamton, N.Y., pursues his mountain-climbing hobby by running up the outside wall of the gymnasium. A 13 �The College climber for some four years, Handte hopes to try El Capitan in Yosemite National Park next summer. "It beats volleyball," is the way this National Merit finalist describes his energetic avocation. Steven F. Crockett Rest assured that St. John's students take time off for personal projects during college as do students elsewhere. James Mackey of California and Hong Kong is a case in point: in December he left for a year's hiatus, sailing a boat around Europe, and perhaps even trans-Atlantic back to Maryland. Mackey has three year's sailing experience, has taught in Maryland and California, and has a Hawaii-Los Angeles crossing in a 36-footer under his keel. This must be the year for outdoor activity: on his 30th birthday Tutor Stephen F. Crockett and his wife, Margaret, walked 30 miles. They are members of the Annapolis Road Runners Club, and he has been running and walking hard for four years. This year he has followed a weekly plan of walking 20 miles, running five or six, and cycling another 20. Tutor Douglas Allanbrook performed a benefit harpsichord concert on November 18th, sponsored by the Caritas Society, a town-gown organization which supports the College. Featured was music by Bach and by Allanbrook himself. The former West Reading Room of the Library has been designated the Hartle Room, honoring Major General Russell P. Hartle, USA, an honor graduate of the College in the class of 1910. General Hartle commanded the 34th National Guard Division, the first contingent sent to Europe in World War II. ALUMNI ACTIVITIES HOMECOMING IN BRIEF Perhaps the date was too early, what with dodging boat shows and Navy football games, but the weather was good, and the alumni who came to Annapolis in late September seemed to enjoy Homecoming 1973. From the boat ride on Friday to the last private party Saturday night, it was fun. Regrettably, traffic jams kept some alumni from reaching Annapolis on time, but more than 70 alumni and guests of all ages cruised the beautiful Severn River for two delightful hours Friday evening. Those of academic inclination then listened to Charles Bell lecture on "Satanic Math," while others went on to parties of their own. Evaluation of the cruise: excellent, do it again. 14 Sufficient alumni for one seminar were on hand Saturday morning; each year attendance for this event has fallen off, and it may be that an alternative activity should be found. (Comments welcome.) The Annual Meeting of the Alumni Association was rather well attended; the principal items of business were adoption of changes to the By-Laws to provide a new method of nominating alumni for election to the Board of Visitors and Governors, and election of five new Association directors: Martin A. Dyer '52, Richard D. Ferrier '69, Edward T. Heise '36, Marcia (DelPlain) Reff '57, and C. Edward Roache '39. During the meeting the Alumni Award of Merit was presented to Col. Robert Edward Jones '09 of Palo Alto, Cal. Col. Jones entertained the group with several stories of his student days. Later on Saturday afternoon a brave group of alumni challenged a student team on the soccer field. The game was hotly contested for about three periods, and then the difference in ages began to tell. Final score, Students-2, Alumni-0. (It has been rumored that the two goals were inexplicably lucky shots that trickled past Alumni goalie Bryce Jacobsen '42; maybe.) At the same time as the soccer game, another group of alumni met with a goodly number of students to talk about graduate school experiences. The Association and the College are most grateful to those alumni who took part in this helpful session. The new format of a reception with buffet replaced the reception and din- �January 1974 Rob Cozzolino '63 (left) and Steve Tibbitt '65. Col. Robert E. Jone.~ '09 and Mrs. Jones at Award of Merit ceremony; Bernard F. Gessner '27, rear. 1973 H 0 Goaltender Bryce Jacobsen '42 in action. Miriam (Cunningham) Col1e11 '69 all(l Tutor James M. Tolbert. M E c 0 M Dean Curtis Wilson and Arthur Kungie, Jr. '67. Student Counselling session in King Wiiiiam Room. N G 15 �The College ncr of previous years, and was almost unanimously acclaimed as the best idea in a long time. No more lecture bell to toll the way to dinner, interrupting the reception just as it was getting going; instead there was a natural termination of activities as alumni and their guests drifted off to other parties. The Homecoming Committee for 1974 will be in being by the time you read this. If more alumni arc to be lured back next fall (gas rationing permitting!), new ideas are needed. Homecomings are for YOU-let us hear your ideas. ALUMNI REPRESENTATIVES Robert Burns once warned us about the best laid plans-and he was so right. A key element in the revised procedure for nominating alumni for election to the Board of Visitors and Governors was the use of The College as the medium for inviting nominations and for announcing the nominees. Unfortunately, production of the October issue was delayed, so a special mailing had to be made. Delays beget delays, so this current issue could not carry the names and biographical data on the nominees, as we had hoped. This information will be sent as soon after January 31st as possible, together with a mail-back ballot. We ask that you cast your ballot promptly. Despite adversity, perhaps the most important aspect of the new nominating procedure has been implemented: more than one alumnus will be contending for each vacancy in the election. This assures the general membership a greater choice of candidates than ever before. STuDENT CouNSELING This year's Juniors and Seniors in Annapolis are interested in a variety of career/work areas; the most popular (five or more interested) in descending order of interest: Law, Teaching, Publications (writing, etc.), Medicine, Philosophy, Music, Classics, Anthro16 pology, Art and Art History, Biology, Environmental Science, Foreign Service, and Theology. But that is by no means indicative of genuinely infonned interest: many students are unaware of the opportunities open to them, or even what fields they might like to enter. And many do not even know enough to ask the proper questions. Alumni over the past few years have been very helpful, giving students the benefit of their experience, helping to formulate the questions, and, perhaps, even helping to find answers. Alumni can continue to help; if you have not submitted your name earlier, and would be willing to talk with students on campus, or in their hometowns, or by telephone, please send your name and field of competence to Miss Tina Saddy, Student Counselling Service, St. John's College, Annapolis, Md. 21404. It would be helpful also if you would indicate how you would prefer to meet with the students. What we are talking about is the percentage response or participation of alumni in the Annual Fund. While dollars are important when one talks about financial support for a college, the percentage of alumni who contribute to the Alumni Fund is also most significant. Corporate officers and foundation executives are interested in that figure when approached for help. If a college can point to 40, 50, 60% of its alumni making some sort of gift, that has real impact. (The national average among private, coeducational colleges runs about 20%; the prestigious northeastern institutions reach 40 to 60% regularly. St. John's last year showed 25%, clown from 28% the previous year.) So, please know that no gift is ever too small. Give what you can, but give, whether it is one dollar or one thousand. It will help St. John's College. CLASS NOTES ALUMNI FUND This year's Alumni Annual Giving Campaign was officially launched in early December with letters from the three campaign co-chairmen. (Col. Thomas W. Ligon, classes of 1900 to 1925; John C. Donohue, 1926 to 1940; and Francis S. Mason, Jr., 1941 to 1973.) It will close on June 30, 1974, the end of the College's fiscal year. $40,000 is the goal for this year's Alumni Fund-a new term for the funds raised by the Alumni Annual Giving Campaign for current operating purposes at St. John's. While the greater part of that amount may come from a relatively few alumni, the College is as vitally interested also in those alumni who cannot make large gifts. Younger alumni, still in graduate school or starting new jobs or new families, cannot be expected to give in significant amounts. Neither can older alumni on fixed-income pensions. But, nevertheless, their gifts can and do help the College far more than their face value alone may suggest. 1932 Our July Communicard reached all the way to Bermuda and Hugh Parker, who writes he misses Annapolis, crab cakes, and Maryland oysters; his mention of rum and coconut milk leads us to believe he has found certain compensations. Henry S. Shryock this past August attended meetings of the International Statistical Institute in Vienna, and of the International Unl'on for the Scientific Study of Population in Liege. At the latter Henry contributed a paper, "On Measurement of the Extent of Urbanization." 1935 On October 24th the Ted Levin Memorial Scholarship Fund of Baltimore honored John C. Donohue at its annual scholarship banquet. Alumni present to share the evening with the Donohue family included Bill Armacost '31, Bill Athey '32, Fred Buck '39, Buzz Budacz '39, Bunny Casassa '34, Cal Harrington '31, Bruz Hoff '31, Johnny Lambros '38, Dutch Lentz '18, Bob Miller '36, Tom Farran '42, Julius Rosenberg '38, Tommy Smiti1 '38, and Ernst von Sd1werdtner '17. 1938 At least in one small area ~'omen's Lib is doing well: in September Julius Rosenberg was made an honorary member of the all-female �January 1974 Caritas Society of St. John's College. The reason? Julius was one of the co-founde~s of the Annapolis-area commlmity group whtch supports St. John's College. 1941 Lansdale Hill writes that he is the coauth~r of a book, Complete Guide of Sports Statistics and Record Keeping, due to he published in January by Parker Press. Danny i~ a partner in the public relations firm of Danen and Hill in Santa Clara, Cal. T 1943 Dr, Douglas Buchanan stopped in Annapolis last August, on his way south with his family on their 27-foot sloop. Doug plans to work a year or two somewhere in the Caribbean islands under the auspices of the University of the \Vest Indies, 1946 Daniel S, Parker, chairman of the board of the Parker Pen Co., in September was named director of the Agency for International Development. 1954 Edward F. Bauer, an associate professor of Gennan at Colorado College, is working toward an M.A. degree in counseling at the University of Colorado. Ed would like eventually to do professional marital and family counseling, while continuing his teaching. 1961 Linda (McConnell) Meriam tells us that she teaches English and humanities at St. Norbert College, de PCre, Wis., including a Great Books course this fall. 1962 Maria (Fiascllberger) Hanneman m~d her husband have returned from 2V2 years m Germany, and are living in Benton Harbor, Mich., where he teaches at Lake Michigan College. 1964 From Athens David R Jordan writes that h~ is having a great time putting together an ~~­ tion of the magical curse inscriptions found m the Agora excavations. In December he was ~o give a talk about the inscriptions in St. LoUis, Mo., at the annual meetings of the Archeological Institute of America. David encourages travelling St. Johnnies to visit him; the number in Athens is 733-266. Ann (von Isakovics) Poundstone sends all sorts of interesting news: she graduated from Georgetown University Law Center in June with a Juris Doctor degree, and took and passed the Virginia Bar eA:aminations that same month; John '62 is now Chief, Epidemiology and Biometrics, Navy Medical Research Unit No. 4, Great Lakes Naval Station, Ill.; and last, but by no means least, Ann and John announced the birth, on September 16th, of Katherine Esther von Isakovics Poundstone. Kitty and her parents now live in Mundelein, Ill. 1965 Alenna (Duugan) Leonard is currently working in the development department at Federal City College in Washington, D.C. One of the more recent recipients of an advanced degree is Daniel C. Schiff, who was awarded the Ph.D. degree in philosophy by the Pennsylvania State University last August. 1966 A Stevens Rubin, Captain, Army Medical Corps, is now stationed at Fort Meyer, ya., after a 15-month tour in Korea. Steve writes, "I am returning with the additional karma provided by a fiancCe, Miss Kim Soung Ae." 1967 From Louisville, Ky., this fall came a most cleverly-drawn announcement from Joy and Clark Lobenstine, heralding ("You might call it a doubleheader") the births, on August 15th, of Jonathan Clark and Andrew. James Lobenstine. And a double congratulations to all the Lobenstines from all of us. 1968 Sarah (Manire) Fox is now working at Guilford College in Greensboro, N.C., in the News Bureau and Information and Publications Offices, and is also taking a course in short story writing. Sarah's husband Don is in the Master of Fine Arts program at the University of North Carolina at Greensboro. Ceorge Partlow, reoriented after his Peace Corps stint, is working toward an M.Ed. degree at Johns Hopkins, and is teaching mathematics at Houston·Woods Junior-Senior High School in Baltimore. Jinna (MacLaurin) and Thomas Rie are the proud parents of Andrew Ric, born October 14th. Maureen Hellner and Dr. John D. Rosenberg, professor of English at Columbia University, were married last June 11th. The Rosenbergs live in Manhattan, where Maureen teaches mathematics at the Spence SchooL Steven Shore (SF) proved his athletic prowess by completing 41 of the 50 miles of the John F. Kennedy Memorial Hike-Run in Maryland last spring. His time was 12Vz hours; next year Steve hopes to finish the course within the 15-hour deadline. Frederick L, Wicks (SF) is attending San Francisco State University in advanced biology and chemistry, and is applying to medical schools. Last summer Rick, Antigone (Phal~Jies) J\!Ioore (teaching m Albuquerque), and Augusta Goldstein (teaching in Pomona, Cal.), visited former Tutor Thomas Slakey at St. Mary's College. 1969 David E. Rigg.~ is in Hampton, Va., tempo· mrily, helping NASA set up a new computer center operation in that area. 1970 Ronald H. Fielding is working as a financial analyst with a small bank holding company in Rochester, N.Y., and is taking courses at night toward his M.B.A. degree. Stephen J. Forman continues his fine record at the University of Southern California Medical School: he was to have a research paper published in the December ~nna1s of Internal Medicine, has been accepted mto Alpha Omega Alpha (medical academic honor society), ~nd has been asked to join the American FederattOn for Clinical Research. And this guy doesn't receive his M.D. degree until next spring! 1971 Holly Carroll is now in her first year at Yale Law SchooL Peter V. Lobe11 and Miss Lucinda Anne Jones of Severna Park, Mel., were married on August 11th, with Peter's father, the Rev. John J. Lobeii '46, officiating, Susan J, Mackey is now a student at Georgetown University Medical SchooL 1972 Thomas Ascik has left his journalistic pur~ suits and is now in officer candidate training at the Marine Corps Schools, Quantico, Va. \Vord has reached us indirectly that Brooke Harris is writing scripts for All In The Family and other television shows. Most sincere congratulations are due Navy Ensign Dana E. Netherton for his successful completion of Nuclear Power School; apparently few people believed a St. Johnny could accomplish that feat. All we can say is don't sell those liberal artists short! From far-off Kabul, Afghanistan, came a card from wandering Watson Fellow Cristel M. Stevens. She was in Madras, India, until last April, studying theater and dance, and after her sojourn in Kabul, will return to her studies in Madras in December. 1973 In September we learned that Deborah E. Schifter is now living in Israel. Eric 0. Springsted (SF) is now a student at Princeton Theological Seminary in the Master of Divinity program. His wife Marsha (Adams) S7 5 works for a Princeton shop where she is the "foremost turquoise jewelry authority" in the town. In Memoriam 1922-Albert L. Anderson, Annapolis, Md., November 2, 1973. 1923-J. W. Barney Gilbert, Annapolis, Md., October 18, 1973. 1933-Ernest K Krohn, N.J., September 29, 1973. Jr., Maywood, �The College St. John's College Annapolis, Maryland 21404 Second-class postage paid at Annapolis, Maryland, and a! additional mailing offices. � 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 College </em>(1969-1981) Description An account of the resource St. John's College's Office of the Dean published <em>The College</em> from 1969 to 1981. The publication superseded <em><a href="https://digitalarchives.sjc.edu/collections/show/37" title="The Bulletin of St. John's College">The Bulletin of St. John's College</a></em>.  <em>The College</em> was in turn continued by <a href="https://digitalarchives.sjc.edu/collections/show/13" title="The St. John's Review"><em>The St. John's Review</em></a> in 1981.  <br /><br />A separate magazine for St. John's alumni titled <em>The College </em>began publication in 2001, continuing <em>The St. John's Reporter</em>.  <br /><br />Click on <strong><a title="The College" href="http://digitalarchives.sjc.edu/items/browse?collection=12">Items in the The College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource 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 Identifier An unambiguous reference to the resource within a given context thecollegemagazine Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 16 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Development Offices of St. John's College Title A name given to the resource The College, January 1974 Date A point or period of time associated with an event in the lifecycle of the resource 1974-01 Contributor An entity responsible for making contributions to the resource von Oppen, Beate Ruhm Parran, Jr., Thomas Dunham, William B. Ham, Michael W. Newland, Paul D. Oosterhout, Barbara Brunner Wyatt, E. Malcolm Zelenka, Robert S. Description An account of the resource Volume XXV, Number 4 of The College. Published in January 1974. Identifier An unambiguous reference to the resource within a given context The_College_Vol_25_No_4_1974 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 The College https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/52514cbfcd4ab73efa907d7f92949532.pdf 663862f22267353823dfe290bae121d9 PDF Text Text 'F I L~ THE COLLEGE CoPY St. John's College Annapolis, Maryland Santa Fe, New Mexico April 1974 �THE COLLEGE Vol. XXVI April, 1974 No. I Editor: Beale Ruhm von Oppen Managing Editor: Thomas Parran, Jr. Editorial Advisory Board: William B. Dunham, Michael W. Ham, Paul D. Newland, Barbara Brunner Oosterhout '55, E. Malcolm Wyatt, RobertS. Zelenka THE COLLEGE is published by the Development Office of St. John's College in Annapolis, Maryland. Richard D. Weigle, President, Paul D. Newland, Provost. Published four times a year, in January, April, July, and October. Second class postage paid at Annapolis, Maryland, and at other mailing places. IN THE APRIL ISSUE: Jacob Klein at 75 f11 The Poet of the Odyssey . by Eva Brann 1 5 Dance, Gesture, and The Marriage of Figaro by Wye Jamison Allanbrook 13 News on the Campuses 22 Alumni Activities 23 ON THE COVER: This sketch is one of eight by Anne Buchanan Crosby which were included in the Festschrift presented to Jacob Klein on March 3, 1974. �Jacob Klein At 75 Jacob Klein's seventy-fiftll birthday was celebrated on Marcil 3, 1974, by a festive gathering of contributors to a Festschrift called Essays in Honor of Jacob Klein at tile llouse of President and Mrs. Weigle. Nearly ·four years llad passed from Samuel Kutler's first letter inviting contributions, in April, 1970, to tile presentation of tile completed typescript, in a splendid box made by Micllael Parks, to our former Dean of long and decisive tenure. Tile secret llad been well kept and tile surprise was complete. All tllat remains now is tor tile book to be printed. Meanwllile tile readers of The College may be interested in his successor's preface to the collection, with its celebration of tile life and work of Jasha Klein. Our readers may also like to know the contents of tile Festschrift pending 'its publication. Preface The studies and essays here collected were written for presentation to Jacob Klein oh the occasion of his seventyfifth birthday. Diverse though they are in subject matter and perspective, they are motivated by a shared sense of indebtedness to a great teacher, a shared respect and admiration for his great learning and wisdom, a shared love for his humanity. Jacob Klein was born in 1899 in Libau, Russia. His education was begun in Lipetsk, and continued in Brussels from 1912 to 1914 and then in Berlin. After graduating in 1917 from the Friedrichs Realgymnasium in Berlin, he studied at the universities of Berlin and MarburgjLahn, his subjects being philosophy, physics, and mathematics. In 1922 he received the Ph.D. at Marburg under Nicolai Hartmann. In the years that followed, he continued studying in Marburg a:nd Berlin, chiefly physics, mathematics, and ancient philosophy. It was an important event for him, he has told us in one of his very few autobiographical statements, when he came to hear Martin Heidegger in Marburg in 1923. The fundamental thing he learned from Heidegg~r was not Heideggerian philosophy, but something he had previously felt to be somehow beyond possibility, namely, that what another man had thought and written might actually and genuinely be understood. In the particular case, the writings newly understood were those of Aristotle. It was to the recovery of classical thought, the thought of Plato and Aristotle, that Jacob Klein now turned, devoting himself to this aim with intensity. A second aim of his studies was to see how the classical mode of thought had come to be transformed into the modern mode of thought, the thought out of which modern science emerged. The two topics are closely conneCted, for the development of modern science has brought with it not only new insights but also a fundamental forgetfulness of what the ancients knew. The sedimentation of thought-the imbedding and burying of earlier insights in later formulas and procedures-thus became a central theme and concern. As a consequence, a pressing .question came to the fore: how should people be educated? A first outcome of these studies was an extended work, Die griechische Logistik und die Entstelmng der Algebra, published in two parts in the Quellen und Studien zur Geschichte der Mathematik, Astronomic und Pllysik in 1934 and 1936. The first part was the thesis for the Habilitation, which would have taken place at the University of Berlin· in October, 1932, had it not been for the change in the political situation in Germany at that time. The entire work has been recently translated into English by Eva Brann and published by the M.I.T. Press under the title Greek Mathematical Thought and the Origin of Algebra. In 1934-i935, Jacob Klein was a visiting lecturer in the history of mathematics at the University of Prague. From 1935 to 1937 he was a fellow of the Moses Mendelssohn Stiftung zur Forderung der Geisteswissenschaften. During this time he was chiefly concerned with the elaboration of a· study of Galileo' s physics and its relation to Plato, Aristotle, and Archimedes. Also, his researches concerning Platonic cosmology led him to nndertake a fresh analysis of the stmcture of Platonic dialogues, in particular the Charmides, Meno, and Pllilebus. But this work was not to 1 �The College be completed till much later. Exile from Germany intervened. On April!, 1938, Jacob Klein arrived in New York. In May, through Paul Weiss of Bryn Mawr College, and Mortimer Adler of the Law School of the University of Chicago, he was put in touch with Scott Buchanan, dean of St. John's College in Annapolis, Maryland. It had been only the year before that Stringfellow Barr and Buchanan had, as Buchanan put it, "taken over this old and decrepit college with a mortgage and other disorganized finances." Buchanan's interest in Klein appears to have been immediate. He explained it in a letter of June ll to a group in New York called the Emergency Committee in Aid of Displaced Scholars: As you may have seen in the papers and magazines, we are installing a four-year program of liberal education in which we are reading the great books from Homer and Euclid to Freud and Russell. A great part of our program deals with the history of mathematics and science, and we are at present working hardest on getting some of the original books translated and organized for pedagogical purposes. Dr. Klein's work in Greek mathematics and in Renaissance science is directly and almost completely comprehensively pertinent. A small grant from the Emergency Committee, finally announced on September 24, after three months of waiting, made possible the appointment of Jacob Klein to the faculty of St. John's College for the academic year 19381939. On May 1, 1939, Buchanan reported to the Emergency Committee that . the arrangement has been more than successful. He [Jacob Klein] has done very important work, both in the very special kind of research which we are doingparticularly in relation to Greek and Renaissance mathematics; also, he has proved to be a very superior teacher, not only of the students but for the rest of the faculty. I think he has been very happy here, and both of us are convinced that he should remain with us as long as we can be of mutual good. St. John's College at this time was going through the pangs of a new birth, the birth of what was then called "the New Program" and later simply "the Program." A conventional elective curriculUm and a conventional departmental arrangement were being dismantled; the attempt was being made to set up an all-required program of studies that would be an appropriate modern replacement for the m.edieval liberal arts curriculum. The dedication to liberal education was to be singleminded; the usual distractions of American collegiate life were to be put aside. Mr. Klein has written of the arduousness and the difficulties of those times: I cannot forget the years when Scott Buchanan and Stringfellow Barr began exploring and erecting the goals of the College with the help of the faculty .... The College grew, slowly and not always in the right 1 · 2 manner, but we saw always the Goal shining before us and demanding severe and grim efforts to be made by all of us. The fact is, however, that the history of those times has never been written; and the records are sparse and the memories evanescent from which such a history could be reconstructed. Still, that Jacob Klein was deeply and energetically involved in the planning and the work is evident enough from the college records. Perhaps most interesting here arc the titles, some of them plain, some of them puzzling, of talks and lectures that he gave from year to year before the college community. On April 10, 1939, during his first year, he and another tutor, Herbert Schwartz, conducted a public qisputation in the Great Hall of the College on "The Active Intellect." During this same year, Mr. Klein gave a series of ten lectures to New Program sophomores on "The History of Algebra" -a series that was repeated with variations in succeeding years and became a tradition. Some of the other titles, with the dates of the lectures through the fall of 1948, are as follows: "Passion, Fate, Knowledge" "How to Read a Newspaper Today" HArithmology" October 25, 1940: ''Descartes" May30, 1941: November 14, 1941: "Greek City, Greek Sky" "Aristotle" February 20, 1942: "System and Matter" April23, 1943: "Geometry" August 13, 1943: Address to the Graduating Class March 14, 1944: 1 "Arithihetic and Geometry'' May 19,1944: "The Quadrivium" July 26, 1944: "Virgil" August ll, 1944: "Quadrivium?'' October ll, 1946: "The Nineteenth Century" May 16, 1947: Commencement Address June 9, 1947: December 12, 1947: "On Nature" "Plato and The Liberal Arts" October 7, 1948: February 9, 1940: May 18, 1940: In July of 1948, the Board of Visitors and Governors of the College approved a sabbatical leave for Mr. Klein for the following academic year. Already in the previous year Barr and Buchanan had left to try, unsuccessfully as the event proved, to establish a sister college in Massachusetts. St. John's and the St. John's program had managed to survive the war, b.ut the financial situation ·of the College remained precarious, and in some of its phases the opera- tion of the program was notably questionable or chaotic. In the middle of the academic year 1948-1949, there came an administrative crisis. Jacob Klein once more found his Platonic studies interrupted; he was called back to the College to become its Acting Dean on January 31, 1949. Acting deanship turned into deanship in September of the same year, directly after Richard D. Weigle became the new president of the College, undertakin& first and fore- �April, 1974 most the arduous and necessary task of putting the finances of the College in order. For nine years thereafter, tiJI July, 1958, Jacob Klein served as dean. It was a period of consolidation, of strong leadership. Nostalgia for a vanished past gave way to a new ethos. The community became aware of itself as having a shaping and stabilizing force at its center. In faculty meetings, in meetings of committees, in official statements of educational policy, above all in lectures to the college community, Jacob Klein articulated, in words that were at once arresting yet simple the meaning and the aim of liberal education. For history's sake, we give the titles of the lectures of those years: "Liberal Education and Liberal Arts" ~~what is a Platonic Dialogue?" January 13, 1950: September 29, 1950: "The Liberal Arts" September 26, 1951: "The Liberal Arts" "The Great Mother and the October 3, 1952: Liberal Arts" (this lecture dealt with Robert Graves' The White Goddess) "The Conservative and the February 15, 1953: Revolutionary" "History and the Liberal Arts" June 5, 1953: "On Tradition" October 2, 1953: May 21, 1954: Aristotle" October l, 1954: "The Liberal Arts and the October 7, 1949: 11 Muses" "The World and the Cave" January 7, 1955: September 30, 1955: "The Liberal Arts and the Problem of Learning" "Plato's Phaedrus" April6, 1956: "The Art of Questioning and October 5, 1956: the Liberal Arts" September 27, 1957: "The Delphic Oracle and the Liberal Arts" Commencement Address June 9, 1958: During these years, the series of lectures on the history of algebra was several times repeated for different classes of sophomores and juniors. Also, a lecture on the Copernican Revolution, first given on April 29, 1949, was repeated for succeeding classes of sophomores. The mere titles, of course, cannot recapture for us the spiritedneSS the imaginative interpretations, the reflective questioning, the unusual insights, the unmistakeably distinctive thrust and direction of thought in these lectures. Nor can they reveal how these characteristics and qualities have fostered and formed the intellectual life of individuals and of the ongoing college community. Another topic should be mentioned here: the evenings for visiting lecturers and faculty, or for faculty and students, at the Klein's home, where Mrs. Klein presided so magisterially and magically over the kitchen and the spicier 1 portions of the conversation, and where all things pertaining to the College and the great world were discussed with the detachment and the freedom that are supposed to characterize the Abbey of The!eme. These are not, and wiJI not be, forgotten. We record here the statement written by Richard Scofield and inserted into the faculty minutes for the meeting of June 2, 1958, the last faculty meeting during Jacob Klein's deanship: The Faculty, acting on the motion of the President, expressed by a standing vote their appreciation of the services to the College of Jacob Klein as Dean during the past nine years, and they wished to have recorded in the minutes a formal statement of their gratitude to him for his guidance in the common task of keeping the program of studies alive and healthy. Beyqnd the call of duty, almost beyond the limits of the possible, he has devoted his time, his energies, his humanity, his great learning and wisdom to the intellectual welfare and the general happiness of the , College community. The academic year 1958-1959 became Jacob Klein's first and indeed only full sabbatical year. He spent it mostly in England, and there made good headway in the writing of a book that he had intended to complete more than two decades previously. The book, bearing the title A Commentary on Plato's Meno, was finished after the return to St. John's, and published by the University of North Carolina Press in 1965. The series of formal lectures to the college community now resumes: October 30, 1959: "The Problem and the Art of March 3, 1961: April 20, 1962: April26, 1963: February 28, 1964: February 12,1965: "Thought, Image, Abstraction" "Aristotle" ''Leibniz" "On the Nature of Nature" "On Dante's Mount of Purgatory" "The Myth of Virgil's Aeneid" Commencement Address ''On Precision" · Commencement Address Writing" February 25, 1966: June 12, 1966: February 23, 1968: June 8, 1969: The 1968-1969 academic year was Mr. Klein's last year of full-time teaching, and at the end of June, 1969, he retired from the faculty after thirty-one years of service. Yet the preceptorials with students go on, and the formal lectures to the college community continue, too: May 20, 1971: October I, 1972: February 23, 1973: May 3, 1974: "About Plato's Philebus" ''Plato's Ion" "Speech, Its Strength and Its Weaknesses" "Plato's Phaedo" 3 1 �The College And this list will be continued. A number of the foregoing lectures have been published: HOn Dante's Mount of Purgation," Cesare Barbieri Courier, Vol. VII, No.2 (Trinity College, Hartford, Conn., 1965) "The Myth of Virgil's Aeneid," Interpretation, Vol. 2, Issue I ( 1971 ) "About Plato's Philebus," Interpretation, Vol. 2, Issue 3 (1972) "Plato's Ion," Claremont Journal of Public Affairs, Vol. 2, No. l (1973) The following lectures and essays have appeared in a St. John's publication, The College: "The Problem of Freedom" (December, 1969) "On Precision" (October, 1971) "Discussion as a Means of Teaching and Learning" (December, 1971) "Speech, its Strength and its Weaknesses" (July, 1973) Other of Mr. Klein's published writings include: "Phenomenology and the History of Science," in Philosophical Essays in Memory of Edmund HusserI ( ed. Marvin Farber; Harvard University Press, I 940) !'Aristotle, An Introduction," in Ancients and Mod- erns, Essays on the Tradition of Political Philosphy in Honor of Leo Strauss (Basic Books, Inc., 1964) "On Liberal Education," in The Bulletin of the Asso· ciation of American Colleges, Vol. 52, No. 2 (Washington, D. C., 1966) "A Note on Plato's Parmenides," in Orbis Scriptus: Dimitrij Tscl1iiewskij zum 70. Geburtstag (Miinchen: Wilhelm Fink Verlag, 1966) Lectures already printed for use within the college community, and others yet to come, will one day be collected and published in a volume for a wider circle of readers. For over three and a half decades Jacob Klein has devoted himself with singular intensity and with singular clarity of purpose to the teaching and learning at St. John's College. For some of us who have come to the College, his teaching has had much or all to do with the definition of liberal education and of our lives. Our debt is an exquisite burden that we happily bear, knowing what it is ours to do: the conserving of a tradition of responsible, radical inquiry; the carrying on, most seriously and most playfully, of the art of questioning; the obeying so far as we individually can of the Delphic Oracle's enigmatic behest; the careful and intent following of Ariadne's thread, the conversation that concerns the soul's good. In diverse and modest ways the essays which follow take up this task. CuRTIS A. WILSON Dean St. John's College Annapolis, Maryland March 3, 1974 4 Here follow the contents of: ESSAYS IN HONOR OF JACOB KLEIN As Presented to him on the Occasion of his Seventy-fifth Birthday Introductory Letter by Richard D. Weigle Preface by Curtis Wilson Contributors Douglas Allanbrook ...... Study in Black and White (for harpsichord). Robert Bart .. The Shepherd and the Wolf: On the First Book of Plato's Republic. Seth Benardete .......... Euripides' Hippolytus. Laurence Berns .... Rational Animal-Political Animal: Nature and Convention in Human Speech and Politics. .An Appreciation of Kant's Eva Brann Critique of Pure Reason: An Introduction for Students. Anne Buchanan Crosby ... Eight Sketches. Robert A. Goldwin ...... The State of Nature in Political Society. .. Plato in Hermann Cohen's Simon Kaplan Philosophy of Judaism. . Mythos and Logos. John S. Kieffer . The Source of the Source of Samuel S. Kutler . the Dedekind Cut. David R. Lachterman . . . Self-hood and Self-Consciousness: An lnq~iry into Kantian Themes. Margaret W. Rattner .... Politics and the Constitution. Beate Ruhm von Oppen .. Bach's Way with Words. Robert Sacks .... Ptolemy as a Teacher. Richard Scofield .... The Christian Phaedra or Farewell to Tragedy. J. Winfree Smith ........ "Watchman, What of the Night?" Brother Robert Smith Lear and the Story of Eden. Leo Strauss . . ...... On Plato's Apology of Socrates and Crito. Robert B. Williamson .... Eidos and Agatlwn in Plato's Republic. Curtis Wilson ... Newton and the Eotvos Experiment. Elliott Zuckerman . . Four Sketches for a Study of Prosody. Editorial Board: Samuel S. Kutler, Chairman Eva Brann Robert B. Williamson J. Winfree Smith Elliott Zuckerman �The Poet of the Odyssey by Eva Brann 1. On Seeing Homer Epic is that kind of poetry-as distinguished from lyric and epic poetry, the poetry of the lyre and of actionwhich is particularly named after the word, for epos means the word as uttered in speech or song. Hence in reading the Homeric epics we certainly should, in addition to attending to the tale told, listen closely to the sound itself of the utterance. Let me give two examples of what the sound of the word may reveal. First, an example of listening for meter: At the beginning of the Odyssey, Zeus speaks, because He thought in his heart of blameless Aegistheus. In Greek: a mnesato I gar kata I thymon I mymiinos I ATgis I thoio (I 29). Notice that the fifth foot is not a dactyl (- ••) but a spondee (--). Now it is a rule of the epic hexameter line, rather rarely broken, that the fifth foot, at least, must be dactylic. In this line, therefore, the very name of the murderous shirker who together with treacherous Clytemnestra turned Agamemnon's return into an ambush 7 a vile fact which forms the background of the Odyssey, does violence to that stately cadence of the epic meter, making it unnatural, heavy, and misshapen. Second, an example of listening for words: When Achilles grieves for the death of his dearest friend, Patroclus, whom he had sent into battle in his own stead he cries: Him have I lost. But if we listen to the Greek words-ton apolesa (I1. XVIII 82), we will hear a second, equally possible, meaning, ominous and enlightening: Him have I killed! Nevertheless what I want to say here will derive more from sight than from sound. The a"cient conviction that Homer was blind is surely a consequence of the special_ place that sight holds in his poetry, a recognition of its preternatural visual intensity. But we can go further; we can say that both the Iliad and the Odyssey depend crucially on vision, on allowing the words to build a visible world in which the inner events of the epic suddenly appear. Let me now give an example of what the sight behind the word may reveal: Achilles the swift is pursuing a dazed and bemused This article Is adapted from a formal lecture presented at the An· napolis campus on Friday, October 6, 1972. Hector around the walls of Troy (Il. XXII !22 ff.). They run in agonizing slow motion,, three times round as in a dream, and the fastest man. on earth cannot catch his much more solid, slower quarry. Finally Hector breaks the eternity of this pursuit and stands, facing about. What does Achilles, what do the spectators see? They see Achilles facing Achilles, for Hector is wearing Achilles' old armour, striped from Patroclus' corpse (XXII 323). Greek armour covers practically the whole man; a Greek in battle is an armoured effigy. The antagonist that Achilles so viciously hurls at is himself, the old Achilles before Patroclus' death, before his dreadful apotheosis, when he was still a man among men. Yet this crucial sight, the most revealing vision of the Iliad, is not told directly in words but only prepared through them. So there exists a second epic realm "behind" the epic lines, a world swirling wit\! ironic double visions, significant glances, tactful asides, mysterious smiles, meaningful gestures, awesome scenes. So, for example, Achilles, even as he sits stubbornly by his tents, is given his usual epithet "swift in his feet" (Il. IX 196). For we are to see him swift and sedentary at once. And there is a similar irony in calling the villainous Aegistheus "blameless." So Odysseus delivers Agamemnon's conciliatory message to the offended Achilles exactly as given, except that Homer paints in a revealing gesture. For he makes Odysseus repeat the king's oath that he has never been to bed with Achilles' girl, " ... as is the rule among mankind, men or women ... /'with a deep obeissance: '' ... as is the rule, my lord, of men and women ..." (Il. IX 134, 276). So Telemachus, wide-eyed but adroit, compares Menelaus' palace to Olympus in a stage whisper, bending toward his friend with ostentatious reticence (Od. IV 74); so he persuades this same friend, Nestor's youngest son, who conveys his perfect understanding with a glance, to allow him to board boat homeward without a farewell call on old Nestor who will talk on and on; so Odysseus, as indulgent glances pass between him and Nausicaa's parents, takes the blame for her charmingly over-discreet lack of hospitality (Od. VII 303). There is no end to such examples. Here, then, is a world of crucial sights for the eye, which, however, arise from the stately, artificial tongue of the Homeric epic, a language especially well fitted to conspire with the poet to produce this inexhaustible store of paraphenomena. For just as the subtleties of human intercourse are best entrusted to sedate ceremony in life, so a fixed, formulaic language seems best for conveying its intricacies in poetry. And more particularly, the well- 5 �The College burnished epic idiom appears especially to invite a lively complement of images. I hope now to make explicita part of this implicit, complementary world. Yet that will be more a task in what I might call "perceiving" the epics than in interpreting them. TI1is latter task is much harder, if it is possible at all, and it can only be undertaken on the premise that poetry contains something intended for truth, and that behind the realms of uttered word and imaginative sight there is yet a third world of truth into which the former realms lead. I shall try somewhat to interpret one of the epics, the Odyssey-yet very cautiously, because I wish to avoid a certain kind of irresponsibility which that poem particularly induces in interpreters. I will give an example. Odysseus is shut up for seven years by the nymph Calypso, whose name means, "She Who Covers." She lives on an island in the navel of the sea "in hollow caves, longing for him to beher husband:" en spessi glaphyroisi, lilaiomene posin einai (I 15), as the bewitchingly slippery Greek goes. Now a cave, it is sometimes said, is a womb, and Odysseus' painful escape from its timeless moist comfort is a second birth. But is this "interpretation" not itself a metaphor, and should the interpreter of poetry himself ply poetry? I think not. It seems to me that 'interpretations of poetry should be soberly prosaic, and should not represent the poet as having proposed fantasies which no sane adult can credit. For poetry begins in marvelling, and no one can marvel at the incredible. finds an Achilles who, at intervals, familiarly addr~sses the dead (XXIII 19, 105), and in whose precincts the body of Hector lies for many days mysteriously uncorrupted (XXIV 420). Achilles, whose home is Pthia (IX 363), which means the "Perishing Land," must appear to Priam -and to us-to sit in the somber splendor of underworldly state, the potentate of a premature, above-ground hell, who harbours not only the souls but also the bodies of the dead. We shall see this same dread being, who dominates the end of the Iliad, once more, at the center of the Odyssey. Reciprocally there is established within the Iliad, as Achilles' particular foil and counterpart, the man who will give his name to the Odyssey, a poem which begins with the word "man," as the Iliad begins with the word "wrath" -menis in Greek. For as Achilles' being is concentrated in a passion, so Odysseus is a man "of many turns/' polytropos, a man of craft-metis in Greek. · These two have had their royal quarrels (Od. VIII 75), but they are ultimately bound rather than divided by being in that peculiarly intimate opposition of extreme and mean .which is embodied in their spatial position in camp, where Achilles' boats 'are beached at one far-out wing, while Odysseus' little fleet is drawn up in the very middle of the Greeks (Il.XI6). Homer has put their comparison in Odysseus' own mouth (Il. XIX 216). It is short, but may be adumbrated as follows: Everything about Achilles is young, brief, brave, brilliant, somber, .swift, abrupt, unwise, grave; he is in essence short-lived; "minute-lived" (minynthadios) is his proper 2. Achilles and Odysseus By way of beginning let me paint one more picture from the Iliad. Achilles the truthful, for whom a liar is "as hateful as the gates of Hades" (IX 312), knows something which dominates all his doings, a knowledge so painful that he lies about it even to his friend Patroclus and only old Nestor guesses what has happened (XVI 51, XI 794): his mother has told Achilles plainly and finally how "shortlived," how "swift-fated," he is to be (I 416, XVIII 95). So, once Patroclus, his deputy in death, is gone, Achilles is not longer quite among the mortals, but both above and below them: in battling for his friend's corpse, he who has fed on the immortals' food, on ambrosia (XIX 347), is like a divine, an Olympian, being, while when he fights Hector he is like a beast, a lion or a wolf who could feed on Hector's raw flesh (XXII 262, 347). But when the battle is burnt out and he returns to his tent, he becomes yet something else, a being which Agamemnon had detected in him earlier..:..he assumes the part of Hades, the ruler of the underworld (IX !58). Let me set the scene. The god who conducts the dead to the underworld across the river Styx is Hermes. Now Priam, who comes by night to beg for his son Hector's body, is brought to Achilles' abode by Hermes who awaits him by the river (XXIV 353). The garments which Priam brings with him are white, the Greek color of mourning (XXIV 231). He 6 term. Odysseus is of an older generation (II. XXIII 790), short-legged-dignified while seated in council, but squat on his feet, as the Trojans have observed (Il. III 2ll); a wrestler (II. XIII 710, Od. IV 343 and VIII 230), not a runner, except once, and then away from battle (Il. VII 95); given to cunning clowning on occasion (II. X 254 ff., Od. XIV 462 ff.); a clever speaker, endlessly resourcGful, who is used on every misSion or embassy: to enter Troy as negotiator or as spy (Il. Ill 206, Od. IV 246), to fetch Achilles for the Trojan expedition (Il. XI 767), to return the captured girl Briseis to her father (Il. I 3ll), and finally, to attempt-fateful failure-to bring Achilles back into battle (Il. IX 180). And he has staying power-he ever refuses to leave precipitously (Il. II 169, Od. Ill 163) and he, not Achilles, sees the war to its conclusion by means of the well-disciplined strategem of the wooden horse. ( Od. IV 270 and VIII 502). The words that belong to Odysseus are "much" and "many" (poly and polJa). Lis teo to the first lines of his own epic and hear how these words sound at once the seasputtering accusation against Poseidon's name and the Greek cry of pain popoi: Andra moi enncpe, mousa, polytropon, hos mala polla plangthe, epei Troics hieron ptoliethron epersen. pollon d'anthropon iden astea kai noon egno, �April, 1974 polla d'ho g'en pontoi pathen algea hon kata thymon. In snm, as Achilles' life is concentrated in camp, so Odysseus' life extends beyond, into peace. Perhaps nothing brings this out better than the names of their only sons. Achilles' son, who comes to Troy after him, is called Neoptolemns (II. XIX 327), the "New Warrior," while Odysseus' son, who awaits him at home, is called Telemachus, "Far-from-Battle."' It is a significant touch that in the Iliad, Odysseus assumes for himself the appellation of "Father of Telemachus" (II 260 IV 354), as if to show where his heart lies. Now every characteristic anecdote, every revealing story of Odysseus in the Iliad has, as the references above show, its deliberate counterpart in the Odyssey, just as the underworld Achilles who will appear in the Odyssey is prefigured in the Iliad. The two epics belong together not only as the natural sequence of "War and Peace" -to give them a joint title taken from their one and only rival work-but as the two elements of a sight seen in the Iliad: Achilles bearing before him on his new shield-the shield Odysseus is to inherit (Od. XI 546)-the dancing and battling cities and the encircling Ocean of the Odyssey (XII 478 ff.). The world of Odysseus is, at it were, supported by Achilles. I shall return to this observation later. 3. The cheating myths I shall begin with the second half of the Odyssey. No sooner has Odysseus arrived back home in Ithaca than he begins to give various accounts of himself and his trip. He tells five such stories (XIII 256, XIV 199, XVII 419, XIX I 72, XXIV 303), of which only one single one, the last, told to his father as an afterthought, is clearly, though cleverly, concocted. The other four, in spite of certain tongue-in-cheek touches, shine with verisimilitude, and, in- deed, everyone finds them plausible. To be sure, Odysseus' own annouricement of Odysseus' imminent return is sceptically received, but on the part of one listener, at least, this disbelief is, as we shall see, pretended. Only Athena, the first to hear one of these accounts, exposes them. Told to her they are indeed j~lying lore/' or ''tricky tales," or "cheating .myths" (XIII 295), for she knows, as we shall see, the still deeper truth of the matter. The longest of these tricky tales is told to Eumaios, Odysseus' faithful swineherd (XIV 199). It goes like this: The teller is a nameless Cretan bastard who enjoys war and seafaring, and who, on returnirig from service in Troy, sets out fcir Egypt to find a fortune. There his men, drunk and out of control, attempt an incursion on the locals and are routed. The narrator himself seeks protection from the Egyptian king, stays to live with him for seven years, and is then persuaded by a cunning Phoenician to come to stay with him also for one year. This Phoenician later causes the Cretan to boaril a boat which is ostensibly conveying cargo to Libya but is in fact carrying orders to sell him as a slave. They are shipwrecked and he, riding the mast, is driven to the Thesprotians on the north-western . Greek mainland. Here he hears of Odysseus, who has gone to the famous nearby oracle of Dodona to seek advice concerning his return. They promise the Cretan passage but, once on board, strip him of his goods and bind him. He escapes while they are having supper in Ithaca, and hides in a thicket, Each of the four tales is different, but the same thread runs through all of them. TI1e teller is a Cretan. The Cretans were the famous seafarers and the infamous liars of antiquity. This Cretan has sailed to all the far-flung Mediterranean ports of call-Cyprus, Libya, Egypt-and has had . much commerce with the Phoenicians, the shippers and conveyers of that sea. Now 1 claim that distributed through these cheating myths are the facts of the voyages of Odysseus-that he has really spent the last ten years in these places. It is at the least plausible to think so. He must have been somewhere on earth or sea in those lost years. But no candid adult will claim that he was in fact with the giants, nymphs, and witches that people those adventures of his which I shall call "the odyssey proper," meaning the travels which belong peculiarly to Odysseus. Therefore we must think that he was with those Cretans, Egyptians, and Phoenicians who in fact people the Mediterranean sea, among whom he has in fact been reported seen (XIV 382), and who keep coming to his mind when he is obliged to give an account of himself. This is, after all, precisely where Menelaus went, who having been driven off course at ,the same place as Odysseus, took his ships to all these ports, and especially to Egypt, in search of gold (III 301, IV 83). So it is clear what Odysseus was doing-no man was ever more prudent about worldly things, more greedy for goods, to put it plainly, and less likely to he willing to return profitless from Troy, or to assume beggary except as an ironic guise. He does, in fact, return a rich man, and "Save my things, save me," is the merchant-like orde.r of his prayer to Athena (XIII 230). Furthermore, not only does a young Phaeacian contemptuously describe him as looking like a . huckster (VIII 163), hut he in fact has' the versatility appropriate to an "operator": he is a skillful servant by grace of Hermes (XV 321 ), a useful consultant and an enchanting raconteur with the polish of a professional minstrel-at least his swineherd thinks so (XVI 521). And finally, is it not curious how Homer himself says in the third line of the Odyssey that Odysseus saw the cities of many men, while the adventures of the odyssey proper are ma'inly about the islands of single women? Now of these odyssean adventures, as opposed to the factual accounts, only one single one ever comes to the ears of the known world while Odysseus is yet lost. It is reported by Athena to Telemachus in a prototypical cheating myth (in which she tactfully turns the seductive nymph into "rough men" [I 198]) as well as by Proteus to Menelaus (IV 557), and by Telemachus to Penelope (XVII 143) that Odysseus is, for the duration, with Calypso, with her whose name signifies oblivion. That is 7 �The College to say, throughout Greece Odysseus is reported missing- sions of occurrences which by their radiance invite interpre- the "stormy snatchers" have swept him away, ''out of tation. Such versions are here called adventures: The adventures of Odysseus' odyssey are the truths of his travels. This amounts to the provoking assertion that the realm of the imagination is closer t.o the world of truth than the sight and out of hearing" (I 242). The other places and beings of the odyssey proper are made known to no one, not even on Odysseus' first return. Instead, the cheating myths allude to the adventu.res (IXXII) in parallels and coincidences. For instance: the drunk attack on the Egyptians in the cheating myth is a parallel to the Ciconion adventure; the seven years with the king of Egypt are coextensive with the time given to Calypso, and the year with the Phoenician coincides with the year assigned to Circe; the Thesprotians and Phoenicians are, like the Phaeachms, people that give passage. In both the cheating myths and the adventures there are shipwrecks and lonely survivals riding on mast or keel, oracles consulted, whether Dodona or Teiresias, passages promised, thickets for hiding. These coincidences reveal how the cheating myths and the adventures are related to each other. As the notorious "Cretan 'liar paradox" of logic arises when a Cretan claims that all Cretans are liars-upon which his speech cannot be called either true or false-so Odysseus, who is shamelessly careless about harmonizing his various accounts or hiding his embroideries, can hardly be said to tell true or false. The essentially prosaic lying tales are neither true or false-they are, as I said, mere fact. Odysseus expresses his contempt for fact, for the publicly accessible, dull, daily labors of life, by making his accounts precise but not uniquely exact; they express what might-obnoxiouslybe called "reality in general." They are a tissue of facts. What I mean is this: Anyone who travels in truth, trav- world of "reality." 4. The odyssey So then, for instance, in Egypt, a source of narcotics (IV 228), where in fact the inhabitants drug themselves at their feasts by sniffing the lotus flower, some of Odysseus' men are evidently induced to "experiment"-this is trans- figured by Odysseus into that perilous venture into the state of irresponsible forgetfulness and loss of purpose which he tells of as the Land of the Lotus Eaters (IX 84 ). So Odysseus comes upon one of a tribe of troglodytes, staring, blinkered, and depthless of vision, who are without cities 1 assemblies 1 laws, commerce, or true communication. Him Odysseus recognizes as a Cyclops, a single-eyed "Circle Eye," who does not know the power of words (IX 112). For example, Odysseus has told him that he is called "No-one," and the Cyclops after having been blinded by Odysseus, in turn uncomprehendingly repeats to his neighbours that "No-one" has hurt him, so that they leave him without help. Similarly he misses the second meaning and warning contained in Odysseus' anonymous name, a warn- ing which Odysseus himself explains on a later occasion (XX 20): A parallel form of outis, the Greek word for "no-one," is metis; but metis is also Odyssyus' word, the word for wisdom and craft, so that Odysseus has named himself to the giant Cyclops as his foil in craft and civili- els twice. First, he flees home, accomplishing an itinerary, zation. to which belong charter groups, terminals, hotels, sightseeing excursions, transportation. These are the facts, or if you like, the prose of the trip, boring at best, sometimes So, again, they come to a place where Odysseus' swilling and gorging men make pigs of themselves and become like animals; this reveals itself to Odysseus as the power of 'even hazardous, and these, in their trying indifference, are Circe, the "Circle Woman" who turns unmanly men into soon confused, forgotten, perhaps reinvented. But behind the facts of companions, locale, and transportation there are the places and voyages of the soul seeking home, those pigs, while he masters her by attacking her, sword before him, and armed with Hermes' herb, surely an aphrodisiac (X 321). Note that Odysseus understands all his men's desires as the appetite for food and drink-in his report they even eat the lotus which the Egyptians sniff. With respect to himself, on the other hand, Odysseus transforms his sojourns among men (the Egyptian king, the Phoeni- presences and appearances, those fragrant essences, which come as much from, as to the imagination-the sights which are seen by the soul, not the eyes. These are the truths, or, if you like, the poetry, of our travels, for which the facts-some, not all-were only the occasion. So while a shabby, mendaciously factual Cretan Odysseus is collecting loot in Egypt and Phoenicia, and Odysseus of, as we shall see, inore splendid stature is on a different voyage, a voyage of true nostalgia (literally: "return ache"), on which he sees, as can only a man whose strongest roots are at home (IX 34), the truths of alien people and places. When I say he "sees their truths" I mean, then, that certain appropriate factual occasions of his travels form themselves for him into cogent and brilliant events which, although they live only for and by the imagination, are yet more capable of carrying a meaning than are the mere facts. By the poetic truths of events I therefore mean those vcr- 8 cian trader) into encounters with women-a marvelous touch! One more interpretation: somewhere on his travels Odysseus hears a kind of poet,y, debilitating and corrupting, in which all the toils of Troy are turned into melodrama and sentiment. He listens ravished and yet with reservation and resistance. He is in truth hearing the Song of the Sirens (XII 184). And so, further, the truth of the whole progress of his seafaring is that it is a road into oblivion along which he divests himself not undeliberately of the attendance of his men-even recklessly, as his lieutenant claims (X 436). For he brings them into places and temptations with which �April, 1974 they cannot cope and leaves them on their own at crucial moments, or, in the terms of the adventures, he falls into a deep sleep. This is the sleep in which he lies when they let out upon themselves the winds which Odysseus had had, so to speak, "in the bag," and again when they ravenously fall on the Sacred Cattle of the Sun and by eating them bring final destruction on themselves (X 31, XII 338). As Athena says, using the same equivocal word as did Ac)1illes concerning Patroclus: " ... I knew in my heart that you would return having lost (or equally: having destroyed) all your comrades" (XIII 340). According to the fourth line of the Odyssey, Odysseus strives to gain "his soul and the return of his comrades;" the odyssey proper shows that these two purposes are incompatible. A sufficient interpretation of the Odyssey would offer a coherent fabric of truth-behind-fact woven out of all the adventures. I shall attend in some detail only to two of them. I shall begin with the last, the twelfth sea-adventure, Odysseus' stay on the Island of the Phaeacians. 5. The twelfth adventure . . Phaeacia, which means the "Radiant Land," is the place of the first telling of the "odyssey proper." The man who made the odyssey, which is in Greek as much as to say the poet of the odyssey, is Odysseus, who recounts his voyages, truthful!y, artfully, and in well-rounded order, beginning and ending with Calypso (IX-XII). Phaeacia is therefore the place where the odyssey is composed, where the seaadventures-''experiences," as we would say-are given shape, put into words. Thus Alcinous, the Phaeacian king, interrupts the telling of that adventure of adventures, the voyage to Hades, to exclaim that Odysseus does not seem "a cheat and a dissembler" who "fashions lies out of what No-one has ever seen," and he marvels at Odysseus' ''shape- lin\'SS of words" -morphe cpeon, at his epic form (XI 367). Here, as Odysseus steps on land, Poseidon gives up Odysseus, sputtering his dismissal in his own version of the fourth line of the Odyssey: Houto nyn kaka pella pathon aloo kata ponton. So now, having suffered many evils, wander on over the sea! (V377) And here Athena, for the first time in ten years, again appears to Odysseus (XIII 318). That is as much as to say that the formless element, the sea of troubles and boredom which surrounds the islands of adventure and delight, persecuting as it conveys, now recedes in favor of craft, clarity, and composition. For this radiant country is a land of luxury and lyre, of dances and baths, of near-animate works of art (such as candelabras in the shape of golden youths and gold-andsilver dogs), of perpetually blooming orchards, of magnificent architecture, and cunning tapestries (VII-VIII). And the Phaeacians have poetry-wonderful, irreverent comedy (VIII 266) and heart-rending melodrama of the siren sort, which makes Odysseus weep like a woman (VIII 523). They are, moreover, a folk which regards all the present pains of mankind as sent by the gods for the sole purpose of being turned into song for those to come (VIII 580) -aesthetes, we would say. The Phaeacians have. been removed from Hyperia-the "Beyond Land," where they suffered from the crude strength of the Hyperian Cyclopses, to Scheria-the "Cutoff Land" (VI 4, 8). In this country they live in detached elevation-they have no enemies and yet they do not love strangers (VII 32), but are intimate only with the gods (VII 205). Nevertheless their vocation is to give passage, to convey-we would say: to "communicate"-and the spirit-like nature of what they convey is shown in their ships, which are swift as thought and governed by thought (VII 36, VIII 559). Of course they pray to Hermes the Interpreter and Conveyer (VII 137). In this resort, in this-I will say it-in this artists' colony, Odysseus becomes a poet. Here he frequently expresses his love for singers (VIII 487, IX 3), and here he himself sings. It seems very appropriate that this is the only adventure which is reported directly by the poet of the greater Odyssey, by Homer himself. Odysseus is conveyed out of Phaeacia, where dreams are given shape in comfort, to rocky Ithaca with his treasure of tales while lying, as he is wont to at crucial moments, in a Hermetic sleep much like death (XIII 80). And Poseidon, the god of untiring formlessness, in revenge covers, (literally "calypsoes"), the sea exit of the odyssey forever (VIII 569). There will be no second such epic. Odysseus is received into "reality" by Athena who, in a transport of affection, apostrophizes her Odysseus as cunning, dissembling, bold, brilliant in craft, insatiate in tricks, and as a man who will not leave off cheating myths and deceits (XIII 293). The man who was praised for his truths in Phaeacia, the land of poetry, becomes a mere liar in rocky Ithaca. 6. The middle adventure Phaeacia is the place in which Odysseus found himself able to shape his trip into poetry, to give it form. Is there a place whence the substance or matter of poetry is particularly derived, a bourn and source of poetry? If it can be shown, as. I hope to do later, that there is in fact a thirteenth adventure, then the seventh adventure becomes in humber what it is in truth-the central event of the odyssey, the one which earns Odysseus-one time only in all the epic-the appellation "hero" (X 516). This seventh adventure is Odysseus' voyage to the mouth of the Land of the Dead (X), to Hades, the underworld at the extremes of the earth and sea, which is to he reached only by ship (XI 159). Odysseus has been sent there particularly for the pupose of consulting the oracle of Teiresias on his return (X 492). He is indeed told of its stations and hazards, but the management of his reinstatement in Ithaca is, significantly, left in his own hands. In addition Teiresias utters that strange prescription which orders Odysseus to 9 �The College leave Ithaca once more, promptly after regaining home, in order to march inland, an oar on his shoulder, until he shall come to a place where that oar shall be taken for a farmer's tool. There he is to plant it in the ground, and then he may feel assured of a gentle death, late and far from the sea (XI 135). The meaning of this planted oar is that it is a sailor's grave. This is pointedly shown by the form of the burial, a mound with an oar stuck on top, which the company gives that drunk young fool Elpenor who anticipates Odysseus' ship in Hades by falling off a roof and breaking his neck (XII 15). Odysseus' oar will, of course, mark a cenotaph, an empty tomb, just such a tomb as Telemachus has promised to make for him, should he remain lost at sea (II 222). This inland ceremony is a necessary and fitting aftermath and conclusion to the odyssey, for as Circe says with awe, Odysseus is "twice dead" (XII 22)-twice dead as he is twice traveled-and therefore owes himself a burial, a false tomb far inland, remote from the sea that hates and drives him. But the business on which he has come takes only the briefest time. His stay is really otherwise occupied: In Hades Odysseus is instructed in the myths of the Greekshere he becomes learned in the matter of poetry. Here he learns the tragedies of Agamemnon and Oedipus; here he is told the tales of Minos, Tantalus, Sisyphus, Heracles. Here at the center of the center of the Odyssey come forth all the women of Greece in their grandeur, among them two who have slept with gods but kept faith with their husbands, Tyro and Alcmcne, to whom his own wife has already been favorably compared (II 120). (At this point in his tale Queen Arete, grateful for his praise of women, charmingly interrupts to praise Odysseus, not indeed for his tale-but for his beauty and ·size [XI 337]). ·But as king and mighty ruler of the dead (XI 485), here as in life, comes Achilles, inconsolable at his state- he would rather be a slave on earth than the king of the dead. Odysseus, a passing visitor in Achilles' very own realm, comforts him a little with a good report of his son the New Warrior, Neoptolemus. Achilles as the most ghostly of the' dead, as Hades' deadest denizen, dominates this world. All that come to tell their tales to Odysseus are sou1spsychai (X 530)-which means, in Greek, "cold breaths," spirits, bodiless and bloodless. Hades is the repository of shades, that is to say, of the ghosts of the past, of beings of memory. Of themselves these are impotent, unable on their part to see the living, and like dreams, impalpable (XI 29, 143, 207). It is Odysseus who gives or refuses these schemata presence by refusing or giving them blood (XI 147). It is Odysseus who gives flesh and blood to memories, which are the substance and matter of poetry. Odysseus' central adventure is his voyage to the bounding flux which surrounds and delimits our world of bodily sights, a voyage of recollection to those remote recesses of memory where lives our common past, the dead whose stories have been canonized into myths. In Hades Odysseus is initiated into the lore which is the matter of poetry. 10 7. The thirteenth adventure Everywhere people are talking of the "returns," the nostoi, of the Greek contingent from Troy. The minstrel sings of them in Ithaca and Aeolus wants to hear about them on his floating island (I 326, X 14). One such return is famous, or infamous, above the rest-that of Agamem· non, king of Greek kings, foully murdered on his return to Mycenae by Aegisthus and his treacherous wife Clytemnestra. Zeus tells of it on Olympus, Nestor tells Telemachus in Pylus, Menalaus in Sparta, and Agamemnon himself tells Odysseus in Hades (I 36, III 264, IV 518, XI 412). But there is another return which is much spoken of because it is yet outstanding- Odysseus' own. Moreover, the former stands ·behind and informs the latter. Telemachus, on his trip in search of his father, never forgets that other, avenging, son, Orestes (I 298, III 203), while Odysseus' own homecoming is colored by the murdered king's advice in Hades: "Therefore do not you yourself ever be gentle to your wife, and do not tell her the whole tale which you know, but tell her some, and keep some hidden" (XI 442). . Consequently Odysseus returns filled with suspicion, which is confirmed by Athena's similar, albeit less partial, advice to "tell no man or woman" of his return (XIII 308). And although in Hades Penelope's own mother:in-law, Odysseus' mother Anticleia, has already declared to him Penelope's constancy (XI 217), Penelope herself behaves deviously enough to justify Odysseus' reserved behavior. The house is full of wooers, daily wined and dined, to whom she sends messages and promises, and among whom she has favorites (XIII 381, XVI 397). The fact, then, of Odysseus' retutn is that he slips back . late, slow, suspicious, and incognito, outwits Penelope's wooers by gaining possession of his old powerful weapon, the great bow, makes a blood bath among them and those servant girls who follow them, and only then, having repossessed his hall, reveals to his wife who he is. : But the truth of his return, which turns it into a thirteenth adventure by giving it the sheen of a high tension is this: Those two, Odysseus and Penelope, recognize and know each other from the moment he enters his home, and . proceed to act out a charged, subtle farce, worthy of the complex nature commOn to them, in which poetry and prudence are intertwined by means of a high craft. Their object is to know the truth about each other. The way the evidence for this situation mounts is a _model of Homeric ·subtlety. Let me set it out. Penelope, whose epithet is "the circumspect" (periphron), would be unlikely to fail 'to notice what it plain to everyone else. Telemachus has returned from his trip suddenly bearded (XVIII 176) and a man, and for the first time certain that he is the son of a father he has never seen (XV 267). This certainty comes to him first in Sparta where he arrived at the delicate moment of her daughter's wedding to be immediately recognized .by the aging but still uncanny Helen,· who sees in him the father she had �April, 1974 evidently known very intimately (IV 143, 250). With this image before her, how could Penelope herself miss the original? Then also, signs and portents announcing her husband's return have mounted: an old oracle, claiming that Odysseus would return in the twentieth year of his absence, is revived; a strange sooth-.sayer, Theoclymenus, suddenly comes on the scene for no other purpose but to announce the return; the swineherd Eumaius has repeated to her Odysseus'. cheating myth, according to which he is even now in Ithaca. Moreover it is now or never that Odysseus must return to her, since he himself has told her to re-marry at the appearance of Telemachus' beard (II 170, XVII 157, 527, XVIII 270). Accordingly she presses her son for the results of his trip in curiously assured terms. She had, she says, despaired of ever seeing Telemachus again when he had gone off after tidings of his father. And she continues: "But come, give me an account of how you came face to face with the sight of him" (XVII 44). Telemachus, who has promised his father secrecy, is clumsily evasive. It is clear that she is, at the very least, highly expectant. Odysseus comes into his hall from the pig farm where he has revealed himself to his son in glory (XVII 264 ff.). Now Odysseus has a property familiar in people of temperament and mobility of soul: his stature changes with the occasion, or as Homer put it, he is frequently-four times in Ithaca-transformed by Athena, twice from his native radiance to an equally congenital shabbiness, twice the reverse (XIII 429, XVI 172,456, XXIII 156). He comes in the shape he assumed for his cheating myths: his frame shriveled, a worn and weary, aging, balding, beggary huckster. Argos, his ancient hound, hears him and gladly expires. Odysseus refuses to be presented to Penelope. She is at once collected and hysterical, twice laughs "a meaningless laugh" (XVIII 163), and falls into a relaxed sleep, is herself bea)ltified by Athena, and immediately goes before the wooers to announce herself ready for remarriage and to ask for gifts. Odysseus is deeply satisfied with her strategem. That evening, after Telemachus has gone to sleep, Penelope descends and, blooming in beauty like two goddesses, sits on a throne to interview Odysseus. And now begins a curious, teasing, allusive conversation (XIX 104 ff). Odysseus asks her not to question him " ... lest you fill my heart with many sorrows ..."' (XIX 1!7). Now the Greek here for "sorrows" is odynaon, a word which sounds in Odysseus' own name; so for instance, he sits on Calypso's isle "sorrowing fOdysseus-like] for his return" (noston odyromenos, V 153). He is audibly naming himself to her. Next he tells a cheating myth, shamelessly different from the one the swineherd has already repeated to her. In this story he calls himself Aethon (XIX 183), the "Burnished or Shining One," the splendid Odysseus he is not now but can expect to be when his moment comes. By presenting himself as a Cretan who left home again a mere month after his return from Troy, Odysseus immediately insinuates the uncomfortable fact that he himself is not yet home to stay: that there is one more absence in store for his wife. As this Cretan he claims to have seen Odysseus twenty years ago and, laughably, describes in detail a brooch he then wore. He also claims that. Odysseus is now near home. She, playing the sceptic, says (and from now on she keeps speaking in this equivocal way): "Neither will. Odysseus come nor will you be conveyed hence . . . " and "Him will I never receive home again ..." (XIX 257, 313). These statements hold, of course, equally if the man before her is Odysseus. Then she tells Odysseus' old nurse: "Corne arise, wise Euryclea, and wash your master's ..."-she turns the order to wash her master's feet into: " ... your master's contemporary's feet" (XIX 358). Euryclea, who has immediately seen whom the stranger resembles, discovers the scar on his leg. Homer takes time out to tell the story of the scar, acquired by Odysseus as he climbed Parnassus, the Muses' mountain, on a boar hunt, and of the naming of Odysseus by his grandfather Autolycus. That famous thief, liar, and misanthrope insisted on calling Anticlea's baby "Odysseus," the "Hated One," or better the "Object of Wrath," as in the verb odys~omai, "I am wroth" (XIX 4407), a meaning alluded to by Athena when she asks Zeus about Odysseus in these terms: "Why are you so very wroth with him?"-ti ny hoi toson odysao? (I 62). The scar goes with his name as his ·signature, and, in fact, the Greek word for scare, oule, is to be heard in a dialect version of his name, Ulysses (Oulixeos). Scars and persecution, especially at sea, characterize the Odysseus of the cheating mythsthe prosaic Odysseus. Euryclea sees the scar and with a clatter drops the foot into the bronze basin. Penelope, sitting next to them, does not move a muscle-Athena, that is, her alert wariness, has turned her attention aside. After this episode Penelope tells her husband a deliberately provoking dream and asks him to interpret it: She had twenty geese who had left the water to feed in her house, and her heart was warm with joy. A great eagle came swooping down and broke all their necks and she wept. In the dream the eagle himself interpreted, saying: the geese are the wooers and I am your husband returned. Odysseus interprets, speaking ambiguously of the dream or of himself: Odysseus himself has shown you what he will do. Penelope next conspiratorially proposes the contest of the bow: whoever can string and shoot straight Odysseus' great weapon is to have her in marriage. Odysseus, of course, approves. They go to sleep, she upstairs, he below. Odysseus hears her weeping, and presently "it seemed,to his heart that she had already recognized him and was standing at his head" (XX 99). To avoid a precjpitous reunion he takes his blankets and moves outdoors. When the contest begins on the morning after, Penelope argues for letting her husband participate, reassuring the wooers in her new equivocal mode: ''Do yon expect that ll �The College if the stranger strings Odysseus' great bow he will take me home and make me his wife?" (XXI 314). Just as in her order to Eurycleia, the Greek word order gives the momentary impression that she is calling the stranger "Odysseus." It is the day of the feast of Apollo, the god of bow and lyre. Odysseus strings the weapon like "a man well skilled in the lyre and song" and the string sings sweetly for the poet-archer. Penelope has been sent upstairs and there sleeps the soundest sleep ever since Odysseus' going (like Odysseus she takes to sleep at crucial moments). Carnage goes on below until the hall is purged of wooers and followers. Euryclea is sent upstairs to announce Odysseus' presence. Penelope descends. She finds Odysseus sitting against a pillar, with lowered eyes. Silence ensues, so long a silence that Telemachus feels compelled to interrupt it. Odysseus smiles at his nervousness: Let your mother test me. She will not acknowledge me because I am shabby; so let us bathe. And to keep rumour of the killing from spreading he orders a mock wedding feast; therefore everything that follows has a background of marriage music. The bath and Athena burnish Odysseus into glowing radiance; he has become 41Aethon." With matter of fact indifference Penelope now accepts him as master of the house, but she still refuses to call him by name and addresses him distantly as "Sir" (XXIII 174). Off-handedly, she orders his bed to be brought out, the bed which Telemachus had feared fouled with spider webs (XIV 35). Worse has happened-it has become a movable piece of mere furniture, this bed which Odysseus joined with his own hands, using a live olive as post-ua great token," as he says-and building the bed chamber around it. For the first and last time, Odysseus is distraught with anger. And at this moment Penelope throws her anns about him and calls him Odysseus. For the true crux of this last adventure was not the testing of Penelope by Odysseus, but that of Odysseus, so slow to come home, by Penelope, and her question was never: is this Odysseus? but: is it an Odysseus who cherishes live roots deep in the house? But now she comes to him, Homer says, as if she had reached land after a shipwreck (XXIII 239). His wife, by masking her immediate penetration of Odysseus' factual incognito, has raised the occasion of his return into a test of the wanderer's truth to his roots; she has assured herself that the "great token" still holds its meaning. Dawn is held back by Athena while they talk. Again before anything else, he tells her once more that he is not yet home for good, that he has, by Teiresias' prescription, to go inland to consummate his release from Poseidon and Hades, the sea and the underworld. So Ithaca is for now only a way station between sea and land. Then they go to bed, and "after the two had delighted in lovely intercourse, they delighted in tales" (XXIII 300). And so, in this resting place, Odysseus tells the odyssey 12 once more, for the first time in the "real" world. He tells his wife the whole story, in order and complete, all twelve adventures, including-for the first time, of course-the Phaeacian adventure, and not withholding his long times with the two ripe seductresses Circe and Calypso. In one point only does he follow Agamemnon's advice not to tell all: he omits any mention of Nausicaa, who, lithe as a young palm shoot, dreamed of him in Phaeacia; he does not mention to his middle-aged wife the only girl in the Odyssey. Might we not expect this work with its concurrent realms of prose and poetry to have an ending appropriate to each? And so it has. The concluding scene of the twentyfourth book occurs within the realm of sober political fact (XXIV 205 ff.). Odysseus completes his return by revealing himself to his father, Laertes. The three generations of Laertes' house together face an uprising of the slain wooers' relatives, for whom, as for the wooers, courtship and carnage are both entirely political matters (XXII 52). Odysseus' resumption of the kingship of Ithaca, in spirit legitimate because -of the kindness and justice of his past rule (IV 88, XIV 61), is confirmed in fact when Athena causes the parties to swear mutual oaths of peace. So, literally, ends the Odyssey. But simultaneously another concluding scene is taking place in a very different realm. There is a second Descent to Hades. Hermes leads the souls of the wooers into the underworld (XXIV 1 ff.). They throng about Achilles. Agamemnon draws near, once more tells the tale of his own murder and consoles the ever disconsolate Achilles with an account of the Funeral of Achilles, the most memorable of funerals, for to it came to sing the daughters of Memory, the nine Muses themselves (60). Then the wooers tell and make deposition in Hades of the adventure called the Return of Odysseus, and how-note well-their death was plotted by husband and wife togeth<;r ( 168). Henceforth the story of constant Penelope is recorded among those of the other unforgettable women of Hades, so that there may be made about her too "a pleasant song among men on earth" ( 197) . And so the repository of poetic truth holds the full tale both of Achilles' end and of Odysseus' return. It follows that although the principal and paradigmatic matter of poetry is and remains Achilles, that warrior of deathly splendour who is all one, all passion, altogether nothing but a being for poets, there is a second great matter for poetry: there is Odysseus, a vivid, viable, versatile, multifarious man, the man by whose agency alone Achilles is admitted to blood and voice, the man who made the odyssey-a poet. And so it is shown that the Odyssey, a poem about a poet, is a work of reflection. Miss Brann has been a tutor. in Annapolis since 1957. After graduation from Brooklyri College she earned M.A. and Ph.D. degrees from Yale University. She was an instructor in archeology at Stanford University, and then a member of the Institute for Advanced Studies at Princeton, before coming to St. John's. �Dance, Gesture, and The Marriage of Figaro by Wye Jamison Allanbrook My lecture tonight has two subjects-dancing, and an opera- Mozart's The Marriage of Figaro. The link between them is a question: Bow does one express in music the passions and affections of human beings? Although all. music to a certain extent finds the same answer to that question, I would like to talk this evening about one particular kind of music-that of the late eighteenth century, of Mozart, Haydn, and much of Beethoven, which we often call by the name "Classic," and which constitutes a large part of the music we know and love best. What dancing has to do with the question of expression in this music is the subject of the first part of my lecture. How one composer used dancing for this purpose is the subject of the second. Illave often heard it said as a compliment to the music of Mozart and Haydn that it is "abstract," the pure formal play of note against note, purged of messy notions like expression, or what is termed "content." If there could be such a music-and I doubt that there can-I don't think that I ,would like it very much. But I can sympathize with people who say such things. They have had bad experiences with perverse or tricky musical imitation by third-rate composers, and are relieved not to find waterfalls or moonlit nights in their Mozart. Such talk does, unfortunately, obscure the fact that imitation is the core of late eighteenth-century music, although, indeed, a more subtle kind of imitation, with a nobler object-how men move. One French musician and writer on music wrote in 1785 that: "Imitation in music is only true when its object is songs. In music one can imitate truly war1ik~ fanfares, hunting airs, rustic songs, etc. It is only the question of giving a This article was delivered as a lecture at St. John's, Annapolis, on November 3, 1972. 111e text has been left as delivered, the "sheet" which was put in the hands of the audience is appended, and the music which was, o.n that occasion, played, is indicated by the beginnings of the passages in question. melody the character of another melody. Art, in that case, does not suffer violence." To paraphrase: a direct link between music and the object imitated should not, and actually cannot be forged. But much music is written to accompany certain actions which men perform. If we in our more complicated music imitate that simpler music 7 namely that of dances, fanfares, etc., we will achieve our goal without violating the principles of good taste. This writer articulates a principle central to musical taste in the late eighteenth century-that music in expressing men's passions should imitate only other music. Let me show you a simple application of this principle. If a character in an opera enters singing a strophic folk song-like Osmin, for those of you who saw the production of The Abduction from the Seraglio here a few weeks ago-our first impressions, at least, will be of a rather simple, artless fciiow, perhaps a peasant or a servant. On the other hand, for Belmonte, the hero of the opera, the grand Italian style of singing with its runs and trills is as much a part of his nobleman's habit as his velvet suit and frilled shirt. In this simple example, the composer, by choosing certain familiar types of music for his characters to sing, establishes limits for his characters, and gives them their particular life and movement· on the stage. A composer begins any piece of music by making such choices. The choices offered by a heroic grand opera style and a simple German folk song are fairly obvious. But there are certain other kinds of choices which arc so fundamental, which determine so much of the shape of a piece from its very outset, that I think that we often fail to take them into account. I am talking particularly about the measure in measured music-what it means to choose 3/4 time instead 6!8 as the meter of a piece of music. We today generally regard meter merely as a psychological phenomenon, originating within men, not from outside them. We argue that men tend a priori to impose 13 �The College on any string of undifferentiated pulses groupings of two or three, by somehow "hearing" the 'regular occurrence of a stronger pulse. From this standpoint meter becomes only a mechanical measuring device, which renders time man- ageable. Writing 4/4 at the beginning of a piece simply provides a neutral background on which we will shape the true life of the piece, and that we call its rhythm. Most modern music textbooks would make such a distinction between meter and rhythm. Analogous books in the late eighteenth century give an entirely different picture of meter. Constantly repeated in these books is the assertion that all meters, by nature, express certain characters or affects. They carry with them a certain distinctive shape or configuration which places expressive limits on a piece. The composer can learn about this shape, examine its potential, manipulate it, but he does not invent it. To write 3/8 at the beginning of a movement meant to an eighteenth-century composer not simply a unit of three eighth-note pulses, but "a gaiety which has something wanton in it." Expression was the essence of meter, not just an occasional attribute of it. The next question ·is, of course, how one makes such choices. What is there about the nature of any given meter which enables it to express one special passion? The theorists I have quoted had a veritable mania for what may · seem at first meaningless classifications of meters. They organized them into two general categories-those suitable · for church music and those for dancing. By dance, they meant not ballet, but the dances of society, high and low, like the minuet, gavotte, and contredanse. These dances were performed in courts and on village greens, by amateurs, for their own enjoyment. Eath dance had its own formal steps, its own particular meter, ·and its own appropriate locale. Of these two metrical categories-for the church and for dance-the second group was subdivided into smaller sections, which I will discuss later. (The ecclesiastical did not admit of division.) Such a classification is not as arbitrary as it first seems. We are accustomed to think of dances as special musical color: local (boleros, sambas, etc.), or antique (minuets, pavanes), indicated.by special rhythmic patterns, and employed when the composer's intent is to transport us into a very special locale, era, or frame of mind. Their use often verges on the quaint and precious, and is, to reiterate, a very special type of expression. We must approach dance music from the other direction, if we are to understand why it was so important to the eighteenth century. Rather than being a means of catching the expression of certain very special gestures by special types of people, it was one of the most direct ways theorist put it: "Almost nothing appears in the moral character of men which cannot be expressed comprehensibly and in a lively way by the position and movement of the body. Thus dance in its way is just as capable as music and speech of being modelled on the language of the passions." Thus these two metrical categories-those for the church and those for dancing-divide the cosmos as well, into the sacred and the secular, the divine and the human. Many other gestures beside dance came in for their share of imitation in the human sphere-singing itself, as we have seen, and martial and orchestral styles, but the dance still remained the central symbol of this half of the eighteenthcentury world. Now that we have divided the world, the rest of the task seems simple; all we have to do is decide what music is appropriately divine, what human, and then imitate that music when. that part of the world is our subject. But what music, on earth, is divine? The music of the spheres, un~ fortimately, we must reject as being out of time. Here history comes to.our re>cue. Being unable to produce for the church eternal music, the eighteenth century thought it appropriate to reach back in time; divine music ought, at least, to be venerable. 'I11e pure concords and longbreathed phrases of Renaissance sacred vocal polyphony seemed much more suitable for the church than that profane imitation of the way human beings move which is dance. Closely associated with this particular style, for reasons too complex to develop here, were meters based on groups of two with longer note values as their basic beathalf-notes and whole-notes rather than quarters and eighths, which would require a quicker and lighter execti' tion. As one theorist put it, the "true seat" of that meter we call "cut time," in which half-notes in groups of two. form the measure, is in the church, while the natural movement of 3/4 time is the minuet. The criteria by which we judge qualities of meters seem to be both the length of the note value taken as beat, and the numberduple or triple-of those notes in each measure. A, spectrum of meters, mnging from the most divine to the peculiarly human, would have at the one extreme those duple metep with long note values such as 2/2, or cut time, and at the other, triple meters with the eight or sixteenth-note as pulse .. The question which suggests itself from this observation is whether triple meter is necessarily more danceable than duple. Let us compare a common gesture in duple meter, the march, with the rhythmic pattern of a 3/4 measure. The pattern of accents for a march in 4/4 time, if one steps on beats l and 3, is pictured on your sheet. Left, right, left, right. Let me play you one. of expressing, in a measured and musical way, the gestures which represent the passions of all human beings. A man's thoughts and emotions found an outward manifestation in his gestures, which, when harnessed and transformed by measure and symmetry, and set to the appropriate music, were the content of the fine art of the dance. As one l4 + ' + �April, 1974 The pattern of a. minuet, a dance in 3/4 time, is also shown on your sheet. I'll play you a famous example from Mozart's opera Don Giovanni. One moves in step with a 'march, but it is just that-a step without danced content. In triple meter, however, there is a disproportion in the time allott~d to downbeat and upbeat (foot down and foot up); the up is double the down. This allows the dancer more time for the expansive step or gesture before the upbeat drives him to the next measure, and the next step. Characteristic of the march, on the other hand, is the intensity and inevitability with which it drives on to the next step; in the pedestrian" alternation of left foot and right there is no room. for the expansive gesture, the invention and fantasy of the dancer. Any careful listener will immediately object, and rightly so, that the example of duple meter I have chosen, the march, is the most secular of expressions, and certainly not employed only for the church, albeit the church militant. But even in the theater, meters which are danceable are capable of expressing ,a broad range of passions, but must stop short of the most exalted ones. The expression of these-when the most noble of men (or women) voice the most tragic or moral sentiments- must be left to that musical style which stems not from the dance, but from the divine or ecclesiastical. 2/2 meter, and almost as often 4/4, are usually chosen for those moments. Donna Anna, the heroine militant of Don Giovanni, sings wrathfully of her seduction in 2/2 time, and the effect is of a kind of slow and exalted march step. Let us hear it. 11 once. Two of the most popular dances of the century-the gavotte and the contredanse, the patterns of which are shown on your sheet-were in 2/4 and 4/4 time respectively. But both involve tinkering with the most customary patterns of the duple measure to give the dancer some platform for his gesture-something the march would not allow. The march is a perfect bridge between the exalted passions and those more mundane ones which are the subject of, dance. Its intensity and singlemindedness can of course become anything but pedestrian, as Donna Anna's aria shows us, and given the right treatment it can also be painfully comic-nothing but the most literal flatfooted imitation of how the poor human body moves in its unexalted moments. · I have tried to show how for the eighteenth century meter was anything but a mechanical device for measuring off equal hunks of time. Instead, every meter imitated a different way of moving, and thus of being, and the whole of the metrical spectrum reflected an ordered cosmos, with the divine and the human as its essential parts. Why has meter lost this meaning for us today? To see meter as bearing the stamp of human character was to express the confidence that human passions were held in common, and could be expressed by certain gestures common to all men, which gestures in turn could be imitated and held up to view by sensitive composer-observers. Later composers, in the nineteenth century, ]ike Schubert, Brahms, and Wagner, began to lose this confidence in a universal affective vocabulary, and thus grew less interested in depicting the ways men move and speak on this earth. The emotions of the individual, attempting in his own private vocabulary to express his own passions to a universe of other beings, took its place. One no longer made observations which could be immediately shared and understood by other men, but instead spoke idiomatically, and hoped that a few would respond. The voice and the words it could express became far more important than dance; even symphonies often became simple song forms-outcries, rather than representations of shared human experience. Meter was no , longer interesting in itself as a manifestation of the universal movements of man; it had become just a background for pitch, and thus song. * The danceable takes its .proper position to the right of the metrical spectrum, in the more modest, worldly passions. Exalted grief and anger soar from the left, in the tradition of the other-worldly. To say this is certainly not to assert that dances are not written in duple meter. On your sheet you will find a rough chart of the metrical spectrum as I have conceived it. In any spectrum the shadings toward the middle must become more ambiguous, pointing in both directions at * * Let us turn now to The Marriage of Figaro. Before we look at any of its music, I would like to tell you about two things-what I think the opera is about, and why it is the world of dance which illuminates the opera. This necessitates a prologue. I'll begin by telling you the story of the opera. It is set in Spain. The principal characters are the Count Almaviva, his wife the Countess, whose name is Rosina, and their servants, Susanna and Figaro. Susanna and Figaro are about to be married, but the Count, still 15 �The College young and lusty, hopes to seduce the bride first. The Countess, Susanna, and Figaro spend most of the opera trying to forestall him. At times they enlist the help of a young page, Cherubino, a lovestruck adolescent. Another character who unexpectedly comes to their aid is Marcellina, an aging and somewhat tiresome lady who at the outset belongs to the party of the Count, but discovers in the course of the opera that she is Figaro's mother, and naturally changes sides. The action of the opera extends over one day; the original title of the play from which the libretto of the opera was fashioned was La folle JourneeOne Mad Day. At the end of the day all these characters, and a few more I haven't mentioned, meet in the garden under the cover of darkness, some to seduce, and others to catch the erstwhile seducers in their seduction. All plots are forced out into the open, the Count is shamed and returns humbly to his Rosina, Susanna and Figaro are · reconciled after a brief lovers' quarrel, Marcellina marries the illegitimate Figaro's father, and Cherubino finds a wife for himself. All this seems at first of the familiar stuff of comedy: the usual mad imbroglio and happy resolution, where main plot and subplot are hopelessly tangled together, and then neatly and symmetrically untangled for our delectation. But this imbroglio is only the background against which something more disturbing, and more human, occurs. Su~ sanna and the Countess step out from behind the masks of comic convention. Indeed, many of the other characters in the opera, touched by the humanity of Susanna and the Countess, undergo a similar metamorphosis. The opera depicts a friendship between the two women based on mutual trust, respect and affection. 'I11e warmth radiating from this friendship generates in us a real concern for what happens to the various couples in their couplings and tmcouplings. It raises the plot from the level of mere farce. It even moves us to be genuinely happy for Marcellina when she metamorphoses from blue-stocking harridan to beaming mother, where we might have simply been relieved that a serious complication had been so fortuitously resolved. But such a friendship is not the easy thing it might seem to us in our enlightened age. The Countess is a noblewoman, and Susanna her servant. Class barriers violating either character's delicate sense of what is appropriate. This place must be beyond class, and with its own sense of time; it cannot be promised to be permanent, or even to be of more than one mad day's duration. Thus the opera is in one sense about class distinctions and what they amount to. We must first accept the fact that they have meaning. 'T11en we can look more closely and see if they always mean what they seem to on the surface. In other words, are the noble-born always noble, the base-born always base? The social dances of the eighteenth century were uniquely suited to the examination of this question. Each dance had persistent associations with one class or another. The minuet was long a dance peculiar to the aristocracy; the contredanse-a word thought to have been derived from the English word "countrydance" -was associated with the out-of-doors and simple, rustic folk. The choreographies and rhythmic patterns of these two dances also provide strong contrasts. The minuet was a dignified dance for couples, with refined, highly stylized steps and gestures. The contredanse involved as many people as you please in a gay follow-the-leader serpentine executed with many little quick steps-much like our modern reeL The measure of the minuet was a moderate 3/4 time with accents distributed fairly evenly across the measure, as shown on your sheet. The contredanse measure in 2/4, had a very strong downbeat, so strong that in very quick tempi the measure often seems more like the beat. Let me play you a very fast contredanse. Thus the social hierarchy brought with' it a hierarchy of expression. A man walks, talks-, and gestures in manners appropriate to his class, and these external postures themselves reflect his character. As Aristotle says in the Ethics of the proud man: "A slow step is thought proper to the proud man, a deep voice, and a level utterance; for the man who takes few things seriously is not likely to be hurried, nor the man who thinks nothing great to be excited, while a shrill voice and a rapid gait are the results of hurry and cannot be removed merely by strong sentiment or sentimentality. These barriers are very much a part of why each character acts the way he acts; they are not merely artificial hurdles to be leapt across by any two decent people so inclined. The Countess is bound to feel a little Aristocratic, dignified, grand, serious, noble. Neither of uneasy about reaching out to Susanna; in one moment of these two clusters of associations is foreign to us; each despair, she sees as a symptom of her misery the fact that, as she says, "I must seck help from one of my servants!" This is, after all, the way the ordered world in which she lives would see her. It is the task of the opera first to show us both characters catches the three-fold combination of class, gesture, and character or affect. I have chosen each word carefully, or, perhaps I should say, I have stolen each word, because I have excerpted them from a late eighteenth-century source and their proper worlds, to convince us that each woman as they are used in the theater. He also. includes a third class-a middle ground between the aristocratic and the peasant-and I would like to quote him directly about it. merits our respect and the respect of the other, and then to find a place where such a friendship can exist without 16 excitement." Country, comic, lively, nimble, merry, mischievous. -a writer on music-in his classification of social dances �April, 1974 "This class includes the dances which are called in technical language demi-caractcres-of middle character. Their content is an action from everyday life, in the character of the comic stage-a love affair, or any intrigue in which people from a not completely ordinary kind of life are in- world. One indication of this is that he never, when left to himself, dances. He also seems to be peculiarly undiscriminating in his relationships-'-an attitude popularly char- volved. These dances require elegance, pleasant manners, in the castle. ''Every woman," he says, "makes me blush, every woman makes me tremble." Add to this. what seems at first only an operatic artifice-the fact that the role of a young boy is actually played by a woman-and one realizes that every effort is being made to insure that Cherubino and fine taste." This middle world, this mean between the extremes of class, was often expressed by a dance called the gavotte. The gavotte was a special arrangement o.f the 4/4 measure-the most radical manipulation of duple meter possible. It retains that symmetricality of step which characterizes the march, but turns it inside out. The halves of the measure are transposed: beat number three-the "weak strong beat" of a march-becomes beat number one in one sense, and yet does not nsurp the proper position of the ''true" beat number one. Such a transposition creates a special situation in which there is only one truly weak beat out of four, forming a graceful rhythmic curve, which peaks at the downbeat and then falls. This pattern is shown on your sheet. Three such strong beats are truly "beaten"; each is experienced qnite distinctly. The gavotte falls short both of the simple gravity of the minuet and the exuberance of the contredanse, and substitutes, because of the almost artificial control of its rhythmic beating, a coy primness of affect. I'll play you an example of a gavotte. Eighteenth-century songs whose texts dealt with pastoral love-the love of shepherds and shepherdesses-were often set to gavotte rhythms. It is a venerable tradition to idealize the love of shepherds and shepherdesses, to raise it out of time and, paradoxically, out of class. This tradition dates as far back as TI1eocritus, a Sicilian poet of the third century B.C. An eighteenth-century manifestation of it was the court of Marie Antoinette, in which the nobles would all go to the country, dress as shepherds and milkmaids, and play at love. They were attempting, in a world where class is so very important, to imagine it away, to be artificially naive. Marie Antoinette's court showed a consciousness of this Greeo-Roman pastoral tradition of idealized love. So does the libretto of The Marriage of Figaro. References to Greek and Roman gods and demi-gods are scattered about -Bacchus, Venus, the Sibyl, the Zephyrs-as though to set up a deliberately "classical" context. But, more impor- tantly, Eros is one of the main characters of the operaan Eros who is perhaps more Mozartian than Platonicbut Eros, nevertheless. I am referring to the young page, Cherubino, whose name means "little Cherub." He is the only character in the opera who seems to be placeless, not bounded and defined by the manners of a given social acterized as "in love with love." He speaks, at one famous moment in the opera, of being in love With every woman is never particularized, never "embodied" in the sense that every other character in the opera is. Figaro even describes him as Eros, or at least as the "little Narcissus, little Adonis of love," beplumed, and with a "scarlet, womanly complexion," like every androgynous Cupid. The pastoral CupidEros of. The Marriage of Figaro is quite different from whatever Eros it is which presides over Don Giovanni. There Eros wounds, often disastrously, just as Virgil's Cupid pierces the breast of Dido with a fatal love for Aeneas. In this opera, however, Eros is love through his very vulnerability-his openness to all aspects of love. It is this element of Cherubino's nature which touches Susanna, Figaro, and the Countess, and makes the Count suspicious and edgy around Cherubino, although he is clearly never quite sure why he should distrust the young page. He senses that Cherubino bespeaks the kind of love which the Count knows little about-passion in the strict sense, that is to say, the joys and pains of suffering the object of one's affection to move one. This being affected has many facets. The thread of eros which runs through them all is an aliveness to the physical qualities of any person who moves you-the way he walks, the sound of his voice-so that merely looking at him will give you an involuntary start. But many of the relationships over which Cherubino presides have this sense of eros only in the background, while the actual relation is not strictly erotic. Cherubino flirts with Susanna and the Countess, and both women obviously are moved by his handsomeness and youth. But his relationship to Susanna is more of brother to sister, to the Countess of page and patroness. Eros makes these relationships sparkle and reverberate, but it does not dictate their nature. This "being moved" by someone also serves in a more general sense as a pattern for the affection of Susanna and the Countess; they are affected by those things which they find admirable .in each other, and this brings them to friendship. All the characters in the opera might find as an example of this kind of attachment to another human being their own affection for this absurd child, Cherubino. Despite his awkwardness and naivete, they are strangely moved by him. Little Cherubino is the tutelary deity of The Marriage of Figaro-the showing forth of the kind of human attachment which Mozart wants to celebrate in the opera-an eros of many facets, which binds people to one another by the recognition of those things which make each one unique. The musical world over which Cherubino presides, not dancing, as befits a deity, is the strange, half- 17 �The College lit, classical-pastoral place which is characterized by the gavotte, and another dance which I shall describe to you in a moment. This, then, is what I think .the opera is about. Susanna and the Countess are two fine women who are moved by each other's fineness to form a delicate attachment which needs a special place in which to flourish. Cherubino both articulates the nature of that attachment and presides over that special place. The other characters are affected by the magic which surrounds that place to rise to the level of fineness which Susanna and the Countess display. I have chosen four moments of music to play for you tonight. Each uses dance in a special way; the first two to illuminate the characters and explore their proper places, the second two to focus on this new and unique place-the pastoral world of Cherubino. The first moment belongs to Susanna and Figaro, and is actually two separate pieces-a duet between them, and then a solo for Figaro. It takes place in the couple's new bedchamber, where they will spend their marriage. night. Figaro tells Susanna how convenient their new location is-each of them can speed right to his master or mistress at the sound of their bell. How convenient, says Susanna sarcastically. If you should by some chance be sent away, the Count will only be a step away from me. Figaro is chagrined, and after Susanna leaves, he plots his revenge on the Count. These two pieces tell us everything we need to know about Susanna and Figaro. They show us that Susanna has more sensitivity and refinement than Figaro, perhaps is a little wiser, but also that Figaro will follow Susanna and learn from her in these matters, and that when he does see the ramifications of a situation he will face it with a wit, sophistication, and boldness of imagination which make him fully as attractive in his own way as Susanna is in hers. It is important that Susanna's greater sensitivity not diminish Figaro in stature; it is, after all, with their marriage that we are concerned. The essence of the duct is this: Figaro begins with a typical contredanse figure rather flatly repeated three times, in four-measure phrases, as he describes the convenience of their situation. As he mimics the call of the Countess's bell, the lilting contredanse with its strong downbeat is metamorphosed into march,. to propel Susanna into the Countess's bedchamber. Then Figaro, with almost painful literalness, tells us how convenient it is for him also. Three times the contredanse phrase is repeated, again the bell rings, and Figaro marches into the Count's chamber. Susanna then takes up the contredanse phrase and mimics Figaro, but with heavy irony. To suggest the Count's nefarious intent, she repeates the contredanse three times, like Figaro, but moves from a major to a minor tonality, to give the proper menacing import to her suggestion. At the moment when the march should occur, she substitutes for it a speech-like phrase, which obliterates all dance rhythms, to underline the seriousness of her point. Let me play the · duet. 18 We see from this that Figaro loves to playact; he is in fact a born mime, who can summon up vividly before our eyes any imaginary situation. He will do this frequently during the opera, and often it will save both their skins. Here, however, it only serves to point up Susanna's greater sensibility. Figaro's repetitive contredanse is of the commonest dance idiom, and his tactlessly graphic march only adds to our sense that his playacting is mere buffoonery. The march also betrays his sense of importance at being the Count's favored servant and betrothed to the Countess's favorite; he delivers both himself and Susanna into their service with a ceremonial flourish. Susanna's imitation of the contredanse in minor is irony with a very serious in- tent. It touches us, and enlarges our sense of her range of feeling. Though she may be proud to serve the Countess, she is dismayed that Figaro, blinded by his pride in service, might blithely serve her up to the Count as a ceremonial victim; no pride would make her serve like that. When, clearly finding the low comic march distasteful, she instead inserts a thougbtful speech-like phrase, our sympathies cannot help but be with her, and from here on we demand from Figaro some response which will measure up to her intelligence and wit. Figaro does not disappoint us. Susanna's announcement has deflated his high spirits, and has left him very angry at the Count. He pulls himself together and launches a venomous blast at the Count which treats the Count's traditional music with an irony well matched to that with which Susanna treated Figaro's musical invention in the duet. His aria opens as a minuet, a version more spare and muscular, and slightly faster, than the one I just played you. Figaro invites the Count to dance, with himself as accompanist. You will hear his guitar in the plucked strings of the orchestra; horns also are dominant, to i1nderline the noble, ceremonial nature of the dance. Figaro is again, just as in the preceeding duet, vividly miming a situation in which he serves the Count, but this is service in a wholly different manner. It is a tribute to his wit and control that he sings not passionately but ironically, cloaking his angry insolence in the noble politesse of the minuet. At the end of the first presentation of the minuet, the music three times leaps high on the word Sl, or yes, and Figaro casts aside all pretence of accompaniment to become a dancer himself, performing a caprioia, or leaping dance step-an inappropriate embellishment to the dignified minuet, and a blatant insult to the Count. For as the piece moves into �April, 1974 its second section, Figaro becomes the dancing master, the situation his dancing school. His words here are "If you want to come to my school, I will teach you the capriola" -the step which he has just performed. The great joke on the Count is that the dance to be taught in this dancing school is no longer the minuet, but a dance step whose Italian name derives from the word capra, or goat. It suggests both somersaults of children and dancers leaping, or, to anyone who knows Italian, the activity of cuckolding; the horns of the goat are the eternal symbol for a man who has been put in this embarassing positiorf. You may have thought that you were going to cuckold me, says Figaro, but two can play at that game. To drive his statement home, Figaro performs the caprioia twice more, again on the word Sl. Then after a brief and reflective pause, in which Figaro steps outside the dance, he swings into a new dance, a quick contredanse, to list all the Count's devious schemes which he plans to overturn. The contredanse is a wonderful invention here. On the literal level it fits perfectly with the scene which Figaro is describingthe dancing master dragging his recalcitrant pupil through the paces of social dance. Now that we've learned the minuet and the capriola, let's try a new one .. But the contredanse, with its emphasis on group dancing and its selfconsciously countrified associations, is the very dance which the Count would not be apt to perform. Thus Figaro, in his vivid imaginings of revenge, has transported the Count into a social setting in which he would never be found by choice, and in which the rules of behavior are those of a more "democratized" city life, such as Figaro must have led before he came to the aristocratic seclusion of Count Almaviva's castle. 'I11e rhythmic patterns and the choreography of the contredanse also suggest a kind of intoxication or dizziness. As Figaro grows intoxicated by his thoughts of revenge, he also dazzles his hapless victim with a list of his sins: "the art of fencing, the art of conniving, fighting with this one, playing with that one." One after another Figaro reels them off, to leave his victim reeling. A good Figaro on stage must be both dancer and mime; he must not only perform the capriola, but also must at this moment become a kind of diabolical ringmaster, cracking his whip to summon up the evidence, now from this side, now from that. Then he exits tri. umphantly, after a close which recapitulates the sequence of minuet and contredanse. The minuet seems all the more menacing after the relentless flourishes of the contredanse. Let us listen to it. The next moment I have chosen is one of great triumph for Susanna. She does just what Figaro has been telling us he would like to do-teach the Count how to dance. Just like Figaro, she chooses the Count's proper music, the minuet, as the tune, but even a more aristocratic version, with a slower tempo, closely resembling the example I played you earlier. This moment occurs in the finale of the second act during one of the little entanglements which plot the curve of the comedy in this opera. The Count has good reason to believe that Cherubino is locked in the Countess's closet; he is wildly jealous and angry. As he storms about the Countess's bedchamber, Susanna cleverly substitutes herself for the page, so that when the Count opens the closet door, he is confronted not by Cherubino, but by Susanna. Listen to the beginning of her m'inuet. 'I11e marvel of this moment is the absolute justice with which we accord Susanna her minuet. She is not just the clever servant, revelling as she beats her master at his own game. She is nobler than the Count, and the minuet becomes her proper music, not his. The Count dimly perceives this, and is shamed by it. Circumstantial evidence tells him he has a right to be jealous, but the characters of the women who face him tell him he does not. Circumstances may have driven Rosina· to form such a friendship with her servant girl, but at this moment that girl is her equal, while the Count does not measure up. Moments later the ladies force the Count to his knees, he gasps out in supplication "Rosina/' and we applaud, because we know that, at least for the moment, he has been moved by their nobility-he is learning about "being affected." The next piece I have chosen-a duet between Susanna and the Countess-takes place late in the opera, but the scene which it 'paints might have occurred at almost any point. It shows us Susanna and the Countess calm and secure in their friendship. Their mutual trust and affection are all the more remarkable at this point, because it is the moment of the Countess's greatest degradation; all else having failed, she is reduced to ignoble plotting to win back her husband-in front of, and with the aid of, her servant. Yet the two women are in perfect unanimity; they say little, but seem to understand each other completely. They sing often in parallel thirds, with Susanna's voice the higher, at times one imitates the other's phrase. The Countess is dictating, Susanna taking down, a letter to the Count, making a rendezvous for him and ostensibly for Susanna, for that evening in the garden. The Countess, of course, intends to go herself, disguised as Susanna. She deliberately chooses a bucolic text for her letter; wishing to make it allusive, a hint rather than an open invitation, she sends only .a short poem, the text of a song, which is "What a 19 �The College gentle zephyr will sigh this evening beneath the pines in the thicket." The dance pattern which Mozart chooses to base the duet on is the most pastoral of all-a slow 6/8 meter actually called the pastorale, which traditionally accompanied the songs and dancing of Sicilian shepherds. Let me play it for you. 1,1~ (&. .....,,... \ S11\\! 1ll~r,?"~a __ \ 1 __.....--, ( l ~ ~ ~:w-JU..r Clk •• ':L!JWW The use of the pastoral by sophisticates is usually per· verse; Marie Antoinette and her milkmaids were aristocrats affecting the naive and simple, and they changed its vivid colors into faded pastels. Mozart, however, transforms and elevates the genre. He too sees it as a place out of time, where Eros presides. But Marie' Antoinette and her court delighted in pretending to be what they were not. Susanna and the Countess, because they take their delight precisely in what the other is, use the pastoral as a place where they meet without having to deny what they arc. The duet is to the opera like the eye of a hurricane is to the actual stotin. Although the situation is deadly serious, Susanna and the Countess seem to play together, in a sheltered and convention, not a source of it. It is sophisticatedly naive, not simply naive. Thus the gavotte seems at first to be the perfect music for the Count here. Shamed but not repentant, he uses it ironically; he seems to be asking an innocent question, but there is menace in his intent. Un- fortunately for him, he has chosen the wrong music, the very ground on which his three opponents can stand united By the end of the quartet they have transformed the Count's pastoral gavotte into a soaring hymn-a cek bration of their unity. Mozart effects the transformation using the very melody and rhythms which the Count had introduced, but he gives them to the trio in close harmony, with suspensions. Under the beating of the gavotte, he adds a true country element-a bagpipe bass-a long droning held note which provides a new and more stable level of rhythmic action; it "grounds" the gavotte, so to speak, and gives it depth. This is by no means the last entanglement in the opera, and the trio knows it. Worse, as a matter of fact, is to follow immediately. But this moment still has much in common with the duet we have just heard. The extraordinary beauty of the transformed gavotte lifts the moment out of time to a new significance, and leaves it indelibly with us-a picture of an enduring relation between three people-even though in a few seco-nds the mi'lee will continue. Let us hear it. intimate place, which cuts across the opera, intersecting with it, but on a wholly different plane. The final moment I. have chosen is perhaps my favorite in the opera.It is a point in the action when this pastoral place becomes a public stance; its denizens, armed by Eros, face their enemy and force him to submit, at least for the moment. They sing, of course, a gavotte. It takes place. in the second act finale, soon after Susanna's triumphant minnet. Susanna and the Countess have just shamed the Count into submission when Figaro enters to announce that all preparations are ready for the wedding. Deprived of Susanna and the Countess as culprits, the Count turns on Figaro and inquires about the contents of a certain incriminating letter which Susanna and the Catmtess have just confessed that Figaro wrote. Figaro stammers, and the ladies hasten to alert him to the fact that the truth is out; he needn't make up a story. Relieved, he joins the ladies in asking the Count to allow the wedding to proceed. The Count, bafl!ed again, as he expected Figaro to get into deep trouble in this new story, can only mutter a prayer that Marcellina will soon come to his rescue. The Count introduces the gavotte rhythms himself, when he turns to Figaro with the letter. The shepherds' dance of the duet we just heard is the raw material of the pastoral, used with sophisticated intent. The gavotte, with its artificial rearrangement of the 4/4 measure and its coy, "beating" affect, is a result of the play with the pastoral 20 The Marriage of Figaro is not, as some have asserted, a revolutionary's manual, nor a facile witness to the aphorism that true friendship knows no bounds. It tells us instead, with wit and a certain resignation, of the kinds of fragile traits with which some humans are endowed which enable them, in this world,_ to move to a new place, a "room of their own." It also asserts with some joy that with them these same people may take others, less well endowed. The class distinctions of "noble" and ''base" are not obliterated. Instead we take the other senses of these two words, and with the help of the gestures of dance, apply them where they most genuinely seem appropriate. Mozart paints human passions by using as mediator in his imitation the music written to accompany social dance. He is the choreographer of the passions. Mrs. Allanbrook is a graduate of Vassar College, holds an M.A. degree from Stanford University, and recently completed her doctoral dissertation. At Stanford she was a Woodrow Wilson Fellow and a teaching assistant in music. She has been a tutor at St. John's since 1969. �April, 1974 DANCE, GESTURE, AND THE MARRIAGE OF FIGARO Rhythmic Patterns of Five I I I -v-u -u-u Minuet ( ~ .or §) ''I -uv 1/.. -we.;;~ Gavotte ( ~) --1~.} Contredanse (fr} __ ,..1..~ I I -v -u Pastorale (~) I " -uu-tJu I" . -uu-u-U *Top number indicates number of beats per measure, bottom number the note value counted as the beat. The Spectrum of Heters Ecclesiastical (exalted passions) 2 2 4 4 march Human (terrestrial passions) 2 6 4 dance 8 The Cast of Characters of the Opera Count Almaviva The Countess, Rosina, Count Almaviva's wife Susanna, servant to the Countess, betrothed to Figaro Figaro, servant to the Count Cherubino, young page to the Count and Countess Harcellina, aging spinster and friend of the Count 21 �The College NEWS ON THE CAMPUSES WEIGLE HoNoRED The city of Annapolis has taken formal recognition of President Richard D. Weigle's 25 years as president of St. John's College. It has adopted a resolution congratulating him on his years as president and expressing its appreciation for his contributions to the community. The resolution was introduced by Mrs. Barbara Neustadt, who called Mr. Weigle one "Now, therefore, be it resolved by the mayor and aldermen of the City of Annapolis that it hereby congratulate Dr. Richard D. Weigle upon completion of 25 years as president of St. John's College and expresses its deep appreciation on behalf of the citizens of the City of Annapolis for the many contributions made by him which have made Annapolis a better place in which to live and to work." of Annapolis' "outstanding citizens." The resolution reads: "Whereas, Dr. Richard D. Weigle became president of St. John's College in June, 1949; and GRADUATE INSTITUTE The eighth session of the Graduate Institute in Liberal Education will run from June 23 through August 16 on the "Whereas, during his tenure and be- Santa Fe campus. The Institute enrolls cause of his leadership and strong dedi- about 150 students from all parts of the cation, the college has grown physically, · country each summer. Director David increased its size of enrollment from Jones has announced that applications 196 students to 375, and gained greater are now being considered for the 1974 session. financial stability; and "Whereas, Dr. Weigle had the foreThe Institute offers a liberal arts prosight to locate another St. John's Col- gram in keeping with the St. John's lege in Santa Fe, New Mexico, with a educational policy of reading and dispresent enrollment of 255; and cussing great books of the past and "Whereas, the City of Annapolis, the present in order to illuminate the accollege, and Dr. Weigle have had strong complishments, frustrations, and fundaties throughout the years; and mental inquiries of western civilization. "Whereas, Dr. Weigle stood in the The program is divided into four segforefront as an outstanding leader in ments: Politics and Society, Philosophy the city and county, having· served on and Theology, Literature, and Mathethe Anne Arundel County Board of matics and Natural Science. While Education for twelve years, five years originally designed for secondary school as its president, president of Historic teachers, the Institute is attended by Annapolis, Inc., vice-chairman of the members of many other professions as Hall of Records, chairman of the Mary- well. There are no textbooks, lectures, land Commission on the Capital City, or written examinations; the studies are and as a member of the Governor's Ad- approached entirely through small disvisory Commission on Higher, Educa- tion in addition to membership in numerous other clubs and educational bodies; and "Whereas, it is the desire of the Governing Body of the City of Annapolis to cite Dr. Weigle for his many accomplishments; · 22 cussion classes. Participants. can earn nine graduate hours during a summer term. Those who successfully complete four summers of work receive the degree of Master of Arts. The Institute is ·accredited by the North Central Association of Colleges and Secondary Schools. BOARD OF VISITORS AND GoVERNORS John T: Harrison, Jr. of Stamford, Conn., and Daniel T. Kelly, Jr., of Santa Fe, were elected to the Board of the College at the February meeting on the southwestern campus. Harrison, vice president of Marsh & McLennan, Inc., of New York City, is the son of the late John T. Harrison of the class of 1907 at St. John's. He is a graduate of St. Paul's School and of Yale University. A native Santa Fean, Kelly is a partner in the Kelly and Noss Agency, a general insurance firm serving northern New Mexico. He attended Portsmouth Priory School in New Hampshire and graduated from Harvard University. He also holds a master's degree from Harvard's School of Business Administration. SANTA FE TUTORS Two new Tutors, Miss Ida Doraiswamy and Mr. Gerald Myers, have joined the Santa Fe faculty this semester. A native of Cliingleput, Tamilnadu, India, Miss Doraiswamy began her undergraduate work in India at Voorhees.College, Vellore, and Sara Tucker College in Palayamkottai. She received both a B.A. and an M.A. from Madras Christian College in Tambaram and later came to the United Stataes to study at Oberlin College under the Oberlin Shansi Exchange Program with Lady Doak College in Madurai, India. In 1962 she received an M.S. degree from the University of Wisconsin. Miss Doraiswamy was a Tutor at St. John's in Annapolis for two years and then returned to India to teach at Lady Doak College and later at Baring �April, Union Christian College in Batala, Punjab. Last year Miss Doraiswamy was in Africa teaching mathematics at Wesley Girls' High School and Adisadel College in Cape Coast, Ghana. Mr. Myers graduated from the University of Colorado, received his Ph.D. from the University of Colorado Medical Center in Biophysics in 1969 and has done further work in Biology, Biochemistry and Molecular Biophysics at Yale University. He has been a U.S.P.H.S. Fellow at the University of Colorado Medical Center and from 1969 through 1971 was an American Cancer Society Postdoctoral Fellow at Yale. Earlier Mr. Myers was a Biology Teaching Assistant at Loretto Heights College in . Denver, Colorado and taught Chemistry at Yale. More recently he has been a Seessel Research Fellow in the Department of Molecular Biophysics and Biochemistry at Yale. Mrs. Myers and their four children will join the new Tutor in Santa· Fe at the end of this school year. FELLOWSHIPS St. John's seniors on both campuses 1974 received special honors just as this was going to press. Thomas J. Watson Fellowships were awarded to Santa Fe senior David F. Gross, of Saratoga, Cal., and to Annapolis seniors, Donne] O'Flynn, of District Heights, Md., and to Theodore B. Wolff, of Lexington, Mass. Wolff is the son of St. John's alumnus Peter C. Wolff, of the class of 1944. In Annapolis, senior Michael Jordan, of Media, Pa., has received a Danforth Foundation Fellowship for graduate study. He plans to enter graduate work in comparative literature next fal). ALUMNI ACTIVITIES SKYROCKETS,. ROMAN CANDLES, ANDBIGBEN By now all alumni in the continental United States should have received an announcement of the Alumni Association London tour, June 29-July 7, 1974. Unlike previous trips where a minimum number of travelers was required, any number can make this trip. The only possible problem could be space, since we will be sharing a flight with another alumni group. Our best advice is to get your reservation-and · your deposit-into the mail as soon as you make up your mind. London on July Fourth should be interesting, to say the least. Make your plans now to join the gang heading for the British Isles. And if enough people are interested, we could plan a gettogether with our alumni who live in the London area-perhaps on the Fourth. Lest you western folks wonder why you received a mailing about a trip originating in D.C., we mostly wanted you to know that the Alumni Associa- tion was doing this thing. And if any of you want to join in, that of course would be wonderful. HOMECOMING 1974 There are certain problems simply in sharing a town with another educational institution-and when you are in the boating capital of the Mid-Atlantic states, the problems are magnified. October, as many alumni are aware, has been the traditional Homecoming month; even the 'new' by-laws show it as the normal month for the Association Annual Meeting. But in Annapolis, gem of the upper Chesapeake, October is just too popular. The first and last week-ends have Navy home football games, while the two middle weekends are given over to a pair of national boat shows. Those four events give us just too much competition for housing, parking, meals, and plain walking around' room. So what can the Association planners do? They look first at September; this did not work too well last year-many said it was much too early-and besides, only the last weekend is really possible; for other reasons, that cannot be used this year. Result: November 2, unhappily, is the date. One big advantage: it gives all of us time to make our plans for baby, house, or pet sitters, to rearrange business ap- pointments, and to save gasoline for the trip. And most of us will be ready for a break about that time, anyhow. The Class of 1949 is making plans for its silver anniversary reunion-it should be a good one-'24 is also making some arrangements to get together, according to Ridgely Gaither, so we hope others will follow suit. How about '14 and '24 and '34 and '44 and '54 and '64? We know some of you are impossibly far from Annapolis, but more than one-third of all alumni live within three hours' drive. Details of programming will appear in the July issue. The Homecoming Committee promises a very special program, with something for everyoneand one or two surprises. 23 �The College ' CLASS NOTES 1912 Philip L. Alger, "Mr. Induction Motor" to electrical engineers, received special recognition on his 80th birthday in January, when the In- stitute of Electrical and Electronic Engineers presented him a specially inscribed brass plaque. Still active, Mr. Alger presented two papers on rotating machinery during the IEEE winter meeting. 1923 S. Paul Schilling is the author of God Incog- nito, published in February by Abingdon Pres_s. In his new book Dr. Schilling discusses ways m which God can be experienced today, -ways which may be quite' different from the conventional or traditional. 1928 For his book, The Dreyfus Case: A Documeutary History, Professor Louis L. Snyder, of the Department of History of The City College and The City University of New York, has been voted a citation by the New Jersey Writers Conference. The award was scheduled to be presented at the Fourteenth Annual Luncheon of the Writers Conference at Newa.rk College of _ EngineCring on April 27. be the only St. Johnnie to attain that distinction.) l-Ie is now a marketing representative for the Simmons Company, and makes his home in Westfield, N.j. 1943 Dr. H. Wi11ard Stern has been promoted to full professor of philosophy at Kean College of New Jersey (formerly Newark State College). After 37 years with the Federal GoVernment, bio-chemist with the National Institutes of Health, Bethesda, Md. He says he will remain in Bethesda for the time being, doing consulting work. His many friends and classmates will be saddened to learn.that Claxton J. "Okey" O'Connor lost his wife on February 3. In December Okey was na111ed the Secondary Schools "Man of the Year" at the U.S. Lacrosse Coaches Association's meeting. A member of the Lacrosse Hall of Fame since 1964, Okey has been active in both the Coaches Association and the Intercollegiate Lacrosse Association since 1942. 1932 In December President Nixon announced tl.1e appointment of James F. Campbell as U.S. Ambassador to El Salvador. Jim had been serving with the Agency for International Development as AssiStant Administrator for Program ancl Management Services since 1971. 1937 In February the Lacrosse Hall of Fame Foundation announced that five men would be inducted into the Hall this spring (April 27, to be exact). St. John's own Everett Smith, Jr. is one of the number being so honored. At St. John's Everett made the varsity lacrosse--team his freshman year, and was selected first-team All-America for four consecutive years. (Information from the Hall of Fame shows Smith to 24 / 1952 Alvin Aronson writes that he is back in the States, now living, albeit perhaps temporarily, in New Hampshire, and hopes to return to Israel in September. He is writing a play about St. John's, perlrdps to be called "The Great Experience." 1944 In January Arthur Hymau, University Professor of Philosophy, Yeshiva University, was the featured lecturer in a threc·day Medieval and Renaissance Collegium conducted at the University of Michigan. Artie spoke on "Religion and Philosophy in Medieval Philosophy: The Islamic and Jewish Traditions," "Religion and Philosophy in Medieval Philosophy: 'Ibe Christian Tradition," and "Thomas Aquinas on Natural and Human Law." 1945 An address change card from Rogers Albritton shows that he is with the Department of Philosophy at the University of California at Los Angeles. lie did not say whether this was a permanent change from Harvard. His classmates will be ple-dsed to know that George Cayley (Washburn while at St. John's) recently received his B.A. degiee from Richmond College in New York. 1930 R. Ellis Mitcllell last June retired as a research of the National College of Education, Evanston, Ill., last October. 1947 II. Gerald Hoxby is managing director of the DuBois Chemicals plant in North Ryde, New South Wales, Australia. Cerry set up the plant, and expects to be there for another two or three years. lie, Liz, and children Alison and Blair stopped by the College while on home leave a few months ago. Their home is in St. Ives, near North Ryde. · 1948 Peter J. Davies, after a number of years with USAID, is now Director, Program Coordination, for the Western Hemisphere Region, Internatiomll Planned Parenthoo::l Federation. His wife Phyllis expects to graduate in June from New York University Law School; son Kenneth wiU finish at Cornell University at the same time, while younger son Christopher is a sophomore at Cornell. 1949 Just a reminder to all you '49'ers: Jonathan Brooks and Allan Hoffman arc making really fine plans for your Silver Anniversary reunion at Homecoming next fall. In this connection, does anyone know the where-abouts of Solon10n S. Finebinm, James W. Ray, or George P. Welcll? How about Michael L. Rourke? The Co11ege has "lost" these members of the class. 1950 C. Ranlet Lincoln represented the College at the inauguration of Calvin E. Gross as president 1953 Last September St. John's was represented by William M. Aston at the inauguration of John D. Rockefeller IV as president of West Virginia Wesleyan College. 1961 Miclmel W. Ham, admissions director in Annapolis, has been invited to become a member of a recently-organized joint committee of the American Mathematical Society and the Mathematical Association of America. A recent letter from John C. Kohl, Jr., tells us that, after a three-year stint as an assistant professor of biology at Trenton State College, he is now doing graduate work in environmental sciences at Rutgers University. His-principal interest areas are pollution control, waste disposal, and resource recovery. 1963 December brought a delightful Christmas letter from John Jermain Bodine. "J .J ." has received his Ph.D. degree from Hartford Theological Seminary; his dissertation was on the twentieth century Islamicist Duncan Black Macdonald. "J .J .'s" wife Ruth is in Hungary th_is year, studying music at the Liszt AcademY m Budapest. lie is still in the Dean's Office at the Seminary, and also keeps busy with the Ministry Support Program there and with. the Red Cross. Dr. Oliver M. Korshin is director of HEW's U.S.-U.S.S.R. Health Exchange program, With an office in the Health Services Hoadqmrters in RockviJJe, Md. Via a recently installed direct "hotlinc," American and Russian scientists can exchange vital information conccming drugs, environmental health, cancer discOveries, and all manner of other medical matters. J. Waiter Sterliug has filed for the Democratic primary, in a bid to run against Mrs. Marjorie Holt for the Maryland 4th District Congressimwl seat which Mrs. Holt now occupies. 1964 William W. Dunknm III is head of the science department of T. C. Williams High School in Alexandria, Va. Kevin D. Witty is a trust officer and head of the Employee Benefit CI'rust Division of the California Canadian Bank in San Francisco. l-Ie completed his military obligation in 1969, a captain in the Army Corps of Engineers at the time of his release. lie then spent three years �April, 1974 with Bankers Trust Company in New York until moving to his present position in January, 1973. Kevin and his wife, the former Lela Dawn Barrett, were married in July, 1967, and have two sons, Sean McDonald, 4, and Jason Merrill, 1. Mrs. Witty's father is James H. Barrett of the class of 1941, now a retired Air Force officer. 1967 B. Meredith Burke writes that she will be working as a consultant to the Development Economics section of the World Bank through May. Hope (Zoss) Schladen and husband Jon are the proud parents of Sarah D. Schladcn, born November 14, 1973. Hope and Jon both teach, she high school equivalency, he at Rochester's Alternative Junior High School. 1968 Gregory Congleton (SF) has just completed seven months as a trainee in the Controller's Department of FPC Ind. Inc., Pittsburgh, Pa., and is now working as a programmer I systems analyst at their sheet glass plant in Henryetta, Okla. George E. Deering, III (SF) graduated from the University of Massachusetts in June, 1973, and is now enrolled in the University of Massa, chusctts Medical School. Congratulations to Joshua T. Gillebn II for passing the Maryland St<~te Bar examinations during the winter. Augusta Goldstein (SF) writes,"! am teaching (for a11 intents, purposes, and superficial appearances)" eighth grade physical science in a Los Angeles suburb. She also says that, for "teacher credentialing" purposes, St. John's graduates arc considered mathematics-physical science majors in California. Hamld Morgan (SF) writes that he has graduated from the University of New Mexico with a double maior in political science and journalism. 111is spring he will retum to UNM to work on his master's degree in business administration while working part-time as manager of a small publishing company. He is married to the former Chris Anderson of Tulsa, Okla., whom he met when they were the only two advanced Greek students at UNM. Jonathan Sinmeich has completed law school at the University of Virginia, and is now with the firm of Paul, Weiss, Refkind, VVhorten & Garrison of New York. He, Masha, and son Aram were scheduled to move to that city on March l. A new Ph.D. degree recipient from Claremont Graduate School, Claremont, Cal., is Robin A. Smith (SF). T11e title of his dissertation: "Plato's Dialectic from the Standpoint of Aristotle's First Logic." Robin is currently visiting assistant professor of philosophy at Occidental Col1cgc in Los Angeles. University of California at Los Angeles. Presently she is studying music at San Diego State University. Anne Christy Chapin (SF) is in Albuquerque teaching Science of Creative Intelligence and Transcendental Meditation. Robert J. Chassell {SF) has received an M.A. degree in economics from Cambridge University, England. John D. Goodwin (SF) tells us he served in South Vietnam in 1970-71 as a Chief Warrant Officer- Medical Evacuation Helicopter Pilot. He completed his St. John's junior year in 1972, attended an aviation school in Colorado in 1972-73, and is now a qua1ificd 'copter instructor as well as a commercial helicopter pilot, with airplane commercial and instrument ratings. John has been employed by Rocky Mountain Helicopters since last May, covering a six-state area. He and his wife Veronica live in Tesuque, near Santa Fe. Jesse Tepper (SF) has received his Master's degree in sociology from the State University of New York at Stony Brook. 1970 A short "John Dean letter" tells us Dikran Kizi1yan works in San Francisco and lives in Berkeley, and that Dennis Rains and Mary Shepard were married last September. Joan (Barstow) Hermindez (SF) now lives in Huehuctenango, Guatemala, where she and her Guatemalan husband arc <~ctive in the Baha'i Faith, "working for the unity of mankind." They have one son, BacH Rafael, a year old. After almost four years in Guatemala, Joan definitely prefers the simpler life there to the more sophisticated life in the States, and says she is very happy. Kitty (TeipelJ Morel (SF) received a M.S. degree in mathematics from the University of Tulsa last June. She and her husband Jim now live in Dallas, where she is an engineering programmer and he is a scientific systems analyst. 1971 \Villiam H. Bue11 is a sudent at the Holy Trinity Orthodox Seminary in Jordanville, N.Y. Bill writes that he is in a fivc.ycar program In Memoriam .1·904-Col. Edward 0. Halbert, New Lon9w1, CT, January 21, 1974. -1'912-II.~ \Vilson Wheeler, Baltimore, MD, O<;t<>!Jer !7, 19721. 19.)6""-C. Kemp Hoff, Miami, FL, Deccnlber....J'97 3. 19£D--C. Garner Werntz, Sun City, AR, Janna~? 974. .,lJJ' ~Lucien E. Felty, Rowlesburg, WV, 1<171. / l9,Jf1:::._<=:apt. Samuel B. Purdie, Merritt 1969 After leaving St. John's in Santa Fe, Marcy (Byles) Ayauian (SF) studied economics at the Islaf!~yt:, January 2, 1974. 1~'1-Dr. Paul F. Giffin, Keyser, WV, leading to a Bachelor of T11eology degree. All classes are in Russian; Bill says he is aided in his leaming of Russian by a conversational knowledge of modern Greek, a skill he has acquired over the past two years. K. Elisabeth Jackson is now business manager for a neurological diagnostic facility for minimally brain·damaged children in Washington, D.C. Foxe loves her job and does a lot of travelling. We have just heard from Rebecca Schwab (SF) that she graduated from the State Uni· versity College in Brockport, N.Y. Jeffrey Sonl1eim, having passed graduate qualifying examinations in mathematics, is now a candidate for the Ph.D. degree at the University of I1linois. 1972 Louise Romanow (SF) writes that she is studying environmental biology at the University of Massachusetts. 1973 Richard Collen (SF) is working for the Federal Reserve Bank of San Francisco and would like to get in touch with St. Jolmnics in the area. His address is 4 West Court, 1\.pt. A, Sausalito, Cal. 94965. Peter M. Fairbanks, whose insistence resulted in the Communicard last summer, finally used one to tell us officially of his marriage to Cenita last June, and of their subsequent tour "with a group of kids" to Iceland, Norway, Sweden, and Denmark. As of January Peter \vas bying· for a trainee position in an art house, but was also considering graduate school as a possible alternative. Joanue (Charbonneau) Rice (SF) will finish work on a Master's degree in English at the University of Montana this spring. She plans to start work toward her doctorate next fall. Further infom1ation on Deborah E. Sehiftcr has been received from her father: she is teaching mathematics to American students enroHed at the regional high school at the kibbutz Kfar '; Blum in Upper Galilee. Debbie frequently sees Jan Huttner, \vho is staying in the nearby town of Qyriat Shmona. January..)-T,I974. 19'3'2-William L. Waller, Baltimore, MD~Jm uary 10, 1974. -John R. Bossert, Annapolis, MD, No •emjlor25, 1973. 1~-Edward G. \Villiams, Hasbrouck Heights, ])l.j;- January 15, 1974. l;t~Frcdcrick R. Buck, Baltimore, MD, February 6, 1974. l,sl-f5:........Franklin B. Pumphrey, Crownsville, lvJD, February 12, 1974. 15)')2-Peter D. Gordon, Rockford, IL, J~muary 29, 1974. 1965-Hugh Boland Johnston, Falls Chmch, VA, January 15, 1974. �r++++~~~~:J: NOTICE >~< :1: :j: ;J; The recent mail election of Alumni representatives :j: to the Board of Visitors and Governors was com>!< :j: :j: >!< :1: :j: :j: t :1: >!< t t pleted on March 31st. Article VIII, Section IV, of the Alumni Association By-laws provides that "The two candidates >!< receiving the highest number of votes shall be con- :1: sidered elected." Accordingly, Dr. David Dobrcer '44, of Alhambra, ;j; CA, and Francis S. Mason, Jr., '43, of Ne'Y York City, have been elected to the Board of the College. :j: ++++++++ The College St. John's College Annapolis, Maryland 21404 f t >!<>!<~ Second-class postage paid at Annapolis, Maryland, and at additional mailing offices. � 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 College </em>(1969-1981) Description An account of the resource St. John's College's Office of the Dean published <em>The College</em> from 1969 to 1981. The publication superseded <em><a href="https://digitalarchives.sjc.edu/collections/show/37" title="The Bulletin of St. John's College">The Bulletin of St. John's College</a></em>.  <em>The College</em> was in turn continued by <a href="https://digitalarchives.sjc.edu/collections/show/13" title="The St. John's Review"><em>The St. John's Review</em></a> in 1981.  <br /><br />A separate magazine for St. John's alumni titled <em>The College </em>began publication in 2001, continuing <em>The St. John's Reporter</em>.  <br /><br />Click on <strong><a title="The College" href="http://digitalarchives.sjc.edu/items/browse?collection=12">Items in the The College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource 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 Identifier An unambiguous reference to the resource within a given context thecollegemagazine 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/. Creator An entity primarily responsible for making the resource Development Offices of St. John's College Title A name given to the resource The College, April 1974 Date A point or period of time associated with an event in the lifecycle of the resource 1974-04 Contributor An entity responsible for making contributions to the resource von Oppen, Beate Ruhm Parran, Jr., Thomas Dunham, William B. Ham, Michael W. Newland, Paul D. Oosterhout, Barbara Brunner Wyatt, E. Malcolm Zelenka, Robert S. Allanbrook, Wye Jamison Description An account of the resource Volume XXVI, Number 1 of The College. Published in April 1974. Identifier An unambiguous reference to the resource within a given context The_College_Vol_26_No_1_1974 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 The College https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4de333b2d59f861fadb801f5a01d77fb.pdf 92bdad5bdbb751adbb1dc83a27a8e764 PDF Text Text St. John's College Annapolis, Maryland Santa Fe, New Mexico July 1974 �THE COLLEGE Vol. XXVI July, 1974 Number 2 Editor's Note: ON THE COVER: The tower of Richard D. Weigle Hall, Santa Fe, at sunset, as seen by Tutor Ray Williamson. Editor: Bcate Ruhm von Oppen Managing Editor: Thomas Parran, Jr. Editorial Advisory Board: William B. Dunham, Michael W. Ham, Barbara Brunner Oosterhout '55, E. Malcolm Wyatt, Robert S. Zelenka. THE COLLEGE is published by the Office of College Relations, St. John's College, Annapolis, Maryland 21404, Richard D. Weigle, President, William B. Dunham, Director of College Relations. Published four times a year, in January, April, July, and October. Second class postage paid at Annapolis, Maryland and at other mailing places. We had hoped to include Jacob Klein's lecture on the Phaedo in this issue. It has been crowded out and will now appear in the January issue of The College-the October issue being earmarked for the President's Report and campus and alumni news. The lecture on the Phaedo is timeless. But the Commencement and Baccalaureate addresses given in Santa Fe and Annapolis probably gain from appearing soon after they were delivered. Perhaps they will even elicit responses from our readers. The obituary notice on Franz Plunder also had to go in now and the Williamson account of the present generation of St. John's boatbuilders forms a suitable and seasonal companion piece. Perhaps I might add a footnote to it: When I visited those shipwrights in Edgewater just before the last Annapolis Boat Show, I heard that the chemical formula used for those fine craft gives more strength for less money and that its discoverer had his ~hemistry grounding in a St. John's laboratory. I feel this information should not be withheld from our readers. There seems. to me to be a deep, perhaps symbolical significance in it. B.R.v.O. IN THE JULY ISSUE: Richard Daniel Weigle, Celebration of an Anniversary. I Commencement Address, Annapolis, by Eva Brann. 3 Ideals and Action; Santa Fe Commencement Address, by David Ginsburg 7 11 Franz Plunder, by William A. Darkey Picture Credits: p. 1, Betty Lilientllal; p. 2, Robin West '77, Tom Farran; pp. 4-5, Demetrios Fotos; p. 17, St. John's College, Blakeslee-Lane, Inc.; pp. 18-20, Ray Williamson; pp. 21-23, Demetrios Fotos; p. 24, Tom Parran; inside back cover, Kelly-Springfield Tire Co. Two Writings in the Sand; Santa Fe Baccalaureate Address, by Michael Ossorgin 16 Plastering Day, by Ray and Abigail Williamson. 18 Commencements 21 Alumni Activities 23 �RICHARD DANIEL WEIGLE Celebration of an Anniversary "It is rarely given to a man to see the fruit of his work during his lifetime," said chairman David Ginsburg of the Board of Visitors and Governors. The occasion was the Annapolis commencement exercises on May 26th, as Mr. Ginsburg presented Richard D. Weigle with the first of two volumes of letters gathered in recognition of Mr. Weigle's 25 years as president of St. John's College. Silver anniversary celebrations started in Santa Fe on April 12th, when a surprise dinner party honoring Mr. and Mrs. Weigle was given by the faculty, students, and staff of the southwestern college. Mr. Weigle, an avid stamp collector whose specialty is Korea, rec,ived two Korean stamps in an inscribed leather desk folder. Mrs. Weigle was presented with a bracelet of Mexican silver set with lapis lazuli. On Saturday, April 20th, the Annapolis faculty feted the Weigles with a concert by the Juilliard String Quartet, a reception, and a formal dinner. At the latter a specially-designed silver medallion was presented to Mr. Weigle. John S. Kieffer, former president and dean, in making the presentation, said: "The faculty felt on the occasion of this 25th anniversary there should be a tangible token of respect and affection, something symbolic of the relationship you have established during your 25 years as president." The medallion depicts the problem of the duplication of the square from Plato's Meno, surrounded by a schematic representation of the seven liberal arts. It was created by Timothy Lloyd, a silversmith on the faculty of Carleton College in Northfield, Minn., where Mr. Weigle formerly taught. President and Mrs. Weigle, former Board chairman Mrs. Walter Driscoll, and current Board chairman David Ginsburg with plaque to be placed on Richard D. Weigle Hall in Santa Fe. Other speakers at the Annapolis dinner were retired tutor Ford K. Brown, retired tutor and former dean Jacob Klein, and senior tutor J. Winfree Smith. Earlier the same day, Dean Curtis A. Wilson expressed the sentiments of the faculty in introductory remarks before the concert. "We are indebted to you . . . for bringing this college out of precarious years to its present prosperity." HWe are aware of what these achievements have required and still require of you." " ... our admiration for the energy, the intelligence, and the honesty with which you have exercised among us the act of the imposI �The College John S. Kieffer, fanner president and dean, presents the faculty medallion to President Weigle. sible, including the improbable-that admiration remains undimmed. We wish to express to you our gratitude and thanks for your able leadership of this community." Then on May 19th, during the Santa Fe commencement exercises, Mrs. Walter Driscoll, former chairman of the Board of Visitors and Governors, announced that the Tower Building, housing administrative offices, a faculty room, and part of the library, was being named Richard D. Weigle Hall. A bronze plaque to be placed on the building will read: "Richard D. Weigle Hall, so named with affection, gratitude, and respect by the faculty and the Board of Visitors and Governors of St. John's College to honor the 18th president of the College upon 25 years of dedicated service, during which this Santa Fe campus was conceived and realized." The Annapolis graduation exercises on May 26th saw not only the gift of the volume of letters, but the naming of Mr. Weigle as the College's first Distinguished Service Fellow. Dr. Thomas B. Turner '21, a member of the Board of Visitors and Governors for most of the 2'5 years being celebrated, read the following from the scroll which he presented to Mr. Weigle: The Board of Visitors and Governors of St. John's College, upon recommendation of the Faculty, hereby appoints Richard Daniel Weigle a Distinguished Service Fellow of St. John's College, upon his completion of twenty-five years of service. It thus recognizes his successful leadership of the College out of 2 Silver medallion from the Annapolis faculty. precarious years into its present well-being. His courage and faith in the College have conquered circumstance and disappointment and have made the future bright. He has cherished the College's program at home and has propagated it abroad. He has added local luster to the name of the College with his constructive civic activities. This incredibly busy man has yet found time to teach, for he has always thought of himself as a teacher. He is a splen· did presiding officer. He has the practical wisdom to make clear-cut decisions and to reconcile contrary opinions. Materially, he is a good provider and an imaginative builder. He had level-headed vision of a second St. John's College, and with his tireless energy and his skill in affairs he brought it to reality. He may be proud of his accomplishments, as St. John's College is proud of him. Letters of congratulations were read from Maryland's Governor Marvin Mandel and the Chamber of Commerce of Greater Annapolis, on whose board Mr. Weigle has served for many years. Mrs. Barbara Neustadt, an alderman on the Annapolis City Council, read a resolution honoring Mr. Weigle which had been passed by the Council. [See April issue.] �Commencement Address by Eva Brann St. Johns College, Annapolis Members of the Graduating Class of 1974, Today, the same day on which you cease to be transient members of the College, is the day on which you join us as its permanent members. Our polity provides for it to be so, and our common studies confirm the communion. Therefore I would like to speak to you today as members-at-large of the College, who are about to disperse into the world after having achieved a preliminary completion of our program of study. People who have been nourished in this way by a community are called, in Latin, its "alumni;" and I would like to speak to you as alumni. I mean I would like to speak as reasonably educated persons do talk to each other in the world at large, namely not about books but through books-by means of learning, but not, I hope, learnedly. I shall not say "Aristotle says in his N icomachean Ethics" or "J effcrson says in the Declaration of Independence," but I shall rather, in a small and backsliding way, directly imitate Jefferson, who in writing the Declaration drew on shelves of theory and yet, as he reports, "turned to neither book nor pamphlet while writing it." And this distinction between thinking more through books than about them is the maximum concession I can make to the otherwise obtuse separation of "life" and "study." Nearly everything I have to say is the consequence of having gone to the same school to which you have goneonly longer, and of having studied the same books you have studied-only more often. But there has been this difference: For me the college is what I fervently hope some spot in the world will someday similarly become for you: home, a precious place in a setting of wider and wider rings; an old school engaged in a timeless activity, set in the midst of a city with a modestly splendid past, lying in a region which appeared to its first discoverers as an earthly paradise, a region in turn contained in an old, enormous, sturdy republic. And although this perspective of a universe is, of course, obscured by all sorts of ugly overlays, there are gleams enough from the golden background. Before I actually begin I must also tell you that it is more than an honor, it is a piece of good fortune for me that you asked me to speak to you. In fact, hoping you might (since I have been altogether a senior tutor this year) I had already begun to make notes before you did. The reason was, that I have found certain opinions, derived, as I said, largely from life at the college, steadily shaping up into principles. You have probably yourselves experienced that condition in which almost all your reflections, inquiries, and conversations lead to the same conclusions. The course this settling-in of opinion usually runs is expressed by Lewis Carroll in The Hunting of the Snark by the notorious "rule of three": "What I tell you three times is true." When we have told ourselves the same thing thrice, the internal saying assumes the status of a conviction, and then it is a true boon to be allowed to formulate it publicly. I think it is appropriate to put forth these convictions as axioms. Axioms, as you will remember from your first days here with Euclid, are, literally, "propositions worthy of acceptance." Mine are on the brink of seeming selfevident to me, while they may seem arbitrary to you. All that is also in the word. But my axioms are neither quite independent nor very complete, and so they form no formal axiom system. At most they all fit consistently and comfortably into one picture. Insofar as they have any strength they arc most questionable. So it is only because I know that even the best-intentioned innovations are an embarrassment at ceremonies that I refrain from ca11ing for our usual question period afterwards. Let us reserve today for the rites of leave-taking and commencing. I will hold myself responsible to you by correspondence or conversation at a later time. I shall call my first axiom the axiom of l1icrarchy. It seems to me axiomatic that all largeness of sympathy, all delight in variety, all inclusive sentiment, has as its condition a firmly felt hierarchy of worth. Not only does the indiscriminate acceptance dispensed by those who are without such an inner hierarchy usually make its objects 3 �The College Here is a paragraph to poison all political life! For it admits that the civic virtues are to be found among ordinary people and then invites us to expose the meanness of these virtues and to look on the people with raised eyebrows. My axiom says, in contradiction, that mediocrity of this sort, ordinary, plodding, decent humanity, is not only to be readily admitted in ourselves but to be cherished in others, that it is not the opposite of excellence, but the ground from which excellence grows and the end for which it goes to work. The true opposite of the mediocrity is the monster, that peculiar willing aberration from ordinary humanity called an "intellectual." This program was never intended to develop that monster within us but rather our common humanity. Eva Brann delivers the Annapolis commencement address. feel as if they were being accosted, but such general permissiveness regularly goes with particular lovelessness. For him, on the other hand, who has a secret and silent table of goods and has established in his heart what is first and what second, even what is late and last will have its place, and so its worth. A chapter in a book by Dionysius the Areopagite, appropriately called Hierarchies, illustrates my meaning exactly. He explains that all the ranks of angels-princedoms, powers and dominions, down to the least-illuminated little angel-may equally be called ''heavenly powers/' because however low a rank an angel may hold, it is still a rank in the other world, in heaven. Why should not something similar hold for earth? It seems to me that all good communities, and this college among them, ought to and do contain such hierarchies, but I also think that they should remain tacit and unproclaimed because of my second axiom, the axiom of mediocrity. This axiom can be put most forcefully as a vigorous denial of the following passage from Beyond Good and Evil. Nietzsche observes that nothing has a future but what he calls the "morality of mediocrity," of which he says: But it is hard to preach this morality of mediocrityfor it can, after all, never admit what it is and what it wants! It must speak of measure and dignity and duty and neighbourly love-it will be hard put to it, to hide the irony!- 4 Let my third axiom be called the axiom of resistance. If the final test of our humanity is what we seek out, the next to final test is certainly what we say ''no" to. The axiom maintains that it is necessary to say "no" to most things that present themselves to us. There is an unforgettable anecdote in Plato's Republic. A man sees a pile of corpses lying near the gallows. He feels in himself an intense struggle of lust and aversion. Finally he runs over and forcing open his eyes, shouts at them: "Gape then, you wretches, and gorge yourselves on this lovely view." My axiom says that as often as possible the man shonld win and the eyes lose this battle. But not only bloody sights, rather all sorts of innocuous sightseeing come under the axiom of resistance as well. I do not need, or better, I need not to eye, to touch, to try everything. There are dozens of "experiences," for example, so-caiied Hother cultures," to which I mean to remain unsensitized and unexposed; there are dozens of dreadful problems I mean to do nothing about. The object of so resisting the world's impingement is that when I do look I may really see and when I do care I may really act. In rigorously excluding all sight-seeing our program is meant to prepare us for truly receptive travel. My fourth axiom says that a disciplined conformity is a necessary condition of diversity, and that a certain exclusiveness is required to ensure general access to good places. For if nothing is allowed to acquire flavor by stewing in its own juice, how can there be a number of pungently different things? And if nothing is allowed to coagulate and to take shape in peace, how can there be anything to which entrance is desirable? A graduate of this college long ago sent me a post card from Florence which I use as a book mark; so it has lain with Homer and Hegel. I take it from book to book because it is a picture of the shape and situation of such a desirable place: it is a Vasari fresco of a siege of Florence. The city, all in golden brown, crowded with domes and towers and tightly encircled by a wall, lies among the wide green hills over which the tents of the transient invader are scattered. The picture reminds me that to wish for flavor in life acnd to invade or liberate all its pockets is self-defeating. To want the �July, 1974 side effects, the aroma, of strong locales and to refuse to stew in the pot is a fast way to atomize the world. There is a wonderfully pungent Elizabethan sentence in Sir Thomas Browne's Religio Medici which perfectly makes my point. He says: For heads that are disposed unto schism and complexionally propense to innovation are naturally indisposed for a community, nor will ever be confined unto the order or economy of one body; and therefore when they separate from others, they ... do subdivide and mince themselves almost into atoms. This college has demanded a disciplined conformity precisely to keep its integrity and to prevent us from mincing ourselves into atoms. My fifth axiom is an attack on the spectre called The Future. It advises us against looking ahead to this future in setting our ends. Tire future is altogether non-being, and anyone who attempts to look to it, as does that new tribe of secular prophets who call themselves "futurologists," only succeeds in locking himself into a cage of contemperaneity; for such planning is never anything but a magnified projection of one aspect of the present onto the blessedly empty screen of things to be. Our reference should rather be to what is back of us, to the past (though not the very recent past which is usually very passe). I will let Robert Frost speak for me in some lines from "The Black Cottage": ... why abandon a belief Merely because it ceases to be true. Cling to it long enough, and not a doubt It will turn true again, for so it goes. Most of the change we think we see in life Is due to truths being in and out of favor. As I sit here, and oftentimes, I wish I could be monarch of a desert land I could devote and dedicate forever To the truth we keep coming back and back to. I think you have been for four years citizens of such a "desert" land, remote from fashion. My sixth is an axiom of conservation. It is partly permissive. It permits us to seize high or low adventure whenever it comes our way on the condition that we maintain a small steady feeling of guilt. It says that all manner of 1 excursions are allowable as long as we conserve a nagging remembrance that they are only diversions from some long-range labor or some life-long study. For example, two gentlemen in this very class set sail one day in the middle of the term. Of course, as generally happens to those in positive pursuit of peril, they were becalmed, but that is additional. When they returned, I looked grave as was my duty, but I saw that they had not for a moment succeeded in forgetting their proper business. And I also knew I would have done the same, in imitation of my hero Odysseus. That first exemplar of all such mindful adventurers preserves his longing for his rocky home through ten years of travel. He has his pleasure and his passion on the way, but he preserves his purpose, and that makes all his excursions lie on a secret highway home. (I know that what I have told you just now is true because a member of your class said the same in his senior essay.) The axiom of conservation also has a prescriptive side: It is required to choose recreations which have enough real relish in them to prevent that sinful and wasteful sadness the tlreologians call "acedia." Its secular version is an unresisting proneness to be bored with good things, with classical styles, with naive truths, with old orders. One of its symptoms is frantic and unsatisfying innovation-unsatisfying, for if anything is axiomatic it is that the search for mere novelty unfailingly turns up something obsolete. I do not think we have quite enough recreation of that conserving sort in this school. I wish we were nearer to the Forest of Arden-but then again, perhaps not. I will call my penultimate axiom the axiom of parochialism. I think the world once had centers, places like Athens, Jerusalem, Paris and-I say it with a smile-Boston, where a tradition was cherished and advanced. But it seems to me that Yeats was simply right two generations ago when he said in the "Second Coming" that: Things fall apart, the center cannot hold, though I think that he and all the soothsayers are wrong in expecting, as they do half-eagerly, a monstrous apocalypse. Our fate seems to me to be much more modest. We must proudly acknowledge that we are "out of it," whatever "it" may pretend to be, and that we are thrown upon ourselves in the effort to preserve our civilization, By "we" I mean all the little loci of the spirit: little circles of firm friends, little law offices, newspapers, workshops, little cities and lively little schools. These must hold the forts in the provinces against all the new barbarisms which so often come out of the large and wealthy conglomerations and establishments. Within such empires people are apparently constrained to turn the small sound ideas which come to all of us into large vapid conceptual 5 �The College engines, and the vestiges of right feeling we all preserve into fashionably sophisticated techniques. My axiom says that it is mainly little places-this college among them-which permit the modesty of pace needed for long thoughts, and the conditions of closeness under which human beings begin to stand out and become distinct in their first and second nature. These places are the veritable harbors of refuge and recovery for civilization. And now the final axiom, which I must call the axiom of the republic and which is the necessary complement to the parochial axiom. For the soil and seed-bed of all these small, saving places is the continent-wide republic of which most of us are citizens. My axiom says that one must never, never, assist in the demolition of any actual republic and least of all of this one, for it is a going good which is infinitely more valuable than any possible perfection. By an "actual republic" I mean not only a government which in the last analysis obeys the formal definition of the term "republic," namely ''a government of laws rather than men," but something both wider and more substantiala large public realm peopled by conscious citizens who are steadfastly committed to the preservation and interpretation of common traditions and common scriptures. Such a republic can be wrecked in several ways. It can be wrecked by crude means-by indifference, obtuseness or crookedness. Or it can be wrecked in sophisticated ways, and my axiom is especially concerned with two of the latter. One of these is the reckless habit of gleefully exposing the public traditions, a habit easily distinguishable from the mournful compulsion to set the record straight. It is what Burke, that most expressive of conservatives, calls the "barbarous philosophy" of those who, as he says in his Reflections on the Revolution in France: [dissolve] all the pleasing illusions which make power gentle and obedience liberal ... In the groves of their academy, at the end of every vista you see nothing hut the gallows. Nothing is left which engages the affections on the part of the commonwealth. The half-intended outcome, contained or rampant depending on the health of the republic, is terror. In this country we feel it for the most part only in that vanishingly mild form in which debate based on consensus gives way to the mere reactions characteristic of "confrontation." The second way is the thoughtless routine of aggres- tical religion." The laws of this republic, intended from the beginning to preserve the plurality of its communities, ought to be to us almost as scripture. My point in ending in this rather grand way is, just as I said, that the condition of possibility of small communities where one may find human happiness~among which I count this school-is the larger polity. But the American republic is only the condition of their possibility, and not at all the guarantee of their existence; in fact, I find it conceivable that we ourselves may be overwhelmed by adversity within it. But that would be its great shame and its great loss, because this education, this liberal education, in turn nourishes the soil in which all its practices are rooted. For brevity's sake I will simply assert here what I firmly believe I could make convincing to you, given time: I would point to the free and equal discussion of the seminar, to the deliberate absence of authoritative experts, to the essentially communal character of our concerns, as a proof that this program is first and last an imitation of and an initiation into the life of a citizen. That is why at your last dinner the Dean toasts the Republic, and why some of our most gratifying graduates are civil servants. These are my axioms, which I offer to you as worthy of belief. It would take much additional thought and exposition to turn them back into mere propositions worthy of reasoned assent. Nonetheless you will have seen by now into what intellectual world they all fit: all are addressed to the establishment and conservation of that sort of vivid but stable public world which we might as well call by the Greek name of "cosmos." So, then, in the light of such axioms as these what, finally, must I wish for you? It goes without saying that I wish you happy lives, if only because it is next to impossible to maintain a friendship with anyone whose life contains too little felicity. But it is to no purpose for me to wish anything concerning your private happiness. Our intimate affairs are so enigmatically compounded of being forever at the mercy of mere luck and of invariably getting exactly what we asked for that in this quarter wishing is quite futile. I arn therefore thrown for wishing on the public part of your happiness, with which the college was in any case most directly concerned. With respect to this part I do know what to wish. It is what I said in the beginning. I wish that you may find or form for yourselves a spot, a place, so shapely, so much what it was meant to be, that sively "questioning" the "whole system" of laws, a routine it becomes for you a continual incitement to virtuous quite separable from the labor of reflection and reform. It is this tendency which Lincoln, that most genuine of republicans, opposes when he urges in his speech called "On the Perpetuation of our Political Institutions," which you have recently read, [that reverence for the laws be] taught in all schools, in seminaries and in colleges; let it be written in primers, spelling books; and in Almanacs . . . The safety of our freedom, he says, lies in such a "poli- activity and a never-ceasing source of satisfying reflection. In sum, I wish you may go far-just so far from here that when you have found your place you may sometimes think of yourselves as virtually home again, with us. 6 Eva Brann is a frequent contributor to this magazine. She has been a member of the Annapolis faculty since 1957. �Ideals and Action by David Ginsburg St. Johns College, Santa Fe President Weigle, members of the Board and faculty, graduates and parents, students and friends: Historians often record the early thirties in America A generation later I came to know Robert Goldwin and President Weigle, attended two series of Washington seminars on the Republic and on Goldwin's favorite- character~ Locke's Second Treatise at Government, met Eva Brann, ized by joblessness, hunger, and fear. However, for me, Washington in those days was a place of joy and high intellectual excitement. Roosevelt had drawn to the city dedicated men with untrammeled minds. Younger acolytes, like myself, were proud to work with them. We hesitantly criticized their programs and endlessly wrote and re-wrote our own; we debated among ourselves and listened to others; talked with any newspaper man or Congressman who'd listen; discussed, far into tbe night, what could and should be done; when midnight came there was an unwritten rule that we'd go-or someone would go-for sandwiches and coffee; and thereafter we'd work a little more, sometimes until three or four in the Jacob Klein and a few other of your tutors in Annapolis and Santa Fe; joined your Board of Visitors and Governors and so came here today. A few weeks ago a sensitive Washington columnist, Tom Braden, published a piece that began with these as a time of anxiety and suffering, everywhere morning. I recall only one serious lapse from this state of grace. We had worked late, gone out for food and talk, and were returning to the office when someone noticed that at the old Belasco Theatre, then located across from the White House on Lafayette Square, Hedy Lamarr was playing in a film called "Ecstasy." Hedy in her ecstasy was more powerful than patriotism. Courageously, we sacrificed work for art and in that midnight show I saw-and relished-my first streaker. During those days, too, I first learned of St. John's College. Curiously, I am indebted for the introduction to the Federal Government's Department of Agriculture. The extension service of the Department ran a Graduate School for government employees and in its catalogue, one day, I read an announcement that a weekly two-hour evening class would be given by a Tutor from St. John's College in Annapolis. Over two semesters we read together Harvey's Motion of the Heart and Blood; Machiavelli's Prince and Discourses; Hobbes's Leviathan, the Federalist Papers and other greats far more familiar to you, unhappily, than to me. words: "There was something wrong with the education of those who surrounded President Nixon during the Watergate crimes, and I wonder whether our college and university presidents are giving any thought to the question of what it is. "It would be sad to think that ten or twenty years from now a future President would again surround himself with such bright young men, so well dressed, so well graduated and so ill-prepared to face questions of right and wrong." Since religious faith has become a lessened force in the lives of most of us, we are left with reason as the central guide for public morality. How important then, Braden says, are the educational system and "the great books which posed the great moral problems." For all of us the Bible is one of the Great Books-for me, the greatest-and the Great Books, collectively, the new Bible. Yet I suppose there isn't a man or woman in this graduating class who hasn't often asked, sometimes near despair: Does this rigid curriculum make sense? How does this endless discussion and analysis of ancient themes serve in the world in which I must live? Aren't we all captives of an intriguing idea-captives in an ivory tower? How many of your classmates who came here with you four years ago, are not here today because of difficulty and disillusionment with the curriculum and, at times, with what must have seemed an impossible volume of work? About 300,000 words of recently published Presidential conversations help to lay these doubts to rest. In the public 7 �The College "Does this rigid curriculum make sense?" domain there is now an edited record of dialogue amoog the men who held the highest power and the highest offices of trust in the Republic. All had been educated and trained by some of the great colleges and universities of the nation. Call the roll-Yale, Columbia, Brown, University of Southern California, and UCLA, Williams, Duke and others-in the East, in the West, and in the South. None endowed these men with a capacity for moral questioning, with a commitment to intellectual integrity, with a sense of what's important in the history of our own country, with an understanding that even great ends cannot justify violent and disreputable means. Less than two weeks ago the Omaha World-Herald commented: "Involved here is not question of Democrat or Republican, liberal or conservative, or of a company of his enemies out to 'get' the President. This is a matter of right or wrong, telling the truth or not telling the truth." A day later the Chicago Tribune commented more specifically: "It is a lack of concern for morality, a lack of concern for high principle, a lack of commitment to the high ideals of public office that make the transcripts a sickening exposure of the man and his advisers." T11ere was not one noble man in the White House. None, not one, had the courage or the wisdom to say these steps must not be taken because they are evil and violate our history and tradition. I may be naive but I think it would have made a difference if at least a few of these men had had what this College, uniquely, provides as a liberal education-an understanding of the source books and the seminal ideas that illuminate the recurring and intractable questions of government and personal life that confront free men. These books and ideas, as the catalogue now states with headline force, "have great relevance to the contemporary problems with which we have to deal." Three decent men left the Administration, after confrontation, by dismissal or resignation; all the others, including the Vice-President, were forced from office by disclosure or indictment; meanwhile the investigation of the President continues and the threat of impeachment hangs over the land like a thick black cloud. Nothing that Sophocles wrote will ever touch your generation more deeply than the tragedy unfolding in Washington. I don't know what went wrong. In its most fundamental sense I believe what happened was a failure of education. For years many colleges and universities acted as if the idea of a liberal education was obsolete, refusing to provide a curriculum or a teaching discipline that in 8 an orderly way sought to transmit to each generation what was important in the accumulated thought of our civilization. Lacking standards we lost our way and our capacity for outrage. There were other factors. What was moral erosion we described as moral change and healthy moral growth. We accepted activism at the expense of understanding acnd scholarship. We insisted on immediate and practical relevancy and thereby undercut the study of the arts and humanities-losing our grasp of the great ideas of justice, truth and freedom. Some educational instihrtions grew too large; many helplessly subordinated education to politics. And almost all undergraduate colleges were enlisted in support of the professional schools. Specialization thus came much too soon for most undergraduates. We didn't give them time enough to learn what was fundamental, before teaching them what was practical. I think my own profession-the law-has suffered most. As the Wall Street Journal said last week, "a dozen lawyers have been caught up in the Watergate scandals, and the legal profession has now been jolted by the White House tape transcripts, which suggest the country's best known lawyer-President Nixon-and two of his lawyer-assistants cynically considered exploiting the law enforcem,nt system for political purposes." At a recent meeting at the Harvard Law School we were told that many members of the faculty were now making a conscious effort to underscore ethical problems in their teaching. One would have thought by the time a student entered law school he would have had ample preparation in moral questions. Schools of business administration and government are also beginning to leaven their teaching with the yeast of ethics. "There was not one noble man in the W bite House." The truth seems to be that moral failure in Washington has begun to sensitize much of the rest of the country to the moral problems that have concerned you so deeply for the past four years. If now you choose business as your life's work, I believe you'll find that there is a new and growing respect in that community for decency, and for those who inquire, challenge and propose improvements. Thoughtful businessmen recognize that they are facing problems today for which the precedents have no ready answers. If, instead, you choose further training in a profession -in law, business, medicine, research and teaching, engineering, the ministry-you'll find that the structure of professional learning will fit comfortably on the founda- �July, 1974 tions you have obtained here. The skills you have acquired -to read searchingly, to write clearly, to speak precisely, to think logically and to ask the hard questions-are the best possible preparation for professional training. Moreover, a changing society is imposing new problems and unprecedented strains on the professions as well as on business. They, too, need rational minds that can cope with ultimate questions as well as the special learning. wise action must be shaped by ideals." Some of you, I hope, will seek employment in public service and to you I give special encouragement. For four years, under the guidance of dedicated tutors, you have been engaged in a continuing and intense conversation with the wisest men our civilization has produced. At the same time a unique, two-hundred-year experiment in the government of the most powerful, free, and democratic society in the world is being subjected to new and terrible strains. As I see it, our basic institutions have demonstrated great flexibility and strength and have performed admirably; our need is for men and women who understand and respect the sources of these institutions. Never before in my lifetime have we had so many young and able men and women in the House and Senate; it is the Executive Branch now that needs fresh blood and wise support. I urge you not to let the scandals of a single administration dissuade you from government service if you are otherwise drawn to it. I drove over a bridge the other day that crosses the Charles River, leading to Harvard Square in Cambridge. A quotation from Solomon on the dedication stone somehow brought to mind this graduation: "The multitude of the wise," it said, "is the welfare of the world." We have had something less than a multitude of the wise in Washington lately; our government needs help especially -in my prejudiced view-from those who have been educated as you have been educated. This conclusion-and recommendation-is grounded on the judgment that a classical liberal education for those who can absorb it is the best predicate for the role of citizen. Not everyone agrees. Some feel that you may, indeed, have been deluded and possibly even disabled by your concentration on the great issues addressed here -justice, freedom, truth. Do those issues really have practical and continuing meaning in government and otherwise in your own lives? My answer is that they do-but only if we are willing to accept a continued tension between life and learning. What finally appalled the country about the published transcripts is the total absence of any such tension in the remarks of the President and his advisors. But neither are generalized declarations of high principle enough. Living problems cannot be solved with formulas. I do not believe there is any absolute truth or even any absolute ideal of conduct. Nor do I believe that virtue is its own reward; the only satisfying reward for effort is achievement which generally is a product of compromise. Certainly in government accommodation is essential; all we can ask is to achieve what is attainable, and clearly understand what we have failed to achieve. I agree with the Jesuit priest who lives at the Watergate and works for Mr. Nixon, who said the other day that we don't want a saint in the White House. I think it's also a fact that we never had one there. TI1e Federal electoral process is not a New England town meeting, and the truth is that a New England town meeting never met the Athenian ideal. What is essential is to understand the tap roots of our society and to create social and governmental institutions that can be nurtured "Some of you, I hope, will seek employment in public service, and to you I give special encouragement.'' by these roots. No nation ever lived according to Plato's Republic; every nation can, however, profit from some of its teachings. The wise profit more. Whoever sits in the Oval Office in the White House must wrestle with real problems that can't be answered by Platonic absolutes or Aristotelian rationality; how deal with a Mayor Daley? a Governor Wallace? a Jimmy Hoffa? a Major Calley? How cope with a Nasser? a Brezhnev? How should the Administration act after the Bay of Pigs? after the U-2 incident? There are things in the Watergate papers which accord with the tactical processes in which all politicians must and do engage. The question is how do we prevent the classical ideal from sinking into life itself and being engulfed by it. Abraham Lincoln, surely one of our greatest and most beloved Presidents, was also one of our most tactical politicians. How could so moral a man tolerate slavery? Yet Lincoln refused to end slavery, not because he believed in it but because of what he regarded as his larger responsibility-the preservation of the Union. The Emancipation Proclamation was tactically timed to weaken the South after the War began, not to serve justice or freedom. Woodrow Wilson rejected the Lodge Reservations out of high principle and failed to secure Senate approval of the Versailles Treaty. What did he achieve? John F. Kennedy made some horrendous judicial appointments in the South in order to secure the enact- 9 �The College ment of the Civil Rights Acts by the Congress. Was he wrong? Robert Hutchins is a man of the highest moral standards-so high that he could not relate those standards to necessary behavior. Many once saw Hutchins as a potential philosopher-king; unhappily, philosophy may have disabled him from being a king. One wonders whether Adlai Stevenson, too, would have been comfortable and effective making the often unpleasant, half-satisfying decisions that the wise exercise of political power requires. There must, I believe, be a tension in the resolutiOn of issues between learned principles and life requirements. A liberal education points the direction for action; only a larger wisdom enables effective action to be taken. In 1951 Judge Learned Hand, a man whose integrity was respected by the entire nation, was invited to testify before the Senate Committee on Labor and Public Welfare. The subject, then as now, was the low state of public morals and what Congress could do about it. At one point Senator Fulbright, a member of the subcommittee, pressed Judge Hand to explain why the· profession of politics had suffered so precipitious a decline in the esteem of the people. He first asked whether this had been true in the early days of the Republic. Here is Judge Hand's reply: "I just do not know. I do not know enough about history. We believe, and I think properly, that when the men who met in 1787 to make a Constitution made the best political document ever made, they did it very largely because they were great compromisers. Do not forget that. They did put in the Bill of Rights afterwards; but the thing that made it stick was that they were great compromisers as to the immediate issues which were before them." What Judge Hand was saying, I think, is that greatness in politics (I think this is true in diplomacy as well) 10 requires men not to draw too sharp a line; not to press for confrontation; to find ways, instead, to accommodate differences. "Living problems cannot be solved with formulas." My central concern today has been to suggest that wise action must be shaped by ideals. The recent record of action devoid of ideals, by men to whom we have entrusted the power of the State, has traumatized the country. But neither can a modern, democratic, industrial society -unlike perhaps the society of the Middle Ages in Europe -survive indifference, withdrawal or inaction allegedly to preserve the purity of ideals. The reality is that the worse things are, the more we have to do; we can affirm ourselves and test our ideals only in action. A phrase from a speech by Justice Oliver Wendell Holmes lingers in my mind: "Man," he said, iS born a persistent idealist, for he is born to act. To act is to affirm the worth of an end, and to persist in affirming the worth of an end is to make an ideal." 41 David Ginsburg, a Washington, D.C. attorney with a background in government service, is currently chairman of the Board of Visitors and Governors of the College. He received his undergraduate educa- tion at West Virginia University, and holds a law degree from Harvard Law SchooL Mr. Ginsburg heads the Washington law firm of Ginsburg, Feldman and Bress. �Two Writings in the Sand by Michael Ossorgin Santa Fe Baccalaureate Address Members of the Class of 1974: Eighteen years ago, when you were very, very young, and I was a freshman tutor in Annapolis, I heard an elder, wise tutor, a senior colleague, Mr. Simon Kaplan, say, "Deep down, our Western heritage grows from two living roots: a little Plato and a little Bible." Through all my years at St. John's, I remembered what he said, and came to see what he meant, perhaps not exactly in the same places where he saw it himself. I shall share with you in speech what I caught a glimpse of in these eighteen years. At the living roots of our heritage, I found the age-old enigma as to 'where we are, where we have been, and where we are ultimately going.' From these roots I found our ultimate horizon opening up at two particular lookouts, one in Athens and one in Jerusalem; and as it began to open up, I caught a glimpse of something serenely and quietly radiant with an imperishable radiance. Be my guests in speech, as I am your guest at your service, your Baccalaureate service. Now, with all the courage, tact, and humility I can muster, I shall face the enigma at our living roots, and the ultimate horizon opening from them, by glancing at two writings in the sand: one in Athens, and one in Jerusalem; or, one by Socrates in the Meno, in the episode with the slave boy, and one by Christ Jesus in the Temple in Jerusalem, when he is being tested on a point in the Law, in the case of the woman taken in adultery. I must immediately remind myself and caution you that traditionally only kings and prophets were expected to face the age-old enigma and the ultimate horizon opening from it. This appears to have been their most characteristic preoccupation as public figures, as kings and prophets. It has not always been a popular preoccupation with the average citizens-witness Socrates' and Christ's deaths in their times, as common criminals against their political communities. Witness Lincoln's assassination in the times much closer to our own. Yet their VISions have persisted through generations and continue to do their work within our heritage, in our times, including our St. John's program, owing chiefly to three very simple reasons that have to do with the way we are or are capable of being, at our learning best. Let me try to identify these reasons for you. First of all, I believe that we are capable at times of being summoned to face this radical enigma of the ages in our ongoing lives, as to where we are, where we have been, and where we are ultimately going. Secondly, I believe that in facing this enigma we are both equipped and capable of proceeding by whatever paths are avilable to us, to whatever best points of lookout are available to us, from which to catch a glimpse for ourselves of our ultimate horizon opening up, and then, perhaps, at that precise moment discern 'Plato coming back,' as Whitehead puts it, or 'Christ coming back' as Dostoievski has it. And finally, I believe that with these two abilities of ours fully engaged and realized, we discover a third one and its full realization: the ability truly to stand in wonder as we catch a glimpse of our ultimate horizon opening up before us, and disclosing an imperishable radiance within our heritage. Without these three abilities of ours and of our predecessors, which I tried to identify, whatever their origin may be in us, without their full engagement and realization I do not see how on earth anyone can enter into full inheritance of his living heritage and pass it on to his children; I do not see how on earth what Socrates saw in Athens, what Christ saw in Jerusalem, what Lincoln saw in Gettysburg, could have lived in our tradition of learning, through generations of students and teachers. And yet I know that when we are summoned to face the enigma in the midst of our ongoing life, we begin to rise to the level of the citizens in Athens and in Jerusalem, who, in their public life and on their public stages, were always cognizant of their kings and prophets, and were II �The College always willing to learn from the confrontations and conversations between their kings and their prophets, whose job is was to keep in touch with their own destinies and those of their flock, and hence whose job it was to discern our common ultimate horizon. We ourselves no longer seem to have kings and prophets in our public life, on our public stages, for they have been replaced by our best-selling stars and superstars, or various leading committees, and they are not of quite the same breed as kings and prophets of the old. Yet if we but carefully reread the Gettysburg Address, or our other founding scripts by our founding fathers, we see the same phenomenon occurring. They too, like kings and prophets of the old, came to face the age old enigma and to discern our common ultimate horizon. Now I shall proceed to my first lookout in a prison cell in Athens at the end of the Phaedo. I don't arrive there cmptyheaded, for on my way I found out a few things. The path I took is the one prescribed by Socrates to Glaucon and to all fit guardians, rulers, princes, kings, of good cities, the path of arithmetic, geometry, astronomy, and music. From the outset I come across a handful of findings: First, I saw that I was deviating from the path of the poets and the historians who comprehend with the arts of the trivium our ever-changing temporal horizons within our ongoing lives. Instead, on the path of the quadrivium, I began to peer at the abiding aspects of this our common, visible, and tangible world, ever-present to our lives here in Santa Fe, and in Gettysburg, and in Athens, and in Jerusalem, and everywhere on this our earth, where the sun rises and sets, day follows night, seasons follow seasons, years follow years, man generates man, generations succeed generations without visible gaps, cities rise and fall, students enroll and graduate-all this under the grand processional of stars and planets that mark our times and seasons on this our earth in our ongoing life. Still, with my quadrivial skills, like any student from the time of Pythagoras to our day, I had my doubts as to whether this ever-present visible and tangible universe of ours, where everything is countable, has magnitude, has bodies at a standstill and in motion, or finally, is motion, whether the world itself, and in its own right, independently from our skills, is truly mathematical. My doubts were somewhat dispelled when I came across my next finding on this path, a Pythagorean Lyre. For here in the strings stretched on a frame, you have 'bodies' of a certain magnitude at a standstill. You strike them, and the strings, these bodies, are set in motion; their motion produces musical sounds and harmonies, and in producing these sounds, these vibrating strings literally begin to count in whole natural numbers in arithmetic progression I, 2, 3, 4 . . . ; in counting, they literally begin to divide the magnitude, the length of the strings according to whole number ratio: I :2, 2:3, 3:4 ... ; and according to a harmonic progression: I, 1/2, 1/3, 1/4, 1!5 12 .... Here at the Lyre, the visible and tangible world speaks back to us, as it spoke to the Pythagoreans, in a full voice with each and every aspect it has, as considered separately and together in the sisterhood of the quadrivial disciplines. Again at the Lyre, I come upon the next finding of abiding significance. Namely, when I take the simplest, the first, and the most harmonious of all intervals, the octave, and try to find its precise middle, where the octave is divided into two equal halves, into two equal, symmetrical intervals, I find nothing for the ears to hear, so to speak, and everything for the eyes to see, to see in a figure, in a geometrical figure, in a square. I find with the Pythagoreans in the middle of the octave the square root of two, and the universe at this.point becomes speechless, loses its voice, its harmony, becomes voiceless, becomes squared away, as we might say, away from the Pythagorean Lyre, into a Pythagorean Script, in figures at a standstill, voiceless, speechless, motionless, but visible and intelligible, and eventually programmable into our computers. it is here in the Pythagorean Script that something written takes precedence over something voiced, down to the letters of the alphabet that are visible to us on the pages of Euclidean geometry, next to points, lines, figures, solids. It's their position on the page to our eye_ that counts, not the sound that goes with them in the spoken word. I picture the Pythagorean Script as executed according to three most elementary rules of writing which are all too familiar to us as the first three Euclidean postulates: "To draw a straight line from any point to any point;" "To produce a finite straight line continuously in a straight line;'' ~<To describe a circle with any center and distance." At this point I begin to perceive Socrates in the Meno drawing squares in the sand with his finger for the slave boy to show Meno that the boy is tmly capable of learning geometry through re-collection, or re-cognition. Ultimately it turns out to be a finding of abiding significance, namely, that the soul as given even to a slave boy has seen all, has perceived our common ultimate horizon, and is capable of orienting itself within it with deeply grasped geometrical principles and skills by starting to trace and measure distances and shapes of things, and drawing maps in answer to the question, the age-old enigma, where we are, where we have been, and where we are ultimately going. For the question 'where' is essentially a geometrical and astronomical question. And it is here, at what I called the Pythagorean Script, that I find a distinction that Socrates makes in the Republic, a distinction between things written, and I repeat, written, not spoken, in small letters-deep in our souls, and in Big Letters-deep in our cities. Both big and small letters begin to appear to me as the mler or 'ruling principles' implied in the three Euclidean postulates, deeply imbedded in the souls even of slave �July, 1974 boys, and in our cities in the Big Book of the Laws and Constitutions of the land, in the hands of its rulers: kings, propositions on which it is founded, like 'all men are created equal.' "Equal" is also the predicate of all propositions in the first four books of Euclid. At this point, I observe Socrates in the Meno, after he has drawn squares for a small boy, a slave boy, beginning to talk to a big man, a public figure in the city Athens, to Anytus, the very man who eventually throws the Big Book at him, the Book written in Big Letters that ends Socrates' life of philosophical pursuits. I am now at the threshold of the prison cell in Athens, in the Phaedo, to which I was going in the first place. And it is here on this threshold that for the first time I catch a glimpse of the awesome appearance of man as 'a truly rational and a truly political animal.' I call him awesome, because he appears faceless and heartless (and bloodless), divested of precisely that which mostly manifests his humanity to our naked eyes, namely his face and his heart. For under the law of the land, we Pythagorean sense, and a complete man in any sense of the word. In the beginning of the Phaedo I notice that Socrates has been composing music, setting to music the words of Aesop and a hymn to Apollo, the god of light, the lyre, and the bow. I shall consider this his lyric song, his song at the lyre, the Pythagorean Lyre, his swan song, the swan song of philosophy to what is going on in our ongoing lives in our ever-changing horizons, divested of genuine philosophical pursuits. At the end of the Pbaedo, Socrates does what the Big Book in Big Letters thrown at him prescribed him to do: he drinks the cup of poison to end his sentenced life according to the prescribed sentence, keeping in touch with the ruling principles deeply embedded in the life of the city, his city of Athens. As the poison prescribed and taken voluntarily works its way from his feet to his heart, he keeps also in touch in speech with the twelve youths, with the ruling principles deeply embedded in their souls engaged on the course of studies, on the way to the wholeness of their and his philosophical lives and stand not so much with our feet, legs, arms, bodies, faces, vision of our ultimate horizon. or even hearts; we stand under the law mostly with our Now I finally come to what is at his heart and at the heart of classical philosophy: princes, guardians, custodians of its constitution and the heads, counted as equal, discrete, and homogeneous units like units in arithmetic, without faces and without hearts, hence without blush, or tears, or smiles. I call his appearance awesome also because, as a truly rational and political animal, he appears self-sufficient, godlike, empowered with the sovereign and awesome power of providing for himself like nobody's business, the lofty and proud master of his own destiny, dazzling in his arrogance and brilliance. Finally, I call his appearance awesome because he reminds me a little of Cain who, in the Book of Genesis, is walking out of the presence of God with a mark on him left by God at his request for his preservation, a mark which I am ready to read as arithmetical Dne,' the origin of all arithmetical units; and then I see Cain on his own become the founder of the first city in the Bible, a prosperous city, where arts and crafts begin to flourish; and I begin to understand his prophetic words to God: "From Thy face I shall be hidden, and I shall be a fugi1 tive and a wanderer on this earth." Now I am ready to step into the prison cell in the Phaedo and to see beyond this awesome appearance of 'a truly rational and political animal' who bears a sign on his forehead of the original arithmetical 'one,' and I shall come into the presence of the man whose name is Socrates. I am ready to catch a glimpse as to how Socrates has fulfilled the Pythagorean Script-from A to 0, from the middle of the octave in the Pythagorean Lyre to the point of division at the Pythagorean Ruler, the division between the written letters, Big and small. Furthermore I am ready to say how he has fulfilled the Script from his head to his toe, at his heart, a complete philosopher in the an image and a trust; an icon and an act of faith, (trust and faith translating the same Greek word ,-lum which appears on the divided line in the Republic), I come to Socrates' own last and lasting image, Socrates' own last and lasting act of trust, his last testament to the twelve youths in his schooling, the cover on his face-his own icon, the eyes gazing upward-his own act of trust, made visible to them and to us. The cover on his face, his mask, his irony: as transparent as the clearest pool of water, and as reflective and reflecting as the calm surface of the same clearest water in the same reflecting pool. The cover, the blindfold on his face, is transparent to the blinded eyes it covers, eyes in a fixed, motionless upward gaze. The cover reflects at the same time the very source that blinds the eyes from above the cover, the awesome, blinding rays of the invisible Good gazed at, at the last moment of a life committed to the love of learning in order to understand our ultimate horizon at the source of its illumination, to which he himself gives the name of the Good. With blinded eyes, wide open, motionless, the mouth open wide, breathless, speechless, the heart, the whole man, his whole body at a standstill in the stillness of a geometrical solid, in the final act of trust of a lifetime committed to understanding, an icon in itself visible to all of the very fulfillment of the Pythagorean Script from A to 0, from head to toe, written both in the Big and the small letters in the stillness of the whole man, at his heart at a standstill, at the center of his humanity made 13 �The College visible and palpable to all. Here I pause in wonder, as the ultimate horizon is opening up to philosophy treading in the footsteps of Socrates to his ultimate lookout point in the end of the Phaedo, and at the end of his life, as preserved to us in the writings of Plato. Now from 'a little Plato' to 'a little Bible.' I take a very short cut. I shall proceed directly to the second writing in the sand by the one often addressed publicly as teacher by his contemporaries, whose name is Jesus, the name still often heard from our lips, when we feel strongly about something and at the same time feel free with our language. I find this a remarkable phenomenon, namely, that we occasionally feel free to express what's in our hearts with his name. It seems to reveal, in spite of our intentions, that at heart we are not indifferent to him, but rather touched by him one way or another. And that I find as something to wonder at after all these centuries. The writing in the sand takes place in Jerusalem, in the Temple that traces its origin to King Solomon. Matthew, the writer of the first gospel, also traces the genealogy of Jesus, his bloodline, to exactly the same source, King Solomon, without hesitating to spell it all out as follows: "David was the father of Solomon by the wife of Uriah," that is to say, by another man's wife, whose name is Bathsheba. I find this an astonishing prelude to Jesus being in this Temple in Jerusalem, as he faces one particular woman caught in adultery. Now I am ready to consider the writing in the earth that he does with his finger in the Temple in Jerusalem, John, Chapter VIII, 1~ 11: "Jesus went to the Mount of Olives and early in the morning he came again into the temple, and all the people came unto Him and having sat down He was teaching them. And the scribes and Pharisees brought to him a woman taken in adultery, and when they had set her in the midst, they said to him, "Teacher, this woman was taken in the very act of committing adultery. Now Moses in the Law com· manded us, that such should be stoned, but you, what do you say?" This they said tempting him, that they might have to accuse him. But Jesus, hav~ ing stooped down, with his finger wrote on the ground. So when they continued asking him, he lifted up himself, and said to them, "He that is without sin among you, let him first cast a stone at her." And again having stooped down he wrote on the ground. And they which heard it and by their own conscience being convicted, went out one by one, beginning at the eldest until the last; and Jesus was left alone and the woman standing in the midst. When Jesus had lifted up himself and saw none but the woman, he said to her: Woman, where are your accusers? Has no man condemned you?" She said, "No man, Sir." And Jesus said to 11 14 her, "Neither do I condemn you; go and sm no more." Members of the Class of 1974, it appears to me that what Jesus was writing with his finger on the ground, on the piece of the promised land, of the Holy Land, were 'the two commandments' as he calls them, 'on which,' according to him, 'all the Law hangs and the Prophets also': 'the first and the greatest commandment,' and 'the second like it.' (Matthew 22:34 ... , Mark 12:28 ... , Luke 10:25 ... ) When he stoops down the first time, he writes with his finger what appears to be the first of the two commandments: "Thou shalt love the lord thy God with all thy heart, and with all thy soul, and with all thy intelligence.'' At this point the woman's accusers still persist with their questioning and testing him in the name of God and his servant Nioses, who came down from the mountain into the desert wtih the stone tablets and the Law engraved on them. So Jesus, in keeping with the spirit of the first of the two commandments, says to them: "He that is without sin among you let him cast the first stone."_ Then he stoops down again, for the second time, and writes what appears to be the second of the two commandments: "Thou shalt love thy neighbor as thyself." At this point each man present begins to look into himself, and, each having looked into himself, they all leave, not as they came, for they came loudly and together, but they leave quietly and one by one, starting at the eldest and the wisest unto the last. Then Jesus, noticing that they are all gone, and that he is left alone with the woman, addresses her in the spirit of the two commandments, each illuminating the other at his heart: first he says, "Neither do I condemn you," and then, "Go and sin no more." And so it appears that with his finger Jesus transposes the Law engraved in the tablets from the stone into the earth, the same earth on which he stooped down, on which the woman stood, on which the custodians of the Law of the Land, her accusers and his testers, stood, namely their common Holy Land in this their Holy Temple. In doing so he leaves in their hands nothing but stones with which to stone the woman or him or both. And yet the custodians of the Law were able to look into themselves and read the Law as written deeply in their hearts before God, the giver of both their Land and their Law. Thus Jesus with his humanity has restored the woman and her accusers to their humanity, uplifting it gracefully to the Law before God, the Mosaic Law of the Holy Land on which he stoops down, writes, and rises, on which they all stand and walk. �July, 1974 At this point I catch a glimpse of a remarkable reversal within our ultimate horizon. At my first lookout point in the prison cell in Athens, what I saw was stretched from the Lyre into the Script. What I see here at my second lookout point in the Temple in Jerusalem is stretched from the Script into the Lyre in the reverse order of abiding consequences. Before taking a look at the consequences, I notice that prison and temple are also two images, two radically different icons of the human body with a view to what is simply good: the first from Athens, the second from Jerusalem. And now to the consequences, of the reversal between the Script and the Lyre. Jesus, by his own account, came to fulfill the Law and the Prophets. The Law, to begin with, is the Script engraved in the stone tablets, and the Lyre is in the hands of the Prophets composing, writing, and singing their songs before God, and recovering the spirit, or the breath, of the Law to the breath and the heartbeat of human life. Already in the Book of Samuel we see bands of Prophets coming down from high places with lyres, or psalteries, in their hands. King David was especially skilled at the lyre or psaltery. By far the largest number of the Psalms in the Psalter is attributed to him, by the inscriptions that mark them in the Psalter, which is Israel's hymn book. Many of the Psalms carry the musical and the liturgical directions for their use in the worship. in this Temple. King David is also credited with organizing this worship and the cantors. Now in the story of Jesus, the woman, and her accusers, at the precise moment of humanity restored and gracefully uplifted to the Law in this Temple I see King David coming back with the Psalm 51-which bears this remarkable inscription for all times and for all generations: "To the choirmaster Psalm of David when the Prophet Nathan came to him because he had been with Bathsheba." Likewise, when Jesus' own hour comes for which he came to fulfill the Law and to be crucified, he begins on the cross another song of King David's, Psalm 22:1, "My God, my God, why hast Thou forsaken me?" In the end he alters Psalm 31:5, "Father, unto Thy hands I commend my spirit." and with these words he breathes his last. Thus it appears that where Jesus goes, in touch with his own destiny, fulfilling the Law, he recognizes in public that King David was there before him, with the lyre and the song, singing the way of his and his people's destiny before God as preserved and kept alive in the liturgical tradition of the Temple. And that's what I call 'Biblical recollection,' deeply embedded within our heritage, within our ultimate horizon. I gave you a sample of such Biblical recollection in the simple case where two people, in touch with their respective destinies, meet and fully recognize each other even acrcoss generations or whatever else that might separate them within their common ultimate horizon. And when this happens, I see the stiffnecked, redblooded people becoming radiant with imperishable radiance-in their Temple, in their homes, in their schools, on their streets, in their ongoing lives: from the Script into the Lyre. And from this point of lookout in the Temple in Jerusalem, I perceive in the prison cell in Athens something similar occurring, something I failed to see when I first got there: Socrates and the jailer recognizing each other and saying to those around, what a good man the other is. Members of the Class of 1974, this is the end of my speech. With it I tried to uncover for you a touch of faith, a touch of holiness at the living roots of our heritage, in this place of your choosing, the Church of the Holy Faith. With the speech I also tried to point towards the imperishable radiance within our ultimate horizon, as I came to catch a glimpse of it. See for yourselves in your own ways, at your own lookouts. And now, instead of the customary prayer, I should like to pass on to you another verse from the Book of Psalms: "This is the day that the Lord has made, let us be glad and rejoice in it." (Ps. 118:24) Thank you. Michael Ossorgin has been a member of the St. John's faculty since 1956, and has been a tutor in Santa Fe since 1966. He attended the Lye&: Rosse and the Conservatoire Rosse a Paris, and holds the L.Th. degree from the Institut de Theologie Orthodoxe, Paris. 15 �The College Franz Plunder Franz Plunder, left, and students at work on a "Plunder" sailboat in the early 1940's. Bregenz, Austria 23 Aprill974 Franz Plunder, Artist-in-Residence at St. John's College from 1940 to 1944, died two months ago, on the day after his eighty-third birthday, in this small Austrian town where he was born. My wife and I are visiting his widow. I am writing this at a table in Franz's favorite coffee-house. Recollections of him become very vivid here. The woodwork of the booth where we are sitting might almost be his handwork. To those of us who knew Franz at St. John's it is hard to imagine him as an octogenarian. To us he seemed somehow timeless, from the first an heroic figure, a man, perhaps, of another age or another world and stronger than any of us. As Homer says of Odysseus, "A green old age was his." And it is chiefly as a latter-day Odysseus that we seem at first to remember him, the nearest incarnation of Odysseus we are ever likely to meet. Franz first came to St. John's in 1940 as Artist-in-Residence to teach sculpture, but it was as a builder of boats and a sailor that he caught our imagination. My own first memory of him is of an evening in the King William Room when he showed us slides and told us the story of 16 a boat with an unpronounceable name that he had·built here on the Lake of Constance and sailed with his wife, Olga, down the Danube, through the Black Sea, and out among the Greek Islands on the Aegean. Later we heard a doubtful legend about how with his own hands he had built a boat (with the same unpronounceable name) and, with three companions, had sailed across the Atlantic from Hamburg to New York. This legend turned out to be true, and so did others like it. He came to us as Odysseus, but it was chiefly as Daedalus that he lived and worked with us. He had been trained in both sculpture and boat designing. He had practiced successfully in both of these fields in Europe and America. When he came to St. John's, the intention was that he should provide interested students with instruction in the fine arts as disciplines complementary to the liberal arts. This was the beginning, but Franz's own interest in boats and that of many students and tutors soon produced a shop in which he directed the building of many fine boats, both privately and for the College fleet. I once found later generations of students referring to the College boats as "the plunders" without guessing where this strange name had come from. The "plunders" have been replaced now by a fleet of dinghies, but there are many other reliques of Franz's handwork on the Annapolis campus, chiefly the fine walnut study tables on which thirty years of student papers have been written, and the octagonal table in the Coffee Shop which has been the focus and catalyst of conversations beyond numbering. Objects like these that combine beauty with strength and usefulness have a peculiar dignity that reflects the spirit of their maker, and these pieces might bear the motto the old builders used, "F.P. me fecit." �July, 1974 by William A. Darkey But the figure of Daedalus, the builder, is not really adequate for recalling Franz. Odysseus is certainly better. Like Odysseus, Franz hated war and things military from the bottom of his soul, yet he too was forced by the necessity of his time to become a soldier in two world wars, first as a young man with the Austrian army in 1914, and again in 1944 when he left St. John's to serve with the United States Military Intelligence against the Nazis who had overrun his homeland. He and Olga finally returned to Bregenz to stay in 1957. There Franz built another boat, the tenth and last of that same unpronounceable name, and they sailed her daily on the Lake. And he made a few last works of sculpture. Franz seemed to us, when we were students, to be above all a romantic adventurer. Sooner or later, though, we discovered that, like all adventurers worth our interest-like Odysseus, for instance-he was also an adventurer of ideas, because adventure, after all, is the approach to the meaning of things, and requires the qualities of honesty and courage and resourcefulness and curiosity and thoughtfulness and humor and love of life that Franz possessed so fully. He was a gifted dreamer; therefore he also became a storyteller. In 1950 he wrote a novel in which he attempted to approach the meaning of his life as an artist in a world of wars. Again, quite at the end of his life, he had the courage and the curiosity to explore his lifetime in an autobiographical memoir which he published under the title, Sowitasgollt, the unpronounceable name of each of his ten boats, and Austrian dialect for "as far as it goes." Thinking of Franz this week here in Bregenz it has become clear to me that all of us who knew him and worked with him and shared his friendship recognized without quite articulating it to ourselves that he had a A "Plunder" at the college pier. relation to us much more important than that of the builder and the sailor. Quite simply, we knew directly that he was one of the great teachers who have passed through St. John's. This is why it is entirely fitting that the College remember him here at length and, as it were, officially. Those of us who worked with him or for him building boats or tables, or who learned from him to sail or model clay or take an engine apart learned other and far more important things as well-though we learned these things too. It is not easy to say what those more important lessons were. We greatly admired him for his strength and honesty and courage, and his workmanlike love of beautiful things. His example and his teaching made us understand how strength and firmness can go with kindness and gentleness. And we tried hard to deserve his respect. These are signs of the great teacher Franz Plunder was. William A. Darkey, a graduate of St. John's in the class of 1942, was dean of the College in Santa Fe from 1968 to 1973. Now a tutor on the western campus, Mr. Darkey has been on sabbatical leave this year. 17 �The College Plastering Day by Ray & Abigail Williamson "Sunday is plastering day. We start at 7:00 a.m. If yon want to gain valuable experience in this critical phase of ferro-cement boat building, your pay for assisting will be $10.00 for the morning." Kent Guida Section of hull showing me~h and cement covering. Right after graduation in 1971, Kent Guida (B. A. 1971) and Jake Bauer, husband of Martha Bauer (B. A. 1973) formed a partnership to build ferro-cement boats. The first two years were typical of a fledgling craft businesslong hours of hard work, frustration, set-backs and snaillike but steady progress. As they begin their fourth year, they each still put in backbreaking twelve-hour days, but they have the satisfaction of being the oldest ferro-cement boat building business in the United States. They have demonstrated to the boating community that they can build boats of high durability, beauty and quality, and their company, Ferro-Boat Builders, Inc. of Edgewater, Maryland, now has a comfortable backlog of orders and a bright future. In the three years they have been in business, they have built 13 sailboats which range from 10 to 55 feet in length. Their most popular design so far is the 20 foot FLICKA, designed by Bruce Bingham for cruising. Gail rigged, this small cutter boasts 6'1" headroom, berths for four, and a complete galley. They are now beginning work on their most ambitious project to date, a 94 foot Sambuk Dhow designed by Tom Colvin. We had the pleasure of being on hand in October, 1971 to record the cement plastering of their first hull. This article is an account of that first plastering day. Their construction techniques have changed radically since then, so much so that it now takes a third of the time to plaster a much stronger hull, but the excitement of seeing a smooth hull emerge in a short time from a framework of reinforcing rod and wire is still a major part of the fun on plastering day." 11 18 We were only a few minutes late as we parked in the clearing, but already the sound of an unmuflled gasoline engine broke the early morning calm. Walking rapidly down the pine and holly shaded dirt road to Jake and Martha Bauer's back yard, we wondered what crucial steps we might have missed. As we approached we could see the ready-to-be-plastered hull on one side of the yard. It lay keel up, beneath the trees, looking like a great grounded whale. On the other side of the yard the cement mixing operation was being arranged. Only a few workers were on hand. -We found Jake Bauer and Kent Guida, partners in this new ferro-cement boat building venture, and exchanged information over the unmitigated racket of the cement mixer. Declining the $10.00 fee, we explained our self-appointed mission as photographer-documentarians. "Fine." No, we hadn't missed anything; many more people were /expected; the plasterers were going to be late; there was time to poke around. Of first interest, of course, was the hull-some 39 feet of shapely wire mesh. Ferro-cement boat building is a highly individual art. No two builders will adopt the same methods to cope with the risks and problems which the material presents. Jake and Kent had chosen to mold and support the steel and cement hull on a temporary wooden framework. The framework was composed of several sturdy frames, braced across the beam and secured to two "strongbacks," 3" x 12" beams, running the length of the hull. To the outside of the "station frames" were nailed 1" x 3" cedar planks running bow to stern with a one inch gap between them. The entire wooden frame was covered with builder's plastic stapled to the planking. This would insure a smooth interior surface as well as facilitate removal of the framework when the hull was completed. The foundation of the hull itself began with three layers of Y2" welded wire mesh which were stapled to the planking. Next, l-4" steel reinforcing rods were bent to shape and stapled down. Finally, 3 more layers of mesh were tied to the rods and a little judicious pounding was administered here and there to fair out the smooth, sleek lines. By this time about 800 man hours had gone into �July, 1974 the seating of the hull. And now she stood ready for plastering, a one day make-or-break effort. The weather was perfect for plastering. The sky was overcast, the air was moist and the temperature was in the 60's. (Had it been hotter, or colder, or dryer or sunny, the mortar might have set up too quickly, too soon after application. This would have resulted in uneven curing in the initial stages, causing a weaker "sectioned" effect instead of the "solid-unit" construction desired.) If the men and machines were as favorably disposed as the weather today, by nightfall we should have produced an extraordinarily strong hull, the beginnings of a graceful Tahiti ketch. By 8:30 a.m. all of the plasterers had arrived and the first batch of cement was being tested for consistency. Without a doubt, this step is the most critical because the quality of the mix is basic to every ensuing operation. Every ingredient must be carefully weighed to insure the proper balance. First the exact amount of water is poured into the mixer; too much and the mortar would flow, too little and it would not penetrate the mesh thoroughly. Then come the additives: chromic oxide to reduce gal· vanic action, pozzolan (fly ash) to increase the percentage of fine aggregates in the mix and aid workability, and last, pozzolith, a black oily substance, to reduce the amount of water needed. Finally, a fine grade of sand and Portland cement are added and the mixer is run for the proper length of time. The first batch of mortar being of the right consistency, the plasterers began on the gunwales and worked upward toward the keel. They applied the cement by constant troweling, while men inside the hull pushed electric vibrators against the framework. The vibrations help the cement to penetrate the six layers of wire mesh and force air pockets to surface and break. The men inside the hull are able to watch the mortar fill the spaces between the rods and mesh through the one inch gaps between the cedar planking. If they see an area that needs more cement, they push stiff wires through the mesh, thereby signaling the exact spot to the plasterers above. Except for the plasterers, most of the friends and hired help were new to ferro-cement techniques, so it took awhile for them to master the necessary skills. After about an hour, however, the entire crew had developed a working rhythm which was both beautiful to watch and highly efficient. The cement was kept in constant flow from mixer to wheelbarrow, from wheelbarrow to hod carrier, from hod carrier to trowel, from trowel to hull and then down into and through countless holes and crannies of the wire mesh. As the rhythm continued, there was a slight tendency for the tempo to increase among the transporting crew, but Kent and Jake saw to it that the pace remained leisurely enough not to rush the coordination of the plasterers and vibrator-observers. The cement wouldn't set for several hours, there was no need to hurry. By 10:00 a.m. the plasterers had finished one side of Batch mixers and plasterers at work on 39-foot hull. the keel and had started down that side of the hull. At about 10:30 a.m., the rhythm began to disintegrate rapidly, as when you drop a crumb into a line of marching ants. People stopped working and began to talk. A bad batch-too much water. They dumped out the bad mor. tar, scraped, washed and dried the mixer. Jake's wife, Martha, brought coffee around. A new batch was mixed, tested and accepted. Back to work. Twenty minutes gone, followed by ten more slow ones before the rhythm was re-established. During the delay and conversation on the bad batch we met many of the participants-a very diverse group of men and women. Many were building their own boats, or planned to, and were here for the experience. Others were friends who had watched the boat come up from the beginning and were here to help on the great day. Mr. Bert Thoms, an Annapolis Tutor who has quite a bit of boat building experience, was running the cement mixer. (He confessed that they had probably not emptied out all the wash-out water between batches-hence the excess.) Wives and girlfriends ran errands and sifted sand. Others of us stood back out of the way, gossiping, kibbitzing, taking pictures and lending other invaluable assistance. There seemed to be as many building techniques as there were people. One man, a naval architect, was building a pipe frame ferro-cement boat in his backyard. He had a stack of color snapshots which he exhibited, newfather fashion. A neighbor dropped in and stayed to lend a hand. He was building a "foam sandwich" fiberglass boat in his back yard and was highly skeptical of this cement operation. Bits and pieces of advice and commiseration floated among the tales of frustration and success. One could have written a minor handbook of "do's and don't's" if he had listened carefully enough. The day progressed. Lunch was hardly noticeable as work continued smoothly down to the first gunwale. There were a few changes made in the transportation route and the plasterers began on the second side of the keel. 19 �The College Having watched the outside process for some time (we marveled particularly at the skill of the plasterers) we ventured into the cramped space beneath the hull. A different world! Outside there was order and sense, a visible purpose and sequence. Inside was cacophony and chaos! The 39' x ll' x 10' space was crisscrossed by various beams and support members and was festooned with electric cords. The pounding of the vibrators echoed around the ever enclosing hull making communication impossible except by sign language. The six men inside related more to the unseen plasterers above than to their fellow inmates. Each man concentrated intently on his small portion of the hull. This mood of isolation stood in sharp contrast to the comraderie of the outside crew. Flicka, a 20-foot gaff-rigged cutter, under sail. All this gave the interior operation a strange, disconnected appearance. While we watched and photographed the dim interior, the plasterers and their interior co-workers worked down the second side of the hull. Gradually the natural daylight seeping through the gaps decreased and was replaced with the warm glow of incandescent lamps. By the time we re-emerged from beneath the hull most of the initial plastering was complete. It was now 2:00p.m. The task that remained was to smooth and finish the exterior surface-a time-consuming job for which experienced plasterers are necessary. The better the finish coat, the easier the last stages of fairing out the. hull. All the 20 wire mesh must be covered to prevent rust and any low spots must be filled in. The unskilled laborers now had time to relax and join the rest of us who came to watch. A sense of real satisfaction filled us all. From a little distance the hull looked finished. Only Jake, Martha and Kent, who had gone through this process before, working for other boat builders, knew fully how many more hours of labor would be required that day before they could claim a rest. It was now the job of the plasterers to apply a "skim coat" over the initial coat. This final layer of mortar is that which gives the boat its smooth, finished surface. The job for which they had been hired now finished, and the big excitement over, most of the workers began to drift away. The cement mixer would be quiet for a long period while the skim coat was applied. We too had to leave for a few hours. While we were gone the surface would be floated-a process of rubbing the skim coat with a piece of wood to bring the rough particles of sand to the surface and allow the entrapped excess water to leach out. After the mortar was sufficiently hard, it would be troweled and smoothed to produce a hard finish. When we returned shortly before dark, the plasterers were just getting into their cars to leave. Kent, Jake, Martha and several others were still working, spreading a large plastic tarpaulin over the hull. We helped them pull it tight and set up the steam generators under the hull. The "steam bath" would hasten the curing of the mortar and ensure a positive control over the temperature during the initial curing process. A fero-cement hull does not reach full strength for many months, but the initial cure is very important in reaching the ultimate strength such material is capable of. While they got the steam generators running, Kent Guida explained that they would raise the temperature of the hull by 30° or 40°F per hour and finally hold it at about 130°F for twelve hours. Then the steam generators would be cut off and the hull would be allowed to cool slowly to the temperature of the surrounding air. At that point the hull would have reached 95% of its maximum strength. For this particular hull, that would be between 12,000 and 13,000 lbs. per square inch. When this last step was completed, Jake and Kent would be able to really relax. But for now, a full and satisfying day was about over. Although there was a long way to go before this hull could be completely outfitted and launched, they had successfully passed the test of this most important day. When we finally left, several hours after sunset, they were discussing their next contract for a 34 foot Colvin designed cruising ketch. Abigail Wi11iamson is studying for the M.S. degree in Social Work at the University of Maryland's School of Social Work and Community Planning. Her husband, a tutor and assistant dean in Annapolis, joined the St. John's faculty in 1969. �July, 1974 COMMENCEMENTS SANTA FE COMMENCEMENT David Ginsburg, Washington, D. C., attorney and chairman of the Board of Visitors and Governors, addressed the seventh commencement on St. John's southwestern campus on Sunday, May 19. Twenty-seven seniors received the B.A. degree during the commencement ceremomes. Magna Cum Laude: James Boyd Hamilton, Alejandro Medina, Steven Dahl Thomas. Cum Laude: Roberta Anne Marie Faulhaber, David Fayon Gross, Thomas Brownlie Jelliffe, Elliot Marseille, Christina Lee Pierce. Rite: Sally Robinson Bell, Virginia Ann Boyle, Janet Ruth Braziel, Lynne Canchester, Brian Walker Dineen, Larry Roscoe Dutton, Mary Margaret Geoghegan, Elizabeth Lateiner Goldwin, Catherine Anne Gordon, Deborah Lynn Hathaway, Jon Hoffman Runner, Eleanor Adraine King, David Beveridge Maclaine, Paul Andrew McEncroe, Alex Sten Poulsen, Mary Jane Shoemaker, Stephen Arnold Slusher, Rachel Lynn Trueblood, Celia Margaret Yerger. AWARDS AND PRIZES During the Santa Fe Commencement exercises, the following prizes and other awards were presented: Silver Medal from the Board of Visitors and Governors-David Fayon Gross. Thomas J. Watson Foundation Fellowship-David Fayon Gross. The Duane L. Peterson Scholarship-Boyd Cooke Pratt. The Bromwell Ault Memorial Scholarships-Class of 1975: Mark Paul Habrel, Rani Irene Kalita, Boyd Cooke Pratt, Richard Martin Skaug, Jonathan Morgan Teague, William Ernest Unbehaun, Denis Yaro. Class of 1976: Christian Burks, Susan Lanier Cavahan, Gregory John Gillette, Michael Alan Gross, Glenda Kay Holladay, Bridgett Houston. The St. John's College Community Scholarships-Class of 1975: Giselle Susanne Minoli and David Palmer Birnbaum. Class of 1976: Inger Birgitte Aarnas, John Francis Martinez, Mark Laird Copper, Betsy Innes Davenport, Matthew Gale Krane, Barbara Lynn Skaug. Class of 1977: Marlene Benjamin and Arlene Margie Blackwell. · The Senator Millard E. Tydings Memorial Prize for public speakingJames Boyd Hamilton and Alejandro Medina. Best Senior Class Essay-James Boyd Hamilton. Best Junior Class EssayBoyd Cooke Pratt. Best Sophomore Class Essay-Gregory Reinhold Winter. Best Freshman Class Essay-Mary Lisa Laucks and Jonathan Paul Tyman. Best English poem-Russell Wayne Mayfield. Best English translation of a French poem-Russell Wayne Mayfield. Best musical compositiooMatthew Gale Krane. Best junior-senior mathematics paper-Thomas J. Myers. Best freshman-sophomore mathematics paper-George Michael Filz. Best essay related to the laboratory program -Christian Burks. ANNAPOLIS COMMENCEMENT At commencement exercises in Annapolis on May 26th, sixty-three seniors received the degree of Bachelor of Arts. Eight of these degrees were awarded magna cum laude, and 17 were cum laude. Magna Cum Laude: Michael Adam Blaustein, Chester Winslow Burke, Bruce Michael Dolego, Michael Crerar 21 �The College Theodore George Wolff, George Arthur Wright, Karen Elizabeth Zimmer. As of the Class of 1972, Richard Alan O'Neill; as of the Class of 1971, Thomas Nelson Day; as of the Class of 1969, Barbara Rosalie Mordes. AWARDS AND PRIZES Chester W. Burke is congratulated by President Weigle after receiving the Silver Medal in Annapolis. Jordan, Claire Zoe Kurs Kronsberg, Nelson Lund, Charles Curtis Post, Jeffrey Ivan Victoroff. Cum Laude: Deborah Ruth Bowers, Roger Chapman Burk, Janet Lee Christhilf, Jonathan Miles Diggory, Thomas Joseph Dolan, Jr., Richard Allen Ferguson, Samuel Theodore Goldberg, Barbara Elizabeth Goyette, Gerard Thomas Kapolka, Antonio Luis Marino Lopez, Philip Gary Mattera, Wilfred Mark McClay, Robert William Noble, Donne] O'Flynn, Michael Gary Parks, Deborah Jane Ross, Lee David Zlotoff. Rite: Douglas Earl Anthony, Ileana Chrysanthy Basil, Robert Michael Benton, Erica Ferne Chaney, Donna Anne Demac, Diana Echeverria, Jack Morgan Ehn, Jr., Leslie Epstein, Jay Lester Gottlieb, Geoffrey Walton Harris, Donald Fisher Harrison, Jr., Charles Edward Heal, Paul Monroe Heylman, Maria Evelina Kayanan, Steven Leslie Key, Valerie Jean Kozel, James Scott LeVan, John Larkin Lincoln, V, Virginia Evelyn McKemie, Christine McNesby, Edward Doran Myers, Virginia Newlin, Susan Eliza22 beth Pigman, Patricia Margaret Pittis, Andrew Bartlett Reed, Eric Louis Rosenblatt, Jane Shaw Sheret, Lester Stephen Silver, Paul Emery Szabo, Wesley Makoto Uemura, Eric Vatikiotis-Bateson, Susan Amanda Vowels, Silver Medal from the Board of Visitors and Governors-Chester Winslow Burke. The Duane L. Peterson scholarship of $1,250 to a JuniorMichael Gerard Dink. The Sen. Millard E. Tydings award for excellence in speaking-Robert William Noble. Best Senior essay-Antonio Luis Marino Lopez. Best Junior essayPeter T. Fox. Best Sophomore essayLeslie Baker Graves. Best Freshman essay-Sara Maria Anastaplo. Junior-Senior mathematics prizeLester Stephen Silver. Freshman-Sophomore mathematics prize-William Martin Castner. Best Greek translation -Nelson Lund. Best French translation-James Scott LeVan. Best musical comment-Richard Davenport. Scholarships of $1,000 each by the C. Markland Kelly, Jr., Memorial Foundation-Michael Gerard Dink, David Evan Clement, Vicki Louise Cass. Dr. Tiwmas B. Turner presents scroll to President Weigle. �July, 1974 Registrar Lee Rinder, President Weigle, and Board chairman David Ginsburg applaud commencement speaker Eva Brann. ALUMNI ACTIVITIES CHAPTER NEWS New York Group The high command of this group charged during the spring: Francis Mason '43, leader since the group's revival in 1968, has turned over the reins to Robert Thomas '63, while Lovejoy Reeves '67 has become vice president, Lowell Shindler '64 is the new secretary, and Steven Shore '68 is treasurer. The Group is most anxious to hear from alumni moving to or from the New York area. This very active chap· tcr of your Association plans a number of activities again this coming year, and wants to make sure everyone knows about them. Among these events will be a continuation of the popular seminar series. If you are new to town, or are planning to leave, call Lowell Shindler (office: 516/872-0011, home: 212/464-1722) or Steve Shore (home: 212/371-8067). Annapolis The Annapolis alumni-or at least 15-20 of them-have met monthly for lunch this past year. The format continues to appeal, and will be continued next year. Second Friday, September through May, 12 noon, in the Baldwin Room of Campbell Hall. Reservations are requested. AWARD OF MERIT Association President Bernard F. Gessner has issued a call for nominations of alumni to be considered for the 1974 Award of Merit. First established in 1950, the Award was initiaily given to one alumnus each year. In 1970 the Association directors authorized an increase to not more than three awards each year. The awards are made at the discretion of the directors, and need not be made every year. The award is made to an alumnus for ''distinguished and meritorious service to the United States or to his native State or to St. John's College, or for outstanding achievement within his chosen field." Confidential letters of nomination should be addressed to B. F. Gessner, cjo Alumni Office, St. John's College, Annapolis, Md. 21404, and should contain sufficient information about the nominee to permit thorough eva!23 �The College uation by the directors. Please mark the envelope AWARD. NOTICE TO MARINERS If you live in the New York City area and sailing is your (thing/ you might be interested in an idea put forth by Steven Shore: a group of alumni chartering the 59-foot schooner "Nina" (1929 Queen's Cup winner), a grand old lady of the sea. On a week night, a 6:30 to midnight sail would cost about $20 a person, with you pro· viding your own food and drink. If yon are interested, call Steve at home, (212) 371-8.067. art school in Santa Barbara, Cal. Priscilla teaches drawing and painting, and has been exhibiting her own work. 1960 Sarah (Robinson) Munson reports that her family now includes three daughters, ages five, four, and one year, and that they now live in Arlington, Va. 1961 Harvey G. Alexander, III, head of his own film production company, is the founder of the Baltimore Film Festival. 1963 Donna {Parmalee) Bryant writes that she and Harry, with Adam and Alex, are now living in Crofton, Md. Harry works at the nearby Naval Research Center. 1964 William P. Banks, assistant professor of psychology at Pomona College, was awarded a $5,000 National Institutes of Mental Health grant for the 1973-74 academic year. Bill is doing research on how people perceive warm and cold temperatures. He has been a member of the Pomona faculty since -1969, has completed a year of post-doctoral study at the Institute of Human Learning, University of California, Berkeley, and recently returned to Pomona from a sabbatical leave at Stanford University. 1965 Everett W. Smith, Jr. '37 is inducted into the National Lacrosse Hall of Fame. Left to right: John C. Donohue '35, Smith's former teammate and coach; Everett Smith; Mrs. Smith; former Navy and St. John's lacrosse coach William H. (Dinty) Moore, III. CLASS NOTES 1928 Louis L. Snyder continues to collect kudos for his scholarly and literacy efforts; the latest was announced in April, one of the Anisfield Wolf Award prizes for his book, The Dreyfus Case. Professor Snyder this spring was also awarded a grant to participate in the Fulbright Exchange Program between the United States and Germany. 1935 David King Usher retired in March from The Kelly-Springfield Tire Company after a career of over 39 years. Since 1969 he has been director of training of the Cumberland, Md., firm, a subsidiary of The Goodyear Tire and Rubber Company. 1937 Dr. Norval F. Kemp, associate director, division of medical affairs, Perth Amboy (N.J.) General Hospital, has been designated gov- 24 ernor-elect of the New Jersey region of the American College of Physicians. 1945 C. Grant Luckhardt received the Ph.D. degree in philosophy from Emory University in Atlanta last year. 1966 Robert E. Fields, Jr., who holds the Ph.D. degree from Cambridge University, is an inventor who set up his own company, BIOLAB, Ltd., manufacturing inert chromatography equipment and fluid fittings. Bob plans to move his headquarters to Metuchen, N.J., while the British company will become an associate organization. Carole (Picardo) Kelley and Loren '67 announced the birth in April of their second son, Glen Neil. On June l they moved from Italy to Rungis, France, where Loren is working for Digital Equipment France. Another literary alumnus is Robert L. CampbeJI, author of The Chasm: The Life and Death of a Great Experiment in Ghetto Education. A writer for Life magazine from 1945 to 1957, Bob has most recently been concentrating on making documentary films. His new book is about two experimental school districts in New York City, one in Harlem, the other in the Ocean Hill- Brownsville district of Brooklyn. In his introduction to the book, author James Baldwin concludes: "The man who wrote this book is very honest, very loving, and his children are lucky: he must be a beautiful cat." This past May Daniel 0. Vona attended a conference at the International School of Gravitation and Cosmology, Erice, Sicily. Dan is now a Ettore Majoranna Fellow, National Radio Astronomy Observatory, Greenbank. 1955 Priscilla Bender Shore is Currently serving as chairman of the Drawing Department and assistant dean of the Faculty at the Santa Barbara Art Institute, an independent accredited Thomas G. Keens (SF) has been awarded the degree of Doctor of Medicine and is currently assistant resident in pediatrics at Chil~ dren's Hospital of Los Angeles. 1967 1968 �July, 1974 TENTATIVE HOMECOMING SCHEDULE 1974 Friday, November 1: Evening: Saturday, November 2: 9 a.m.-4 p.m. lO a.m.-12 noon II a.m.-12 noon 12 noon 1:30p.m. 3p.m. 6-7:30 p.m. 7:30p.m. Lecture, followed by informal reception/get-together for alumni and invited guests. Registration, lobby, Francis Scott Key Memorial. Alumni Seminars (readings and rooms to be announced). Student Career Discussions, Conversation Room. (Certain alumni will be invited to assist with this program.) Luncheon in Dining Hall with students. Alumni Association Annual Meeting; election of direc· tors and officers; presentation of Awards of Merit; Conversation Room. Athletics on Back Campus; probably Alumni-Student Soccer Classic. Cocktail Party, Hilton Hotel; alumni and invited guests. Homecoming Banquet honoring President and Mrs. Richard D. Weigle-25th Anniversary. David King Usher '35 Final schedule and reservation form will be mailed later in the summer. 1972 Josepli Simonds (SF) , a former Vietnam war protestor, is now an Israeli citizen-soldier with an artillery unit on the Golan Heights. Frederick L. Wicks (SF) and Hal Papps (SF) are both students at the Zen Center in San Francisco. Rick urges that Eastern materials be considered for the St. John's curriculum. He thinks that Zen might be a vehicle for incorporating poetry into the broader philosophical and theological context of the curriculum. Rick has been accepted for a summer work scholarship at the Tassajara, the Zen center inland from Cannel. 1969 Joe P. Reynolds (SF), with wife Pam and son George, is concluding a year as the student intern minister for two small central North Carolina churches. On July 1 they were to return to Austin, Tex., for Joe's senior ye1r at Austin Presbyterian Seminary. Ycshe Tsomo (formerly Vicki Brown (SF)) is Studying to be a Buddhist nun in the Tibetan tradition, and recently returned from her second trip to Nepal and India, where she had an audience with the Dalai Lama. She works as an editor of Buddhist texts for the Institute for Advanced Studies of \Vorld Religions while learning Chinese at Columbia University. 1970 Alexandra (Dane} bor-Ner is living in Israel where her husband is a film maker for Israeli television. She graduated from the American College in Jerusalem in 1972 with a major in philosophy. Since that time she has been studying photography in Jerusalem. Her address is: Ein Karem B-59, Jerusalem, Israel; she invites any St. Johnnies visiting Israel to look her up. David Gilmore and his wife Ellen are living on Echo Lake in Mt. Desert, Me., where he is, to quote a recent card from Ellen, "happily employed as a carpenter." 1971 1973 Perry f. Braunstein is teaching French and English to German-speaking people in Switzerland. He plans to study in Germany next year, then to take the German State examinations in order to teach in F reiburg, West Germany. George F. Brown, Jr., (SF) is teaching music in the Basalt Public Schools in westem Colorado. Bruce Glaspel (SF) is now president of Worldwide Associates, Investment Counsel, at 235 Montgomery Street, San Francisco. Roger Greene, after more than a year as an editorial assistant and then assistant editor at Collier's Encyclopedia in New York, plans to begin work toward an M.F.A. degree in film at the School of the Arts of Columbia University this September. Roger reports that he knows the doings of various other Johnnies, but, to avoid a public scandal, refuses to telL Elizabeth Unger is living at Koinonia, a religious retreat north of Baltimore, teaching pottery and running the office. She plans to attend Northeastern Law School in Boston in the fall. In Memoriam 1909-Edward F. Carroll, Berkeley Springs, W. Va., July 24, 1973. 1917-Paul M. Chaney, Annapolis, Md., April 12, 1974. 1922-R. Ashford Fine1l, Richmond, Va., April 2, 1974. 1927-Jamcs R. Downs, South Londonderry, Vt., March 16, 1974. 1928-Dr. William H. Eisenbrandt, New York City, January 14, 1974. 1934-C. LeVerne Talmadge, 1969. 1937-E. Paul Mason, Jr., Baltimore, Md., May 14, 1974. 1937-Charles Schiff, Charleston, S.C., March 19, 1974. 1939-Ashley G. Ogden, Jr., Baltimore, Md., May 17, 1974. 1949-Andrew C. Dewing, Wellesley, Mass., March 23, 1974. �The College St. John's College Annapolis, Maryland 21404 Second-class postage paid at Annapolis, Maryland, and at additional mailing offices. � 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 College </em>(1969-1981) Description An account of the resource St. John's College's Office of the Dean published <em>The College</em> from 1969 to 1981. The publication superseded <em><a href="https://digitalarchives.sjc.edu/collections/show/37" title="The Bulletin of St. John's College">The Bulletin of St. John's College</a></em>.  <em>The College</em> was in turn continued by <a href="https://digitalarchives.sjc.edu/collections/show/13" title="The St. John's Review"><em>The St. John's Review</em></a> in 1981.  <br /><br />A separate magazine for St. John's alumni titled <em>The College </em>began publication in 2001, continuing <em>The St. John's Reporter</em>.  <br /><br />Click on <strong><a title="The College" href="http://digitalarchives.sjc.edu/items/browse?collection=12">Items in the The College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource 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 Identifier An unambiguous reference to the resource within a given context thecollegemagazine 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/. Creator An entity primarily responsible for making the resource Development Offices of St. John's College Title A name given to the resource The College, July 1974 Date A point or period of time associated with an event in the lifecycle of the resource 1974-07 Contributor An entity responsible for making contributions to the resource von Oppen, Beate Ruhm Parran, Jr., Thomas Dunham, William B. Ham, Michael W. Newland, Paul D. Oosterhout, Barbara Brunner Wyatt, E. Malcolm Zelenka, Robert S. Description An account of the resource Volume XXVI, Number 2 of The College. Published in July 1974. Identifier An unambiguous reference to the resource within a given context The_College_Vol_26_No_2_1974 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 The College https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/172fe4869aa578e8401ff04819da39c1.pdf 767f8cd73989090045d4a232811a3695 PDF Text Text THE COLLEGE St. John's College Annapolis, Maryland Santa Fe, New Mexico October 1974 TWENTY-FIFTH ANNUAL REPORT fOF THE PRESIDENT �THE COLLEGE Vol. XXVI October, 1974 Iumbcr 3 Managing Editor's Note: Editor: Bc.:ate Ruhm von Oppe n J\lanaging J•:ditor: Tho mas Parran, Jr. F.di to ri;il Advisory Bo~1 rcl: Willi:lln B. Dunham, Barbara Brunner Oosterhout '55, F.. i\ lalcolm W ya tt, Robe rt S. Zclcnk:J. l11is issue consists alm o~t e ntirely of the 11\'c nty.fifth annu:1l Report of the Pre~ident to the Boa1d of Visitors and Co\'e rnors. Again, as was clone at the time of the twentie th R eport, we have appended a table reflecting the hig hl igh ts of the q uarte r·century of Mr. Weigle's presidency. Two srn~Jll items of particula r interest to alumni have also been incl uded. At th e bottom nf t his p;~ge i~ the " I•• l\'!cmoriam" usually found o n the inside back cover; we did not want to wa it until the January issue to publish this 11(..'C rology. The othe r item is the no tice which appea rs o n th e back cove r, and we urge all alumni to read it C:~ rcfu ll y. T. P.Jr. T TI E COLL EGE is puhli~hed by the Office of College Rclatiom , St. Jo hn's College, A nnapolis, [aryland 21 404, Richard D. W eigle, Presiden t. 'Villiam B. Dun ha m , D irector of C ollege R elations. IN 111E OCTOBER I SSUI~: Report of the President Financial State ments fo r 1973-197-f Published four time~ a year. in January, April, Jn ly, and O ctober. Second class post~ge paid at i\nnapu l i~, l\'larylan cl ami at ot he r m ailiug plac.:es. 11 Twenty·five Years in R etrospect 14 -- ------ In Memoriam 1904-John 7>.1 . J. lloclgcs, C unbridgc, l'd ,tss.. July 26, 1974. 1919-Dr. Robert A. Bier, Sit•er Spring, l\ ld. , .\ugusl 2. 1974. 19 19- Col. Jo~cph . M~rx, Phoenix, Ariz., Juuc 28, 1974. 19 19- \Villi.1m II. L . SL 1dc, Baltimore, \ld., July 18, 1974. 1919- Ccorgc F. W oh lgemuth, & II i· mOte, \ld., AuJtu~t 28. t 974 . 1 92 1 -l'~uklin C . llall. Pompano Beach, ~h. Julv I r;, 197-1. 1923- llugh T . Br0\\11, RocJ.,.illc, :\lei.. ,\pnl, 19 H. 19!3- Jcffer«.>n C . Coote.1, Rc.1ding. Pa., January H, 197-1. 1927- lnine C. Cling;~n. TowiDn, \ 1d., Ocrember 3. 197 3. 1927-John R. Kern. Catono;villc, Md , .\ ugust, 1974. 19 31-Cahin llarrington . Jr., Cam· bridge. l\ld., September 9, 1974 . 19 33-llcmy J. Tarantino, t\nnapoli~. 1\ld., Septo f1ber I, 1974. 1937-J. Campbell Sim pson. G len Bur· nie, 1\ld .. June, 1974. 19 37-Col. William B. Solno. T owson. :O.Id., August Z), 1974. 1917-Judgc Ricloard L. Waters. Jr., C:mou C oty, Nev., December 10, 1973. 1931! l'ctcr 1'. llomer, Sparks, Md., Juuc 7. 1974. 19-10-Joluo II. Bro\\11, Jr., San J uan, P.R., 19H 194!l-Gcorgc II. Daffcr. Annapolis, \ld ., June 12, 197... 1 194S-- \lao S. 1\hrcm ont, S. n Francisco, Col., September I , 1974. 1955-RiciLml \\'. T aylor, Sluroo HilL Pa. Fcbrwry 14. 1974 . Fauolh· ·Ah in N. l\ lain. Kensington, C11., JUllC 20, 19i4. �Report of the President 1973-1974 On September 17, 1949 this Board of Visitors and did me th e honor of electing me President of St. John's College. lt seems scarcely credible that two ;md a half decades have passed with their challenges, their fmstrations, their successes, and their rewards. At the outset of th is annual report I shou ld li ke t·o express tJ1e immense sense of gratitude that l\1frs. W eigle and I feel for th e honors that have been accorded us by the members of both the Faculty and the Board of Visitors and Governors over the past several months. This outpouring of affection and appreciation has touched us deeply and has made us feel even closer to the college community, both in Annapolis and in Santa Fe. In this report I shall outline first the de,·elopmcnts of the past year. ' l11en I propose to summarize some of the major changes that have taken place at St. John's College since 1949. A chart contaimng the highlights of the past twenty-five rea rs follows this report, as do the finan cial statements for the fiscal rear. Through the cha rt one ma~· follow changes in enrollment, facu lty strength, and budgets, as well as major developments at the College, changes in the curriculum, actions affecting tutors and students, and the building of the College's resources. Governor~ Instruction From the academic perspc:ctivc, both campuses completed excellent years under their new Dea ns, Curtis A. Wi lson in Annapo lis, and Robert A. Neidorf in San ta Fe. Each Dean add ressed himself to his 11cw responsibilities with vigor, imagination, and a genuine concern for both the student and the tutor. By mutual agreement, no statement of educational policy and program was prepared for submission to the Boa rd, since all the energies of both Deans were devoted to familiarizing themselves with their current academic tasks and responsibilities. During th e yea r, the Annapolis campus was visited by observers from th e l\1 iddle States Association of Colleges and Secondary Schools, since ten years had elapsed since the rcaffim1ation of accreditation in 1964. St. John's College was also invited to offer a case study during the time of this visit, that is a presentation of the College and its program for close study by a small group of invited administrators and faculty members from other institutions. F'or that purpose a group of a dozen educators spent four days on campus from N ovember II t·hrough .14, under the directorship of Reamer Kline, President of Bard College. I am happy to report that the Commission on H igher Education of the Association voted to reaffirm the College's accred itation in June for a further ten-year period. T he most interesting curricular development was a comprehensive study of the laboratory program by Howard Fisher, an Annapolis tutor. lie proposed that an appropriate laboratory schema for St. John's College should be based upon three resolutions. First, topics pursued in the laboratory ought to appear to be generated by or founded upon questions arising in the ~eminar even t hough tbe chronological order of reading is viola ted and C\·en though scientific disciplines may carry questions beyond or contrary to seminar readings. Second, Mr. Fisher defines experim entation as more than the testing of a law or a hrpothesis. lie believes that there ought to be in the laboratory "a continued, lively and ingenious effort directed toward the collection, conservation, and display of natural workings and appearances." He calls this effort "experimentation" and means by it "the bringing about of auspicious and suggestive occasions for careful observation." Finally, he states that there ;uc three distinctly "modern" aspects of the laboratory: (a) its association with a mathema tical an d symbolic understanding of nature; (b ) the culti vation of certainty (or its surrogate, generality) throug h the logic of hypothesis, cvidcucc, theory, ami law; and (c) the association of the labomtory scicuces with surpassing degrees of power in t he realm of artifice. Mr. Fisher asserts t l1at the College's labomtory program should promote t he more ncmly naive practices of discovering and interpreting the Natural, and such of the Artificial as imitates and comments upon the Natural. These skills arc possessed br everyone and ought to be culti vated and respected as that shared hasis upon which common study can be begun. lie claims that th e mathematical or algebraic treatment of nature has dominated the development of the laboratory program with such notable exceptions as soapstone-gri nding in th e freshman rear, dissection of animals in the sophomore yea r, and magnetic field mapping and the study of F'amday's writings in the senior year. The Instruction Committee will be considering Mr. F isher's report in the yea r ahead. Another continuing problem on the Annapolis c-dmpus is that of rotc or drill work, according to Mr. \Vi lson. In �The College his conversations with a number of seniors, he leamed tha t students felt classes suffered because the basic elements of Creek, f:Orench, algebra, and the calculus had not been sufficientl y ma~tered. Students felt that tutors should be more rigorous and demanding on the elementary level. ' l11e Dean will be asking the Instruction Committee and the Faculty to consider a number of new policies and procedure_s that co~ld lead to increased mastery of elementary operuhons. Tli1s problem will be discussed during the coming yea r. Dea1 Neidorf reports a widespread sense of improve:1 ment m the area of stude nt writing on the San ta Fe campus. This has been accomplished over recen t years bv a series of palliative changes. Every student has been 'required to submit a first semester seminar essay. Language t~1tors ha~e been encouraged to assign more writing excrCJ _ses. Th1s has been made possible by deliberately droppmg the custom of an individual student conference following each and every such exercise. The don rag report form now requires a statement from the don rag committee as to whether a student has a general writing problem. ~or the most part, the Faculty has been energetic in acceptmg the Dean's stipulation that "every tu tor is an English tutor." Another change for the better at Santa Fe is the aband0~1ment of the traditional notion that a don rag, or evaluation of the student's work, must come at the end of each semester. The lnstntction Committee felt that the value of the don rag wou ld be enhanced if the student were to rel:l1m i111mediatcly to the classes in which his performance had been evaluated. I Jcncc, freshmen and juniors on the Santa Fe campus have don rags in the middle of the fi rst semester and at the end of the second sopho mores in the middle of the first semester and in th~ midd le of the second, while seniors have a single don rag nt t he end of the first semester. One specific be nefit of the new sched ule is to reduce nervous tension over the enabling procedure for sophomores, whic h comes at the end of that year. Something of a new regular tradition on the southwestern campus is the all-collcgc seminar. Twice during the course of the academ ic year, Fridav night lectures are omitted. In their place the entire ~liege is divided into seminars _without regard to the usual class groupings. Texts used dunng the past year \verc l bscn·s Ghosts and Lao Tzu's Tao Tch Chiug. The Dean reports that .it is hard to over-emphasize the unifying effect that these seminars ha,·e had on the college community. Task Force on tlJC Liberal Arts William Darkey, Tutor and former Dean on the Santa 2 Fe campus, has formulated the initial guidelines for the Task Force on the Liberal Arts, which he will direct over the next two years. This significant project, which is being funded in part by the ationa l Endowment for the Huma nities, wi ll involve two oth er senior tutors, David Jones and T homas S1mpson, as well as a number of tutors from th e Annapolis ca mpus and several outside consultants. During the past year of preparation, Mr. Darkcy has tra veled to both coasts and has consulted with such individuals as Robert M. Hutchins and Stri ngfellow Barr. T he Faculty T he development gra nt from the 1 ntional Endowment for. the Humanities ena bled the Santa Fe ca mpus to ass1 to most new tutors onl y two teaching stations and gn to relieve three senior tutors of one-third of thei r teaching responsibilities so that the)' could work with the new tutors and orient them more effectively in the St. John's program. Thi~ has been exceedingly important for a campus with a relativcl) )Olmg and inexperienced faculty. Of t~c 39 facult) membe~ acti,·cly teaching this past academiC year, SIX were new tutors and nine were tutors in their second year with the College. To at tain greater future faculty stability, the Dean and the Instruction Committee at Santa Fe have instituted a more careful procedure for seeking and evaluating candidates for initial appointment. A three.mcmber Faculty Recruitment Committee is responsible for correspondence with prospective tutors and for the selection of those individuals to be invited for int·~~iews. As a matter of principle, no one may be invited to )0111 the Faculty without a two-day visit while the College is in session. Such a visit includes auditing of several classes, informal conversations with students and tutors, a luncheon mee ting with the Faculty Recrui tment Committee, a meeting with the entire Instruction Comm ittee, and fina lly n n~ ccting with the Dean. During the year, 28 applica nts v1S1ted the College; six were invited to accep t tutorships; all of these accepted. The greater experience of the Anna polis Faculty is reflected in the fact that two-thirds of its members now hold tenure appoin tm ents as con tra sted \vith two-fifths on the Santa Fe campus. Given the cl1aractcr of the St. John's program and the fact that experienced tutors are usuall~· among the most successful teachers, it does not seem a~ unhealth} situation that a high proportion of tutors hold tenure appointments. On the other hand, each new tenure decision must be made with the greatest care and circumspection. This )ear only one tutor, Nicholas :\Iaistrcllis of the ea~tem campus, received a tenure appointment to begin July I, 1975. The Santa Fe campus has adopted new procednres in �October, 1974 the evaluation of faculty members pursuant to reappointment recommendations. In the case of candidates for tenure, the Senior Class was invited to elect three of its members who had not had the candidate as a tutor. After discussion of procedures with the lnstmction Committee, the three interviewed all other members of the class and reported back to th e Instruction Commiltee. Particularly impressive was the seniors' own articulation of the fact that it was not their business to give "thumbs-up or thumbsdown" opinions but only to advance considerations that were not likely to be systematicall y known to members of the Instruction Committee. T his procedu re was supplemented by a written invitati on to every senior to seek out any member of the Instruction Committee to discuss the candidate in question. At the same time, in accordance with a recommendation of the Faculty as a whole, the Instruction C ommittee consulted on an individual-interview basis with every tutor. \ Vith rega rd to ca ndidates for non-tenure reappointments, the Instruction Committee has informall y taken to a wider series of interviews with other faculty members than had been the case previously. For the coming academic year, four 11ew tutors have been appointed on the Annapolis campus : Saul Ben jamin, who has an A.B. degree from Kenyon College and a B.A. honor degree from Brasenose College, Oxford; David Bolotin, who holds the A.B. degree in Classics from Cornell University and in Government from the Unh·ersity of Chicago, and who is now a candidate for the Ph.D. degree at 'ew York University; Ala n H. D orfman, a St . John's graduate in the Class of 1963, who holds his Ma~ter's degree from the Johns Hopkins University in mathematics; and Deborah Schwartz, a 1968 Annapolis graduate with M.A. degrees from the Johns Hopkins University in psycholinguistics and from Georgetown Un iversi ty in French literature. Louis . Kurs, Hugh P . McGrath and Robert L. Spaeth all return to th e Faculty h om sahbalical leave, as docs David H . Stephenson. F or the coming yea r Geoffrey Comber, George D oskow, Howard J. Fisher, and Benjamin C. Milner, Jr. will be on sabbatical leave while Robert Goldwin, T homas 1\lcDonald and Ocborah Tramor ha,•c been gran ted Jea,·e-of-absence. · At Sauta F e, two new appointments were made at the start of the second semester: Ida Ooraiswamy, who holds au M.A. from Mad ras University au<l :111 M.S. from the University of Wisconsin, and who taught at Annapolis from 1964 to 1966; and Gerald L. M yers, who has a Ph.D. from th e University of Colorado Medical Center and who taught at Shimer College. For the nex t yea r, five new tutors and two teaching interns have been appointed: Edward C. Clark, who holds the B.S. degree in Geology from the Massachusetts Institute of Technology and the Ph.D. degree in ear Eastern history from Princeton and who has served as both an area geophysicisl in 'vVyoming and Montana and as an assistant professor of llistory at the University of Texas in E l Paso; Georgia S. Knight with a B.S. degree in philosophy and an I .A. in F.nglish from th e University of Utah; Philip B. Long, a graduate of Bob Jones University, who received his doctoral degree cum l:Hide at Net herlands Univers ity; Kent T aylo r, with a Yale B./\. and a n M.A. in English from the University of Georgia, who has been teaching assista nt. at the U niversi ty of California iu Santa Cruz, where he is a candidate for the Ph.O . degree; and David L. T ownsenc1, a gradua te of Loyola College in Baltimore, who received his P h.D. in Literature and American Studies at I larv:ud University. The two teaching interns arc: 1ark L. Haynes, a 1971 graduate of the Santa Fe campus, now studyi ng for a Ph.D. in Classics and Philosoph}' :ll the University of T exas; and GalC11 Brenin gstall, a 1973 gmduatc of the Santa Fe campus, who hopes to en ter medic;ll school in 1975. T he Faculty will be strengthened by t he return from sabbatieallc-Jve of vVilliam /\. Darkey and Ruger S. Peterson, and by the return from leave of Richard B . Stark. llowever, for the coming academic year, Samuel Brown, Elliott Skinner, and Ralph Swcntzcll will be on sabbatical leave and Michael Ossorgin, Cha rles C. Bell, and Dean R. I lagga rd will be on other leave. Alvin r. M ain It is my sad duty to report the deat h of Alvin 1 . l'vlain, who joined the Facnlty in 1960 after teaching at th e University of Californ ia in Santa Barbara. \ Vhile on leave-ofabsence, he was stricken with cancer and died in Berkeley, c~ lifornia, Oil June 20 th. He was a respected te lcher. He contributed most helpfully to our common lea rning in revising the sophomore mathematics and junior laboratory manuals. The sympathy of the C ollege community goes out to his widow, the former 1\ lary Loui~c Biggar, of the Class of J964, now a member of the faculty at the University of California in Berkelev. Leo Strauss 1l1e College also mourns the death of Leo Stmuss on ·October 18, 1973. Ir. Strauss was the first Scott Buch<m~n Distinguished Scl10lar-in-Residence. Over the years of his teaching ~t the University of Chicago, the New SchooL t he C laremont Colleges, and St. John's, he tr.1incd and inspired a large group of scholars and sh1dcnts to ca rry on investiga tions into the foundations of modem po1iticallife �T he College and thought. One of his students writes : "I-I is relation to St. John's College was very close for many years. T his was a place, he though t, where what he was trying to do mig ht be understood and appreciated, where men migh t be found who arc capable and ha rdy enough to contin ue and keep al ive t he tradition begun by Socrates." Students Contrary to national trends, enrollment at St. John's College appears to be holding steady. F urthermore, there is some evideuce that the rate of loss or attrition over the four undergraduate years is declining. The best indication of th is has been the need to red uce the size of the uew entering freshmen class on each campus, to 105 in A1111apolis and 97 in Santa Fe. T he following chart shows fa ll and spring enrollments on the respective campuses: rv!en Annapolis Freshmen January Class Sophomores Juniors Seniors Totals Santa Fe Preshmcn January Class Sophomores Juniors Seniors Totals Women Sept. May Sept. May -- 54 49 14 46 49 47 54 51 47 - 206 205 Aug. 46 May 51 56 33 23 49 8 53 32 22 163 164 Aug. 43 46 13 59 17 16 138 51 18 15 140 40 15 17 - ll8 May - - Total Sept. J.\II;Jy -- -- 105 98 22 llO 84 70 81 69 369 369 99 -- - Aug. 44 92 9 33 99 l3 32 15 ll4 33 256 May -- 87 22 84 31 30 254 The prospects for all enrollment are good, 368 students in Annapolis and 275 in Santa foe. Twenty-seven seniors were awarded B.A. degrees a t Santa Fe on May 19, 1973, t hree of them magna cum laude aud five of them cum laude. One week later, 63 seniors were awarded their bachelor's degree at Annapolis, eight of them magna cum laude and 17 of them cum laude. The Board's silver medals for the highc.'>'t academic standing were won by David F. Gross of Saratoga, California, on the western campus and bv C hester Winslow Burke, of Alexandria, V irginia, on the eastern campus. David Gross also received a Thomas J. vVa tson Foundation Fcllowsl1ip, as did Donnell O'Flynn, of District llcights. Marvla nd, and T heodore 'Volff, of Lexi ngton, Massachusetts, ~~~ the 1 nnapolis c;nnpns. Donna Dcmac, of cw York C ity, was \ awarded one of the fifteen Henry Lucc Fellowships in this fi rst year of national competi tion. Duane L. Peterson Scholarships, recognizing a junior on each campus for academic achievement, constructive me mbership in the college commu n ity, and commitment to postgraduate study, wen t to M ichael G. Dink of CinciJl nati, Ohio, in the East and to Boyd Cooke Pratt, of Honolulu, Hawaii, in t he West. Several ma tter~ have troubled students on b oth campuses for some time and will req uire at tention next year. Since the inception of the present program, students have been assigned to classes in such a way that approximately twenty students constitut ing a seminar were together for most of their classes for the en tire year. It was thought good to arrange students in these large but stable "families." In actual practice, studen ts have occasionally become tired of one another. For the coming year, t he An napolis campus will in troduce a higher degree of mixing assignments to tuto rials and laboratory sections. Furthermore, an effort will be made on both campuses to assure that the same tutors do no t teac h the same students two years in succession. A second unhappiness has to do with grading. [t is the policy of the College to encourage students to work for understanding and not for grades. At t imes, students are . surprised by t heir t r• mscripts when they are applyi·ng to graduate schools. The St. John's curriculum is admi ttedly a difficul t one with no option to drop courses and substitute easier ones. t\ query was ra ised as to whether grading at St. Joh n's College was tougher tl1an that at comparable institutions, th us making it more d ifficult for St. John's graduates seeking admission to graduate school. During t he yea r the Registrar co nducted a study of more than a dozen other colleges. The results showed that median grade point ;JVerages at the ot her comparable liberal arts colleges dur ing the years 1970-72 were on a par with those at St. John's. It was also found that at all t he ins titutions from which figures were obtained, t he median grade poin t average was rising during this period. T he College plans no change in its present policy of discouraging students from looking at their grades. T utors, however, will be asked to be as objective and straight-forward as they can be in their oral eval uation of the student's work in the don rag. A th ird ma tter has to do with th e difficul ty experienced by St. Joh n's graduates in making the transition to graduate work in a un iversity or to a career in the marketplace. Medical schools < law schools have presenl·ed a special llld problem simp!)' because of thei r immense popularit)' with all students at this particuhn ti me. T he College hopes to iden tify a dozen institutions where St. fohn's students have gone and where the opportunity for new admissions �October, seems most hopeful. It is planned to ha,·e a Tutor or an Associate from the Faculty visit these universities and explain in greater detail the St. John's program. At the same time, upon the urgent recommendation of the Assistant Deans, a full-time Director of Placemen t and Student Counselor has been appointed on the Annapolis ca mpus for the coming year in the pcrson 'of M iss Brenda Robertson. On the Santa fo'c campus, Mrs. Sue Boyter, D irector of Financial Aid, is adding placement to her other responsi· bilities. It is expected that these new appointments will have a salu tary eiTect on the problems faci ng St. John's graduates. Admissions In view of the nationall y declini ng reservoir of collegebound students, it is a strikiug occurrence that t he freshman class of 1978 was fiiicd 011 both campuses by June and waiting lists were set up. Part of the reason for this is attributable to the sma ller size of the class necessitated by decreased attritiou, both in Annapolis and in Santa Fe. Great credit, however, must be given to the two Directors of Admission, lichael Ham in the East and Gerald Zollars in the '~est. Both have addressed themselves to their task with intelligence and enthusiasm. Both have sought to make sure that prospective students clearly understood the St. John's program and t hat the College was right for them. T his will contribute to better morale throughout tl1e rear and will make for a better staying power in the student body. Comparative figures for 1972-73 and 1973-74 follow: Annapolis 1972-73 1973-74 Applications Approved Rejected W ithdrawn Deposits Received Enrolled Catalogues Mailed V isitors Santa Fe 1972-73 1973-74 - -- -- - 167 169 136 145 23 17 55 55 89 97 90 97 4,443 4,904 151 149 205 170 24 65 lOS 105 2,348 232 207 178 16 71 107 3,731 245 During the year, the firm of Barton and Gillet was engaged to study procedures in both admissions offices and to recommend any desirable changes for the future. M rs. Mary Ross Flowers, formerly in charge of admissions at Goucher College, also advised with 1\fr. Ham. As a result, new admissions materials arc being developed on both campuses. This new literature will seck to acquaint the prospective student more gradually with the unusual St. John's Program. 1974 l11e admissions effort must be far more than the recruiting of candidates and the processing of applications. It must be an orientation program as well, both for tl1e potential student and for his parents. It must provide an accurate pic hue of St. John's College and its curricul um, so that expectations about the education offered here are both appropria te and realistic. 111e parents' orientation now undertaken on registra tion day on bo th campuses has proven extremely helpful in this regard. Questions asked by parents indicate tha t they often do not fully underst:Jnd the program and that they harbor some doubts about the wisdom of their children in choosing St. John's College. Such misgivings arc usually dispelled by the opportunity to meet with tutors and administrators, to hear the program explained, to ask questions, and to get to know e-.tch other. '!'hey tlllls feel themselves to be a part of the community rather than outsiders paying the bills. Inevitably, this contributes greatly to the parents' active support of their children at t he College. The Staff After serving a lillie more than three years, Paul ewland resigned from the provostship of the College and left at the end of the academic year. He had effecti,·ely relieved me of tl1e operating responsibilities of the Annapolis campus and had gained the full cooperation of the Faculty and tl1e StaH over his period of service. 'Ve are grateful to him for his service to the College. o immediate replacement is contemplated, since the quinquennial review of the College Polity is about to be undertaken. I have serious question as to whether the College can afford the extra adm inis trative echelon of the provostship in these days of financial st ringency. For the immediate future, I shall resume full responsibility for the Annapolis campus, working closely with t he Dea n, the T reasurer, aud the Director of College Relations. The last of t hese offices represents a reorga nization of t he fom1cr Development Office and an expansion of the scope of its activities. M rs. Leanore Rinder became Registra r of the College on July I, 1973 succeeding Mrs. Christiana vVh ite, who continued as Assistant Registrar on a part-time basis so tha t she might attend classes in the St. John's program. Ray \ Villiamson succeeded Geoffrey Comber as Assistant Dean at the start of th e second semester, thus enabling M r. Comber to return to full-time teaching. Mrs. Rebecca vVilson was appointed Assistant Director of the Office of College Relations, with primary responsibilit)' for press releases, news stories, community relations, and college publications. Mrs. Nancy Blackburn became secretary to the Dean, moving from the Registrar's office at the start of the academic year. 1\l rs. Dorothy Mann, who had served the �The College College as cashier since 1959, was appointed secretary to the Treasurer. IV1rs. Jeanne Mooring, '73, and Mrs. Joanne Rowbottom, '73, were appoin ted secretaries in the Admissions Office. Mrs. C hrista Neuman n assumed the po· si tion of cashier and Mrs. Kay Omstead became secretary in the Office of C ollege R elations. Other new appointments were those of M rs. Judith Licht as mmic librarian, Mrs. Michon Semon as artist-inresidence, and Dennis Sherct as curator of the laboratories succeeding Janet N elson, '72. Special part-time leaves were arranged for Mrs. Juliana Rugg, College Nurse, to enable her to complete requirements for a Bachelor's of Nursing Science degree at the University of Maryland, and for James E. Grant to complete h is work for a Bachelor of Science degree in accounting at the University of Baltimore. Mr. Gra nt resumed full-time duties in May. He became Acting Treasurer during a five-mon th leave-of-absence granted Charles T. Elzey on June lst. l'vfrs. Rugg was accepted for graduate study at Catholic University and resigned from the College in June. Her place will be taken by Mrs. Marilyn Kyle, R.N. Miss Charlotte King resigned as part-time studen t counselor and senior resident head at the end of the academ ic year. T should like to regi~ter the College's appreciation f~r the fa ithful services of both Mrs. Rugg and Miss King over th e last four to five years. At Santa Fe, the end of the academic year witnessed th e retirement of Kirk C. Tuttle as T reasurer of the College. Mr. Tuttle had succeeded W il bur J. Hannon in 1968 and fulfilled the duties of h is office with effectiveness and und erstanding. He earned the gratitude of all on the Santa Fe campus. Another departure from the Business Office is deeply regretted, that of Mrs. Diane Trainor, assistant to the Treas urer. After some nine years of loyal service, she resigned to accept a position in business. Effective July 1, 1974 Emery Jennings assumed the responsibilities of both the treasurership <t nd the business managership. He has started on his new duties in most promisit1g fashion. The only other personnel changes were the appointments of Mrs. Anne Burrage as secretary to the Dean, Mrs. Cynthia T. Shlaer as secretary to the Director of the Graduate Institu te, and Mrs. Dana Anderson as secretary to the Assistant Deans. D uring the maternity leave of Mrs. Polly Rose, Mrs. Evalynne Rippel served as secretary to the Vice President. dation or the National Endowment for the Humanities. A prelimin;JTy accou nting indicates that the Institute barely managed to avoid a deficit. On August 16, 1974, 30 students were awarded the degree of J\tlas ter of Arts, thus b ringing to 144 the total number of degrees awarded over the eight years of th e Institute's life. For the third summer, the High School vVorkshop was successfully conducted over a four--week period. Again, support for this project came largely from Jac Holzman, '52. It is siguificant that five of the participants in earlier workshops are now enrolled as students in St. John's College. Tile Alumni The Graduate Institute Prom a fin;lllcial point of view, th e anuua l giviug campaign was somewhat disappointing, since only $32,789 \vas contributed, nearly $5,000 less than the previous year. O n the other hand, alumni activities during the year were characterized by renewed interest and enthusiasm. The al um ni admissions assis tance progr;tm was revived, and a number of alum ni th roughout the country are cont ributing helpfully to the work of the two admissions directors. N ew York alumni, under the successive direction of Francis Mason, '43, Robert K. Thomas, '63, and M iss Lovejoy Reeves, '67, held four seminars Jed by Tu tor Geoffrey Comber. An alumni summer program of two successive weeks of seminars and tu torials has just been held on the Sant'J Fe campus with 17 participants the first week and 23 the second. The success of this program will lead to a broader program in the summer of 1975, with alum ni sessions scheduled for both campuses. F inally, mention should be made of the concerted effort to gather basic and up-to-date information on all St. John's alumni. TI1e Evaluating Team of the Middle States Association of Colleges and Secondary Schools had been critical of the College for its failu re to keep in closer touch with its graduates and other alumn i. To date a most promising response has been forthcoming to recent questionnaires. Bernard Gessner, '27, was reelected President of the Alumni A~socia tion for his second year. At Homecoming the last weekend in September, Robert E. Jones, '09, was presented with the Al umni Award of Merit This is a well-deserved honor, for he has been one of the active St. John's alumni on the \ Vest Coast. Dr. David Dobreer, '44, of Alhambra, California, and Francis S. Mason, Jr. '43, of New York C ity, were elected alumni representatives to the Board of V isitors and Governors in the Class of 1977. A Hurry of last minute withdrawals reduced· the enrollment in the 1974 Graduate Inst itu te to 119 teachers and other adults. David Jones, the Director, reports an excellent summer. It was the first year in which the Institu te has sought to function without general support from a foun- A constan t objective of the College is to gain more and better visibility for its program, both nationally and locally in the States of Maryland and New Mexico. In this con- Tile College and tile Public ______________________ 6 ._, �October, 1974 ncction, the College welcomed back Mrs. Rebecca W ilson, e whose initiative produced a new publication, TI1 Reporter, to serve th e College constituency in the East. This supplements rather than replaces T I1e College, which will continue as a quarterly publication, the fall number being devoted to the President's Report. Mention should be made of the article which appeared on the front page of the W;JII Street Journal in its June 6th issue, describing St. John's College. This prompted a considerable n umber of inqu iries from prospective students and others from one coast to the other. T he Caritas Society again sponsored a number of fundra ising events and otherwise contributed helpfull y to friendly relations between the College and the An napolis community. A total of $10,000 has now been raised and contributed to the College for scholarship and other purposes. Appreciation is expressed to Irs. Beth Newland, outgoing President, who will be succeeded during the coming year by Mrs. Jeannette Rosen_ In Santa Fe, Miss Mary Branham has been helpful as D irector of Public Jnfonnation in the areas of press releases, fund-ra ising, and community events. N ew friends l1ave been earned for th e College through an expanded concert progmm. Use of t he din ing hall enabled the College to expand its audience to 550 persons as compared with 300 in the Great Hall. T he Book and Author Luncheons were :•gain successful under the direction of Richard Stem, Chairman of the Library Associates Committee. Among the speakers t his past year were George Plimpton, author of The Paper Lion, and Henry Luce III, Presiden t of the Luce Foundat ion. A successful drive for current support of the College in the Santa Fe community raised some $35,000, thanks in large part to the co-chairmanship of M iss Gertrude C larke, W illiam Daniel, and Antonio J. Taylor. Finances T am especially gratified to report that both the Annapolis campus and the Santa Fe campus completed the fiscal year with revenues exceeding expenditures. This is a notable achievement in a year when inAation has taken heavy toll, when heating costs have risen astronomically, and when the depressed state of the market has made giving difficult. The favorable outcome has only been possible because of the generosity and cooperation of Board members, alumni, ~nd friends of t he College. 1 know tha t I speak for all the students, the tu l·ors, and th e staff, as well as for th e members of the Board in expressing heartfelt gratitude to each donor. The following chart summarizes gifts and grnnts received during the fiscal year under review: D onors Annapolis Santa F e Board SJC Community National Committee Alumni Parents Friends Foundations Corporations Govern ment $ 9,956 2,120 74,679 5,159 15,964 195,698 46,688 35,500 $ 547,477 44,634 4,789 4,040 5,165 79,407 196,258 20,249 155,785 Totals $385,764 $1,057,804 Purposes Annapolis Santa Fe U nrestricted Restricted Scholarships Librdry Other Grad. Institute E ndowment Plant $316,857 19,016 $ 542,650 Totals 26,379 23,512 63,040 7,867 145,404 176,723 86,920 35,200 $385,764 $1,057,804 275th Anniversary Fund This was the final year of the 275th Anniversary F und. The Fund campaign itself marked the end of the Decade of Development, which had as its goal $16.5 million for the two St. John's campuses over a ten-year period. For the Annapolis campus, a total of $2,555,446 was r.Jised over the past four yea rs, twcrfifths of this for financial aid to students and cu rrent operating funds. The major addition to the physical plant was the Harriso n 1lcalth Center, constructed at a cost of $358,629. T he sum of $707,672 was added to the College's endowment. For Santa Fe, a goal of $10 million had been set. N early half of this was designated for endowment purposes, since the western campus almost totally lacked such permanen t funds. The campaign achieved $1.3 million toward th is objective. It was most successful in raising $585,000 for the administration building and $421,259 for the music and fine arts center. The most notable pledge was $1.25 million for the Peterson Student Center, which in effect will repay most of the Joan from the Annapolis endowment fund toward the original construction on the western campus. Current operations and financ ial aid to students requ ired $2.6 million as compared with an estimated need of $2.3 million. In all, $8.4 million was raised toward the goal of $10 million, one-quarter of wh ich remains in pledges outstanding. 7 �The College To assist the College in this major effort over the past four years, we have been fortunate in having the endorsement and cooper.1tion of a distinguished National Committee of some seventy-6\·c individuals. Honorary co-chairmen of the Committee have been the late Richard F . C leveland, Paul Mellon, 44, and the late l\Iark Van Doren, while Victor Bloede, '4 1, scrv<:d as Chairman. With the end of the campaign, the N ational Committee has been disc harged. The College is grateful to each member for his or her cooperation and support. i\pprcci;•tion is expressed as well to all who participated in the 275th Anniversary Fund and who made it the ou tstanding success that it proved to be. The State of tl1e College: 19-f9 and 1974 In preparing this annual report, it has been interesting to read over the report which 1 made to the Board twentyfive years ago and to contr.Jst the St. John's College of t hat day with the institution that we know now. In its objectives and its program there arc no great differences. Two years of Greek were taught then, aud the music tutorial had just been int roduced. Gcrm~n was still taught . The laboratory and mathematics sequ ences were different. ll1e first Black sh1dent had b een accepted but women were still excluded from what had h ccn a male hastion for over two centuries. The entire student body numbered 196, a majority of whom were \ Vorld War II veter.Jns. The Faculty numbered 27, under the leadership of Jacob Klein as Dean. In those days, a St. John's education was priced at $650 for tuition, and another $600 for room and board. The faculty salary scale sta rted at $3,000 and moved up by st·cps to a m<txirnum of $5,000. '111e entire college budget carne to $377,446. Fees accounted for $ 147,~76 of income, a grant from Old Dominion Foundation for $ 150,000, and a subvention from th e State for Maryland State Scholnrships for $63,000. The College's balance sheet showed tota l assets of $1.5 million, most of which was in land, buildings, and equipm ent. T here was a paper endowment of $255,000 and restricted building fun ds of $84,000. 1lte endowment actually consisted of the Brice House, used as a faculty apartment building, a note receivable for $88,000 from current funds, and 2ln% United States Government bonds in the amount of some $ 11 2,000. Finally, the College was still confronted with mortgage debts of $168,900, and with the stark fact that accreditation had been denied for thirteen years by the Middle States Association of Colleges and Secondary Schools. By contrast, the St. John's College of 1974 carries on its unique academic program on two campuses, the historic eastern one at Annapolis, and the new southwestern one at 8 Santa Fe, New Mexico. Both arc full y accredited by their regional accrediting agencies. Both arc open to men and women without regard to color or creed, provided only that the prospective student presen t evidence of an inquir· ing mind and a genuine will to learn. Both follow essentially the sam e fully prescri bed curriculum. P receptorials for juniors and seniors have displaced the seminar for an eight-week period in the late fall and early winter. Enabling examinations have been changed, at ld t he laboratory has been considembly modified. The concept of the student's full and active participation in his own education rema ins, as does the sense of community which animates both tutors and student alike. Talk is still live and vigorous, the books still timeless and timely. The 1974 students numbered 625, triple the enrollment of 25 years ago. 1lte Faculty has grown and matured, though most of the Greats of 1949 arc now either deceased or retired. F ifty-two tutors taugh t 369 students at Annapol is last year, while 39 tutors taught 256 students at Santa Fe. Faculty salaries now r.Jnge fro m $10,400 to just over $21,000, a maximum figure four times that of 1949. M ea nwh ile, the price of a St. ]oi111'S education has in· crC<~ sed accordingly, to $4,300 in Annapolis for tuition, room, and board and to $4,050 in Santa Fe. This is more than triple the modest $1,250 paid by students 25 yea rs ago. Over a half million dollars is now made available in financial aid to stud ents, as compared with one-fifth that sum two and half decades ago. T he combin(. d oper.1ting budgets of St. John's College for the yea r just ended amounted to $4.3 million, eleven times the size of the 1949·50 budget. The balance sheets showed total assets of over $ l 5 million in Annapolis and of over $8 million in Santa Fe, sixtee n limes the figure in the 1949-50 audit. As to la·nd, the College has now added to its 36-acre Annapolis campus 310 acres iu Santa Fe, as well as 760 acres near Salinas, C~1liforn i a, site of a possible third campus at some future date. As to endowment, the Annapolis campus shows a book va lue of approximately $8.5 million, thirty-three times the sma ll paper endowment of 25 yea rs ago. Santa Fe, to be sure, has only attained endowment of $330.939, though there is promise of a sum to increase that figure to a million dollars in the coming year. Everything considered, the two campuses are in a rcmMkably sound financial condition, particularly when one ccmsidcrs the plight of many small liberal arts colleges in these days of inflation. In Retrospect As J think back over my years at St. John's College, certaiu impressions and certain developments tend to stand out. Perhaps it is my tr.Jining as an historian or perhaps it �October, 1974 is the natural appreciation of heritage that accompanies aging. In any event, I thin k increasingly of my two and a half decades as bei ng a period of stewardship or trustee· ship in the 278-ycar-history of St. John's. M y responsibility, and indeed my privilege, has been to nourish the distinctive ed ucational program of the College and to protect it from external pressures and internal erosion, to widen the sphere of understanding an d appreciation of the College, to preserve, improve, and b eautify the two campuses, and assure th e future of this College through sufficient support and financial un dergirdi ng. N o president can achieve goals like these without the cooperation of his fellow tutors, stud ents, staff, and Board members. All of these have helped me as I have sough t to fulfill my tenure of trust or stewardship. For this I am deeply grateful. \Vith such apprecia tion clearly in mind, let me set down certain of the developments and achievements which have meant the most to me during the one-eleventh of the College's long history that has been entrusted to me. First and foremost, it has given me the greatest satisfaction to build an exciting and committed Faculty. To a remarkable degree, the College has discovered and further educated stimulating teachers who are worthy successors to those senior Tutors whom I found here in 1949. It has been gratifying to me to assure these tutors greater independence and recompense through a tenure plan, a regular salary scale, a home-loan program, insurdnce and medical benefits, and a liberal sabbatical leave program. Teaching at St. John's is a tremendously demanding and challenging experience. There could be no St. John's program without the li beral skills, the intellectual curiosity, the sympathetic und erstanding, and the genuine dedica tion of its tutors. In the ongoing life of the College, probably the most significa nt development has been the formulation and adoption of th e Polity in 1950, and its regular quinquennial review and amendment ever since. This instrumen t introduced order into the College's operations, but without sacrifice of Aexibility for changing conditions. I Lind particularly helpful and appropria te to St. John's the concept which Robert Goldwin espoused during his deanship, that erased the distinction between administration and faculty. The 1970 Polity made members of the Faculty of St. John's College both the Tutors, or teaching members, and the Associates, whose primary task was to support the teaching but who might in many cases be encouraged to participate in the teaching on a part-time basis. A ma jor change in the College which marked us as pioneers was the decision to admit women in 1951. This considerably antedated the women's liberation movement and the introduction of co-education in many prestigious colleges and univcrsit ks in the United States. Moreover, I am pleased that the College has practiced no discrimination as to sex in its faculty appoint ments or compensation. I am proud of the fact that women were first appointed to the Faculty and to the Board of Visitors and Governors during my presidency and that Mrs. Walter Driscoll served as the Board's Chairman for two years. It has been gra tifying to observe the widening recognition accorded to St. John's College through the '50's, '60's, and '70's. Full accreditation was granted by the Middle States Association of Colleges and Secondary Schools in 1953 and was subsequ ently twi ce renewed in decen nial reviews. The North Central Association similarly accredited the Sa11ta Fe campus in 1969. The St. John's Program has served as a model, in whole or in pa rt, for cnrricular refonn at other colleges and universities, notably Notre Dame U niversity, St. M ary's College, Thomas Aquinas College, and, in a planning stage, at Colby College and the Grand Valley Colleges of Michigan. The inB uence of St. John's has been felt in the Association of American Colleges where I served as chainnan of the Commission on Liberal Education and later as vice-chai rman and chairman of the Association. I was responsible for introducing the summer intellectual life seminars for college presidents and deans, a program based on the St. John's seminars on Great Books. T various \vays word of the College has been n disseminated- through publication of T he College, commencing in 1969, th rough three films, through TV seminars on the Great Books, and through articles in such journals as the S:1turday Review, the The N ew York Times, the Los Angeles Times, and the Wall Street Journal. Finally, it has been a source of sa tisfaction to have the College recognized by inclusion in th e V enture Funds progra m of the Porcl Foundation, on panels of the Nationa l Endowment for the Humanities, and in the gran t programs of the Arthur Vining Davis Foundations, the Carnegie Corporation, the Thomas J. Watson Foundation, and the Henry Lucc Foundation. It is clear that St. John's College is now widely admired and respected in the academic world, not as an interesting experiment, but as a proven al ternative to the conventional college with its departmental system and its emphasis upon specialization. I suspect that I might be guilty of false modesty were I not to confess that I have enjoyed being an architect and a builder. At Annapolis the old 18th century campus has invited tender loving care. Humphreys Ilall (1835), Chase-Stone H ouse (1857 ), and W oodward Hall (1904) have all been gutted and superbly reconstructed while retaining their exterior integrity. The Carroll Barrister H ouse ( 1719) has been moved onto campus from lower Main Street and restored. ·n1e f-Iarrison Health C en ter has been 9 I �The College imaginatively designed and constructed beside it. All utility poles and wires have been removed from campus and a beautiful plaza or overlook has been created back of McDowell Hall. A t1cw heating plant, Campbell Hall, Mellon Flail, and the Francis Scott Key Memorial Auditorium were built in the 1950's. Dedication of Key and Mellon stands vividly in recollection, for President Dwight Eisenh ower flew over from Vv'ashington to make the address. On the same program Paul Mellon and Mark Van Doren were designated H onora ry Fellows of St. John's College. Tbe single development which I have found the most challenging has been the creation of the Santa Fe campus. Few men are given such an opportunity to bring a 11ew college like this into being. From the affi rmative dec ision of the Board in 1961 to the College's opening on October l, 1964, it was high adventure-site planning, fund raising, arc hitectural planning, and building construction. T he ten years since have witnessed both successes and frustrations. But St. John's Santa Fe is now a viable and functioning instituti on which has earned for itself the respect and affection of the community and which has attracted able students from all over the United States. Moreover, its G raduate Institute is reac hing a broad, national consti tuency, a rewa rding outreac h of the St. John's Program to elementary and secondary sc hool teachers a nd other adults. M y satisfaction arises not only from these considerations but also from the knowledge that the establishment of an exciting new learning communi ty has been match ed by the creation of beauty in campus buildings and in t he objects of art with in them . Last but hardly least, I must confess to a great sense of pride in the membership of the Board of Visitors and Governors over the years. I have always felt that one of my most important respons ibilities was the search for excellent potential Board members and their enlistment in our common ca use of a St. John's liberal education. All of you on the Board have contributed generously of you r energies, your time, your counsel, an d your substance. You have encouraged me when difficulties have beset. You have been willing to venture when trustees' prudence might have dictated otherwise. You have demonstrated your confidence in and your respect for the Faculty and have built gen uine bridges of understanding and cooperation with those who teach and those who learn at St. John's. Yon are not only my Board an d my policy-makers, you are my close friends as well. And that fact I cherish deeply. Since 1949, St. John's College has graduated over twelve hundred men and women on its two campuses. T hese alumni, and the even larger number who have been students for lesser periods, are the best source of inspiration and gratification. At matriculation convocation each fall, lO a new entering class of freshmen from all over the United States a11d abroad is introduced to me and begins its collective life at the College. To me, as to the ot·her tutors, the greatest sense of satisfaction comes from observing their individual progress and development in to "capable and sensible" men and women, according to John Stuart l\l[ill's definition. Following their subsequent careers in the professions or in the market place is a further reason for gratification. It makes the St. Joh n's venture infini tely worth all the investment each of us has made in it. Tomorrow, as yesterday and today, St. John's College is needed in this country-as a gadfly, as a leaven, and as a model in the educa tional world. But more tha n that, the nation needs citizens who can distinguish right from wrong and tm th from propaganda, who can relate the life of the mi nd to the arena of daily activity, and who are prepared to accept their obligations and responsibilities. I hope that St. John's College will contin ue to devote all its energies to the liberal education of such you ng men and women. I hope that I may contin ue to share in that venture, if not for another quarter century, at least for whatever period is accorded to me. Richa rd D . Weigle President Annapolis, Maryland July 31, 1974 �BALANCE SHEETS June 30, 1974 ASSETS LIABILIT1ES AND FUND BALANCES CURRENT FUNDS Annapolis Unrctitricted Cash . , .• .• .•.. .......... ...... ...... ..••. . . . • . Acc.oonts Re-ceivable, ~ et . , . .. ••••••. ... Due trorn Santa Fe Campus .. ...••...•••••• . •• Due f ron:a Other }-..unda ... • , , . .•..•...... . . . . . • I nventory, Book tore, at Co!Jt .•• •... ••••• · . .... s Investments, at Cost . .. , .• , .••... ... . ... Prepaid Ext>ens~s 64,951 17,061 17.093 Sa:nta Fe $ 53,D1~ 17.654 9,417 28.820 125 8,165 .. . ....... . • . .•.•••• . •••.• . • -- 145,132 R~stricted 225,355 840 189,014 Ca~th ,,, •........ . ... . .. . . ... . L oans and At<'Oun ts neceivable .. 26.086 15,438 83.978 ---197,070 s $ 111.850 4.586 11,410 --415,209 ---- 560.341 601 171,996 19,229 26,074 169,225 1.000 2, 4D4 182.586 ?9.198 19.921 N~: ~b~li:~iFu~&~~~.:::::: :~ ::·:::: ::::::::: a·.ils4 -- $ 119.659 25,473 $ Reserve for Fuhue Ope"tations --- Rel)tricted Fund $ 145.132 B~lancH ---s 135,458 $ 6 J,GL.2 ---s 197..o70 --$ 560.341 s ---s $ • •.•.. , •.. 169.684 12,902 $ 170,500 28,52Z $ 415.209 127,846 208.022 Tot.a.l Current .F'und~ 324.91 6 LOAN FUNDS • •• .• • •• • • ••• • •••••••••••••••••••.• S tudent I.,o..aus Reeeto:abl<- •••••••••••.• .. . . • . •••••• . National Direct Student Loans .... •• . • . •••••...•.. United Student Aid Depo&it •••••.• ...... . . . . • ..... Due f rom Current Fund ••••••••...••• . • ••• •••••• . ToUt] Loan func:ho . . . LIFE E STATE FUNDS 17,409 180.976 Total LiCe Est.n te Funds 198.385 ENDOWMENT FUNDS Cash . ... . . ........ . ..... .••••••••• . . . Rec~ivablE!$ •••. . .. .. . PJ~a-e-s Receivable , .. , •• , ••••.•.•.... . . . .•. . . • .• , .. . , . . . . . . . . .. . ... . ... . lnvtstmcnt Cash Account ....... . .. . . ..... . . . .. • . •• lnvC$tmcnta, at Cost , .. . .. .. ........... . .. ...... . . F~u nds UnexJ)(!ndcd Plant Funds .. . .. . .. . Bo"d Sinking Fund I nvestments . .. . Total :Plant F un•Js •..... Total Loan Funda ..... ... . . , , ..••.•. .. $ 182.586 $ 208,022 $ 198.385 $ Lbl.bilit:v U nder Aar('tme-nt.s • • • •... Total Life ~:state Funds ....• . ..••••••• 108.38& ENDOWMENT FUNDS 55,70S 1,328,976 700 35.246 7.384,324 $ s. 8.804,961 ---- s 375.Gi7 5,682.153 394.221 584,000 $ $ ---- 4,476 3,641 328.700 - - -- $ Tot.t~J $8.803. 17 1 1.780 $8,804.951 Endow men L F u nds . ... .. . .. . . $ 330.939 $ 386,816 "5".877 PLANT F UNDS ---s 7,036, 05 1 $ Fund Baht nee . .••..•...••.• ..... ... . .. . ••..•...... Unexpended Jneon\(~ •.•••••••••• .. . ... .•••••••••.• Due Cu.rrent Fund . . .... . • • • • . ••.. . .. . • ...•••..••. 336,816 PLANT FUNDS Land & lmprovemtntt ....... . 8\lildings .. . .... ... . .... . ..... . . . . Equipmen t, Furnishinjt'S, L ibrary Dooks Land & Improvements, California Advances f'rom Federal Government ! o r Nationa l Direct Student Loans . ... ... ....... . Fund lla lance . . ... . . , . . , , , . . . . . . . . . . . . . . , .. LIFE ESTATE FUNDS Due from Current Unrestricted Jo~und s ..... . ...... . Due frorn Plant Funds .•..... •. .•.•.. • , , , . , . . . .• Total Funds . Stud~n t Advance Deposits . .. . , •••. ... . .. .. .... Deterrt..-d Income . . . . . . . . . . . . .•.... , . , , . , . Santa Fe $ 16.883 19,623 28.064 38.655 32,233 127.846 LOAN FUNDS Total Endowment Annapolis 16.556 s -- ---s Totol Curren t Fund!l Ca.sb Unrestricted Accounts Pa)•abte ... . . . ...... . . .• . , . . .. . . .. .. . 324.916 9,989 Investmenl6 M CO$l •••••••... .... CURRE NT FUNDS 4,978 $ 7.041,029 ---$16.588.907 304.777 5,91)6,366 626.886 5?,038,020 s 11.386 s 225.306 ---3 7,274,721 - --$ 8.342,860 Due to Other Funds .... •.• . .. . .•.•. .•• •••• ••••• . ••• Alort.gagc Pay·~t.ble . . . . . . . . . . .. .•...•... ••• .• ••••• No tt1S PayabJo--Ot.hor ......• • . ..•• • •• .. •• ••• •••••• Loana Payable to AnnnpoJia: CampUJ .. ... ••••.••••• Dor rnftory Bonds Payabl& ......• •.••. ..• •••••••••• Net fn ve!5tment in Plant . . ... . .. . . . . . . . . . , •• . ••••• Unexpended Plant Funds Bond Sin king f.'und T otal Plant Fund!'! Total Funds .......... . . . . 34.339 6 ,981 6,994,731 --- $ 7,036.051 $ 4,978 s ······ - --$ 7,041,020 - --- $16,688.907 $ 180.976 ·s·s·.4i~ 1,142,694 1,606,000 4,072,045 - - -- s 7,038,029 $ $ 11.386 226,306 - -- s 7,274,721 s 8,342,860 ---- 0 0 (") o" (1) .;-< -.o "-.] ...j>. �- N ~ ;;; CONDENSED STATEMENTS OF REVENUE AND EXPENDITURES ANNAPOLIS ENDOWMENT FUNDS Fiscal Year Ended June 30, 1974 A. W. l.hUon Total Clft of F oundation Pund. Oonor ~ht4".hin• CiJt Pr-ind,pal $ 313.432 ' . • • • $ 313,432 . .. . 2,679.845 2,679,845 500.000 2,489,9S4 1.989,954 160.216 ISO.OOO 300.216 TUTORSHIP EKDOWMENTS Richard Hammond Elliott. 1917 . , , •••. . Andrew W. Mellon Foundation Grants .•..••.. Addison F:. Mullikin, J896 ................ •• . . .. Arthur do Talma Valk, 1906 ................. .. . REVENUE Edueadonal & Ct'n~ral 1'\lltion Fef'8 ••. .... • , • . ~ ••• •• , ... ..•• •. • , •••• t<:ndowment , , ••.. . . .... , .... •• , , ..•••. . .•. , ••• Clfc.t and Grants . .... ••••• • •••••••••••••••••.. Government Ptotrra:ma A Grant.a • , •..• .....•• , • Graduate lntthute .•..•............ . , .•..• , .... Annapoli• $ 1.080.890 448,155 2SU21 <5.902 Mltcellane-ouw ••. ..... , , , , ....•. , .. , , , • ••.... • , 48.599 15.031 689.%90 126 ••~6 54,080 106.752 $1 ,907.967 S1.698.U 4 Student Financial Aid ... .• , . • , •••• , ....• , ••••.. , •. Auxilia ry Enterpr-ltes Boohwre .......... . 55.924 139.708 IH .226 -369.909 -$ Total Rto,·enue. •• , --- Net Income ---I 101,8 13 n.u8.96t $ 96.98G 41.676 l53.~7C 137.328 ' 332.279 -$2.127.799 - -- ---' 3.209 EXPENDITURES Gi!.neral •.•• , • , .. .. ..•.•••......• . •• , , • ••••••. l n1lruction, Undergraduate ••.••..• , ... •.•••• .• ln8l.ruction, Oraduau A Other ••••.••.•• . .•••••• St·ud•nt Actfvltles . ••••••... .. .•••••.•••...•••• Federal P roaratna .. ••••••• • . .. •••• •. • . • ..••••• Plant Opera tiona & M~lnt.tnanee ••...••••••••.. 326,61 9 181.415 919,960 1.8<7 24.896 401),680 --- $1 ,860.467 $ 2 12.916 173.211 736.264 193.590 30.404 10.34(; 230.241 -$1,587.071 - -- Student. fo" inancial Aid . •.•• , ••••••••••• , . ...• •••... Auxiliary Enterprltel IH.731 ' 212,220 Boolctco..., •.••••••.••••••...••••••••••••••..••• 60.396 166.662 ' 41.603 128.401 111,048 Dining Hall •.. ..... .•••••• ... •..•••. . . . • ••••• Dorn1itoriett . , ... , •••..• , , • . ... . . , •.••••••••• , • Other Expeodhuru .... •.• . T otal Expenditur~ ... .... ' ........ 225.958 $2,261.156 $ 281.0U 44,166 ' $2,12<.600 = $3,329.845 $6.783.447 15.000 25.000 7.500 3,070 8.672 87.933 6.159 13.705 135 1.000 38.606 25.01!6 160.250 42.787 600 36.000 39.449 8.000 22,685 30.262 26.000 6,265 15,000 25,000 30.000 60,000 7,500 6,140 8,672 87.933 6,159 13.705 270 1,000 40,866 706.~2& ' ---- =-= Educational &: General Admlnietratlvc ... . ••••••... . . . •.••• , , , •..••• , • $2.453.602 Sa nta P e 5 91.09:1 Dln,ng Hall Dorm1to'tiH , •....••••••••••....•.. , •• ••••••... 0 £. June 30, 1974 SCHOLARSHIP ENDOWMENTS Ahnapolf• Self Htlp .. .... ...... ....... ....... . CeorKe M. Autin Memorial, lto8 .. . .••••... . ... Walter S. Baird, 1930 . ... ........ ........ , . , .. . Chic:.ago ll~iona1 . .• , .... . ..• , ••.. ...... , ...... . Cl ... ot 1897 . .. ...... . . .................. .. .. . . Class ot 1898 ••....•••••....••••••.....•••• •• .. . Ric.hard Cleveland •..• , •....•• , ••••....•••••. ..• Dr. Charlts C. Cook .........••.. , ....• • . • ..... Corp. r.oorlite E.. CunliiT, Ol .•.•.••••• . . , , ••• .. . Cha rcne., Dick inson, 1911 ....... , ............... . F'aculty •••••. .. ••••.•••• · · · • • • • • • · • •• • · • • • • • • • · J ohn T. and Gt-.rttude L. Barrilon, 1907 ..•••.... Ric.hard li. Hodpon, lto6 ..................... . Alfred Hou•con, 19~. Student Aid .. .... ..... . Houato·n R4!'Jfional •••• , ...•••• , •••. .. , .. , •. , , . . .• Jesae H. Jones and Mary Glbbl J on~ • •. •...•• , Robert Jo;, and Mar"'aret Larsh J ones, 1909 ••..•.•• Arthur E. and Hilda Combs Landen, lt30 ... ..• Massac.huut.ta Res-lonaJ .. .••••••.••••.•••••••..• Philip A, Myers, II, 1038 ........ .. ............ . Oklahoma Regional , •.. . ....•• , .. , , • .• , , , . . . , ••• Thomaa Parran Memorial, 191'1 ••••••• •. , . , ••• • •• Pittsburxh R~ional •••••••.••• • •••••••.••••••• . Readtra Diiett Foundation ................... .. . Clifton 0. Roeb.le ••••••...•.•••••••••.•••• , ••. . . bl urray Joel Rou nb.r;r .Memorla.l • . ..••• • , •.. . . . 1-tuel Norrl11 and .l. Crabam Shannahan, 1908 •• • . Cla.rence W. Str·yke.r •••..••.• , •••••••. ••• , ••.. .. 1-"'rede.riek J . ''on Sehwtrdtner .•••• • •..... , ••... Richa.rd D. Weiale . . ..•• ••• •.• .• .• •• ••....•.. .. · ·s·.o7 o 135 2,359 20.025 160,260 2.500 600 36.000 n,05o 300,500 45.287 1.000 72,000 81,U9 8.000 46.370 39.262 62.000 6,266 1.120 12.500 7,055 3.751 3 .664 7.181 1,652 18,220 22,6$5 9.000 26.000 ~0 560 12.500 7.056 3. 751 3.664 3.768 1.552 10.8S3 3.41 3 7.367 $ 636.607 ' 323,864 ' 960,4 81 $ 24.725 6,900 J 20.000 1,470 $ 44 ,726 7,460 80,716 ' 21.4 70 ' 62,185 STUDENT LOAN FUND ENDOWMENTS Grotfle ~·rledland . • . • . . . . . . . • . • . . . . . . . . • . . . . . . . . John David Pyle, 1962. Memorial..... .... .. .. ... AI"UMNf MEMORIAL ENDOWMENTS Granville Q. Adanu. 19U . ••••••... .•• •••••... .. Charles Edward$ Atb.,-, 1931 , , ... .... ........ .. . William 1'-... B•xur. 1023 ....•••. • ....•.• , ...... . Drew H. Ocntty, 1008 .... . . ...... . . .......... . . Dr. William Brewor, 1823 .................... . •"'rede.rtdc W. Brune, 1874 ..................... .. Benjamin Duvall Cham ben, 1906 •. .•. •.•..••.• . Htnry M. Cooper, Jr., 193.4 . , , •...•• .• •. , , ...••.. \Valter I. 0fnvk.ina, 1880 .•. , • , . , •• , ••••.••.•••• . Robert F . Ouer, Jr., 1921 ....... ..... .......... . Dr. Phillip H. Edwards. 18&8 ••••.....••.••••.• 1,100 6,725 25 600 125 8$5 2,638 1,000 68,683 3.590 1.135 200 1Z5 607 1.000 335 935 1.100 6,725 26 800 250 1,362 2,638 2,000 68,683 8,92o 2,120 elf ~ �J oteph W. f'utner, Jr., 1960 ...... . . ~ · .••••.•. . Allen Lester Jt'owlt':r, 1915 ........ ....... . ...... . Edna G. and Rot4!0C E. Crovt, 1910 ••••• • .. _•..•• Chad~ W. HaN, 1027 ••..•• .. . • •• •...... . , • •• , . , Or. A moo F. Huk h!no, 190G ••• . • .. ...•.•..•• .. . Clarenee T. Johnaon. 1900 ................ . .... . Clifford L. Jobnoon, Ull ••• . . ......•........ • • .. lltlen R. Jon• and Robert 0 . J ones. 1916 ..•... . Jonathan D. Konbin. 11860 Library F und • .. ... • . Oliver W o Korshln, 1963 Library Fund Dr. \V. Okar Lalfottto, 190% • •. • •• .. .•••••••• .•• John H. E. lAte... 1821 •••••••••..• ••• •••• • •••.• . WUJiam Lent&. 1112 .......................... .. ~Ia B. and Thomu W. Llaon, 1916 •..... .... •• Col. J- anlson Mc.AJfne. 1109 . ...•..• • ••... . o o • • • • l Jam'-'1 R. McCUntoc.k. 1965, Prize Fund •... ...... Vincent. W. Mc.Kay, 19 C6 •.. . . ... •••••••• . • o • • • • H. Boyns MacMann i4o 1924 .••.••.•••• ••• ••.•... . R ob.!rt E. Moddo•. 1876 .... . . • . •••••••••••. .. •• WiiJiaro P. Maddo,x, 1921 ... . . .... ........ .. . .. . Char)et C omber M~tntr., 1876, Library Fund ...• • • William L. Mayo, 1899... .... ...... .. ... ... .. Ridgely 1'. ) ! tlvln, 1800 ......... .. .. . ......... . Wrn. S. Monwll. 1023. Athlette F und .. . .. . .. , •.. J oh o Mullan. 1847 . • . . •••.• , . .. • . ....... , ..... . \Vnlter C. ltt)'landcr, Jr. 1032 .. .. . .. . , , , , .. . ... . M. K•lth N eville, 1905 ... .......... .. .. .... .. . Dr. John 0 . Neuatadt. 1939 ........ . . . ...... .. . Dlanehor4 !land• II. ISH ...... .. . . .. . ... . . . . . . . . S uun Irene Roberti , 1906 ... ... ....... . .. . ... .. Loroy T. Roh"er, 1903 ..... .. .... .. ........... .. . Elliott A. ltoKenbcrg, L !l63 . . . ........ .. ..... .. . Harrison Sas•etr, 10·14 . ..... • •••••••• ••••••••• • . Chari.. u . Sehofr, 1889 .. .. .... . .. .. . ... . . . . . . HerH'Y F'. Stur dy , 1006 •.•••• , •• .• •• • •• • • o • • • • • • • Rev. Enoch M. T hom pton, 1896 ...... . . . .....•.• John 1'. Tucker, 19 14 •••• . . ....•. • • •.••• •• •• • • • Dr. Robert S. C. Woleh , 1918 ..... , .. . .. ... . ... . Dr. Willi• H. \Vhlto, 1922 .... . ....... . ..... . .. . 0 Am~>& 0 ••••• ••• • W. W . Woo<lecek. 1003 ..•. , . . . .. .. . ..... . A. W. ~hUon Total Gift of F ou_ datlon n Fund Donor l1atchin« Gift Principal 2,000 2.000 500 600 1,000 1 6.~56 16,666 40 40 658 633 1,291 100 100 100 100 18,857 7,563 26.920 200 200 200 200 5,HO 5.140 23,223 23.223 1,020 1.020 2,040 5,000 6.000 325 650 32S 466 466 20.800 20,800 4,500 4,500 1,650 1.6GO 2,000 2.000 1,000 1,000 12 .219 12,219 100 100 200 5,000 5.000 10.000 10.000 10.000 20,000 5,933 M33 1.000 1.000 2.000 1,100 1.109 S31 330 1.1 81 702 702 100 200 100 1.340 1.340 4,550 4,550 500 1.000 600 28.633 28.633 3,000 3,000 6.000 2.600 2,500 125 125 250 625 625 1,260 2,000 1,000 3. 000 8 260,69R S 34,973 $ 295.57 1 A. W. Mellon Total Gift of Founda tion Fun.d Donor Matchinc Gift Pri_ cipaJ n €1ma R. and Charle. D. T odd Memor ia l Library F'und ........................... . .. .. Millard Tydln•• Priu F·und . ... , ..... . ... . . . .. . Clara 8. WtiJcle Memorial L ibrary Fund ....... . Dan i~l E. WeiRie and J t'88ie N. Wt[tle Aol tmorlAI Pund •••••.••. . •. .•.••.••.• • •• • .• • •. The Jack WUtn Foundation Libra..,. Fund iD Mtmory of Murray J oel lto$enberg . ... . .. . . . VIetor Zudcnkandl )lenwrial Fund .. . .. . .... .. ~ Alumn i Endowment • •• •. . . • ........ . . ..•••• . . .. Gf-neral Endowment ••.•... .... .... 19,500 1,000 1,196 2,500 2,600 1.000 19.326 207,171 526.119 $1,196,433 $ 295,73( R...rvatlon or P rofi-Sale or Securities . . . . . . . Tc tal Endowment Principa l .. .. .. .. . Cl,492,167 $4,79'1.285 $8,803,171 --------------. ------S 219,3!0 $ • . . . . S 219,330 $4, 005,886 SANTA FE ENDOWMENT FUNDS June 30, 1974 SCHOLARS HIP ENDOWMENT llulen nnd Everet t. Jones Fdnd .. ....... , ...... . . .......... .. . . JteJ\dere D lte~•t f'nun d ulon . .. ................ .. ..... .. , , •• , • . . . .. . N inA Owro Wa r ren Memoria l F und • •• • •.. . . .... . .... • .. . . ..... . . , . Gone •·•• I Seho lnrahh) F und .. . . , .. . . . ...... .. . ..... . . , , , , . Evel)' n Mitchell M~morial f.'un d . .... , .• , . . ..... .............. . Graduate Tns LiLu tc .••••• • •• • • ••. , .. •• • •• . . • • •• • •.•.. . Montf:rt)' Mack. , Mtmorlal Fund • . •• .. ... . ..•.. Emily Do)'ee Madcubin Fund ..... ............... . E )14!n C. Murphy Memorial Library Fund ....•• • • Kate Moor@ Abe.-. Land&capina- J;"'und .. • . ••• ••••.. Henr>' Jl. 4nd Cora Dodson Suaeer Nt'W8PAI'tr F\l nd .• , , •.•... , •..... , . , , . ..... . . Adolph W. Sch midt fo"'und •. .... , ...... ........ . . Uichard ScoOtld MemorJal Fund .•.•••••• • • •. . . .. .M n. Dlnil' T. Scott Memorial Priu F"und . . .. . , , . K~thry·n M)'lroio St.evenK Memoria) Prh:e Fund ... . Clare Eddy nnd l:ug•no V. T haw, 1947 l..cc:turc.ebip l!'und • • , , ••• ... • .. •.• •..• .• • •• • ••• ~ v J Girt o! D onor $ 90,000 12.500 1,875 7,167 26.000 457 s 136.989 LI BRA RY ENDOWMENT Em len Davl(.'• F'und , , , . , ..........••. , . •• . • . . •• . • ... .. .•.••.•.•... 1, 118 1.160 2.000 800 1.000 32,001 An&'tllnt~ E~t.t.on Memorial Fund ....••... • . • .. . . .. .....•••• ••••.. : . . Nina S. Carson M(.'mOria l Fund ... , . , . ... . . . . . . .. , . , , , . , ..•.... . .. Duane L. Peterl!lon Memorial Fund . ... . . . . . . .. . ... • , • . •••••• • V lctOT Zuckerkandl Memorial Fund ......... . . . ......... . ....... . . . M~mortal, Honor, and Life Mtmbuship Funds •.... •••• o • • • • • • • • • • • • • • ••• OTHER ENDOWMENTS Philo Shtrm•n Bmnen Prize Fund .....• • •...•. B~nwood Foundation Libr&rJ' Fund .• , , ••... ... GtotRe A. Blmdt:y Memorial f."und ....•.. .....•• . Scott Ruebanan Memorial Fund • ..... . . ..•.••.. Helen C. and Ceorge OaYidson. Jr., 1918 ...•..... The Ounalnlt .Memorial F"und .........•••.. . •... t---und for Tomorrow Lec:tu~hip . .. .. . .. . .. ... . floyd liAl'den PriH Fun(. ...................... . Joseph H. Huen Foundation I...ectureship Fund .. M.ar7 Safford R~ewertr Memorial LJbrary f'und Maraaret Lauck Memorial Library Fund . .• . • ••.. Libra ry Fund ...... . ..... .......••.•• • .•... . .. . . 1,000 19,326 393,480 621,111 186.3 09 0 lh.rlha S. a nd J ette L. Adame Concert Fund .... Alumni Memor ial Doole P und ...•••••.... .... ..• • Charlt:s Edward Stuart Buton Memorial Library Fund .••••... ......•.•••••..........•• 89,001) 1,000 1.196 19,500 $ 60.000 60.000 306 $00 308 25,000 20,250 5,170 21.125 10.000 s.ooo 78 1,000 31,683 7S9 2$.000 1,500 1.500 518 1,250 15,900 600 308 500.00 20.250 5,170 10.000 6.000 101 1,000 81.683 •oo 1,500 15,628 1,46i 120,000 366 21. 12~ 3.000 26 560 900 76,192 124.349 $ 789 960 900 75.192 3.000 124,349 1,600 15,628 1,467 518 1.250 10,900 39,059 OTHER ENDOW)I ENT Bromwell Aull. Sr., Memorial Fund . .. ~ ...... .. . . .. . .. ............ . Hen..,. Au1tin Poetr,. Fund ••• • .. .. • .. . . .. .. ... • ••. o • • • • ~ _ • • • • • • • • • Maraa ret Brtdw•ll Howlie Fund ... ......... .• , , . . .. . .. .. ...... , .• , . Pletcher Catron Me-tnnrial Fund •..... .. . .. .. ....•..•.. _. ~ ......... ,, Mar~o Da wn Gerber Priu Fund .. . ...... . .. .... . .. . . . . .. .. . . , .. , •• Elbabtth R. and A J•in C. Gr&vts Memori&l Fund ........ ...••...... Marean!'t Milllktn Huch Fund .... ....• • •.•. . . ........• ...• , .•••• • Prank Patania Memorial F\ md ....•.••. . . . . .. . ....•.•••..•........ Winfitld Townley Seot.t Memorial Fund . .. . . .... .•.•• ~····••o •• • • .. . E. J. "Tommy_.. Thompson Memorial Fund .• . •• .... ........ . . ... , , . Millard E. Tydinl'l Pri&e F'und ... ..... .. ....... .. .. .. ...... ...... . . C lAre B. Wela-le MtmoT'iaJ Fund .... . , . . .. .. . . J eute N . and Dan itI E . Vleigle F und , , . . . .• . .. .. . Other Funda ....... . ..... . 1,037 6.500 40,000 1,300 1,141 8.881 35.000 s,an 2,U 6 1.866 1,000 4.113 2.600 3i6 $ 110. 188 l.A:Je A lnnlOS Raneh School Fund .• •• •• • . .• . . . . .. . .. . . . •••••••••••••• , Ca in {Lou) on Sule of Securities . ... . . . . Total Endowment F unds 0 8' c:r n () F OUNDATION ENDOWME NT F UND $ ($ 60,117 6,014) $ 330.939 ~ '"' ....... -.o '--I ...j>.. �The College TWENTY-FIVE YEARS Ma;or Developments The Academic Program 1949-1950 Enrollment Faculty Budget 196 27 $377,446 Richard W e igle elected President. First College Polity adopted by Bo-Jrd of Visitors and Governors. J;~cob Klein appoin ted Dean. \\' ritten enabling exams moved back to June from fall of senior ycm. Enrollment Faculty Budget 173 25 $455.612 Board votes to admit women students in September, 1951. Music tutorial inaugurated for freshmen under Victor Zuckerkandl's direction. Enrollment Faculty Budget 151 17 $413,804 Enrollment Faculty Budget 133 19 $478,789 Enrollment Faculty Budget 125 25 $555,17() E nrollment Faculty Budget 139 1950-1951 1951-1952 Individua l lab projects initiated in senior year. 1952-1 953 St. John's accredited hy M idd le States Association of Collegt-s and Secondary Schools. Fire ges dam:o McDowell Hall (November ) . Self-sl·ndy undertaken on grant from the Fund for the Advancement of Education. Sophomore language tutorial to emphasize English and Creek. 1953-1954 Teaching internship program begun with six appointees. Enabling exams moved to end of sophomore year. 1954-1955 26 First six women graduate. Initial quinquennial review of College Polity completed. Self-study published in April. $504,080 1955-1 956 Enrollment Faculty Budget 166 24 Faculty study group instituted. First theme "Classical Logic and Modem Logic." $531,628 1956-1957 179 Enrollment Faculty Budget $622,430 Enrollment Faculty Budget 212 29 $679,679 Enrollment Faculty Budget Enrollment Faculty Budget $9H,33 1 Enrollment Faculty Budget 280 36 $1,030,830 Boa rd creal·es Visiting Committee to establish closer relationship with Facu lty. Internship program ends. Calendar reverts to semester plan. Algebra dropped; test for freshmen substituted. 225 32 $785,42 1 President Eisenhower speaks at dedication of Francis Scott Key Mem orial (Class of 1796) and Mellon Hall (May}; Paul Mellon and Mark Van Doren made Honorary Fellows. Curtis \Vilson becomes Dean. Special events: Founders' W eekend; Kirkpatrick concerts; Monteverdi's Otfeo; and lectures on "T11e Scit11tist as Philosopher" and ''Man and I lis W orld." 257 Board invited by citizens of Monterey Pen insula to consider second St. John's campus in that area of California. New laboratory revision begun. Faculty visit Reed College on Hazen Foundation grant. Board votes Feb. 22 to try to start second St. John's College in Santa Fe, after considering 40 sites. Legal authority for granting d egrees in New Mexico obtained. Second Ycar of French substituted for German. Analytical geometry introduced in sopl10more year and calculus moved to junior year. Reed professors "isit St. John's. 28 1957-1958 1958-1959 1959-1960 33 1960-1961 14 �October, 1974 IN RETROSPECT T utors and Students Developing Resources The P ublic and the College T.I.A.A. faculty retirement and collective life insurance programs adopted . Cift announced of $ 300,000 from Old Domin· ion Foundation for a new heating plant. Publication of about St. John's begun. Barbara Leonard appointed Assistant Dean for Women. Faculty opposes Ober flill, requiring loyalty ~XJths. Old Dominion Foundation offers to match up to $250,000 for plant a nd $1,000.000 for endowment. Weigle appointed to Board of Education of Anne Arundel County. First tenure appointments made under College Polity. Twenty.fonr women enroll in Class of 1955. I le;1ting plant dcdic:Jtcd "I fall I !umecoming. Randal l Ha ll remodeled to house women. Historic Annapolis, Tnc. founded in meeting in the Creal Hall. $3 00.000 Old Dom inion Foundation grant liquidates all indebtedness. Brice House sold. Association of Independent Colleges in Maryland formed for COOJ>Crative fund.raising. First St. John's Sem inar-in-Europe conducted. College contracts with U. S. Foreign Opera· tions Administration to orient foreign nationals from labor and other fields. St. John's Story, color-sound movie filmed dur· ing fall. Nadir in cnrollment-125. !'acuity >ldvisers instituted for freshmen. New faculty salaty scale adopted . New women's dormitory completed; named for Levin Hicks Campbell, Class of 1793 . Cam· pus master p htn adopted. EndoMncnt re-Jchcs \ Veigle made chaim1an of Commission on Lih· era! Education of Associat ion of American Colleges. ~ 1 ,000,000. James Tolbert l:>ecome.~illirector of Admissions. College joins Colk-ge Scholarship Service. Ynlk Tutorship established . C<mo ii·Bmistcr House (c. l il9) moved on campus from Main Street. 212 Norwood Road purchased for President's Residence. \Vciglc travels to l nd~1 for U. S. State Depart· ment lecture tour. \Vork begun on auditorium and laboratory buDding; financed by $750,000 from State and $1,250,000 from Old Dominion Foundation. 9 St. John's Street purchased for donuitory. Weigle elected President of Board of of /\nne i\nmdel County. Third Century Fund c:nupai&>Jl plamK-d for $6,600,000 in two-year period, 1958· 1960. Portrait of a Faculty and The Student Body published. System of 12-year ten ure appoinment~ begun. College joins College Entrance Examination Board. B~'(IUCSt of $1,787,120 from Addison Mullikin, Class of 1895. H umphreys Hall restored as dorm. State deeds fonucr rJilr!Xld land to College. Country Day School Headmasters Association meets on campus. Addison Mullikin Tutorship established; first appointments made. 'n1ircl Century Fund campaign ends with $4,· 698,000 raised. Book Store opens in Humphwys IIall. McDowell Hall renovated. Freshman Class of I 07 largest since 1934. Faculty salary scale adopted with $12,000 maxi· Edut~tion tnurn. Endowment reaches S6,000,000. S>tuta Fe citizens donate 260 acres a~ site for new campus. St. John 's International Labor Center doses after orienting 6,200 foreign visitors from 72 nntions. 15 I �The College Major Developments 1961-1962 293 Enrollment Faculty Budget 40 $1,051,243 T he Academic Program Master plan lor S.1nta Fe campus adoptt"<l by Board. Land given in Olnnel J1 ighlands for possible third c.1mpus. Richard Cleveland made llonorary Fellow. 1962-1963 313 li:nrolhnent Faculty Budget 43 C round broken for Santa Fe buildings on April 22. $1,467,362 raised in fir..t year. John Kieffer appointed Dean of the College. Prcccptorials introduced for juniors and seniors. ACCreditation reaffim1ed by Middle States Association will carry to Santa Fe campus for t"o years. Clarence Kramer n.1med Santa Fe Dean. ::\lusic tutorial shifted to sophomore year; b iology concentmt<'(l in sopl10more year; measurement and chemistry for freshmen. S.1nta Fe campus opens with 84 freshmen; Robcrt 0. Anderwn speal:s at October dedic:ttion; ~l:ooyl1nd and New Mexico Governors attend. Third quinquennial Polity Re-iew creates single histrnction Committee mecting :onnuall)• on alternate campuses. $1,139,874 1963-1961 319 Enrollment Faculty Budget 50 $1,248,387 1964-1965 Enrollments Faculty Budgets ASP- 321-84 46 - II $1,227,613 491,10\ 1965-1966 Enrolluol-nts Faculty - 341 . 148 Planning undertaken for summer Graduate Institute in Liberal Education at Santa Fe; Robert Goldwin named Director. 45 . 18 ASF- $1,377,856 834,959 Enrollmen ts Faculty Budget s ASF- 333- 168 46 · 27 $1,338,727 1,172,11 3 Enrollments Faculty Budgets ASF- 316. 170 46-28 $1,482,816 1,199,269 Enrollments Faculty Budgeb A- 323. 240 40-32 $1,507.491 Budget~ 1966-1967 1967-1968 1968-1 969 SF- 1,422,937 Joint Middle States and North Central Associ:t· lion Evaluating Team calls Santa Fe "complete second college" "A magnificent achie•ccmcnt.'' W rill en enabling exams lor sor,homores abandoned . Eight-week Graduate nstitute begins with 33 students (June) . First Santa Fe cbss of 34 seniors graduated February class of 19 freshmen admitted at An napolis; summer semester followed in Santa Fe. llucc·)'ear, one summer transfer prog<:~m to be tried provisionally. North Central Association of Colleges and Secondary Schools aceredits Santa Fe campus for B.A. and M .A. degrees. Mrs. Walter Driscoll fir~t woman and first westerner to chair Hoard . William Darkey appoin ted Dean at Santa Fe. John Kieffer retires as Dean in Ann.1polis; Rob crt Goldwin appointed to succeed h im . Conversations about third c:ompus at Oak Ridge, Tennessee, end. Fourth quinquennial Polity reviC\\ creates provostship a t Annapolis, makes ~taff Associates within Faculty. 1969-1 970 368 . 262 49-33 $1,716,048 SF- 1,527,961 Enrollmen ts Faculty Budgets A- 1970-1971 Enrollments Faculty Budgets A- SF- 336 . 269 49 . 36 Paul e\vland appointed 6rst PrO\·ost a t An· napolis, J. Burchenal Ault first Vice-President at Santa Fe. $1,844,196 1,640,010 1971-1972 Enrollments Faculty Budgets A- 355-262 44 -36 27Sth AnnivctS:lry of found ing celebrated. Board membership increased to 48. John Mccm elected Honorary Fellow. Provisional three-rear, one-summer transfer program discontinued. SF- 52,034,453 1,780,570 Enrollments Faculty Budgets ASF- 375 . 260 51 . 40 $2,201 ,Q6) 1,939,790 Ma rks family d onates 760 acres between Salinas and Monterey for future Olbfornia campus. Santa foe admits first January ciJss. Ptlot Cradu ate Prcecptorial conducted by Charles Bell. Summer High School \Vorkshop instituted at Santa Fe. Enrollm'"lts Faculty Budgets ,, _ 369 . 256 54-44 $2,259,380 2,093,593 Annapolis accreditntioo reallinned by Middle States Association. 25th anniH.•rsary of Wci~;le presidency celebrated; administration building in Snntn Fe named for him. Curtis Wilson and Robert Neidorf become Deans at Annapolis and Santa Fe respecthely. Liberal Arts Task Force created under \Villiam D.ukcy, Director. 1972-1973 1973-1974 SF- 16 �October, 1974 Tutors nnd Students Developing Resources The Public and the College Five cxtm tutors :1ppointed to g.1 in experience in anticipation of nt'ed for faculty at Santa Master p lan for Annapolis campus commis· sioncd. Boat house rchnilt after fire (Octoher). 25th Anniversary of St. John's P rogr:tm marked hy p ub lication of Portrait of Graduates. Fe. Da\'id Boroff's article appears in Saturday Review (March) . Chase-Stone !-louse rebuilt at cost of $250,000. Architects retained to plan \Voodward Hall • ·enovation and addition. New contract with U. S. L1bor Deparhnent to run Center for o ne year. Planning begun for Dca•de of Development, fund -raising progr;1111 for botl1 campuses totaling $ 16,500,000 . Summer i'c:JCC Corps tmining program for India conducted at Annapolis Faculty colloquium held at St. 1Vt.1ry's College of C:1lifornia. C"rnegie Corporation of New York grants $161,000 for Graduate Institute. Tennis G'Ourts built :~t Santa Fe. \Vcstern Consolichltion Campaign begun. Peace Corps training held for Philippines (An· napol.is) and Latin Americ:J (Santa J!c ) . Santa Fe Dormitory complex for 126 women nncl llc tlth Ccntcr completed nt $920,000 cost. Q,•el'look and terrace behind McDowell Hall constructed. \Veigle elected chairman of t\ssociatiou of American Colleges, Vice C hairman of Independent College Funds of America . New lacultv SC<llc institut~d with $17.000 maxi· mum. Sant~ Fe admissions doubled; Southwt-st Scholars Progmm instituted . The Arthur Vin ing IY.lvis F'ound:1tions make gmnt of $200,000 to Santa Fe campus. 1~1bOm· tory building named for Tltomas M. Evans. Governor appoints \ Vci le C hairnlan, Maryland g Commission on the Capital City. F'irsl II l\-l.A.'s in G mduate Institute awarded . Renovation and enlargement of Woodward Ball completed nt cost of $600,000. Endowment rcacht-s $9,000,000. Board members pledge $2,400,000 in Western Consolicbtion Cam· paigu. Mrs. Duane Peterson pledges $1,250.000 for student center in Santa Fe as 275th Anniversary Fund pL1nned . Country Day School I lc tdm,tstcrs Associ;ttion nK-ets on Santa Fe campus. Puhlic.ttion of The College begun. Richard I Iammond Elliott Tutorship estab· lished; Robert Goldwin appointed to fill chair. Two seniors awarded 'Tit om as J. \• atson Fel· V lowships. 27Sth Anniversary Fund goals of $5,000,000 for Annapolis and $10,000,000 for Santa Fe set; Richard Cleveland, Pa ul Mellon. and 1\·l :uk Van Doren H onorary Co-Chairmen. Annapolis campus incl uded in Historic District. i\ndrcw \V. Mellon Tutorships {'teated. Pension plan adopl:ed for non-faculty personnel. Adm inistr:ttion building dedicated at Sant:t Fe. G round broken for Harrison llealth Center in Annapolis. Dean Goldwin lcacls TV paucl sem inars on G reat Books for Maryland Center for P ublic Broadcasting. Santa F'e campus included i11 11istoric Zone. National Endowment for Humanities apprO\'CS grant of $688, I 50. Los t\lamos Endowment Fund closed out to Stcrnberger-\ Vcis Music & Fine Arts Build ing dedicated at Santa Fe. Maryland General As· scmbly passes bill increasing state aid to indc. pendent colleges. Vv'eigle serves on panel for National Endowmen t for the H umanities. Admissions applications jump to 420. an in· crease of 60% over pre,·ious ycMs. Twelve-ye'<lr tenure appoint ments abandoned: full tenure appointment> restored. Leo St"tuss appointed first Scott Buchanan Di;tinguishcd Schol:lr-in. Residence. \ · itter Byn ner I louse becomes ofT-campus V dorm itory. Color film made of Santa Fe campus. First summa cum Iande dt'gree <llvarded on each ca mpus. New faculty salary sc1le instituted with range of $10,400 to $21,000. Senior woman awarded one of fifteen first llenry Luce F'c]]o,vships. I fivc-ve;~r l\·1ature studen t conduct impresses public d uring national Vietnam disorde1s. newly created St. John's Founruttion Endowment Fund. �ATTE1 T TON ALL ALUMNI: CALL FOR NOMI NATIONS In the spring of 1975 two openings will be crc;Jted for Alumni Representatives on the Board of Visitors and Governors, as Dr. Eugene Cozzolino '29 and John D . Oosterl10ut '51 come to the end of their terms. M r. Oosterhout, having served two consecutive three-year terms, is ineligible for reelection; Dr. Cozzol ino, curren tly in his first term, is eligible to serve ag;1 in. The directors of the Alumni Association, as required by the B yLaws, have been requested to nornin;lt·c at least one candidate for each forth-coming vacancy. In add ition, nominations may be made by written petition of at least 30 members of the Association, submitted to me in care of the Alumni Office in Annapolis. All nominations, whether by the direc tors or by petition, m ust be in my hands no later tllan December 6th. The names of the nominees, together with biogra phical information, will be published in t l1 c Ja nuary issue of this magazine. Bernard F. Gess ner P resident Alumn i Association The College St. John's College Annapolis, Maryland 21404 Second-class postage paid at Annapolis, l\'larylancl, and at additional mailing offices. � 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 College </em>(1969-1981) Description An account of the resource St. John's College's Office of the Dean published <em>The College</em> from 1969 to 1981. The publication superseded <em><a href="https://digitalarchives.sjc.edu/collections/show/37" title="The Bulletin of St. John's College">The Bulletin of St. John's College</a></em>.  <em>The College</em> was in turn continued by <a href="https://digitalarchives.sjc.edu/collections/show/13" title="The St. John's Review"><em>The St. John's Review</em></a> in 1981.  <br /><br />A separate magazine for St. John's alumni titled <em>The College </em>began publication in 2001, continuing <em>The St. John's Reporter</em>.  <br /><br />Click on <strong><a title="The College" href="http://digitalarchives.sjc.edu/items/browse?collection=12">Items in the The College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource 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 Identifier An unambiguous reference to the resource within a given context thecollegemagazine Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 16 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Development Offices of St. John's College Title A name given to the resource The College, October 1974 Date A point or period of time associated with an event in the lifecycle of the resource 1974-10 Contributor An entity responsible for making contributions to the resource von Oppen, Beate Ruhm Parran, Jr., Thomas Dunham, William B. Oosterhout, Barbara Brunner Wyatt, E. Malcolm Zelenka, Robert S. Description An account of the resource Volume XXVI, Number 3 of The College. Published in October 1974. Identifier An unambiguous reference to the resource within a given context The_College_Vol_26_No_3_1974 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 President's Report Presidents The College https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/47c7d2880fb965ed05483ff93cb363f4.pdf ac5e4e1967135b917b84372b9d6fd6d5 PDF Text Text THE COLLEGE St. John's College Annapolis, Maryland Santa Fe, New Mexico January 1975 �THE COLLEGE Vol. XXVI January, 1975 Number 4 l~-----------------------,--------------------------------------------1 ON THE COVER: Jacob Klein posed for his portrait about the time of his 75th birthday. Editor: Beate Ruhm von Oppen Managing Editor: Thomas Parran, Jr. Editorial Advisory Board: William B. Dunham, Barbara Brunner Oosterhout '55, E. Malcolm 'Vvatt, Robert S. Zelenka. · THE COLLEGE is published by the Office of College Relations, St. John's College, Annapolis, Maryland 21404, Richard D. Weigle, President, William B. Dunham, Director of College Relations. In Appreciation Mrs. Weigle and I should like to convey through The College our deep appreciation for the many honors accorded us upon our silver anniversary at St. John's College. No president and his lady could have experienced more heartwarming recognition than we did. We wish that we could respond with a personal letter of appreciation to each of the hundreds of congratulatory letters which we received. We trust that you will accept this collective acknowledgement instead. May we also express our thanks for the many greetings that have come to us over the holiday season. We did not send cards from the College this season but put the money into scholarship funds. To all our friends and colleagues we now send warm and affectionate greetings at the start of this New Year of 1975. Richard D. W eigJe President IN THE JANUARY ISSUE: Plato's Phaedo, by Jacob Klein 1 II Hommage ii Dietrich Buxtehude, by Robert Zelenka 12 l3 Campus-Alumni News 21 Alumni Election Picture Credits: Cover, Charles C. Post '74; page 21, Betty Lilienthal. The Ruin, a translation by Robert Zelenka Bach's Rhetoric, by Beate Ruhm von Oppen Published four times a year, in January, April, July, and October. Second class postage paid at Annapolis, Maryland and at other mailing places. 25 Robert S. Zelenka and Beate Ruhm von Oppen are tutors at St. John's, Annapolis. �Plato's Phaedo By Jacob Klein There is-as most of you probably know-what we call (in words derived from Latin and Greek) a legend or a myth or (in plain English) a tale according to which certain fabulous events occurred on the island of Crete and in Athens and between these two in the very ancient past. There are different versions of that complex story, but I shall limit myself to the following points. First: Minos, the king of Crete, has a wife, Pasiphae, and many children. Pasiphac falls in love with a wonderful white bull. The famous craftsman Daedalus helps her in a most ingenious way to satisfy her desires. She gives birth to the Minotaur, a monster with a bull' s head and a human body. The Minotaur's abode, constructed by Daedalus, is the Labyrinth, a large building consisting of numerous halls connected by intricate and tortuous passages. Secondly: one of the sons of Minos, Androgens, visits Athens. The king of Athens, Aegeus, fearing that Androgens might persuade his father Minos to support a revolt in Athens, arranges an ambush that leads to the death of Androgens. Many things happen after that. Finally Minos imposes a tribute on Athens: every ninth year the Athenians have to send seven young men and seven young wo.men to Crete as a prey for the Minotaur. Thirdly: when this tribute is due for the third time, the son of the Athenian king, Theseus, decides that he will go to Crete with those fourteen and will kill the Minotaur. He takes with him, as we can read in Plutarch's Lives, (Theseus XXIII, 2), not seven, but nine young men, two of them having fresh and girlish faces, but possessed of an eager and manly spirit. These two have to dress and walk as if they were women. As soon as Theseus and the fourteen arrive in Crete, one of the daughters of Minos, Ariadne, falls in love with Theseus. She gives Theseus a ball of thread which has to be tied with its loose end to the door of the Labyrinth and which rolls along with the walking Theseus until he reaches the Minotaur. Theseus, This is the text of a lecture given at St. John's College, Annapolis, on May 3, 1974. after killing the Minotaur, finds his way back through the tortuous Labyrinth by rolling up the thread again. Then Theseus and the fourteen go back to Athens. Theseus takes Ariadne with him, but leaves her on an island before reaching Athens. \Vhy do I tell you all this? Because the very beginning of Plato's dialogue entitled Phaedo refers to these fabulous events. The dialogue consists of a conversation held h Phlius, a city in the Peloponnese, between Echecrates, a citizen of Phlius, and Phaedo, who is not an Athenian either. Echecrates wants to know what Socrates said before he died and how he died. Echecrates has heard that a long time elapsed between the conviction of Socrates and his execution. He does not know why this was so, and Phaedo tells him why. The Athenians, he recounts, had made a vow to Apollo-so it is said-that they would send a mission every year to Apollo's temple in Delos, if Theseus and (58 a ll) "those twice seven" whom he took with him were saved. That's what the Athenians have done ever since. And (58 b 5-c I) "it is their law that, after the mission begins, the city must be pure and no one may be publicly executed until the ship has gone to Delos and back; and sometimes, when contrary winds detain it, this takes a long time." The ship had left on the day before the trial of Socrates (58 a and c). "That's why Socrates passed a long time in prison between his trial and his death" (58 c 4-5). Answering Echecrates's questions, Phaedo tells him which of Socrates' friends were with him on his last day. Watch, please, how Phaedo does that in the dialogue circumspectly and precisely (59 b-e). He says: "of natives [that is, of native Athenians] there was this Apollodorus [Phaedo had mentioned him just before] and Cristobulus and his father Crito and also Hermogenes and Epigenes and Aeschines and Antisthenes [these are seven], and Ctesippus of the deme of Paeania was there too, and Menexenus and some other natives [two more names are thus conspicuously added and some people that remain unnamed]." And Phaedo continues: "But Plato, I think, was ill." "Were any non-Athenians there?" asks Echecrates. And Phaedo replies: "Yes, Simmias of Thebes as well as I �The College Cebes and Phaedonides and from Megara Euclides and Terpsion" [that is to say, five]. To make sure that we realize the importance of all this naming, Plato, who was not there, makes Echecrates ask whether Aristippus and Cleombrotus were present. No, says Phaedo, they were not. Echecrates: "Was anyone else there?" Phaedo: "I think these were about all." It is thus established that fourteen people, whose names are given, namely nine Athenians and five uon-Athenians were present plus some unnamed Athenian men. Can we remain unaware of the fact that these correspond to the nine young men, the five young women and the crew that Theseus took with him on his voyage to Crete? The two young men who are conspicuously added in Phaedo' s report to the seven first named, namely Ctesippus and Menexenus, have indeed an eager and manly spirit, as we can see when reading Plato's dialogue entitled Lysis. But what about Phaedo, the non-Athenian, who supposedly was also present at the last day of Socrates? Well, let us hear what Phaedo says himself about his relation to Socrates. At one point, he says ( 89 b), Socrates "stroked my head and gathered the hair on the back of my neck into his hand-he had a habit of playing with my hair on occasion ...." And a little later on ( 89 c) he compares the relation between himself and Socrates with the relation between Iolaus and Heracles. Iolaus is the nephew, the charioteer, and the beloved comrade of Heracles. And let us not forget: the thread of Phaedo's narrative in the dialogue goes through a labyrinth of questions and arguments. Can we fail to see that Phaedo corresponds to Ariadne of the ancient tale? Can we remain unaware of the fact that the dialogue does not give a socalled "historical" account of Socrates' death, but gives a mythical presentation of that crucial event, which however is truer than the tale about Theseus and the Minotaur, accepted as true by the average Athenian? In the dialogue the new and true Theseus is Socrates and the old and true Minotaur is the monster called Fear of Death. But while the Minotaur was, according to Euripides (Plutarch's Lives, Theseus XV, 2), "a commingled look and a monstrous babe," in which "two different na.tures, bull and 2 man, were joined/' in Fear of Death an awesome pain of the soul, namely fear, is joined to death which is but a hobgoblin or a bugbear, as Cebes later in the dialogue (77 e) intimates. Let us not forget for a moment that the dialogue is a 8pup.a presenting a Platonic myth. Athenaeus, a writer of the second century A.D., who today would be called a "literary critic," composed a lengthy work named "The Sophists at Dinner," the content of which is ·mostly inimical gossip. But it is worth noting that Athenaeus makes Phaedo state (XI, 505 e) that he never said or heard what he is supposed to have said or heard in the dialogue named after him. Indeed, what is happening in the dialogue is invented by Plato. It is thus that Plato makes us see Socrates' struggle with the Fear of Death. How does he do that? Let us watch. I. When Socrates' friends enter the room in the prison, where Socrates had been staying all the time, they find him just released from his fetters and his wife Xanthippe sitting with one of their little sons beside him. Xanthippe is crying and Socrates asks Crito to let somebody take her home. Socrates sits up on his couch, bends his leg and rubs it with his hand. The Greek work which I translated with the word "bend" is crvyKap,rr-rew. It can be used to describe the bent position of a foetus in the womb. Since Socrates' rubbing of his leg gives him some pleasure, he contrasts this pleasure with the pain that the fetters had produced and goes on-calmly and playfully-to imagine how Aesop could have composed a fable about pleasure and pain fastened together by their heads so that they could never be completely separated. Phaedo had mentioned before that he had been overcome by a strange mixture of pain and of pleasure at the thought of Socrates' impending death and at the anticipation of the thoughtful and exciting discussion that was bound to occur in the prison, as it had occurred on previous days. Socrates' mentioning of Aesop reminds Cebes of what Socrates had been doing in his prison days, namely putting Aesop's fables into verse and composing a song to Apollo. Cebes asks why Socrates, who had never done that kind of thing before, �January, 1975 should be doing that now. The poet Evenus had asked Cebes this question a few days previously. Socrates answers that he kept having dreams in his former life in which he was always told the same thing: "engage in the Muses' art and work at it" (P-ovmK~v 1rotn Kat EpyUCou). He had been interpreting this saying as encouraging him to do what he always had been doing, namely philosophizing, since he understood philosophy to be the greatest art of the Muses. Now, however, while the festival of Apollo delayed his execution, he considered the possibility that the dream might have meant what is usually understood to be the Muses' art (!'ovmx~) and he decided not to disobey the dream, but to compose verses. And Phaedo makes Socrates say that ·not being a poet, that is, a man who invents myths, he turned to the fables of Aesop and put the first ones he carne upon into verse. Can we forget the many myths that Plato makes Socrates invent in his dialogues? Socrates concludes his answer by begging Cebes to bid Evenus farewell and to tell him that he should follow Socrates as quickly as he can. Simmias intervenes and claims that Evenus certainly would not take Socrates' advice. Whereupon Socrates: "Is not Evenus a philosopher?" "I think so," says Simmias. Then Evenus will be willing to do so, says Socrates, as any one would be who has a worthy share in philosophy. But Socrates adds something to this statement, and while doing that puts his feet down on the ground. What he adds is this: "Perhaps he [that is, Even us] will not take his own life, for they say that is not permitted." The ensuing conversation is about this addition. How can Socrates claim that philosophers desire to die, while asserting at the same time that it is not permitted to take one's own life? T11is assertion refers to what Philolaus-and also other people-have been saying. It is necessary at this point to note that the background of the entire dialogue is "Pythagorean" and "orphic." A Pythagorean brotherhood is known to have resided in Phlius, where Phaedo talks to Echecrates. Philolaus is the founder of a similar brotherhood in Thebes, to which Cebes and Simmias apparently belonged. The assertion that it is not permitted to take one's own life is-as Socrates intimates (62 b)-a part of an esoteric doctrine of the Pythagoreans, according to which men live in a kind of enclosure, namely the body, and ought not to set themselves free and run awav. And in the light of this doctrine Phaedo makes Socrates claim that men are one of the chattels of the gods, who are their guardians, and that the gods would be angry if a man escaped by killing himself. This claim of Socrates forces Cebes and Simmias to wonder why Socrates is so much willing to leave them and the gods by wishing to die. This wonder amounts to an accusation, and Socrates declares that he has to defend himself as if he were in a court of law. What follows can, therefore, be called Socrates' "Defense," an d1roAoy£a indeed, unlike his alleged "defense" in the dialogue called in a dissembling way "Apology." Before beginning his defense, Phaedo narrates, Socrates has to listen to Crito, the point being that the man who will administer the poison has asked Crito to warn Socrates to talk as little as possible, lest the effects of the poison be diminished so that it would have to be administered again and again. Socrates does not pay any attention to this warning and proceeds to his lengthy defense. It consists in claiming that a lover of wisdom, a "philosopher," in pursuing philosophy practises nothing but dying and being dead ( 64 a). Simmias can't help laughingthough reluctantly-, because he thinks of the many in Thebes who would also say what Socrates just said and would add to it that the philosophers do indeed deserve nothing but death. They would be right, says Socrates, although they would not understand their own saying. What the philosopher wants above all is to let the soul alone, itself by itself, consider that which truly is, without being troubled by the body, the bodily sensing, the bodily desires and fears, the bodily pleasures and pains. What truly is cannot be seen or heard or sensed in any way. Now, since death is the separation of the soul from the body, as Phaedo makes Socrates say ( 64 c, 66 e-67 a), the philosophers must obviously desire death, that is, the complete purification of the soul. And Phaedo makes Socrates refer to orphic sayings according to which the thyrsus-bearers 3 �The College are many, but the initiated and purified are few, and only these few will dwell "over there" with the gods. This is the gist of Socrates' "defense." II. Quite naturally the question arises whether the soul, when it leaves the body, still exists. Does it not perish altogether? That is the question Cebes immediately raises, and this is the way Socrates answers it, according to Phaedo's narrative. There is an ancient argument, an "orphic" one, we have to understand, that we go there from here and come back here again and thus are born from the dead (70 c). If this is so, our soul must exist there. And Socrates proceeds, according to Phaedo, to show in a detailed way how that argument might be true. He invites Cebes to consider that in this visible world of ours everything, if there is something opposite to it, inevitably comes into being from this opposite. He cites examples: the greater becomes greater after having been smaller and vice versa, the weaker is generated from the stronger and vice versa, the slower from the quicker, the worse from the better, the more just from the more unjust, being cooler from being hotter, being awake from being asleep, and so on, and so on. The opposite of living is being dead. It follows that all living things, and that means also all living people, are generated from the dead. Then, Socrates concludes, our souls do exist in Hades, and there is such a thing as "coming to life again" ( avaf3u:OuwrBa,-7! e-72 a). If that were not so, all things would be swallowed up in death. III. We may have some doubts about the soundness of this orphic argument, as Cebes apparently has; for he reminds Socrates of another way to show the pre-existence of our souls. As Socrates so often says (we have to assume not only in Platonic dialogues), learning is nothing else but recollection (aval'v~u«), and that implies that the soul must already have existed somewhere before it came into being in human bodies, so that in this way also the soul appears to be deathless. Simmias wants to learn-that is, to recollect-more about this argument, and Socrates goes 4 on showing-again in a most detailed way-the different cases of recollecting which we experience, up to the case of recollecting equality itself (74 a ff.). What is important about this case is that we can never see, never sense "equality itself." We perceive through our senses equal things, stones or pieces of wood, for example. We realize, however, that the equality of two visibly equal things is a deficient one: these things may appear to one mini equal and to another unequal. To be able to recognize this deficiency means that we must have previously known perfect equality. And it is this previous, but forgotten knowledge that we recollect when, in perceiving visibly equal things, we realize that their equality is merely an approximation, a copy, an uimage" of perfect equality, of "the equal itself." We must have acquired that knowledge of perfect equality, Socrates submits (75 c), before we were born. And that applies not only to equality, but to any intelligibile entity, on which we put the seal of "its being what it is'' (aVrO 0 £(J'n). Thus there is the same necessity for our soul to exist before our birth and for all intelligibles, all vo~ra, to have being. We have to note that the necessity of asserting the soul's pre-existence is understood here, in the dialogue, to depend on the presupposed being of the intelligibles, the vo71 rU, the £l87J, the "invisible looks." Simmias and Cebes now agree that the soul must have existed before our birth. But what has not been proved, they both assert, is that the soul also exists after we are dead. Socrates claims that that proof had already been given, referring to the previous orphic argument that every living being is born from the dead. Must not the soul exist after we die, since it must be born again? But Socrates also agrees that the discussion has to proceed. There is some jesting about the possibility that the soul might be blown away by a high wind after we die, and Cebes says that there is perhaps a child within us who has such a fear. This is the moment when he mentions the need to persuade that child "not to fear death as if it were a hobgoblin." What is required for that child, says Socrates playfully and truthfully, are daily incantations until that fear is charmed away (77 e). And the struggle with Fear of Death continues. �January, 1975 IV. The emphasis is now on the distinction between what is compounded and what is uncompounded. The compounded is liable to be decomposed which cannot be said of the uncompounded. That which is uniquely "itself by itself," like "Equality itself," "Beauty itself," "Being itself," "Man himself," "Horse itself," is uncompounded and always the same, while there are things like men, horses, cloaks, that are constantly changing. What is mentioned first, the ,18~, the "looks" are only reachable in thought, are invisible, while what is mentioned later is perceived by our senses, is visible. And Socrates asks Cebes forcefully ( 79 a) : "Are you willing then to posit two kinds of beings, one visible, the other invisible (diS!,)?" Cebes is willing. He is willing to admit that the visible is constantly changing and that the invisible is always the same. It is clear to him that the body belongs to the visible and the soul to the invisible. He has to agree that when the soul makes use of the body for any inquiry, that is, makes use of the senses, it is dragged to the things which never remain the same, but when the soul inquires alone by itself, it departs into the realm of the pure, the everlasting, the deathless and the changeless (79 d). And Cebes also agrees that, when a man dies, the soul, the invisible (diS!,) goes to a place which is, like itself, noble and pure and invisible, goes to the true Hades ("'A<Z~<), to the good and wise god. And Socrates concludes that the soul departs in purity, if it never associated itself with the body in life but gathered itself into itself alone, that is to say, philosophized in the right way and willingly practised dying. If it did that, it will be happy in Hades and henceforward live there, as the initiated say, truly with the gods. Socrates continues in this pythagorean-orphic vein, describing what happens to the soul of a man devoted to bodily desires and pleasures after this man dies. His soul is dragged back to the visible world, through fear of the diU, and of "'AtS~,, flits about monuments and tombs, passes into the body of an ass or a wolf or of a hawk or of a kite. The souls of better men, who by habit and practice, without philosophy and true understanding, have lived moderately and justly, pass into the bodies of bees or wasps or ants or of men again. It is only true philosophizing that attempts to free the soul from the prison of the body, from the bondage to pleasure and pain. Only a soul nurtured in this way is not going to fear that it will be destroyed at its departure from the body and vanish into nothingness (80 d-84 b). The soul is entirely indissoluble, "or nearly so" (80 b 10: " ' Tt TOVTOV ) • ' 1] . ~£yyv'> V. There is a long silence after Socrates' speech. But finally Socrates addresses Cebes and Simmias, who had talked to each other, and asks them whether they had any doubts about what had been said. Simmias confirms that they are doubtful, have questions to ask, but hesitate to trouble Socrates in his last hours. Socrates laughs gently, Phaedo narrates, compares himself to the swans that sing most and best when they feel that they are about to die, and urges Simmias and Cebes to speak up and to ask whatever questions they have. Simmias and Cebes comply. The question of Simmias is this: is not what Socrates had said about the body and the soul comparable to what could be said about the well attuned strings of a lyre. and the concord of sounds produced by those strings? If the lyre is destroyed, could it be claimed that the concord will still exist? The question of Cebes is this: granted that the soul survives when a man dies and even wears out many bodies, might it not finally perish altogether in one of its deaths? These questions, as narrated by Phaedo, are asked in a most serious and circumstantial way. Not only are all the people, who are said to surround Socrates, deeply troubled, but this is also true of Echecrates, Phaedo's interlocutor. It is not unimportant to note what Phaedo has to say at this point. What astonished him most, he says, was "first, the pleasant, kind and respectful manner in which he [Socrates] accepted the arguments of the young men, secondly, his quick sense of the effect their words had upon us, and finally, how well he cured us ...." ( 89 a). This is the moment when Socrates' habit of playing with Phaedo's hair is mentioned by Phaedo. Socrates is doing that right now, while telling Phaedo to cut his beautiful 5 �The College hair-not the next day, but this very day, as Socrates will also do, if his argument dies and cannot be brought to life again. This is the moment when Iolaus's relation to Heracles is compared to that of Phaedo to Socrates. But this is also the moment when Socrates launches into a lengthy discussion about the danger of becoming misologists, haters of argument, and of believing that there is no soundness in arguments at all (89 c-91 c). Let us note that this discussion is at the very middle of Phaedo's narrative. We have to infer that nothing is more important to Socrates than to keep arguing about a difficult question, never to despair, never to give up the hope of reaching a final and sound conclusion. And after finishing the discussion about misology Socrates takes up the question raised by both Simmias and Cebes. VI. The doubts and fears of Simmias that the soul may perish first, being a kind of concord, are dealt with by Socrates first. (Let me remark parenthetically that the word "concord" translates the Greek word Opp,ovla, which it is wrong to translate by the English word "harmony.") Socrates makes sure that Simmias accepts, as Cebes does too, the argument according to which learning is recollection and that, therefore, he also agrees that the soul must have existed somewhere before it was imprisoned in the body. But a concord of sounds cannot exist before the lyre and its strings come into being. The concord of sounds is the last to come into being. There is no consonance then between the recollection argument and the argument that the soul might be something like a concord of sounds. Simmias is ready to yield. But Socrates goes on demolishing the concord thesis by reasons which are quite independent of the recollection argument. He shows that concords of sounds can be more or less concordant, while souls cannot be more or less souls. On the other hand, a soul may possess sense and virtue and be good, while another soul may be foolish and wicked. Those who claim that the soul is comparable to a concord of sounds will have to claim that the virtue of a soul is another concord and the wickedness of a soul is a discord of a concord. Or, to 6 say it better, if the soul is a concord, it cannot be discordant, cannot be wicked at all. And finally Socrates points to our experience that the soul, if it is thoughtful, rules over its desires and passions and fears, which it could not do if it were like a concord, since that which is concordant depends on its concordant parts and does not rule over them. Does not Homer say of Odysseus (Odyssey XX, 17 f.) : "He smote his breast, and thus rebuked his ~heart: endure, my heart; a worse thing even than this didst thou once endure"? Phaedo makes Socrates say judiciously and probably smilingly that Homer could not have said that, if he had thought of the soul as a concord. This is how the concord theme of Simmias, the Theban, is brought to an end. And Socrates proceeds to meet the doubt of the other Theban, Cebes. Before doing that he appeals, solemnly and playfully, to the graces of the Theban goddess Harmonia, who is the daughter of Ares and Aphrodite, as well as to the graces of Cadmus, who is Harmonia's husband and who, according to the legend, killed that great serpent, out of whose teeth armed men sprang up, clashing their weapons together. VII. To meet the doubt of Cebes is the most difficult task Socrates faces. According to Phaedo, you will remember, Cebes had insisted on the possibility that the soul, after wearing out many bodies, might finally perish altogether. In doing that, he had, in fact, relied on Socrates' own saying that the soul is entirely indissoluble "or nearly so." What can the phrase "nearly so" mean but final dissolution! Socrates pauses for a while, considering something deeply by himself. And then the struggle with Fear of Death reaches its height. Socrates has to show why the soul can never die. Before doing this, he has to make clear the meaning of the word "why." The question "why" comes up whenever we are unable to understand something in our immediate experience. We are asking what is "responsible" for this something, what "causes" it. A crucial distinction is made by Socrates (99 a-b): "One thing is what is truly responsible [for something], another thing is that without which �January, 1975 what is responsible could not possibly become [effectively] responsible." To be unable to make that distinction is a sign of "profound sluggishness" in speaking and thinking. To say, for example, the causes of Socrates' sitting in the prison on his couch with his feet on the ground are these that his body is composed of bones and sinews and that the bones hang loose in their ligaments while the sinews, by relaxing and contracting, make him bend his limbs,-to say that is to fail to mention the true causes of Socrates' sitting in the prison room, namely that the Athenians decided that it was best to condemn him and that he decided that it was right for him to stay and undergo whatever penalty they would order (98 c-e). The confusion about the meaning of "cause" (alTla) leads to that special wisdom known by the name of "inquiry about nature '1r£p'i cpVu£w'> i.!TTopla-96 a 8). In his youth, Socrates reports in Phaedo's narrative, he wanted very much to find out, with regard to any single thing or occurrence, what was responsible for its coming into being, its passing away, its being the way it was (96 a). But he could not find any satisfactory answers. Nor could he learn them from any· body else, not even from the great Anaxagoras. The cause of this inability was precisely the confusion about the meaning of "cause." Socrates had to embark upon a different journey, his "next best try," which means he had to take to the oars, since the wind had failed, and seek to find out in a better way "why" things are as they are. He had to "take refuge in the spoken word" (99 e 5), in exchanging questions and answers with himself and with others and in them search for the truth of things. . Socrates gives the following outline of the way he now proceeds. On each occasion he chooses as a supposition (an t,.68'"") the most reliable statement which would make us understand what remains obscure and concealed in our immediate experience. Whatever appears to be consonant with that statement is to be posited as genuinely true, and that applies especially to what is being said about the "cause" of something; whatever does not conform to the statement is to be taken as untrue. Cebes does not quite follow. He is not saying anything 11 ( new, Socrates explains, but rather what he has never stopped saying, at other times as well as in the preceding discussion. And now again he is going to revert to those much babbled-about words and make them his starting point, his initial supposition being that there is something named "itself by itself beautiful" and also something "itself by itself good" and something "itself by itself big" and all the rest. Consonant with this statement is a further one of the following type: if there be anything beautiful besides Beauty itself, it will be beautiful for no other reason than that it shares in, or partakes of, Beauty itself. It is this kind of cause which is responsible for things being beautifnl, which "makes" them beantiful. Statements of this type provide the safest answer to the qnestion: "why" are things as they are? In a dissembling and yet truthful way Socrates characterizes this way of understanding why things are as they are as "simple," "artless," and "perhaps foolish." His answer, with all its safety, is a simple-minded, "nnlearned" one, as he later adds. Its safety is based entirely on the reliability of the underlying statement that the "intelligibles," the vo~T&, have being. Everybody present-and also Echecrates who listens to Phaedo's storyagrees. And then Socrates proceeds to show why the soul can never die. The "demonstration" he offers, according to Phaedo's narrative, resembles indeed a most intricate maze. It is ultimately based, first, on the underlying and most reliable statement that each of the intelligibles, each of the ,18~ is something which has being; secondly, on its corollary that everything else, by "sharing in" those ,18~, derives its name from them; and thirdly, on the kindred corollary that this sharing in the various ,za~ can be safely understood as the "cause" for everything being as it is. Socrates takes care to remark that the two. ways of pro· ceeding in all this, the one towards consequences which spring from the safe supposition and the other towards the very source of the safe supposition, the way downwards and the way upwards, should not be mixed up. But we cannot fail to observe that in Phaedo's narrative these two ways do get mixed up. It is noteworthy, for instance, that 7 �The College what remains shrouded in darkness is whether the way to the true Hades" is downwards or upwards. A long series of examples of true causation is presented by Socrates. I shall mention only a few. A man is big, and is called big and not small, because of his sharing in Big11 ness or, as we may say, because Bigness is "in" him; a body is hot, and is called hot, and not cold, because it contains Heat; a body is sick, and is called sick and not healthy, because Sickness is in" it; a number of things is odd, and is called odd and not even, because these things share in Oddness. And now Socrates adds: a hot body may cool off 11 and then again become hot, but the Heat "in" it can never become cold nor the Cold "in" it ever become bot. For Heat and Cold, just as Bigness and Smallness are by themselves incompatible with each other. Somebody among those present interjects full of surprise: what is being said now is opposite to what was said before about opposites, to wit, that the greater is generated from the less and the less from the greater, and that is simply the way opposites are generated, namely from opposites. And now it is being said that that can never happen! Socrates listens attentively and then explains: what was said before was said about visible things in this visible world of ours, but now the talk is about intelligibles, about the opposites as they are in themselves, about the ,ra~ like Bigness itself, Heat itself, Sickness itself, Oddness itself. But at this point Socrates begins to complicate his simple-minded account of how causation has to be understood by another safe and "more ingenious" ( 105 c 2) way of answering the question why things are as they are. VIII. A body is hot not only because of the Heat "in" it, but also because of fire; a body is sick not only because of Sickness "in" it, but also because of fever; a number of things will be an odd number of things not only because of Oddness "in" it, but also because of the unit which makes an odd number odd; and soul is going to join the rank of these new entities as a cause of life. What characterizes these new entities? First, their names are entirely 8 different from the names of what they are causes of: firehot, fever-sick, unit-odd, soul-life; secondly, these entities are not intelligibles, are not El81J. "Fire" and "fever" have an elemental character. The mode of being of "unit" is highly debatable. And even more so is the mode of being of "soul." Up to this moment in Phaedo's narrative what characterized the soul was its thoughtfulness, its ¢p6V>Ju«, its ability to deal with intelligibles, the vo~ra, the ,ra~, its power to think, to learn, to recollect. Socrates proposes to Cebes twice that they determine what sort of entities these newly introduced ones are. What is said of them is this: the new entities, while not accepting one of two opposites, "bring up" the other opposite and impose it on what they approach. Thus Cebes, imitating Socrates' "more ingenious" way, claims that soul, lfrux~. entering a body, will make it a living body {(Olv). The simple-minded account would have been that Life (Cw~) does that. The account of Cebes follows the pattern set by Socrates: the opposite of Life is Death (105 d 6-9); soul ( ofvx~), by itself not "opposed" to Death, "brings up" Death's opposite, Life (105 d 10-11 ), brings Life to whatever it "occupies"; and since, in analogy to Socrates' examples, "soul" does not <~accept" Life's opposite, does not "accept" Death, "soul" cannot be touched by Death; the soul, therefore, will never "die." The demonstration seems to have reached its end. But Socrates immediately presents the difficulty which is bound to come up. The entities, the "sharing" in which is responsible for certain features of the visible world (ac· cording to the simple-minded and the new account) -as well as those sensible features themselves-carry, by virtue of their not "accepting" one of the opposites in question, a negative appellation, for instance, "not-even" ( &.v&pnov), "not-just" ( U8tKOJJ)' "deathless" ( ao&varov). But these nega- tives do not tell whether that which they signify "departs" or vanishes altogether whenever the negated opposite approaches. This alternative is mentioned in Phaedo's narrative repeatedly and well in advance of the final conclusion: the one opposite either escapes, retires, withdraws, goes away or perishes at the approach of the other �January, 1975 opposite. Could not the same be true of "soul"? That is Socrates' query. As something to which the appeiiation "deathless" applies, it might nevertheless share this same fate: it could be "extinguished" and perish at the approach of Death. It would be a "living" soul only as long as it exists in a body and no longer. The demonstration, with which Cebes was satisfied (105 e 9), amounts to nothing if one considers that possibility. It is Cebes who dismisses it. He asks: does not the deathless mean that which never dies? And must not that which never dies exist forever? If the "deathless" were subject to destruction, Cebes exclaims in an orphic vein, could there be anything else that would escape it! Whereupon Socrates (106 d 5-7): "The god, at least, life itself by itself (avril ,.;; r~< Cw~< e18o<), and if there be anything else 'deathless' -that these never perish might, I think, be agreed upon by ail." There is as much ambiguity as solemnity in these words. Cebes catches the irony and chimes in (106 d 8-9): "By ail men, to be sure, Zeus knows, and even more so by the gods as I, for my part, suppose." But Socrates and Cebes do agree on this: since "soul" does not "accept" Death and if thus the soul is indeed deathless, there could be no alternative to its being indestructible; when Death approaches man, what is mortal about him dies, while what is "deathless," retiring before Death, departs safe and unimpaired ( 106 e 7). "Soul, then, Cebes," Socrates concludes in Phaedo's narrative, "is more than anything deathless and indestructible, and our souls will truly be in Hades" (106 e 9-107 a 1). Let us note that what the word "soul" now means remains unstated. Nor are we told what kind of place "Hades" is. IX. Cebes and Simmias are satisfied. But Simmias feels bound to make a reservation: considering the human weakness (~ &v8pwrdv~ &aOivE!a-107 b 1) as against the magnitude of the subject under discussion, he for one cannot completely trust the argument. Socrates fuiiy approves of Simmias's stand and even extends the distrust ( d,na,.[a) to the very first suppositions underlying the entire argument. The inconclusiveness of the "demonstration" hinges on Cebes's imitating Socrates' "more ingenious" accounts. The assertion that sharing in "soul," in tfvx~, is responsible for Life, tw0, in a body, that "soul" is thus ~~life-bringing/' is rooted in the common identification of "living being" and <~animate being," of tWo'' and Jp.fvxov. The emphasis in the preceding discussion lay on the kinship between soul and the inteiiigible. What characterized soul was .pp6v~""• thoughtfulness, and ail that this entails. Cebes's "imitating" answer gives .Pvx.~ a radicaiiy different meaning, relating it not to cppOV'rJrn<>, but to ' living," to t~v. The indestructibility of this soul, as the exchange between Cebes and Socrates shows, and as Simmias confirms, is far from certain. Does ail this mean that the argument, intended to cast away Cebes's doubt and built up with so much care and circumspection, does not fulfiii its task? Taken by itself, it fails indeed. But had not Socrates said (77 e 8-9), playfully and truthfully, that daily incantations are required to charm the fear of death away? Are not all the arguments of the dialogue a series of such incantations? But will they not, and necessarily so, remain ineffective unless supported by evidence more powerful than the evidence they are able to supply by themselves? This supporting evidence is there, in the very 3piipa presented by Phaedo. We witness Socrates' behavior during the long hours before he drinks the draught. For it is not only the content of the arguments, their cogency and insufficiency, that mark the struggle with Fear of Death, it is also, and more so, the adult sobriety, the serenity in gravity and jest, imposed by Socrates on the conversation. The final story Socrates is telling, according to Phaedo's narrative, shows perhaps more than anything else Socrates' imperturbable calm. He reverts to the kind of journey he claims to have undertaken in his youth. He describes our earth, not as we see it, bnt as it would appear to us if we were looking at it from above and from within. The story, a long and complex one, is told in complete tranquility and-we have to assumewith recurrent smiles. It presents not so much an "inquiry about nature" ( ?T£P~ cf.rV(T£W<> hrropla) as an "inquiry about the soul" ("'P' >/fvx~' 1arop!a). It tells what happens to the 4 9 �The College souls of men after death. Socrates does not pretend that his story is a true one, and that's why he probably keeps smiling: "it would not be fitting for a man of sense to maintain that all this is just as I have described it" ( 114 d l-2). But since the soul appears to be deathless, a man of sense should take the risk to accept a tale like the one Socrates was telling. "For it is a noble risk" (114 d 6). And one should continue to charm oneself in this very way. X. After finishing this story, Phaedo reports, Socrates is about to go to take a bath. Crito intervenes again. He asks what Socrates wants his friends to do about his children and about anything else, notably his burial. He has nothing to say about all that, says Socrates and, quietly laughing, he explains to his friends that it is difficult to persuade Crito that burying the body, which will remain when he, Socrates, is gone, has nothing to do with him. He will have departed. He then goes into another room to bathe. When he returns, his three children and the women of his family appear. He talks with them, gives them his advice, and then tells them to leave. The sun is setting, the drinking of the poison is near. Phaedo reports a touching scene between Socrates and one of the wardens of the prison. Socrates demands that the poison be brought to him. Crito tries to persuade Socrates to wait a little longer. Socrates says that that would be ridiculous. The poison is brought in a cup. Socrates is told to drink and then to walk till his legs feel heavy. Socrates asks whether he should not pour a libation to a deitv. It is hard not to sense the irony of this question. Socrates is told that there is not enough 10 for that in the cup. Socrates prays that his departure from here to there be a fortunate one. And he drinks the poison coolly and calmly. An outburst of fierce emotions and of tears and of wailing among Socrates' friends follows. Socrates says to them: "keep quiet and be steadfast" ( 117 e 2). He lies down on his back, and the man who administered the poison as well as Socrates' friends watch death approaching. Uncovering his face, which had been covered, Socrates says to Crito: "We owe a cock to Asclepius; pay this debt and do not neglect it" ( 118 a 7-8). These are his last words. To sacrifice to Asclepius, the healing god, means to thank him for one's recovery from a disease. Socrates' last words imply that he is recovering from the most disastrous disease, the one that imprisons his soul in his body. He is recovering from this disease because his soul is leaving its prison. Crito closes Socrates' mouth and eyes. And Phaedo ends his narrative by telling Echecrates that this was the end of the best, of the most thoughtful and most just man of his time. What shall we conclude from all that we have heard? Three things. First, in the struggle we have been witnessing, Socrates, the true Theseus, annihilates the true Minotaur, the Fear of Death. Secondly, it remains completely uncertain whether Socrates' soul is now in the true Hades, the realm of the invisible looks. Thirdly, it is certain that Plato, through Phaedo's narrative, has made Socrates live forever-or, to be as cautious as possible, has made Socrates live as long as people will be able to read what Plato wrote. �January, 1975 THE RUIN Wallstone remains, wondrous, broken, alien; The city fell, the work of giants crumbled Roofs are caved in, the towers are in ruin, The gates are torn open. Ice crusts the mortar. Stormfences are cut down, scored, etched and eaten, Undermined by age. The earth holds in its grasp Wielder and maker. Weary, worn out, they died, All strength gone. Now a hundred generations Of men have passed •and vanished. Once this wall stood Streaked red and grey, while kingdom after kingdom Withstood endless storms. At last the high arch fell. There remain . . . rubble . . . heaps of stone . . . shards . . . fragments. Even the earthrind sank. A man of cunning, Skilled in met•als, bound the wall in wire rings, Wove stone and wire splendidly together. Fortresses were bright; there were many houses, High gabled, filled with the sound of warriors. There were many meadhalls, filled with human joys, Until wyrd brought change: This was a time of plague, When death took all men; even the strongest fell Ramparts became desolate, foundations waste. The high citadel crumbled. One after one, Those who would rebuild fell lifeless to the ground. Therefore these courtyards are grim places. Roof tiles, Red and curved, 1ie scattered about; the crossbeam [s shattered. Destruction fills this world. Once men Were glad in heart and bright with gold. In splendor, Proud, and flushed with wine, their armor gleaming, they Looked on the treasures gathered here: on silver, On art-wrought gems, on riches, on precious stones, And on this city, the seat of wide empire. Stone buildings stood. Water flowed in hot from wells, Steaming from the depths; there were bath houses, hearths Kept warm in winter. A strong wall enclosed all [n safety. That was a proper place for men. So it is ... that is a kingly thing... city... Anonymous-Seventh Century A.D. (A translation from Anglo-Saxon by RobertS. Zelenka) 11 �The College Hommage a Dietrich Buxtehude There is in ancient music peace; Beyond, the fragments of a world. ,~:&b ~. r;;o The sea returns against the sand in wavewake murmuring; Along the low strand Tide mark, out to the far thrown jetty, The night brings driftwood, remnants of a flood Distant from here, salt grey, to be rendered smooth And featureless in time. VioLino diAmurc The sea reflects itself at dawn, an image of the sky. Along the still, cold Edge of land I walk, hearing my steps Measure the movement and hear nothing else. I stare out into the growing light and see The sun and see no thing. -RobertS. Zelenka 12 �January, 1975 Bach's Rhetoric by Beate Ruhm von Oppen Those of you who have read Albert Schweitzer's great book on Bach may remember the genesis of it from the preface by Charles Widor. He describes how he, Widor, told Schweitzer one day when they were playing the chorale preludes that though he could easily see the logic of Bach in his preludes and fugues, he found much obscurity in his treatment of chorale melodies. Why these excessive contrasts of moods? Why the use of contrapuntal motifs that bore no relation to the mood of a hymn tune? Young Schweitzer told the master that all this became clear from the texts. Widor told him which pieces had puzzled him most. Schweitzer told him the texts by heart, and translated them into French on the spot. The riddles were solved. The two then spent afternoons going through all the chorale preludes and Schweitzer showed Widor, as Widor says in his preface, a Bach whom he had only very dimly divined before. He then asked young Schweitzer to write an essay on the chorale preludes for French organists. Schweitzer soon found that he had to include the cantatas and passions, to explain things. And that was the beginning of his book on Johann Sebastian Bach, the musicien-poete, or musician-poet, as he called him. The man who was to have spoken here tonight,' Nicholas Nabokov, once said to Mr. Klein, many years ago, that Bach's texts do not matter, that they did not matter to Bach. In proof he mentioned the fact that Bach often re-used music with a new text that had previously been composed for another text. I am here to refute that view and I propose to address myself not only to that 1 This is the slightly adapted text of a lecture delivered at St. John's, Annapolis, on 27 October 1972, as part of a quartet of musical lectures which also included Mrs. Allanbrook's lecture on "Dance, Gesture, and The Marriage at Figaro" printed in the spring, 1974, issue. Others were by Mr. Allanbrook, who dealt with keyboard music, and Virgil Thompson, who spoke on words and music in a way strongly suggestive of agreement with Nabokov, with hilarious illustrations from Handel but only a fleeting reference to Bach. It may be odd for the work of an editor to appear in a journal. But there was a gap that needed filling, and the editorial board, not the editor, made the decision to fill it with "Bach's Rhetoric." objection to taking Bach's texts seriously, but to other objections too: that the declamation is often not the declamation such texts would have were they read or spoken, even in a heightened form; that often they are submerged in the music, inaudible or unintelligible; and that some of the texts, some non-biblical texts his librettists served up to him, were uninspired, weird, or in doubtful taste. Let me dispose of this last point straightaway and say that I am not unduly impressed or depressed by it. Tastes have changed since Bach's day and some of the conceits, some banking or cooking or medical metaphors in a few of the texts may strike us as odd-as may some of the loving, almost amorous exchanges between the soul and the savior in others. But one can live with such oddities and they are neither numerous nor important. What is important is Bach's musical treatment of them. And I for one am against editing them out, as some people, even Albert Schweitzer, have suggested. Though Bach could do wonders with almost any text, he was, it seems to me, at his best when setting and interpreting the Bible. Indeed I would not call him a fifth evangelist, as has been the fashion for some decades now, but a church father, an interpreter, an exegete of Holy Scripture. I could now proceed in Thomistic fashion, giving the other-mostly but not only secularist-objections one by one, and then my answers. What makes that procedure impossible is the fact that I can only detain you for about one hour and that I want to leave half of that to Bach himself. You ought to hear at least as much of what he does as of what I have to say about it. What he does takes time. Music takes time; it works in and with time. To allow Bach to have his say means that one must listen to what comes before a certain crucial point, even if one then brutally cuts off or fades out after that point. I might as well start with the Nabokov objection, the existence of what are called "parodies." The most massive case of re-use of pre-existing music is the Christmas Oratorio. Some writers have argued that this cluster of six l3 �The College church cantatas was composed before the secular cantatas with which it shares a dozen numbers. I am not convinced. I think that here, too, as in all other known cases of parodies, the secular work came first, the sacred laterthough some parallel numbers of the one and the other may go back to a common earlier source. The Christmas Oratorio is not only the most massive case of parody, but it is also the one that comes closest to convincing people that parodies do prove Bach did not really care what words he combined his music with. As far as I am concerned it is, however, the only case where one could say an original number was "better" than the later adaptation. For the Christmas Oratorio Bach drew fairly extensively on a secular cantata (BWV 213) about young Hercules at the crossroads of Virtue and Voluptuousness (or Pleasure). You will hear the beginning of both versions of a tenor aria. In the secular version it is sung by Virtue who tells young Hercules that on her wings (yes, it is "her" despite the tenor voice) the budding hero shall soar and rise as on the wings of an eagle, towards stars. The soaring, on the word schweben, really, sensibly, "soars," hovers, floats in the air, having been lifted up, off the ground, most powerfully and elegantly by the octave swoop to a syncopated tonic and run up to the dominant, all in the first bar, on the words "Auf meinen Fliigeln"-"Upon my wings." EXAMPLE 1: Cantata No. 213, Hercules at the Crossroads, and Christmas Oratorio ,.,e\ --'l'letl will 'tlu( ~Wje-"''>olkiJu. '5"d.l>)e. Ji< 7,.1.4 flt-"«n le. success. Does that prove the texts did not matter to Bach? Not a bit of it. The meanings of both texts are connected and in the setting of the words Bach has been both inspired and meticulous about fit and fitness. One last word about the Christmas Oratorio. You have heard the first bars of the arias sung by Virtue and the Christmas version of it. There is not time-but neither is there need-to play the lullaby sung by Voluptuousness in the cantata about young Hercules and the cradle song in the Christmas Oratorio-same song, the one in B, the other in G. One can choose to be shocked or amused by the transformation of the singer of that lovely tune· from Voluptuousness to the Virgin Mary. I am amused. But I see no reason why the nativity scene should not have the tenderness previously given to the allegorical figure of Pleasure. Neither can I get too excited about the fact that the Christmas Oratorio begins with a kettledrum taken over from the original of the opening number, a secular cantata beginning ''T6net, ihr Pauken/' or "Sound (bel\) (he."-) In the Christmas Oratorio this E-minor aria is lowered to D·minor and the tenor sings it as a song of dedication to the infant savior and asks for strength and courage for a Christian life. The first words are "Ich will nur dir zu Ehren leben." The "Jeben" comes where the "schweben" did before. As we shall see later, weightlessness was a fea· ture of Bach's music on the effects of grace. But in this one instance I mvself feel the music has a more immediate connection with 'the explicit verbal metaphor "schweben" (for "to hover, or glide") than the implied metaphor of "]eben" (for "to live.") (EXAMPLES 2 and 3) 2 This is the one and only example which I myself consider somewhat superior in the original, secular version. In all the other cases of adaptation I find the sacred "parody" superior to its secular original and, where it is an adaptation of an earlier sacred composition, not in~ ferior. The traffic was all one way, from secular original to sacred adaptation or "parody," or from sacred original 14 to sacred adaptation-never the other way round, from sacred to secular. The four short Masses are cases in point here. They are Greek "Kyries" and Latin "Glorias," short Lutheran Masses, which use music previously composed for German church cantatas. In the original the music often seems tailor·made for the verbal cadence of the German text, with such a close fit that even wordless instruments seem to say the words of the text or at least clearly refer to it. And yet that music re·combines with the different and shorter Greek and Latin texts of the Mass with triumphant ye drums." (BWV 214) It was a nice literal touch to delight the groundlings in the secular work. It is in no way out of place in the jubilant first number of the Christmas Oratorio, which starts with words that do not have an explicit mention of drums. 2 All but one of the examples used and, on the occasion of the lecture, played, are currently available on records. The only exception is the Christmas cantata No. 133. The chances are that some enterprising company may again come up with a seasonable recording of that one, too. 1'be examples played were: Ex. 1: Beginning of tenor aria "Aut rneinen FlUgeJn" from cantata No. 213. Ex. Beginning of tenor aria "Ich wiii nur d:ii zu Ehren" from the Christmas Oratorio. Ex. 3: Repetition of Ex. 1. Ex. 4' Beginning of cantata No. 21. Ex. Beginning of cantata No. 57. Ex. 6, Beginning of cantata No. 54. Ex. 7' Beginning of soprano aria from cantata No. 133. Ex. Alto aria from cantata No. 64. Ex. 9' "Suscepit Israel" from the Magnificat. Ex. !Q, Duet "Er denket der Barmherzigkeit" from cantata No. 10. Ex. n, Beginning of cantata No. 10. z, s, s, �January, 1975 So much for the problems posed by the parodies. With my next example I want to illustrate two points connected with the question of declamation. My other examples will be drawn from the cantatas and the Magnificat. To include anything from any Motet would, I decided reluctantly, take too long. The Passion according to St. Matthew I take as read (and heard) -or, for Freshmen and Sophomores, still in the offing-and for the Passion according to St. John there is, alas, no time. Neither is there for the B-minor Mass. Of the roughly two hundred extant church cantatas only a portion are available on record; of the rough dozen secular cantatas a much higher proportion. You may ask: why restrict the examples to what is available on records? 2 My answer is that the voices, both human and instrumental, are very important for an assessment of Bach's rhetoric and I want to give you as much of them as I can. If you want to read about the subject and try things out on the voice or piano, there are the books by Westrup and Whittaker, Spitta, Schweitzer, Pirro, Parry, Terry, Tovey, and others. And there are all the scores in the library. And do consider Bach's texts and his treatment of them, listen to what he tried to say when he sang. Consider, also, the problem of translation: The question whether it is better to sing them or to have them sung in a language one understands and what is gained and what is lost by translation. For words did matter to Bach; they assuredly and audibly mattered to him when he set them to music in the service of his church and of his Lord and God, the word made flesh. Most of the cantatas were written when he was cantor of the church and choir school of St. Thomas in Leipzig. Bach was deeply concerned about the meaning of the scriptural and other texts which he used in his church music. He searched for the meaning and thought about it and conveyed it in a variety of ways, some of them taken straight from the art of verbal rhetoric, some of them not available to that art; but these latter, too, were governed by the word. Verbal and musical rhetoric were seen as connected arts at his time and rhetoric was still taken very seriously and taught in the schools and universities. The connection with mnsic was made in a whole body of teaching called the doctrine of affects or of figures. The feelings or affects were represented by musical figures, somewhat analogous to figures of speech. Johann Sebastian Bach-unlike his sons, who in their day became more famous-was a keen and educated rhetorician. This must be clear to any careful listener to his vocal music. It was also attested by Johann Abraham Birnbaum, a teacher of rhetoric at the university of Leipzig, who wrote of Bach that He so perfectly knows the parts and advantages which the elaboration of a piece of music has in common with the art of rhetoric, that it is not only a most satisfying pleasure to hear his thorough discourses on the similarity and agreement between the two; but that also one can only marvel at the skilful use he makes of them in his work. Birnbaum was defending Bach against an attack by a contemporary musician and critic, Johann Adolph Scheibe, who had asked: How can a man be faultless as a writer of music who has not sufficiently studied natural philosophy, so as to have investigated and become familiar with the forces of nature and of reason? How can he have all the advantages which are indispensable to the cultivation of good taste who has hardly troubled himself at all with the critical studv, the cultivation and the rules which are as necessary. to music as they are to oratory and poetry, so that without their aid it is hardly possible to write with feeling and expression? What Scheibe called "the forces of nature and of reason" was now being asserted against the theology and biblical exegesis of Bach; and the new rhetoric of emotion and expressiveness began to prevail over Bach's homiletics-, -his preaching oratory. Scheibe was not alone in his criticism. Rationalism was on the rise and antagonistic to revelation. Bnt quite apart from the content of his vocal compositions, Bach was attacked for their form, too. There is no time to go into the technicalities of the doctrine of figures, though every example that follows could be discussed in technical terms. Suffice it to say that a man like Johann Mattheson, though on the one hand aware of-indeed a writer onthe system of "figures," on the other ridiculed Bach for what he took to be faulty or unnatural declamation. He found a ready target in the opening chorus of the cantata Ich hatte vie} Bekummernis (BWV 21) which, as he put it, "for a long time does nothing but repeat" I, I, I, I had much grief, I had much grief, in my heart, in my heart. I had much grief ... and so on, and so forth. The repetition is undeniable. But the chances are that Bach knew what he was doing. He may have wanted to present the troubled "I" imprisoned in its self-centered grief and in its self-echoing heart-then to contrast it with the consolations of the Lord delighting the soul. The English translation of the German translation of verse 19 of Psalm 94 (and I give you that, because tense and structure differ somewhat )(wiil.li<J be: "I had many cares in my heart; but thy consolations ch,eered my soul." ',, ' Ich hatte viel Bekummernis(se) in meinem Herzen; aber deine Trostungen ergotzten meine Seele. It was that aber, the "but," that Bach wanted to highlight, the contrast he wanted to bring out, both directly and 15 �The College indirectly, in the musical treatment of the word itself-a "mere" conjunction-and in that of the two halves of the whole statement. It is conjunctions-and I could give you a whole list of them-that show more clearly, perhaps, than anything else how concerned Bach was with sentence structure, grammar, and syntax-and not just with imagery. Indeed the word ABER is put in a musical equivalent of capital letters triply underlined. It could not be more arresting and emphatic. (Very unlike an "aber" in Brahms, I would say.) It is preceded by an instrumental sinfonia or introduction, slow, sad, with sinuous oboe and violin parts interplaying over a shifting base of sustained and strangely modulating string and organ chords. Then comes the chorus, with the triple exclamation "Ich, ich, ich," followed by quasi-fugal or canonic entries, maintaining the sadness with many suspensions, seconds, and sevenths, and introducing some agitation with hammering syllables. EXAMPLE 4: Cantata 21, Icl1 llatte viel Bekiimmernis natural." But can "naturalness" be the sole or even the chief criterion in the musical delivery of a message? Under that heading there is also the question of the natural stress and length of syllables in speech and what happens to them when speech is sung, or becomes song. In one of his Motets-that is, as its name might indicate, a vocal composition with words all the time, no independent instrumental parts or interludes-Bach set the text of verses 26 and 27 of Paul's Epistle to the Romans, chapter 8: Der Geist hiltt m1srer Schwacllheit auf, denn wir wissen nicht, was wir beten sollen, wie sich's gebiihret; sOndeTn dCr Geist sellist v'ertiltt ulls aUf's hest'e ~aussprechlichem Seufzen. The Spirit helpeth our infirmities, for we know not what we should pray for ns we ought: but the Spirit itself maketh intercession for us with groanings which cannot be uttered. After a cheerful and vigorous first line, clearly indicative of the help given us in our weakness-especially, and most graphically, in a long, low first syllable of SchwachJwit, which after more than four bars is swung up an octave, Ich Imtte viel Bekiimmernis in meinem Hcrzen; aber deine TrOstungen ergOtzten meine Seele. I had many cares in my heart; but Thy consolations cheered my soul. in the sopranos, for the syllables "-lleit auf" (in the German the Spirit helps our weakness up), there is dne stress on the need for such help, in the repeated conjunction "denn" (for "for we know not ...") separated from the rest of the clause by rests and echoing from one choir to the other. After "we know not what we should pray for as we ought" comes: "but the spirit makes intercession This goes on for thirty-six bars, and then comes that lapidary ABER: for us with inexpressible groanings." And what does Bach do? At that "but," just before the word "sondern," he switches from 3/8 to common time (or 4/4) which, however, he treats in a way so uncommon as to lift the listener out of his seat and shift the singer from foot to foot, uncertain where the beat comes, as you can see in the bit of notation I have given you of the clause of liberation introduced by the "sondern:" ' • ~9-~~R It is the pivotal point of this number and the pivot of the message of the entire work. In this chorus it prefaces a lively section on the consolations of the Lord. The rest of the work has tlle same contrast, which is prefigured in this number, of anxiety and solace, even joy, culminat- ing in a triumphal chorus of great splendor at the end. The whole work-it is Bach's longest cantata-is about thatABER. You may find the first choral portion somewhat repetitious too; but you probably see the point in retrospect. Bach's contemporaries objected to it because it was "un- 16 The declamation on that "sondern der Geist selbst vertritt uns auf's beste" is, of course, what the experts of the day -and our day-would pronounce "faulty." The musical accents, put in very deliberately and consistently by Bach himself, do not fall on the stressed wordsl or syllables. It is like a sudden off-beat bit of dance. !;put the squiggly line under the word "vertritt" because"/l\suspecta· .. pun th ere: the verb treten means " to step',I, 1 ',_yertreten tO step in the place of someone or something else. What better wav to illustrate the mediation or intercession of the Spirit than by a shift of beat or tread? Strangely enough the ABER in the earlier example was off-beat too. The spoken aber is a trochee. And it is inter- �Januarv, 1975 csting that Bach, in the example from cantata No. Zl which I p!a,·ed before, did not bring it in on the downbeat, but on the naturall\' weak beat after it, and gave both svllables an unnatunil, artificial stress. Albert Schweitzer, though most keen on the imagery and pictorial aspects of Bach's music and quite capable of casting occasional aspersions on Bach's way with words, quite rightly referred to the next example we shall hear as one that shovvs the immediacy with which Bach's music arises from the natural declamation of the text of verse 12 of the Epistle of James: seJi'& {it aer Maim, aer aTe AllfeChtrillg eraUJdet: defln ilaciJdcTi1 er bewiilirct tSt, wiTd CI die KfonC aes I£bel1s efnpfilnge'IJ. Blessed is the man that endureth temptation: for when he is tried, he shall receive the crown of life. But now, if we do what Schweitzer tells us to do, simply read that sentence with the values and accents given to the syllables by the lengths and stresses of the notes, we discover something rather more interesting than "natural" or correct declamation. After the threefold "Selig" (Blessed, blessed, blessed), the sentence gets going: blessed is the man . . . and straightaway we have· misplacements of stress or length. In the relative clause that follows it gets "worse." And the most plavful, dancing distortion of the spoken rhythm comes on "Wlrd Cf die Kfane d~s Lebefls ClnpfilngCn." The hcmiola and its variant on the final "cmpfangen" are not just what one might expect in any dance of those clays. It performs a rhetorical function by its very linguistic "unnaturalness." It overcomes gravity by grace. (EXAMPLE 5). The music is mellifluous and the overall emphasis is on grace, beatitude, and the crown of life. Compare this with a cantata that also deals with the overcoming of temptation but which does it very differcntll', both in text and music. It does not start and end wit!; the blessedness that is the reward of virtue, but on the contrary starts with the imperative: "Resist sin!": "\Viderstehe doclr der Siinde," and supports it not with a promise but a warning: "lest its poison take hold of you": "sonst ergreifet diclr ihr Gift." It is all struggle and conflict and even the music is "unnatural" or strained, with the singer, like the fiddles before her, coming in on the leading tone, then g~ing cj_own to the dominant and up to the subdominant 7-5, 4, outlining a dominant seventh chord, over an equally astonishing, insistent I, and an opening chord of 7 D 4 Ab 7 2 F 1 Eb. In the opening phrase the root STEH of Widerstehe, or "stand," as in 41Withstand," comes on the repeated subdominant. Later that root svllable is sustained first on the 5, then on the I, standing its ground against the pressures of changing and conflicting harmonics. EXAMPLE 6: +5 3 ~ ,__ After this sombre battle song against sin, with its musical insistence on the need for steadfastness, let me just mention some other words that Bach is apt to stress by long notes, some verbs, notably, like bCtell, to pray, or halten, to hold. And he gives them long notes not only when they are in the grammatical imperative, as in cantata No. 67, Halt im Gediichtnis Jesum Christ (Hold in remembrance Jesus Christ), or No. 70, Wachet, betet 17 �The College (Watch, pray), but in any mood or tense, ever mindful of the need for sustained effort and concentration, vigilance, prayer, and steadfastness. Even the evangelist's refrenee to Jesus praying in the Matthew Passion is lengthened somewhat on betete, though in recitative-which is closer to the spoken language-the length must be less than in an aria or chorus. From this hortatory kind of preaching let us go to something quite different, a rhetoric that works by a choreography of layout, an art of positioning or deployment, almost what one might get in a piece of typography. It comes in the Christmas cantata Ich freue mich in dir (I rejoice in Thee, BWV 133). The words of the first part of the soprano aria say: "How sweetly it rings in the ear, this word: my Jesus is born. How it penetrates my heart." Even the repetition pattern of phrases and words may give you an inkling of how Bach went about setting this text: Wie Iieblich klingt es in den Ohren/ How sweetly it rings in the ear \Vie lieblich klingt es, wie Iieblich klingt es in den Ohren, wie lieblich klingt es in den Ohren, wie lieblich klingt es in den Ohren, wie Iieblicb klingt es in den Ohren, dies \Vort-dies Wort--dies Wort: Mein Jesus ist geboren-geboren. WI ie dringt es in das Herz hineinl this word: my Jesus is born. How it penetrates the heart! You will hear the loveliness of the ringing before the focusing starts in earnest, on "the word, the word, the word." And when, after all this very pointed preparation, the word comes, "Mein Jesus ist geboren," the first three words of it are delivered on a monotone dominant-the most concentrated way of communicating anything, I suppose, in the midst of moving music-after which the word "geboren" (or "born") comes down to the tonic and up again, to remain suspended on a vulnerable 6, then a 4, or subdominant, which may indeed pierce the heart, as much as any verbal or pictorial account of incarnation and nativity. (EXAMPLE 7). There is another use for the monotone. In the example we have just heard it gave an almost hypnotic concentration on the words "Mein Jesus ist." Another Christmas cantata, No. 64, Sehet, welcl1 cine Liebe (See how great a love), has, in its soprano aria, a monotone emphasis on the firmness, durability, eternity of the things that Jesus gives, compared with the vanities of this world, which one can hear going up in wisps of smoke. The words for what endures are bkib'et fest und ewig steh'n and) they are delivered on monotone quarter not1s;) with t)Je___'~st-ehen"lasting for over two bars. ,The alto aria in the same cantata supplies the opposite extreme: upward leaps of major sevenths, intervals which are hard to sing but have their clear rhetorical function. When the singer sings about gladly giving up everything 18 for the sake of heaven, she leaps from the lower tonic to the upper leading tone, on the word "bin," or "up." The aria is about the insignificance of the world when the inheritance of heaven is assured. Freedom from care and for an unencumbered pilgrimage through life, a dancing pilgrimage, are put to us in the jaunty and at the same time steadfast music scored only for alto, oboe d'amore, and continuo. Over the steady eighths of the 6/8 time the reed instrument and human voice interplay in wonderfully free and varied rhythm and the singer's words are placed, both in time and pitch, in ways thaJ: at,e much more telling than they would be if spoken. "Of the world I'i'n asking naught"-"Von dCr Welt verlang' ich nichts": spoken German would have very little stress on the "von," none on "der" and much on "Welt." But Bach cc:mes down with a bounce, an unprepared downbeat, on "Von" and keeps doing it with tireless resilience. Von der Welt verlang' ich nichts, wenn ich nur den Himmel erhe. Alles, Alles geb' ich hin, weil ich genug versichert bin, dass ich ewig nicht verderhe. From the world I'm asking naught if only I inherit heaven. All, all I give up, because I am sufficiently assured that I shall not perish in all eternity. The way he dismisses natural gravity and scatters the "nichts" sets the world at naught with an inspired and physical immediacy. Bach does not only say it, he does it. (EXAMPLE 8). So much, then, for the delivery of texts with linguistically usual or unusual accentuation and lengths and a variety of pitches and intervals: the rhetoric of declamation and gesture and dance. It is an oratory of breathing, too. In the motet Singet dem I-Ierrn ein neucs Lied (Sing unto the Lord a new song) Bach not only sings, rejoices, dances, and plays, as the text of the psalm enjoins, but at the end, on the words "let everything that has breath praise the Lord"in German "Alles was Qdem hat lobe den Herrn," he enacts, brings home, the breathing, the breath of life, in loud, long, large~ lunged "A" s and "0" s, a clear allusion to Alpha and Omega and at the same time a religious breathing exercise. You must listen to it for yourselves one day. Or better still, sing it. Thus there is preachment, and there is enactment of what is preached. And, of course, the content of the preaching covers the whole range of faith, hope, charity, and the rest. Impossible to exemplify them all; but they are all there, as one would expect, in cantatas for every Sunday and Holiday of the church year. But there is one more objection to sung sermons as such that I should deal with: not so much that they are ineffectual-and I don't believe they are; on the contrary, I believe they are more effectual than spoken sermons, on the whole-but that they can be unintelligible. I was going to say "inaudible," but actually what I mean is the kind of piece, mostly a choral piece, where the prolifera- �January, 1975 tion of polyphonic parts makes it hard to hear the words. My answer to that is that indeed the words may at times be indistinct, but that at other times, sufficient times, they are clearly audible. Take, for instance, a very complex piece like the opening number of cantata No. 45 that has as its text Micah 6, verse 8: "He hath showed thee, oh man, what is good; and what does the· Lord require of thee but to do justly, and to love mercy, and to walk humbly with thy God?" The German differs a little and has something like: "You have been told, man, what is good and what the Lord demands of you: namely: to keep the word of God and to practice loving-kindness and to be humble before your God." The German is: "Es ist dir gesagt, Mensch, was gut ist und was der Herr von dir fordcrt, niimlich Gottes Wort halten und Liebe iiben und demiitig sein vor deinem Gott." And this is what happens: An angular and fairly agitated instrumental prelude prepares us for a grand choral fugue. The instruments keep on with their introductory music, while the vocal entries over this ritornello do not invariably have one set of music for one set of words and some of their declamation is rather "instrumental," i.e., not exactly tail- ored for voice or words. But we hear successive fugal entries "Es ist dir gesagt," with a long "-sagt" for "you have been told." Then the four voices sing that first phrase all together, homophonically. This happens three times, with polyphonic announcement followed by homophonic repetition. All these come through clearly. After the third homophonic repetition, the sopranos immediately and audibly carry the sentence a bit further: "Es ist dir gesagt, Mensch, was gut ist und was der Herr von dir fordert" (" ... What is good and what the Lord demands of you"). The way the other voices come in and combine on those words makes them only moderately audible. But Bach has taken care to get each part of the phrase across clearly somewhere or other. The altos have a clear, slow descent with a half-note to each syllable on "was der Herr von dir for-dert" when the agitation of the music seems otherwise too complex for comprehension of the words. But the domination of the "instrumental" rather than declamatory way of writing means that it is expedient for Bach to conclude the instalment on the first part of the sentence more homophonically, with the words more clearly audible in the last bar or two because the voices sing them all together. The orchestra then has a few bars of this angular music by itself before the choir, all voices together, homophonically and with great .. chordal resonance, crash in with an ultra-audible "NAMLICH" on two half-note chords, f011owed.)by a bar's rest and another Jrwuophonous_"l]iimljch"· to/launch the rest of the sentence aftcr~tlre "ilamely:" "niimlich Gottes Wort halten und Liebe iiben und demiitig sein vor deinem Gott." (Namely: to keep God's word and to practice charity and to be humble before your God.) There are long, emphatic notes on "halten," for keeping, holding on to, the word of God, and there is a slow and very distinct whole-note descent of the sopranos in the phrase about walking humbly before God. The whole sentence is then delivered again, in a similar though somewhat abridged form and with only one "niimlich," the one that runs into the phrase about what God wants. The earlier more dramatic "namlicll"-with the first one quite alone, followed by a pause before the rhetorical method clearly. That stress it. What preceded it in made the music run away with it is what matters and he has repetition-shows Bach's is how an orator might the cantata might have the words; what follows to draw attention to it. So we get the audible conjunction, the unamely," or (<to wit." The biblical context, what precedes the text of the cantata in the Bible, calls for the arresting unamlich" even more: it is a stream of verbose questions about how the Lord may be propitiated: "Wherewith shall I come before the Lord, and bow mvsclf before the high God? Shall I come before him wit!{ burnt-offerings, with calves of a year old? Will the Lord be pleased with thousands of rams, or with ten thousands of rivers of oil? Shall I give my firstborn for my transgression, the fruit of my body for the sin of my soul?'' None of these things, comes the answer, and refers the voluble enquirer to an earlier communication-uyou were told"-and then, patiently, sternly, spells it out once more: NAMELY: obedience to the word of God, love, and humility. And in case the musical excitement of it all is too great for the congregation to take it in-i.e., the prose of it-as clearly as it should, the tenor, before himself singing his electrifying aria on the consequences of the knowledge of what is due to God, recapitulates what the opening chorus has sung, in the clearly audible (and very expressive) paraphrase of his recitative, stressing the need for fear of and obedience to the Lord, for humility, and love. From this discussion of the audibility or intelligibility of a text let me finally go on to a much more difficult matter: wordless messages. There are what is known as cantus firmi in many of the cantatas. A cantus firmus is a hymn tune or chant sung in slow motion in the midst or on top of a polyphonic piece. There is the advantage, here, of simultaneity: you can say several things at once in music. But that is not all. The ripieno choir's entry with the slow soprano line 0 Lamm Gottes unschuldig in the opening number of the Matthew Passion, on the cue, the word "lamb," provided by the complex double chorus below, is very powerful when it happens. What would be the effect of that passion hymn-a German adaptation of the Latin Agnus Dei-if it were not sung, but played on a wind instrument? That, in fact, is Bach's more usual procedure, and the wordlessness of such cantos firmi may increase their power-provided, of course, the listener registers them, as any attentive listener will. Bach wrote for a congregation that not only registered but recognized them. 19 �The College Bach's familiarity with the hymnal was such that he drew on whatever verse of whatever hymn was most apposite at any given moment-witness the reshufl!ing of t~e original order of stanzas in the passwn chorales, for mstance in the Passions according to St. John and St. Matthew, and, of course, with different, appropriate harmonizations. An instrumental cantus firmus is just a melodic line and leaves it to the listener to think of the intended words, perhaps even to choose between two or more possible sets of words. . It is in part this ambiguity and appeal to the hstener to think, to articulate for himself, that gives a wordless cantus firmus such force. Its increasingly arcane nature1 the growing secrecy of the message with the wani:'g ~f the tradition that Bach could still take for granted m hts day, may actually add to its force-provided the listener attends and engages himself. It is less a matter of "research," though that may help, than of attention. Once one knows that Bach is up to such tricks as cantus firmi, registering them is the first step to identifying them, either by instant recognition or by a little effort.. The immediacy of a lost tradition may be gone, but famthanty with a surviving bit of it may help, and so may famthanty with other works by Bach or by other composers. Let me give you an example. The traditional tune of the Magnificat is not sung in Bach's Latin Magnificat. It is played by the oboes over the singers' Suscepit Israel puerum sumn, recordatus misericordiae suae. He helped his servant Israel in remembrance of his mercy. EXAMPLE 9: TONUS PEREGRINUS m the Magnificat (Suscepit Israel) r · f;-g-· g_J r··lt'·~ 11 ..•~ ~ t\=::::=-1~~ D• ' ~trt'_fl":lcf'ld'.?JJ£t! --~ _ ~-=L ...E.::::±='.:: ..---.._ r·t f ·t-::.c ftrjl§tt'1i81fl.fTV\ ~ It is, on the other hand, sung as well as played in various movements of Bach's so-called German Magnificat, the cantata Meine Seelc erhebt den Herrn (My soul doth magnify the Lord, BWV 10); and in the alto and tenor duet "Er denket der Barmberzigkeit und biltt seinem Diener Israel auf' which corresponds to the Latin "Suscepit Israel," the cantus firmus is also given to the oboes while the singers and continuo sigh away in a phrase dominated by descending minor seconds. Er denket der Barmherzigkeit He remembers his mercy und hilft seinem Diener Israel auf. and helps his servant Israel up. 20 EXAMPLE 10: TONUS PEREGRINUS m altojtenor duet of cantata No. IO J65k J. r·\l.J.)>·l)J.lJ±_t§_ Jb l. c1J. 1.1 J. J.l J.J, 111. I@JJ: One strange thing about that tune is its age and long history. (And tradition is another kind of simultaneit~.) The tune is known as the Tonus Peregrinus and was onginally, from the 9th century onward, associated with psalm II 4 In exitu Israel, the one the pilgrims sing in Dante's ' Purgatory: "When Israel went out of Egypt . .. ." I t n?w survives in the doxology of some Enghsh-speakmg churches. I am glad to say that two of Bach's settings of it are included in the Music for Freshman Chorus. Aud I would like to end with yet another, the setting that begins cantata No. 10. The German words mean: "My soul doth magnify the Lord and my spirit rejoices in God my savior. For he hath regarded the lowliness of his handmaiden: for behold from henceforth all generatwns. shall call me blessed." The words are spoken by the Virgin Mary after the annunciation, when she visits her cousin Elisabeth (Luke 1, verse 46-48). But you may prefer to think of the pilgrims in the Divine Comedy-or, for that matter, anywhere. Meine Seel' erhebt den Herren und mein Geist freuet sich Gottes, meines Heilandes; denn er hat seine elende Magd angesehen. Siehe, von nun an werden mich selig preisen alle Kindes Kind. My soul magnifies the Lord and my spirit rejoices in God, my saviour; for he has his lowly handmaiden regarded. (German word order) Behold, from now on shall call me blessed all children's children. EXAMPLE ll: TONUS PEREGRINUS in soprano and alto parts of the opening chorus of cantata No. 10. �Januarv, 1975 '- ----- -------- ··------ CAMPUS -ALUMNI NEWS ·-·---·· ---- ···--··--·-- - - - authors from Plato and Sophocles through Tocqueville to the framers of the fundamental American political documents. MELLON TUTORSHIPS Three members of the Annapolis faculty have been appointed to Andrew W. Mellon Tutorships by the Board of Visitors and Governors. They are Bert Thoms, Curtis 'Nilson and Elliott Zuckerman. Those already holding such honorary appointments are Laurence Berns, Samuel Kutler, Michael Littleton, Robert B. Williamson, and E. Malcohn Vvvatt. HOMECOMING Dean Robert Neidor.f addresses the Graduate Institute at the August 16 commencement. 29 The Graduate Institute in Liberal Education concluded its eighth annual session with the awarding of 29 master's degrees. TI1ese graduates bring the total number of Graduate Institute degree holders to 143. This year's institute graduates are: Bruce M. Adams, Paul F. Bitting, Paula H. Cohen, Terrence N. Dilley, Martin A. Drew, Edward H. Fitzpatrick, M. Signithia Fordham, Lorraine Y. Garcia, Paul J. Garrett, Gene M. Handy, Kathleen Horan, Barbara H. Howells, Anne L. Kinard. Also, Norman E. Levan, Renate J. Lewis, Patricia B. Mager, Lois B. Martin, Virginia S. Newlin, Kenneth A. Parker, Joseph S. Pluchinotta, Mary D. Reed, Sandra N. Robinson, MarINSTITUTE GRADUATES garet I. Sansom, Ramona Scholder, Clara L. Small, Cecil J. Smith, Jerome C. Smith, M. Carol Spreitzer, and Laquita J. Wood. HIGH SCHOOL PROGRAM Homecoming 1974 reached its climax at a reception and banquet on Saturday night, November 2nd, when more than 200 alumni and guests gathered at the Annapolis Hilton Inn. President and Mrs. Weigle, earlier in the dav elected to honorary membership ii1 the Alumni AssOciation, received a membership certificate as St. John's third special summer program for high school students was again held in Santa Fe in !974. Coming from racially and geographicallv mixed backgrounds, the !8 innercity ·lOth and lith graders interspersed well as a sterling bowl symbolizing Mr. Weigle's 25 vears as St. John's 18th president. The weekend started with a lecture by Samuel S. Kutler '54 of the Annapolis faculty, followed by a "beer and twice-weekly seminars and two separate conversation" gathering in the basement common room of Chase-Stone House. Alumni, seniors, faculty, and tutorials with horseback riding, Indian dances, museum trips, hiking and camping, a rodeo, and the Santa Fe Opera. Emphasis in this year's readings was on political works, and on philosophical and literary works which have a bearing on political questions. Once again, the students demonstrated their ability to read and discuss works by others rallied 'round a flowing keg and talked until the very small hours. A true highpoint of the weekend, and the core of a very successful home-coming, was the silver anniversary re- union of the Class of 1949. Led by Jonatban Brooks and Allan Hoffman, with local coordination by Peter 21 �The College ALUMNI SUMMER PROGRAMS Last summer's program for alumni and their families, held in Santa Fe, was by all accounts a great success. About 40 persons were enrolled during the two-week period, 12 of them for both weeks. Alumni classes represented ranged from the 40's to the 70's, and several non-alumni spouses participated. All were impressed by the ease with which such diverse ages came together for genuinely good tutorials and seminars. The obvious success of this first program in Santa Fe, together with the strongly affirmative response to last spring's questionnaire, will lead to similar programs on both campuses for summer, 1975. And while final decisions had not been worked out by press time, the following information is available: Hamill, 26 alumni and their guests descended on the College in great good spirit. In a real coup, the '49'ers brought former president Stringfellow Barr with them to lead a special seminar on The Federalist. The class then enrolled Mr. Barr into its ranks at the banquet, where he was presented with a. hand-illuminated scroll of appreciation. As a special gift he also received a copy of Volume I of the Journals of the Continental Congress, covering the period September, 1774, through December, 1775. The class also made Mr. Weigle an On the Annapolis campus the program will be held during the period June 15 to 29, in Santa Fe from August 3 to 17. As last year, alumni and their families may attend either or both weeks, and alternative tutorials and seminars will be offered each week. There will be ample opportunity for s1ght-seemg and recreation, and supervised activities for younger children will be available for a modest fee. Full details for both programs will sent to all alumni early in February, g1vmg all mfonnation on curricula faculty, and tuition and housing fees: While costs will not be as low as last year, every effort is being made to keep them at a Ipinimum. b~ Meanwhile, plan now to attend one or the other of these interesting sesswns, or both, if the spirit and pocketbook are both willing! Bernard F. Gessner '27 and William W. Simmons '48 were reelected president and executive vice president, re- spectively. Edward F. Lathrop '38 was elected secretary and Carol P. Tilles '59 became treasurer. Other directors elected were Franklin R. Atwell '53, Mary A. DeC. Braun '58, Garnett Y. Clark '36, E. Roy Shawn '35, and Patricia W. von Schwerdtner '70. In other action the membership voted to donate $500 to the College for purchase of lighting equipment for Key Auditorium; to recommend that the College obtain rights to Scott honorary member, and presented him Buchanan's printed works and to con- with a Steuben crystal sculpture inscribed "RDW '49." As Allan Hoffman said so aptly, this brought about what sider publishing them; and to direct the Board of Directors to review College publications such as lectures with 'Winkie" a view toward listing them in 'some Barr and Dick Weigle became classmates! appropriate publication so that alumni might purchase them. A~~bQ!ATION AWARD OF MERIT was otherwise impossible: .. .ANNUAL 1 MEETING At the Annual Meeting on Homecoming afternoon a new slate of officers and directors was elected. 22 One of the most important actions of the Association Annual Meeting on Homecoming Day was the presentation of the Alumni Award of Merit for 1974. Selected this year were John D. Alexander, Sr., of the Class of 1920, the !-Ion. Benjamin Michaelson, Sr., Class of 1912, and Ernst 0. von Schwerdtner, Class of 1917. Mr. Alexander, a native of Maryland's Eastern Shore, is a prominent Baltimore lawyer and former law school instructor. For many years he was active with the old Maryland Tuberculosis Association, and is a past president of the St. John's Alumni Association. He is the father of John D. Alexander, Jr., '53, also an attorney in Baltimore. Judge Michaelson is a long-time resident of Anne Arundel County (Mel.). He was for years general counsel for the County Commissioners and then headed th~ group which ,;placed the Commissioners with a charter form of government. At the time of his retirement in 1962 Judge Michaelson was chief judge of the Fifth Circuit Court. Mr. von Schwerdtner has been a St. Johnnie all his life, since he was born while his father was on the faculty of the College. After graduation as valedictorian of the class he taught in several high schools and four colleges, one of the latter his own alma mater. At each of these institutions "Vonnie" combined the coaching of one or more sports with his academic work. In 1968 he retired as head of the modern language department at Towson State College near Baltimore. This year's recipients join 29 other alumni who have received the Award since it was first presented in 1950. The resolution adopted by the membership at the Annual Meeting, October 22, 1949, reads as follows: "RESOLVED: That an Award of Merit in the form of a written scroll may be made annually by the Alumni Association and presented by the PresIdent thereof during the graduation exercises at the College to an alumnus of the College for distinguished and meritorious service to the United States or to his native state or to St. John's College, or for outstanding achievement within his chosen field." In 1953 the resolution was modified to provide for presentation at Home- �January, 197 5 coming, and in 1970 it was further modified to allow for not more than three awards to be made. CLASS NOTES 1912 In the past year, Philip L. Alger has received two notable awards, the first the Schenectady County (N.Y.) Bar Association's Liberty Bell award for distinguished community service. Then in August Mr. Alger was presented the lEEE Power Society's 1974 Power-Life Award. Established in 1970, this award recognizes power engineers who have made significant contributions in the field of harmonious development of man and his environment. 1921 Dr. Thomas B. Turner, long-time member and former chairman of the Board of Visitors and Governors, is the author of "Heritage ot Excellence," a book covering a 32-year segment of the history of the Johns Hopkins Medical Institutions. Dr. Turner, dean emeritus of the Hopkins Medical School, presented a copy of his book to the College last spring. 1927 Louis D. Clark writes that Ira Fulton Catlin. who taught at St. Paul's School for Boys in Baltimore and at several colleges, is now living in retirement in Almond, N.Y. 1939 James E. "Barney" Boyle returned to the United States this fall from Germany, where he was director of the German-American Institute in Tiibingen, West Germany. 1941 Philip H. Dougherty's July 30th column in the New York Times, a feature covering the advertising business, devotes considerable space to remarks by Victor G. Bloede, III, on the "dirty tricks" in the agency business. The occa· sian was Vic's farewell as outgoing chairman of the American Association of Advertising Agencies. He is quoted as saying: "I have to believe the people in this business could com· pete just as vigorously while observing certain civilized standards of business behavior. . . . Come to think of it, dirty tricks may be going out of style anyhow." 1944 The following from Jake Smedley is selfexplanatory: "We were never much on organization, but '44 salvaged a small last-minute reunion for number thirty. Kitty and Dave Dobreer took a break from medical practice in California to come early and visit daughter Sal1ie, a senior with an eye on a math thesis. Georgie and Jake Smedley, your scribe, joined them for Friday dinner and the lecture, bringing news from Haven Simmons, who would be in Annapolis later in the month, and Sig Sorenson, recently hit with an ulcer operation and unemployment. Sig asks where is Fred de Armond; anybody know? "TI1e Einstein seminar was stimulating but imposing, and it was good to see Jimmy Raley's smiling face waiting in the dining room. Still full of blarney, he escaped for a few hours from St. Mary's County, where he is in charge of school construction. Next came Russ Levering, still in tobacco but on the government end now, and still in great enough shape to field the strongest foot in the alumni-student soccer gmne. "Jim and Russ left, but Herb Taylor, our '44 in residence, was on hand, and Eleanor and Tllad Prout arrived to join in tribute to VVeigle and \Vinkie at the dinner. Thad is chief of medicine at Greater Baltimore Medical Center and active in medical research. "In a few hours it was over. This was my first reunion in 25 years. Annapolis and the college changes and so do we. Guards hover over the campus and the streets at night are uneasy. VVe have greyed or balded or slowed a step. Yet there is vitality in the college and in us. Heading back to social work at the Children's Village in Dobbs Ferry (N.Y.), I felt some emptiness: I suppose I had sought the past, but the present is good." As a footnote: two and one-half weeks after the above-noted gathering, Howell Cobb was on campus and stopped for a fine talk in the Alumni Office. He was here showing St. John's to daughter Mary Ann as she sorts and searches through colleges. A post-WW II Virginia law graduate, Howell is in practice in Beaumont, Texas, 1947 Paul G. Sitton, the Early American History specialist of the Manuscript Division, Library of Congress, has been elected a director of The Manuscript Society, an internation~l group of collectors, curators, and scholars established to foster the greater use of original source manuscript material in the study, teaching, and writing of history. ered their educational connection. (Could the article in the June Reporter have helped?) 1950 John J. Logue, director of Villanova University's World Order Research Institute, lectured this past May on "The Future of the Oceans" at the Universities of Stockholm, Gothenburg, Oslo, :mel Amsterdam. 1951 Last May Alfred P. Franklin was awarded the M.B.A. N degree by Rutgers University. 1955 Barbara (Brunner) Oosterlwut is now a student at the Law School of the University of Maryland. 1956 Our very mobile TV news director, Pasquale L. Polillo, has become Vice President for News of the TV Stations Group for Westinghouse Broadcasting Company, with offices in New York City. 1958 Nauey (Eagle) Lindley received the degree of Master of Music at the 1974 Commencement at \Vest Virginia University. - 1959 After five years as an administrator of a middle school in Tallahassee, Fla., John E. McDevitt, III, is now assistant director of the Leon County (Fla.} program for gifted children, and is very excited about the possibilities for this pilot project. 1960 Katherine (Hsu) Haas tells us that she and Raymond '58 have sold their ranch in North Dakota, and are now in Annapolis for a while. Both are teaching at Key School, she in elementary school, he in high school. Katherine has just received her B.S. degree from the University of North Dakota. 1948 1961 LeRoy E. Pagano is the new chairman of the Department of Business at Staten Island Community College, He had been a member of the faculty at Newark College of Engineering before moving on to Staten Island, Michael G. Gold and Rene Selvin were married in New York on April 21, 1974. Paul Rosenberg is now Information Manager of the Baltimore Region Institutional Studies Center. Jolln R. Pekbnen, author of the recent book The American Connection and former Life magazine correspondent, has been chosen for the Drug Abuse Council Fellowship program for 1974-75. John will consider the influences of drug manufacturers on medical school education, a line of investigation arising from his book. 1949 A clipping from the Yonkers, N.Y. Herald Statesman for November 6th contains an interesting profile on A1ron Bisberg, who last April became a "corporate drop-out" to open The County Bike Center in Armonk, N.Y. Our thanks to Jake Smedley '44 for sending this item to us. Gordon E. McNamee, film producer, writes that Robert L. Campbell '45 wrote the script for "my latest scienCe-thrill movie 'Understanding Underwater Chest Drainage'," and will do another script this fall. It was only after working together for some time that the two discov- 1963 William N. Davis in June was elected vice president of the brokerage firm of White, Weld and Company in Boston. Will, his wife Jessica (Hoffman) '65 and, to quote her, "three magnificent sons," Joshua, aged 9, Alexander, aged 23 �The College 6, and Benjamin, aged 2, live in Newton, Mass. Alan H. Dorfman has joined the Annapolis faculty full-time this fall, after teaching freshman mathematics last year. Alan holds a master's degree in mathematics from Johns Hopkins University. J. Morrow and Carol (Dimit) Otis have announced the birth, on October 22nd, of Jordan Morrow Hunter Otis. A memorial fund has been set up in Annapolis by the family and friends of Elliott A. Rosenberg, who died in February, 1972. Another new tutor in Annapolis this year is Deborah Schwartz. She comes back to the campus with two master's degrees, one in psycholinguistics from Johns Hopkins University, the other in French and linguistics from GeOrgetown University. The editorial page of the New York Times for July 20th carried a brief article by Jonathan H. Sinmeich, questioning the justification for individual state bar examinations. And Jon himself was scheduled to take the New Y ark State version of those examinations on the next two days! 1964 1969 Advice from Pomona College informs us that W1i11iam P. Banks has been promoted to associate professor of psychology for this academic year. Bill, a member of the Pomona faculty since 1969, holds M.A. and Ph.D. degrees from Johns Hopkins University. Ralph E. Englesby is teaching at the Pasir Ridge School in Borneo, a school run for the Union Oil Company of Indonesia. James Cromartie (SF) has completed his Ph.D. degree in ecology at Cornell University, and was due to join the faculty of Stockton State College (N.J.) in late summer as an assistant professor of environmental studies. M. Richard Stevens, missionary-in-charge of St. John's in-the-Wilderness Episcopal Mission in Allakeket, Alaska, and Miss Linda Epstein were married on June 11th in Allakaket. The service was performed by an Athabascan Indian, the first graduate of Richard's training classes for the sacramental priesthood. The new Mrs. Stevens is Associate Fiction Editor of Cosmopolitan magazine. Richard hopes to start work a year from now on an M.A. degree in special education for emotionally disturbed children, possibly at Columbia University. Catl1erine (Allen) Wagner has received a fellowship from the Henry L. and Grace Doherty Charitable Foundation, Inc., to study the iconography of ceremonial art in highland Peru during the Incaic and early Colonial periods. The grant covers travel costs fo;r her and accompanying family, a 12-month living al1owance and minimum research needs. Cathy is a graduate student in anthropology at the University of Illinois. 1965 Very late we have become aware of an August, 1973, article in Business Week which mentions Sharon L. Bishop. Sharon is an associate, and one of the top women, in the management consulting firm of Booz, Allen and Hamilton in Washington, D.C. The company specializes in services to government and nonprofit clients in the social welfare field. Sharon has published in several professional journals. Grace (Logerfo) Dawson is the co-author, with Thomas Muller, of "The Impact of Annexation on City Finances: A Case Study in Richmond, Virginia," published by the Urban Institute. Mary Louise (Biggar) Main was awarded the degree of doctor of philosophy by Johns Hopkins University on May 24th. The entire college community was saddened by the death, on June 20th, of Mary's husband, Alvin. He had been a member of the St. John's faculty since 1960, and was on leave of absence at the time of his death. Mary is on the faculty of the University of California at Berkeley. 1966 Th~ 1971 Rather indirectly we have learned that Jane (Goldwin) Bandler is in Washington, D.C., at the Montessori Institute this winter. !916----Col. Jacob M. Pearce, Phoenix, Aw.. , September 19, 1974. 1967 1916-Col. Guy D. Thompson, Annapolis, Md., November 10, 1974. 1968 Bartholomew Lee paid us a visit in the Alumni Office early in the fall. Bart is now with the law firm of Frederick P. Furth in San Francisco, working "16-18 hours a day," and apparently enjoying every minute of it. 24 1972 After a year of accumulating graduate courses in chemistry and mathematics, T. Alex Lmvson (SF) has accepted a teaching assistant position with the chemistry department at Arizona State University. He is ultimate1y working toward a Ph.D. degree in organic chemistry. Ensign Dana E. Netherton is stationed aboard the U.S.S. Nathan Hale, a Poseidonclass nuclear submarine now undergoing overhaul at the Bremerton (Wash.) Naval Shipyard. A card from Susan (Kiralis) SI1ipman tells us that David entered the philosophy department of the University of North Carolina this fall, and that son Ezra Lee was one year old about the same time. 1973 Peter Fairbanks and his wife are living in \Vexham, Buckingharnshire, England, while he is an apprentice with Sotheby & Co., studying the "art trade." The Fairbankses found a "lovely red·brick orangery" to live in, and hope to stay put until late next summer. They see John Dean '70 frequently, and had a visit from Peter Squitieri during the summer. 111e Fairbanks's address in \Vexham is The Orangery, Langley Park. Another recent fellowship winner is Mark Jordan (SF), who has received a Richard M. Vleaver Fellowship, paying tuition and a stipend of $2,000 to a prospective university teacher committed to the liberal arts. Although the grant may be used at any university here or abroad, Mark has selected the University of Texas for his studies. In Memoriam guest preacher on Sunday, June 23rd, at St. Anne's Church in Annapolis was the Rev. \Villiam N. McKeaci1ie, the Diocesan Theologian of the Diocese of Toronto, Canada. Karen S. \Valker was schgduled to receive her B.S. degree in tropical agriculture in December from the University of Hawaii. Her pL1ns were then to go into graduate work in genetics. Information reaches us that Peter Blachly has become a Sikh, with a new name, Singh Sahib Sat Peter Singh. Peter plays guitar in, and manages, the Khalsa String Band. Shire Chaikin has been transferred from New Jersey to Colorado by his employer, TriChem, Inc. Shire heads a sales force of 1,100 women in Colorado, Wyoming, New Mexico, and Texas. 1918-Dr. Charles L. Billingslea, Westminster, Md., October, 1974. 1920-Dr. Thomas P. Thompson, Aberdeen, Md. 1922-Heath D. Goldsborough, Severna Park, Md., November 27, 1974. 1922-Richard T. Porter, Salisbury, Md., September 24, 1974. 1925-Edward P. Tickey, West Haven, Conn., September 12, 1974. 1936----John D. Hampshire, Baltimore, Md., September 23, 1974. 1948-Dr. Thomas I-I. Blatt, Pikesville, Md., October 22, 1974. 1948-Alan S. Maremont, San Francisco, Cal., September 3, 1974. 1974-SF-Max Waite Ball, II, Santa\ J Fe, N.M., September, 1974. /. _ y Faculty (SF)-Ingeborg Loreni-- ta~i~:) Colorado Springs, Col., September 28, 1974. �NOMINATIONS FOR THE BOARD OF VISITORS AND GOVERNORS Next spring two vacancies will be created for alumni representatives on the Board of Visitors and Governors of the College with the expiration of the current terms of Dr. Eugene Cozzolino of the Class of 1929 and John D. Oosterhout of the Class of 1951. Dr. Cozzolino has asked that he not be nominated for a second term, and Mr. Oosterhout is ineligible for re-election, having served two consecutive terms. Accordingly, the directors of the Alumni Association, following procedures established by the Polity of the College and the Association By-Laws, have nominated James H. Frame of the Class of 1950 and William W. Simmons of the Class of 1948 to fill the positions being vacated by Messrs. Cozzolino and Oosterhout. Provision is also made in the Polity and By-Laws for nomination by petition of any thirty alumni. This year Jonathan D. Sinnreich of the Class of 1968 has been nominated by such a petition. The result of all this is that there are three nominees for the two vacancies mentioned above. (Their pictures and brief biographical sketches appear elsewhere on this page.) Thus an election must be conducted bv mail ballot, with the two nominees receiving the highes-t number of votes being considered elected. All alumni (graduates and former students whose classes have graduated) are eligible to vote. A ballot appears at the bottom of this page. Please vote for two alumni, no more, no less; the By-Laws provide that a vote for two of the candidates is required for validity. Detach and mail the ballot to me at St. John's College, Annapolis, Maryland 21404, so as to reach me no later than March 15, 1974. The results of the balloting will be announced in the April issue of this magazme. Thomas Farran, Jr. Director of Alumni Relations Jim Frame is Director, Programming Development, L1nguage and Data Facilities, at IBM's System Development Division Programming Center, Palo Alto, Cal. Since he joined IBM in 1956 Jim has held a number of positions, including Programming Center Manager, Raleigh, N.C., and Programming Systems Manager at IBM's facility in Uithoorn, Netherlands. He is now responsible for programming development activities and languages related to data base I data communications prodFrame ucts. Jim, his wife Heloise (Albritton) and their seven children make their home in Los Altos Hills, Cal. Son Matthew is a graduate of the class of 1973 at St. John's, while daughter Margaret is a former member of the class of 1974. Bill Simmons is one of three brothers who attended St. John's. After graduation he attended the University of Virginia for a short period. He came back to Annapolis in 1950 to join Fawcett Boat Supplies, Inc., a marine supplier in the Chesapeake Bay area. Bill is currently vice president of the company which is headed by Richard H. Hutchings of the class of 1944. Bill is a member of several boating dubs and organizations, and has been active in a number of civic groups. He has served Simmons as treasurer of the St. John's Alumni Association. For the past two years Bill has been executive vice president of the Association. Bill and his wife Anne (McKay) live in Sevema Park, Md., and are the parents of two college·age offspring. Jon Sinnreich, after graduation in 1968, worked first as a junior high mathematics teacher, then as a technician with the Anne Arundel County (Md.) Office of Planning and Zoning. He entered the University of Virginia School of Law in 1970, and finished there in January, 1974. While in Charlottesville he managed a low-cost housing project, served as a consultant to the State Planning Subcommittee of the Virginia Legislature, and was a winter law clerk with the finn of Amold & Porter. Sinnreich Jon is now a litigation associate at Paul, Weiss, Rifkind, Wharton & Garrison in New York City. lie and his wife, Masha (Zager) of the class of 1970, and their young son, Aram Arthur make their home in Manhattan. CUT ALONG THIS LINE BALLOT -ALUMNI REPRESENTATIVES BOARD OF VISITORS AND GOVERNORS I hereby cast my ballot for the two candidates indicated (a vote for two candidates is required to validate ballot): ) James H. Frame '50 _ _ _ _ __ Detach and mail to: Alumni Office William W. Simmons '48_____ St. John's College Annapolis, Md. 21404 Jonathan H. Sinnreich '68_ _ __ �SALUTE to The St. John's Review The first issue of a new student publication appeared on 18 November 1974. Its name, content, and editorial policy (especially the plan to compose future issues around single topics) are so promising that we would like to welcome it here. Our salute to this new journal is whole-hearted, though it comes with one auspicious and one drooping eye. The St. John's Review will make it even harder for The College to get contributions from students past and present. It is the failure of some students and alumni articles to reach me when they were needed that made us resort to J. S. Bach when we might have had something on mythological tapestries or an account of the route taken by Odysseus as recently sailed and seen by a St. John's student or, for that matter, the hoped-for responses to the Commence.. ment addresses of the summer issue. On the whole, however, the Review is not only going to be a good thing in itself but likely even to benefit The College: by printing interesting contributions and prompting others-perhaps even contributions for The College which are eagerly a\vaited. B.R.v.O. The College St. John's College Annapolis, Maryland 21404 Second-class postage paid at Annapolis, Maryland, and at additional mailing offices. � 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 College </em>(1969-1981) Description An account of the resource St. John's College's Office of the Dean published <em>The College</em> from 1969 to 1981. The publication superseded <em><a href="https://digitalarchives.sjc.edu/collections/show/37" title="The Bulletin of St. John's College">The Bulletin of St. John's College</a></em>.  <em>The College</em> was in turn continued by <a href="https://digitalarchives.sjc.edu/collections/show/13" title="The St. John's Review"><em>The St. John's Review</em></a> in 1981.  <br /><br />A separate magazine for St. John's alumni titled <em>The College </em>began publication in 2001, continuing <em>The St. John's Reporter</em>.  <br /><br />Click on <strong><a title="The College" href="http://digitalarchives.sjc.edu/items/browse?collection=12">Items in the The College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource 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 Identifier An unambiguous reference to the resource within a given context thecollegemagazine 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/. Creator An entity primarily responsible for making the resource Development Offices of St. John's College Title A name given to the resource The College, January 1975 Date A point or period of time associated with an event in the lifecycle of the resource 1975-01 Contributor An entity responsible for making contributions to the resource von Oppen, Beate Ruhm Parran, Jr., Thomas Dunham, William B. Oosterhout, Barbara Brunner Wyatt, E. Malcolm Zelenka, Robert S. Description An account of the resource Volume XXVI, Number 4 of The College. Published in January 1975. Identifier An unambiguous reference to the resource within a given context The_College_Vol_26_No_4_1975 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 The College https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d4c62daadd9001d46092a82a10334306.pdf 40e5408c6a885e72c51dea18077cf4b6 PDF Text Text �The College Cover: St. John's College celebrates its 275th anniversary, by Seth Goldwin. Inside Front Cover: McDowell Hall, Annapolis. The College is a publication for friends of St. John's College and for those who might become friends of the College, if they came to know it. Our aim is to indicate, within the limitations of the magazine form, why, in our opinion, St. John's comes closer than any other college in the nation to being what a college should be. If ever well-placed beacon lights vvere needed by American education it is now. By publishing articles about the work of the College, articles reflecting the distinctive life of the mind that is the College, we hope to add a watt or two to the beacon light that is St. John's. Acting Editor: Malcolm Wyatt Managing Editor: Mary P. Felter Alumni Editor: Thomas Farran, Jr. Editorial Assistant: Maurice Trimmer Tl1e College is published by the Development Offices of St. John's College, College Avenue, Annapolis, Maryland 21404 (Julius Rosenberg, Director), and Santa Fe, New Mexico (J. Burchenal Ault, Vice President); Member, American Alumni Council. President, St. John's College, Richard D. Weigle. Published four times a year in April, July, October, and December. Second-class postage paid at Annapolis, Maryland, and at additional mailing offices. Vol. XXIII October 1971 No.3 In the October Issue: On Precision, by Jacob Klein I The Report of the President, 1970-71 9 News on the Campuses 21 Alumni Activities 27 �On Precision* I am afraid this will be a tedious and annoying lecture. I do not know how you will stand it. I propose to reflect on the meaning and the various implications of precision. Why should I do that? Well, however untidy, vague, and undisciplined we may be, something like precision rules over our lives, rules in fact over the Western world as a whole. And by the West I mean great many parts, although not all parts, of our globe. I said something like precision is a ruling power in our lives. For the very word "precision" is ambiguous. To begin with, it is not identical with "clarity." Something that is clear need not be precise, and something that is precise need not be clear. Moreover we should note that the English word "precision" does not retain the connotations of its Latin root. I shall have to come back to this point later on. On the other hand there is close kinship between "precision," "accuracy," "correctness," and "exactitude," but these words are not synonyms, although very often they appear to be and arc used interchangeably. (Modern statistical theories do, by the way, make a distinction between exactitude and precision.) At the risk of treading in the footsteps of Prodicus, the man most concerned with the right usc of words, the man whom Socrates calls his 0 teacher"a deceptively ironic appellation, which is as much funny as it is serious-! shall try right away to distinguish the meanings of these four words. Many examples will be needed for this purpose. A tailor has to be very careful about the length and the width of a suit at different points of the body of the man for whom the suit is made. The tailor has to be accurate in his measuring, cutting, and sewing. So has a carpenter in making a table or a door. Accuracy is required to fit a part of a machine into or onto another part or other parts of that machine so that it can do its work properly. If I am asked by a stranger how to get from the place where we meet to a certain building in town, I have to be careful in describing the way he has to take, as for instance: three blocks ahead, then turn to your right, continue for two blocks and then turn to your left; then you will see the building you are looking for. In saying this I must be *A lecture given at St. John's College in Annapolis on February 23, 1968. By Jacob Klein confident that the description I give is accurate enough. In all these cases accuracy connotes carefulness in the work one is doing or in the words one is uttering. Let us turn to correctness. I might ask someone to answer a question. After the answer is given, I say: this is correct. I mean the answer is a right one. I might advise a friend to behave in a certain way when he faces Mr. X and Mr. Y or some · peculiar circumstances. If he does, he behaves correctly, that is, in the right way. I might instruct someone how to pronounce certain words in a foreign language. If he learns how to do that, he will pronounce those words in the right way, that is correctly. Children are supposed to learn (and sometimes do not learn) how to conduct themselves correctly, that is, according to accepted stand. ards and modes of life. In every case correctness implies rightness in speaking, behaving, reacting. What about exactitude? We say: the collection comprises exactly 1163 paintings; or, this lump of metal fits exactly into this hole; or, I feel exactly as you do about this event; or, the distinction you just mentioned coincides exactly with that which exists between justice and mercy. Exactitude seems to point to the perfect matching ot something with something in terms of number or of size or of some other quantity or even of some yardstick that cannot be quantified. It is in this vein that we speak of various mathematical disciplines as of exact sciences, allowing for approximation procedures which do not detract from their exactitude. Thus carefulness, rightness, and perfect matching characterize accuracy, correctness, and exactitude. Do they not also circumscribe the meaning of precision? They do, and let me repeat forcefully: they do; and that is the reason why these words arc so often used interchangeably. But precision seems to have broader connotations. Let us again consider some examples. In a novel by Henry James, we find the following description. I quote, leaving out a great deal: He [Christopher Newman] had a very wellformed head, with a shapely, symmetrical balance of the frontal and the occipital development, and a good deal of straight, rather dry brown hair. His complexion was brown, and his nose l �The College had a bold, wcii-marked arch. His eye was of a clear, cold gray, and save for a rather abundant mustache he was clean-shaved. He had the flat . jaw and sinewy neck which arc frequent in the American type .... The cut of this gentleman's mustache, with the two premature wrinkles in the cheek above it, and the fashion of his garments, in which an exposed shirt-front and a cerulean cravat played perhaps an obtrusive part, completed the conditions of his identity. Henry James is praised for the "extreme precision of his style," but we might remain dissatisfied by this description of Christopher Newman. Are the "conditions of his identity," to use Henry James' own words, sufficiently delineated? Can this be done at ail? Let us turn to another example. In an old zoology textbook a precise description of the leech is given, which again I shaii not quote in fuii: The leech is an elongated flattened worm, from three to five inches in length, and provided with a muscular sucker at each end. The body is marked externally by a series of transverse constrictions dividing it into rings of annuli, and is capable of considerable elongation and contraction . . . . The shape varies greatly with the degree of elongation or contraction. The body is broadest a little way behind the middle of its length, and is oval in transverse section, the dorsal surface being more convex than the ventral. _ .. The anterior sucker is oval, with the longer· axis longitudinal. ... The posterior sucker is circular, and larger than the anterior one. . . . The picture of the leech emerges distinctly, and we would appreciate its precision even more if I had quoted the text in its entirety. We note, it is nreant to be precise in the first place. The last example is taken from Gulliver's Travels. Most of you wiii remember that the Liiiiputian king orders a search of Gulliver's belongings and persuades Gulliver to submit to the search. Two officers are appointed for the task. Gulliver lifts them gently up and puts them into his pockets, although some of them he chooses not to divulge. The officers examine everything they find and write a formal and precise report about their findings. Most of the objects in Gulliver's pockets are unfamiliar to the two Liiiiputians, and espcciaiiy his watch, which-parenthetically-is odd, considering the Liiiiputians' indisputable mathematical and mechanical competence and inventiveness. This is what they write: Out of the right fob hung a great silver chain, with a wonderful kind of engine at the bottom. We directed him to draw out whatever was fastened to that chain; which appeared to be a globe, half silver, and half of some transparent 2 metal; for on the transparent side we saw certain strange figures circularly drawn, and thought we could touch them tiii we found our fingers stopped by that lucid substance. He put his engine to our .ears, which made an incessant noise like that of a watermiii and we conjecture it is either some unknown animal or the god that he worships .. _. The description of Christopher Newman is that of an imaginary being. The description of the leech applies to any leech and is a description of a living creature. The description of Gulliver's watch might also apply to any watch, although the investigators do not know what it is, what purpose it serves. Ail these descriptions are as precise as they could be. What is to he learned from them about precision? In every case the description intends to show what the object described looks like, be that object familiar or unfamiliar to us. Depending on the degree of its precision, the description will enable us to recognize the object in question more or less readily. In the case of Christopher Newman, we are somewhat doubtful. But we should certainly he able to identify with the help of the description a leech as a leech. And being familiar with oldfashioned watches, we recognize in the "wonderful kind of engine" described by the Liiiiputians-a watch. Note that in every case the description appeals to features assumed to be known: to a "well-formed head," a "mustache," a person "of American type"; to a "worm," "elongation" and "contraction," an ''oval" and "circular" shape; to a "globe," "transparency," the noise of a watermiii. The description brings up a realm of known things and appearances to which the object described is supposed to belong. This is all-important: without such a known realm to which the object described can be allocated, precision is not possible at all. The closer this allocation, the better described the object becomes. This is how all legal documents tend to be precise, so much so that precision in the domain of jurisprudence is the prototype of all precision everywhere else. The relation between persons, or bodies of men, or estates, must indeed be stated in terms that make it possible to apply the stated relation precisely to any particular case; or, conversely, actions of men, together with the circumstances surrounding these actions, must be described in a way which permits us to refer to these actions as precisely falling or not falling under certain statutes or laws. To point out where something can he located, to what sort of thing or stuff something belongs, is indeed the primary task of a precise description, the primary concern of precision itself. Andto repeat-this allocation is accomplished by describing what the thing or event in question looks like. I just said: what something looks like. But should I not rather have said: what it is? You sense immediately that the phrases "what something looks like" and "what some- �October 1971 thing is" can be, but need not be, identical. And you know, or at least you ought to know, that this phrase "what is it?" (.rl Ean) is the Socratic question, which-in all its seeming simplicity-revolutionized human thinking and human behavior. To answer this question requires indeed -precision. Both the closeness and the disparity of what things look like and of what they are have been forever incorporated in the Greek word <l8o> (or i8ta) and in its literal Latin translation species (in l'~nglish parlance: species). These words do indeed signify both the looks and the what of a thing. The use and abuse of these words have moulded human thought in various ways for more than two thousand years. Whether the looks and . . . this phrase "what is it?" (Ti irrn) is the Socratic question, which-in all its seeming simplicityrevolutionized human thinking and human behavior. the what of a thing can be identified or must be separated depends on what the thing in question is aiiocated to, to what sort of group or family or tribe or genus of things this particular thing belongs. Examples: an oak looks like a tree and is a tree; a marine polyp (a coral) looks like a tree, but is not a tree. And let us not forget: while we were trying to grasp the meaning of precision~ we had to use examples of precision, and these examples showed us either something that was like what we were seeking or the very thing itself. Let us also keep in mind that the group or family or genus to which the thing sought is allocated, to which it is supposed to belong or actuaiiy belongs; is something familiar, something if not known 7 at least quasi-known to us. There is hardly any doubt that young and old in Plato's Academy exercised their powers to answer the Socratic question, what this or that thing is, with precision. (And may I say, this entailed more than I had occasion to mention so far.) Not only do Platonic dialogues bear witness to such exercises in precision-and do that as much seriously as playfuiiy, ironicaiiy, and even critically-but there are stories which report both gleeful and malicious attacks on this Academic preoccupation. There is a passage in Plato's dialogue, the Statesman,' in which Man is described-playfuiiy, to be sure-as a "featherless biped." And there is the story' that a Socratic extremist, Diogenes 1 266E 2 Diog. Laert. VI, 40 the Cynic, threw a plucked rooster into the Academy, saying: ~<There you have the Platonic man," whereupon the Academy is supposed to have added to "featherless biped" the expression "with flat nails." It is possible that the passage in the Statesman, far from being the source of Diogenes' joke, is-among other things-an echo of it. Athenaeus the Grammarian (about 200 A.D.) quotes' a fragment of Epicrates, a contemporary of Plato, of Plato's nephew, Spcusippos, who succeeded Plato as head of the Academy, and of Aristotle. In this fragment Epicrates, who must have been an eyewitness of many things in and about Athens and presumably an avid coiiector of all the gossip swirling around him, gently parodies the pursuit of precision in the Academy. I shaH quote it in full. It isunderstandably cnough-'a dialogue. I shall call the two speakers Q and A. Mentioned in this dialogue are not only Plato and Speusippos, but also Menedemus, another follower of Plato. Here it is . Q. What are Plato, Spcusippos and Menedemus doing? vVith what are they busying themselves now? What are they speculating about? What proposition are these people tracking down? Tell me this discreetly, if you have reached the point of understanding anything about it, tell me, by the Earth .... A. Oh, but I know how to speak about these things in ali clarity. For, at the Panathcnaean festival, I saw a herd of striplings . . . in the school of the Academy and heard them say things ineffable, out of all order. They produced definitions about nature, distinguishing the ways of life of animals, and the natures of trees, and the genera of vegetables; and, among the latter, they scrutinized the-pumpkin, searching to what genus it belongs. Q. And how in the world did they define it and to what genus did they say this plant belongs? Reveal it, if you know. A. First all of them were speechless, then they looked at it attentively and, bent forward, meditated for quite a while. Suddenly, while the lads were still bent and searching, one of them said: the pumpkin is a round vegetable, another said: a round grass, and another again: a round tree. Hearing this, a doctor from Sicilian lands farted, intimating that they were talking nonsense. Q. They must have been terribly angry, weren't they? Did they not shout that this was an insult? For to do that in public is unbecoming! s II59 D-F 3 �The College A. The lads didn't blink an eye. Plato, who was present and exceedingly mild, did not stir a hit, and enjoined them to define the pumpkin again and anew and to state to what genus it belongs. ... And they went on dividing. Some of the comical effects of this parody do not come through in an English translation. For the words ~'define," "distinguish," ''divide," as well as "genus" do not retain in this translation the flavor of the unusual mixed with their accepted colloquial meaning. And yet the pomposity of these technically inflated terms is not the least important element of the parody. These terms arc the fruit of the pursuit of precision. Accustomed as we are to them, we understand-and misunderstand-them easily. There is, however, one word in the last sentence of Epi~ crates' fragment ("and they went on dividing") which certainly attracts our attention. It is the word "divide." It is pretty clear, by the way, that many exchmoges between Q and A, which must have preceded the last sentence, were not recorded by Athenaeus. What does that word "divide" mean? Let us assume that agreement is reached about the family, the genus of the pumpkin or of anything else. The family is familiar to us (as in Epicrates' parody "vegetable," "grass/' "tree" arc familiar to the young men), but is at best only a quasi-known. Does not, therefore, for the sake of precision, a new question necessarily arise: What is this genus, that is, to what family does tl1is genus belong, what is the genus of this genus? This new genus, this new family, will have to be larger than the first. And then again the question will have to be repeated for this new genus, and then again for the next one, and so on, and so on. Is there an end to this questioning in the pursuit of precision? If there is, will not the final genus be the all-comprehensive one? Will it still be a "genus" then? And shall we be able to comprehend it? It will have to be something that does not lack anything, that is self-sufficient, complete,-perfcct. Will it be accessible to us at all? And this question means: Is it within our powers to be really precise? Let me say haltingly and unprcciscly that this is the point around which the intellectual effort of Plato and of those who follow him gravitates always. Let us consider anew what I have been saying. In order to grasp what something is, we have to allocate it to a family of things quasi-known to us, and then to allocate this family of things, this genus, to another larger family also quasi-known to us, and to keep on ascending. Only when and if the last step has been made, can we say that we have found out what the unknown thing, that X which started us off on this journey is, can we say that we know what it is. It is this last step that illuminates-sun-likenot only all the intermediary genera, but the very thing, the what of which we wanted to know. 4 This entire procedure so far can be likened to an analysis in mathematics. A mathematical analysis handles the unknown as if it were known by relating it to known, or as we say, given, quantities, that is, by setting up an equation, and then, by reversing itself, finds out what the unknown is. I say "by reversing itself," because the final computation is not analytic, but, as the tradition calls it, synthetic. A 1\uclidean proof is synthetic: it descends from given magnitudes, through given magnitudes, to the unknown magnitude and thus makes it known. This is what is called a de-monstration, an U7r63n~t~, a showing by starting from something that is known. The finding, the discovery oi a de-monstration is accomplished analytically: we have to ascend from the unknown, taken as known, to the actually known. The proof, then, the synthetic de-monstration, is the reversal of the analysis. What we have been dealing with so far in the pursuit of precision was the ascent from the unknown, allocated to the quasi-known, up to the highest point which we have to assume as actually known. This assumption is fraught with uncertainty, and yet precision hinges on it. This much, however, can be said: if we reverse the direction of our pursuit and descend from the highest point to the unknown of which we want to know what it is, we shall "define" it. ''Definition" in the Socratic-Platonic scheme amounts indeed to "de-monstration" in the strict sense of the word. How can this descent be accomplished? The simple succession downwards of the genera that could lead to Epicratcs' stately and ridiculous pumpkin for instance may not be immediately and directly available. What we have to do is to ''divide" every family, every genus, suitably into parts, into sub-genera (or sub-species, if you please), then choose that family part in which the pumpkin itself is finally reached. It is to this procedure that the word 1 4 Had we more of ' divide" in Epicrates' fragment alludes. Epicrates' text, we could perhaps witness Q's astonishment and A's joking explanations of such ''divisions." As matters stand, we have to rely on Plato's dialogues. There we find prescriptions for how to go about dividing a genus. In the Phaedrus it is said" that we should do the cutting "where the natural joints are" and not try to break any part after the manner of a bad carver. But where are the natural joints? In the Statesman 6 we are enjoined to cut every genus "through the middle," for in that way one is more likely to find the species, the "ideas," inherent in the genus which is being cut. This prescription seems to favor the halving of the genus so as to get two sub-genera, two species, and it is not immediately clear why this should be the most desirable, the most advantageous, the most precise dividing. Nor is it clear how we can start dividing the all-comprehensive genus, if there be one. 4 C£. Aristophanes, Clouds, 742 '265E "262B �October 1971 In the examples of division given in Plato's Sophist and Statesman the cutting does not begin that high. The first division in the Sophist begins with the family of human arts, the genus ''art," and ''defines/' that is, de-monstrates "angling" as follows (I quote the summary of the division)7: manual work, all handicraft; the other, manifesting itself in any art, as for example in carpentry. The first one, the purely cognitive one, the one detached from all handicraft, is then again subdivided, and now I quote the summary of the delimitation which is given after the two main speakers in the dialogue had gone to great lengths to reach their goal": Of Art as a whole half was acquisitive, and of the acquisitive, half was coercive, and of the coercive, half was hunting, and of hunting half was animal hunting, and of animal hunting half was water-hunting and of water hunting the lower The purely cognitive knowledge had, to begin with, a part that gives commands; and a portion of this was called-from [its] resemblance [to the way of those who sell what they themselves produce ]-the part that gives its own commands; and again the art of rearing li.ving beings was detached, which is by no means the smallest part of the art which gives its own commands; and a species of rearing living beings was herd-tending, and a part of this again the herding ot walking animals: and from the herding of walking animals the art of rearing those without horns was cut off; and of this in turn the part called the science of herding animals that mate only with their own kind will have to be intertwined in no less than in a threefold way, if one wants to draw together into one name the very thing we seek; the only further cut, executed on the flock of bipeds, leads to the science at herding human beings, and this is what we were looking for, namely what is called both statesmanship and kingship. Plato makes us understand that all artful act1v1ty has to be governed by the concern for the standard of due measttre, the standard of the right mean. part was fishing, and of fishing half was striking; and of striking half was barb-hunting, and of this the part in which the blow is pulled from below upwards rat an angle J has a name in the very likeness of the art and is called angling, which is at this moment the object of our search. It is assumed in this definition, this de-monstration, that the starting point, the genus "art" is known. Each cut divides the genus in question into two parts. The smnmary lists only the right-hand parts, as it were, and ignores of course the left-hand ones and their possible sub-divisions. The procedure thus delimits what is to be found out, and this is precisely the meaning of the word "definition," so unbelievably familiar to us, namely-delimitation. In the dialogue, this division serves a deeply serious purpose, but we would be singularly blind if we overlooked its playfulness. There is still another awfully important aspect to it which becomes clearer in the first division of the Statesman. IIere the starting point is the family of know]. edges, the genus "knowledge," and that which is being defined, delimited, is "statesmanship." Again "knowledge,'' the starting point, is taken as a genus known. This genus is first divided into two parts: one, detached from all What this delimitation then finally amounts to is the statement that statesmanship is the "science of herding human beings/' which in Greek is only one word ( UvOpw7r0110fW<0) · It turns out, as we see, that the way of reaching this result is far from precise. We do actually see that, in delimitations, precision may overreach itself. The explicit delimitation, to which the summary I just quoted refers, makes this even clearer. On the other hand, the subsequent discussion of the delimitation of statesmanship reveals that it not only overreached itself, but also neglected to separate statesmanship from other arts and activities which compete with it in the herding and nurturing of human beings. The delimitation proves to be not only excessive, but also deficient. The lesson Aristotle (and perhaps other people in the Academy) drew from these blemishes of divisional definition was to limit it to the closest family, the nearest genus, and to add to it the unique feature which, within this genus, characterizes the thing sought. This remained the classical wdy of defining for centuries to come, of defining by the nearest genus and the specific difference (per genus proximum et diflerent.ian1 specificam). Aristotle cut the delimitation short, and the etymology of the 8 267 A-C 5 �The College Latin word praeclSlo reflects this short-cut. 9 We should not forget that in crucial cases Aristotle does not stick to this pattern at all. And Plato himself has his own way of coping with the task of delimitation. Let me try to pursue Plato's own path or rather paths. Let us note, first of all, that both in the Sophist and in the Statesman the delimitation procedure is taken to be unaffected by the dignity or meanness of the genera it happens to descend on. The art of generalship and the art of louse-catching are equally well suited to belong to the genus "hunting"'; 10 kingship and swineherdship are on par 11 as sub-genera of the genus "art of herding animals that mate only with their own kind." The delimitation procedure "pays no more heed to the noble than to the ignoble, and no less honor to the small than to the grcat." 12 It does not prefer the king Odysseus to the swineherd Eumaeus. It is in this "neutrality" that the possibility of excess or deficiency in the procedure of delimitation appears to be rooted. Now, in pointing to this possibility of both excess and deficiency Plato makes us understand that all artful activity has to be governed by the concern for the standard of due measure, the standard of the right mean. This concern is actually kept alive by a power that man-and perhaps only man-possesses, namely the power of making comparisons. It is in comparing-and only in comparing-that we may find different degrees of size, or of weight, or of beauty, or of worth. It is comparing that lets us see something as "better" or "worse" than something else, that makes us discern the noble from the ignoble, the impeccable from the faulty. To live up to the standard of due measure we have to refine our comparing power: we have to learn from "examples." To cope with the danger of excess or deficiency in the delimitation procedure we have to turn to an "example.'' 13 This is what happens in the dialogue the Statesman. But before this happens the very meaning of "example" is subjected to a close scrutiny. Example, as the Greek word 7rapU0£~Yf!a implies, is something shown alongside of the thing we want to grasp. To use an example is to be engaged not in rbroOwwVvat, in ''showing down from. . .," but · in trapa3nKvVvat, in "showing alongside of...." This kind of showing mn elucidate the thing we are after only if there is some resemblance between this thing and the example used. To avoid excess or deficiency in the delimitation procedure, this procedure must, then, be supplemented by the use of examples, based on resemblances. It is thus that the ambiguity of the word ,roo~ finds its ultimate justification: both the what and the looks of the thing in question become apparent. And it + cad a = 9 Pmc 1o Sopll. pmccido 227B n Statesman 266C 12 Ibid., 266D 13 Exemplum (from eximo): something chosen out of an assemblage of similar things 6 is thus that out of "delimitations" and "examples" -or, as we could say, though perhaps kss precisely, out of definitions and comparisons-the web of learning can be woven. To rely on examples alone, that is, on nothing but resemblances (as Speusippos seems to have been inclined to do) is dangerous: a marine polyp resembles an oak and could be used as an "example," but not much would be gained by this. And let us not forget: in the dialogue the Statesman the Stranger asserts that there are no examples for the most important cases, that is, on the highest level of intellectual scrutiny.'' What examples have to provide, according to Plato, are safeguards against the dangers of excess and deficiency inherent in the pursuit of precision. They have to lead us to what must be the ultimate guiding light in the effort of delimitation. This light is that wl1icl1 is precise in itself, as it is said in the Statesman pointedly and yet obscurely." It would follow that the pursuit of precision which is required to answer the Socratic question has the "precise itself" (aDro raKp,f3i,) as its beginning and its end. Isn't this mockery! some of you may be tempted to exclaim. What is this "precise itself"? Let me try to answer this question. There are quite a few hints in Plato's dialogues and also explicit statements on Aristotle's part, when he refers to Plato's intimate views, which allow me to do that. The ~~precise itself" is oneness itself, is the One, not one thing or one unit among many things or many units which, when gathered together, form a number of things or a number of units, but that which makes any one thing or any unit one, which puts on any one thing the stamp of its sameness, without which neither a world, nor think~ ing, nor speaking, nor learning, nor precision would be possible at all. It is, by the same token, that which I hesitatingly called a short while ago the all-comprehensive final stage to be reached when, facing a thing, we try to answer the Socratic question "what is it?" Being all-com~ prehensive, it is self-sufficient, perfect. Plato calls it the Good itself. The "precise itself" is the "good itself" beckoning to the cognizing soul. The pursuit of precision leads to the Good. Still, the uncertainty remains: can it be reached? We tend to assume that it can not. More than that: that it ought not to be reached. When I say "we tend to assume," I do not mean that, traveling the path I have just indicated, we may arrive at this melancholy conclusion. I do mean that to insist on precision, to persist in being precise, shows, often enough, lack of good manners, is offensive and ruins social intercourse. Does not this insistence lead to quibbling, a word derived from the formalistic precision in legal documents? Does not a pronounced and rigidly maintained tidiness in our living quarters stifle the spirit of a party? Let us hear Plato himself. In the 14 15 285D-286A 284D �October 1971 Gorgias 10 he makes Socrates report the opinions of some well-bred and sophisticated young men to the effect that one should not be eager to be minutely precise in the pursuit of wisdom. In the Thcactctus 17 Socrates says: "the avoidance of strict precision is in general a sign of good breeding; indeed, the opposite is hardly worthy of a gent1eman, 11 but Socrates adds: ((sometimes though it is necessary." Wherein lies the necessity? The Platonic answer to this question runs against the most cherished and most deeply seated habit of our thinking, not only in our age, but at all times. \Ve are inclined to think that things just are as they are; to attribute goodness or badness to It would follow that the pursuit of precision which is required to answer the Socratic question has the "precise itself" (avr6 rlixp,f3£,) as its beginning and its end. their factual existence is to make "value judgments," as we say cheerfully and with conviction. Such attribution is rooted, we think, in our prejudices, in our being conditioned by the prevailing circumstances, in our "culture," as we say no less glibly, perhaps in our gregariousness, perhaps in divine commandments. The Platonic answer is that the very being of things depends on Goodness, and that this alone makes the pursuit of precision possible and necessary. But enough of Plato and his kin. Why bring up this old, old wisdom, this alleged wisdom, some of you might have been thinking all along. Did I not say in the beginning that the world in which we live is full of something like precision? Are not our lives regulated to an immense extent by schedules which depend on the ever-abiding motion of the hand of a clock? Do not the marching of drum majorettes and the twirling of their batons seem to some ridiculously and to some pleasantly precise? Is not the step of soldiers-in peace time at least-impressively precise? But more than that: some of our joys and deep satisfactions depend on precision. It is my guess that a piece of music is the more excellent the more precisely it is constructed. The lasting impact of a poem is tied to 487C '' 184C 16 its precision. I do not refer to meter and rhyme. In a poem that deserves this name, no word or, to be very cautious, almost no word, both in meaning and sound, can be replaced by another word; the sequence of words and lines is unalterable; any one line wins its significance only from the context of the whole. And something analogous holds for great works of prose. Do we not know that everything in good writing depends on how precisely the words we usc are chosen? Flaubert, we have heard, spent sometimes one week to complete one page. He is one of those who are overwhelmed by the insight that what matters is to know not only what to say, but also how to say it. In all of these cases, we see, or in almost all of them, precision evokes praise. This precision does not imply all-comprehensiveness. It implies either regularity or the exclusion of alternatives. But what about our knowledge of the world? What is striking, first of all, is that we use mostly another word for this knowledge, the word ''science." "Science" is derived directly from the Latin scientia which can only be translated by "knowledge." Yet, in common usage, we distinguish knowledge and science. Sometimes we say, redundantly, it seems: scientific knowledge. Occasiomlly we identify knowledge and science, as I have done in naming a sub-genus in the delimitation of "statesmanship." There is the verb "to know," a cognate of the noun "knowledge," but there is no English verb corresponding to the noun "science." Is all this a matter of chance, or does it have a good reason? It has, and this reason is not beyond our reach, although we are not always aware of it. Let me state it in the simplest way. The center-piece of science, mathematical physics, this colossal edifice which has been built in the last four hundred years, has-on the whole-abandoned the Socratic question "what is it?" in favor of the question "how does it happen?" And the answers that it gives are indispensably mathematical. The image of edifice is not quite appropriate. Science is like a very large city with many suburbs and parks, wide avenues and many smaller streets, with huge traffic in them, not too well regulated, and a massive down-town section consisting of quite a few blocks which are constantly renovated. This down-town section corresponds to mathematical physics. We all live in this city or in its suburbs and, although we might not be close enough to the downtown area, we all get our sustenance from it. It shapes our way of thinking and our way of living. The country-side around the city, on the other hand, corresponds to the vast complex of "social sciences" and to the domain called the "humanities"-a strange word, as if the life in the city itself were not a human life. Now, the down-town area, mathematical physics, thrives on exactitude, that very exactitude I talked about at the beginning of this lecture. It is bent on matching the consequences derived mathematically from hypotheses with observations dictated by these hypotheses. The endeavor to accomplish such a matching is called an experiment. The mathematical de- 7 �- - - - - ------ The College rivation by means of differential equations or other equating devices is exact. Only slightly less exact or, as we usually say, precise or accurate are the experimental measurements made to verify the mathematical results and thereby the hypotheses. These measurements, in turn, depend on the efficacy, precision, or exactness of the instruments used. Precision and exactitude arc indistinguishable in this context. We speak of instruments of precision to indicate that the results obtained by using them in observations are as exact as possible, that is, yield, on the average, numbers irreplaceable by others. Whatever mathematical operations and experimental observations might be performed, they have nothing to do with anything that could be called goodness or badness, the dignity or baseness of the events considered. Science is totally neutral with regard to worth or worthlessness. It is proud of this neutrality. We are reminded of the provisional neutrality of the Academic delimitation procedure. The scientific neutrality, however, is not provisional, but final. It is only its exactitude itself, the perfect matching of mathematically obtained results with the observable data, that science considers praiseworthy. This matching provides the answers to the question "how does it happen?" It is the light that shines over the city I have just described. It is the peculiar-and intrinsically incomprehensi,b1e-''mora1ity" of science. This has ever been so since Galileo established that in a motion, which proceeds with a uniformly accelerated velocity, the distances traversed are as the squares of the times in which these distances are traversed. The Socratic question "what is it?" lurks, as it were, behind the bright light of exactitude. But mathematical physics docs not presume to answer this question. It is not its business to say what, for example, gravitation, or electro-magnetism, or energy is, except by establishing in a symbolic-mathematical formula the relations that bind these entities (if it is at all permissible to usc this word) to observable and mathematically describable magnitudes. To try to state what something is otherwise we consider a vain "metaphysical" endeavor, to use a post-Aristotelian term. We arc still in need of "definitions" in ·our quest of knowledge, but their character is very different. A definition is now either a readily acceptable description of the meaning of a term, to which we are asked to subscribe, or a statement used as an irreducible element in a subsequent mathematical exposition. However important the role of such definitions may be, it is subsidiary. A modern book on precise thinking need not mention the term "definition" at all_1 8 The truly amazing intellectual effort that underlies our science cannot be disregarded for a single moment. It is one of the greatest achievements of man. It is the very foundation of the city in which we live, the city of science, the source of genetics, of electronic computers, of nuclear fission and ·fusion,-the source of technocracy. It is our 18 8 E.g. Quine, Methods of Logic duty, I think, to acknowledge this fundamental fact and to try to understand its meaning. The more so, since in the country-side surrounding our city, in the region of the humanities and social sciences, and in the region of politics as well, the light of exactitude or, if you like, of precision tends to dim. Let me give you two random examples of the dimness of this light, and I readily confess to being unfair by quoting out of context. Example one from a book on "personality": Personality may be defined as that which tells what a man will do when placed in a given situation. This statement can be formulated: R= f(S.P) which says that R, the nature and magnitude of a person's behavioral response, i.e. what he says, thinks, or does, is some function of the S, the stimulus situation in which he is placed, and of P, the nature of his personality. For the moment, we do not attempt to say precisely what f, the function, is. That is something to be found by research. Example two from a book on sociology: falling in love is a universal psycho-dynamic potential in the human being. Most human beings in all societies are capable of it. It is not. .. [as another scholar says] a psychological abnormality about as common as epilepsy.... Far from being uncommon, ... love relationships are a basis of the final choice of mate among a large minority of the societies of the earth. If all this is so ... how is the love relationship handled? As can be seen, this problem is derived from the problem discussed earlier, the relation of structural variables to the functions of socialization and social control. That's what I meant by the dimming of the light of exactitude in the country-side around our city of science. Beyond this, exactitude, the rule of the clock, of schedules, of tidiness, of squareness in our world today begins to produce waves of revulsion. You probably know this better than I do. But the remedy for this disease of exactitude is not rebellion, or vagueness, or wildneSs, or love of flowers. It is the pursuit of precision in our speaking and thinking and acting. It is the concern about the "precise itself." Jacob Klein has been a Tutor at St. John's Co1Jege, Annapolis, since 1938. He was Dean of the College from 1949 to 1958. He received his Ph.D. degree from the University of Marburg, Germany. He is the author of Greek Matl1ematical Thought and the Origin at Algebra (translated from the German), Massachusetts Institute of Tech· no1ogy Press, 1968; and A Commentary on Plato's Meno, University of North Carolina Press, 1965. His "Introduction to b-ristotle" may be found in Ancients and Moderns, Basic Books, 1964. �The Report of the President 1971 1970 ><-··-·----------------··-·>: 1 AND MAY IT BE ENACTED, by the King's 1 l most excellent majesty, by and with the advice, prayer and consent of this present General As~ sembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's Schoole, and inanaged by certain trustees, nominated, and appointed by your sacred majesty. _,.,_,_,,___ by the General Assembly to St. John's College. To celebrate this major anniversary in the life of the College, special events have been planned on both campuses. The first was a joint summer celebration with the Santa Fe Opera in early August, with Mark Van Doren as the speaker. The principal celebration in Annapolis will be five days of concerts, seminars, and panels, commencing October 12th and culminating in a formal convocation October 16th, to be addressed by Martin Meyerson, President of the University of Pennsylvania. In December the Santa Fe carnpus will be the scene of the dedication of the Tower Building. Other special events are scheduled for the year, including lectures on both campuses by Sir Eric Ashby, Master of Clare College and former Vice-Chancellor of Cambridge University. The Provost ~ ~-----------·-"-·" Thus read in part the Petitionary Act passed by the Council of the General Assembly of the Colony of Maryland on July 8, 1696. Addressed to "our Dread Sovereign," King William III, the Act was signed by the Royal Governor, His Excellency Francis Nicholson, and forwarded by him to London. So "King William's Schoole," forerunner of St. John's College, came into being just 275 years ago this year. It was only after the War of Independence that St. John's College was chartered in 1784 and that the property, funds, masters, and students of King William's School were conveyed My report of last year told of the creation of the position of Provost in the latest revision of the College Polity. This new position on the Annapolis campus carries presidential powers, though the incumbent reports to the President rather than to the Board. The aim of this Polity revision was to relieve the President of administrative detail and to assure a greater measure of attention to the developing needs of the Annapolis campus. After extensive search, Paul D. Newland, of Lancaster, Pennsylvania, was appointed first Provost. He assumed his new duties in January. Mr. Newland had had extensive experience in the business world and then had served as Executive Vice President of Franklin and Marshall College. He has already more than justified our confidence in orienting himself within the College and in addressing himself to problems of administration and finance for the Annapolis campus . .In his first report Mr. Newland cites the year just ended as a splendid one from the standpoint of in- 9 �The College struction. A number of Tutors told him that this was their most satisfying year of teaching. In the words of the Dean, "for most of the year almost nothing was happening except students learning and Tutors teach~ ing." During the second semester, however, there seemed to be a degree of complaining about the College. Some students cited the coldness of Tutors, the hypocrisy of grades, and the allegedly unfriendly spirit of the place. Any such complaints bear investigation, but certain facts seem to contradict them. Students did exceptionally wen in their studies: Only four students failed during the first semester; more sophomores than ever were enabled; and an unprecedented number of students are returning this September. For example, the Junior Class of 86 will be the largest in the College's history. Dean Robert Goldwin's Statement of Educational Policy and Program was adopted by the Faculty on both campuses and reported- to the Board. The Statement calls for consideration of the question whether the program now requires too much work of the students. Some claim that students and Tutors are confronted with too much routine study and, therefore, have too little time to think for themselves. During the year ahead inquiry into this question will be pursued. Others matters to which the Provost and the Dean expect to address themselves are improvement of student morale, more vigorous recruitment of new students, and reduction of the overload of work in the Dean's Office. The Dean feels he should be, and hopes he actually can be, "a teacher and studier first, a leader of teachers and students second, and a manager of affairs last." The Vice President On the Santa Fe campus ]. Burchenal Ault of Oyster Bay, New York, was appointed Vice President with overall responsibility for administrative and financial matters. Mr. Ault graduated from Yale University and held two presidencies in business firms. He had also been active in educational and civic affairs: He served on the alumni board at Yale and the alumni fund at Phillips Academy, Andover, and was a trustee of Hofstra University and president of the Pro Arte Symphony Association on Long Island. He assumed his new duties September 1st and has demonstrated a high degree of imaginativeness and initiative ever since. Mr. Ault's interest in music and the fine arts has contributed importantly to making the Santa Fe campus a more exciting place, not only for students and Tutors but also for members of the community. Showings of the thirteen-part film series "Civilisation" were arranged, and Howard Adams, Assistant Administrator of the National Gallery of Art, came to Santa Fe for the open. ing. An "Indian Table" was instituted, bringing Santa Fe residents to the College for a monthly dinner and lectures by authorities on Indian culture, including N. he 10 Scott Momaday who is a Pulitzer Prize novelist. A local radio program called "A College in Action" offered a half-hour weekly discussion by Tutors and students. Popular book-and-author luncheons continued to attract capacity crowds under the auspices of St. John's Library Associates. The Santa Fe, Los Alamos, and Albuquerque Boards of Associates met quarterly and continued to work helpfully for the College's benefit. The Students At commencement exercises on the two campuses, 71 seniors received their Bachelor of Arts degree, 45 of these in Annapolis and 26 in Santa Fe. In addition, eleven Santa Fe seniors and four Annapolis seniors successfully completed their work in August under the three-year transfer plan. This was the first such summer program. It will be repeated next summer, but a decision has already been reached to discontinue the transfer program for the future. The total number of graduates for 197 I, therefore, is 86. Two Watson Traveling Fellowships and one Danforth Fellowship were awarded to Santa Fe seniors, while one Danforth Fellowship and one honorary mention went to Annapolis seniors. Attrition was greatly diminished during the last academic year on the Annapolis campus. Because of the entering February class of 21, more students were registered in June than had started in September. Dean Goldwin believes that a major factor in retention of students has been the fact that poor and uninterested students have been asked to leave. This policy has tended to hold the better students. In Santa Fe, too, there was marked improvement in retention for the -:year, though larger numbers than usual have dropped out at the end of the year. St. John's is not immune to the "estlessness that pervades this college generation. Figures comparing the September and June student enrollments follow: Annapolis Men Sept. june liVomen Sept. June 48 45 8 48 45 16 16 18 16 Freshmen February Class Sophomores Juniors Seniors 69 62 35 36 64 13 59 35 35 Totals 202 206 -130 61 43 33 17 56 40 29 17 154 Grand Totals 356 Total Sept. june 110 51 54 !09 21 !04 51 51 130 332 336 45 35 22 13 40 30 20 12 106 78 30 96 70 49 29 142 115 102 269 244 348 245 232 601 580 117 Santa Fe Freshmen Sophomores Juniors Seniors Totals 55 ,\ �------------ October 1971 After sixteen years as Director of Admissions on the Annapolis campus, James Tolbert has relinquished his administrative responsibilities and returned to full-time teaching as a Tutor. In recognition of his effective and dedicated service, the Faculty passed a formal resolution of commendation. I, too, would record my deep gratitude for his devotion to the College. Michael Ham was appointed to replace Mr. Tolbert. Mr. Ham received an M.S. in mathematics from the University of Iowa in 1968. He has most recently been manager of PLAN Systems Analysis and Programming for the Westinghouse Learning Corporation. The September 1970 freshman class in Annapolis was composed of 117 students from 26 states, the District of Columbia and Puerto Rico. Eighty-four percent ranked in the top or second fifth of their respective classes in secondary school. Five were National Merit scholars, 16 were semifinalists, and eight received letters of commendation. The 23 February freshmen came from nine states, the District of Columbia, British Columbia, and Puerto Rico. Three-quarters ranked in the top or second fifth of their respective graduating classes. Six were National Merit semifinalists and two won letters of commendation. At Santa Fe Gerald Zollars completed his first year as Director of Admissions. The entering class of 106 on the western campus was drawn from 27 states and the District of Columbia. Eighty-eight percent ranked in the top or second fifth of their class in high school. Fifteen were National Merit scholars. An innovation this year was the use of the Educational Opportunity Service of the American College Testing Program. This introduced St. John's College by mail to over 12,000 students whose responses on the ACT examination matched the following criteria: (1)' a considerable interest in writing in high school, (2) a concern about the intellectual atmosphere of the college to be attended, and (3) a major interest in the arts and humanities or indecision as to a major field of study. Results from this program have been inconclusive for this first year, since information about St. John's reacl1ed the students late, after a choice of college had probably already been made. Comparative statistics on admissions for the two campuses show an increasing number of inquiries, but without a proportionate increase in the number of applications: Santa Fe Annapolis 1969-70 1970-71 1969-70 1970-71 ------1,839 3,867 3,383 Inquiries 2.904 208 164 178 Visitors 277 241 211 232 265 Applications !56 182 !58 181 Accepted 50 60 40 59 Rejected 83 80 66 Withdrawn 56 104 108 Deposits Received 125 113 106 106 Enrolled 117 125 Teaching Faculty Again both campuses were inundated with applications for teaching positions. Despite 300 applications submitted at Santa Fe, there was not a significantly larger number of promising candidates, fully qualified to teach in the St. John's program. Nevertheless, three excellent new appointments were made for Santa Fe and one for Annapolis. The Santa Fe appointees are Mrs. Vida Chesnulis Clift, who holds a B.A. from Radcliffe and a Ph.D. from Harvard, and who taught for two years at Boston University; C. Donald Knight, who has a B.A. from Baker University and a master's degree from the University of Toronto, where he was a teaching fellow; and Mrs. Caroline Higgins Richards, a graduate of the University of Colorado, who received a Ph.D. from Stanford University in 1970 and since has been an instructor in the history of Western civilization at Brooklyn College. The only new Annapolis appointment went to John White who was awarded his B.A. at St. John's College in 1965. He holds his M.A. from the New School for Social Research, where he has been teaching. Aaron Kirschbaum, Annapolis Tutor, is moving this fall to the Santa Fe Faculty. Two teaching interns, Mrs. Toni Drew and Mr. Paul Mannick, both of them alumni of the College, were appointed on the Santa Fe campus, thanks to a grant from the Ford Foundation in its Venture Funds programs. Both proved themselves to be promising teachers and valuable members of the Faculty. In reviewing their work, the Instruction Committee recommended that they be reappointed for the coming year and that they be allowed to submit essays in fulfillment of the requirement for the degree of Master of Arts during the coming year. It is hoped that the teaching internship program can be expanded in the future. With regret I report the resignations of two tenure members of the Santa Fe Faculty. Clarence .J. Kramer, who had served as Dean of the Santa Fe Faculty and as Associate Dean of the College for four years from 1964 to 1968, resigned to accept the Deanship of Marlboro College in Vermont. Thomas ]. Slakey, who was first appointed a Tutor on the Annapolis campus in 1959 and who was one of the cadre that launched the western campus in 1964, resigned to accept the position of Vice President for Academic Affairs at St. Mary's College in California. I should like to record the College's debt of gratitude to both men for their service over the years. One of the new Tutors in Annapolis, Brian McGuire, resigned at the end of the first semester and returned to Europe. Four other Tutors completed their appointments and left the College at the end of the academic year: William B. Pitt in Annapolis, and Elizabeth F. Gilbert, John C. Rodgers, and Barnett ]. Sokol on the Santa Fe. campus. 11 �The College The College's generous sabbatical leave policy continues to pay dividends. For more than twenty years the College has made is possible for a Tutor to have a full year away from his teaching responsibilities at full salary. The first such leave is granted after nine years of teaching; subsequent leaves follow six further years of teaching. More recently the College has liberalized this policy to enable Tutors to take early sabbatical leave at a salary proportionate to the number of years served since first appointment or since the last leave. During the year under review four Tutors from Annapolis were on sabbatical leave: 'Samuel S. Kutler, Barbara H. Leonard, Michael S. Littleton, and Elliott Zuckerman; Charles G. Bell and Dean R. Haggard were on sabbatical leave from the Santa Fe campus. Two Tutors from Annapolis were on ordinary leave for the first semester at their request: Mrs. Gisela Berns and Thomas A. McDonald. from other institutions. These were Brother S. Robert Smith, Glenn H. Ballard, and .James Collins from the Integrated Progtam of St. Mary's College of California; A. Lowell Edmunds, Assistant Professor of Classics at Harvard University; Charles E. Butterworth, Associate Professor of Political Science at the University of Maryland; and Norman S. Grabo, Professor of English at the University of California at Berkeley. Once again the Institute received generous support from the National Endowment for the Humanities. There were helpful matching grants for fellowships from the Calritz Foundation of Washington, D. C., the Hoffberger Foundation of Baltimore, Maryland, and the Richardson Fund of New York City. In addition, generous grants for fellowship purposes were received from the Vincent Astor Foundation, the Jac Holzman Foundation, and the Henry Luce Foundation, all of New York City. The Staff Libraries Miss Charlotte Fletcher and Mrs. Alice Whelan, the Librarians on the Annapolis and Santa Fe campuses re~ spectively, report gratifying growth of the College's two collections. Thanks to the enlarged stack space in reconstructed '1\Toodward Hall, the book collection in Annapolis, which had always been held at approximately 50,000 volumes, has now grown to 62,930 volumes. The Santa Fe collection has grown to half its goal of 50,000 volumes, with 23,684 volumes catalogued and another 4,000 volumes in special collections. Completion of the Tower Building in October will enable the Librarian in Santa Fe to consolidate books, records, and tapes in two locations~the present library in the Peterson Student Center and the ground floor of the new building. These expanded facilities will enable the College to make excellent use of the three fine music collections now stored: the Wilhelm Schmidt, the S. Ellsworth Grumman, and the Amelia Elizabeth White collections, all of them recent gifts to the College. GTaduate Institute Robert A. Neidorf was appointed Director of the Graduate Institute in Liberal Education this year, succeeding James Shannon, who resigned to study law at the University of New Iviexico. Under Mr. Neidorf's direction the Institute completed its fifth session this past summer with great success. Enrollment of I 46 teachers and other adults was the largest to date. Eighteen students successfully completed the Graduate Program in the Liberal Arts and were awarded their M.A. degrees. This brings to 57 the total number of degrees awarded since the first class completed the requirements in 1969. There were twenty members of the teaching Faculty. Once again most of the Faculty was drawn from the two St. John's campuses, but there were six Tutors appointed 12 At Annapolis Mrs. Gayle F. Kline was appointed secretary to the Provost in April. Mrs. Ingrid E. Miller replaced Mrs. Amalea Noyes as secretary to the Director of Development in December, and Mrs. Susan Platt's place as secreta1-y in the Admissions Office was filled by Mrs. LaNece P. Lamonte at the start of the year. Mrs. Virginia S. Schenck replaced Mrs. Virginia West as Resident Head in Humphreys Hall. Miss Phyllis Doyle resigned her position as Laboratory Technician at the end of the year to undertake studies at The Johns Hopkins University. At Santa Fe Mrs. Geraldine Foster left the Admissions Office to become seo-etary to the President, succeeding Mrs. Minnie Mae Powell. Ivirs. Esther Lopez moVed into the Treasurer's Office as Cashier, and her place in the Development Office was taken by Mrs. Nicki Gonzales. Miss 1\tfary Lou Neal succeeded Miss Corinne Martinez as Bookkeeper, and Miss Dolores Vigil became secretary in the Buildings and Grounds Office. Mrs. Rebecca Lang was appointed Bookstore Manager, succeeding Charles Webb. Mrs. Ruth Archer replaced Mrs. Linda McCormick as Director of Reader Services in the Library, and the resulting vacancy on the switchboard was filled by Mrs. Dolores Williams. Mrs. Lois Delaney replaced Miss Georgelle Durkin as secretary in the office of the Vice President. The Alumni The revised College Polity provides that the alumni are lile-long members of St. John's College and that the Alumni Association is the formal means by which alumni participate in the life of the College. During the past year the Alumni Association evidenced its active concern for the undergraduates in two ways: a counseling program was undertaken, and three discussion sessions were held~one on graduate schools, one on law as a career, and one on opportunities in government and �October 1971 business. These sessions were well attended by juniors and seniors. A second program sought to involve the alumni more actively in college admissions. Temple G. Porter '62 conceived and published a comprehensive guide to helping alumni volunteers find and recruit able prospective students. A recruitment kit was assembled and is being distributed this summer. At Homecoming in October the alumni elected William R. Tilles '59 as President and Bernard F. Gessner '27 as Executive Vice President. Philip I. Bowman '31 and W. Bernard Fleischmann '50 were reelected to the Board of Visitors and Governors for second threeyear terms. For the first time in the history of the Association, three alumni Awards of Merit were awarded. Recipients so honored were Philip A. Alger '21, Schenectady, New York; General Alfred Houston Noble '17, La Jolla, California; and Luther S. Tall '21, Baltimore, Maryland. The year just ended was marked by the finest record to date in annual giving. Under the chairmanship of Jack L. Carr '50, 880 alumni responded to the appeal of the College and contributed a total of $30,483. In addition, there were 17 gifts from alumni for scholarship endowments totaling $1,375. Including the special gift of Paul Mellon '44, the alumni gave a total of $400,860 to the College during the year. New Construction In October of 1970 a contract was awarded to the firm of Sewell and Stanton, general contractors of Santa Fe, for construction of the Tower Building. This twostory structure will enable the College to house all administrative offices under a single roof and thus free classroom and faculty office space now occupied in Evans Science Laboratory. Furthermore, the basement will provide space for 20,000 volumes so that the Library can relinquish space in the women's dormitory complex and carry on its functions more efficiently. The building is fully funded, thanks to generous grants from the Fleischmann Foundation of Reno, Nevada, the Kresge Foundation of Detroit, Michigan, and the United States Steel Foundation of Pittsburgh, Pennsylvania, as well as to substantial gifts ·from two Board members-Mrs. Walter Driscoll of Santa Fe, New Mexico, and John D. Murchison of Dallas, Texas. The building will be completed in October and dedicated on December 4, 1971. At Annapolis a change in architects was made for the proposed Harrison Health Center: James Wood Burch of Annapolis, Maryland, replaced R TKL, Inc., of Baltimore, Maryland. Full architectural plans are now being drawn, and it is expected that a contract for this two-story building will be awarded this fall. The site will be between the Carroll Barrister House and Randall Hall. Meanwhile, the College will use the Chancellor Johnson House as a temporary infirmary and nurse's apartment. The College's properties at 5 and 9 St. John's Street are being sold to the State of Maryland as part of the site of the new office building of the House of Delegates. Finances One could hardly overstate the immense material and psychological value of Paul Mellon's superb gift of a million dollars in December. In effect, it rescued the College from mounting indebtedness and assured that both campuses would complete the fiscal year in fully solvent condition. Moreover, it freed the Faculty and the stall from immediate financial worries and gave them new confidence and hope. The gift was divided between the two campuses in accordance with current needs. Annapolis received $354,562 and Santa Fe $651,000. The Treasurer in Annapolis applied $40,000 of this figure to repay a bank loan incurred to air-condition two dormitories, $118,584 to restore the depleted cash revolving fund, and $70,884 to balance the current operating budget. This has left the sum of $124,938 as a reserve for the future. In Santa Fe the fiscal year had begun with a cumulative deficit from the first six years of the new coiiege's life amounting to $143,936. Interest charges proved a heavy drain on the annual budget. Fortunately two special gifts during the early part of the year reduced the deficit to $384,638. Mr. Mellon's generous gift erased this balance and thus made available once again the College's full line of credit at a local bank. The sum of $130,975 of the Mellon gift was used toward current expenditures, so that the Santa Fe campus, too, completed the fiscal year in the black. This has left $135,243 of the Mellon gift as a welcome reserve against future operations. The statements of current revenue and expenditures appended to this report are self-explanatory. It should be noted, however, that actual expenditures on the Santa Fe campus were $1,640,010, some $6,500 under the budgeted estimates of $1,646,539. At Annapolis, too, the actual expenditures of $1,844,196 were well within the budgeted figure of $1,856,282. Steps were taken during the year to place the entire investment portfolio in the hands of T. Rowe Price and Associates. By instruction of the Finance Committee, T. Rowe Price divided the total portfolio into two parts, one with growth as its primary objective, the other with maximum income as its aim. This arrangement was thought to constitute a hedge in investment under the "total yield" concept. The College draws six percent of the market value of the fund for current purposes. A portion of this drawal comes from dividends and interest, the balance from realized gains on the sale of securities. The year just ended has been one of painful adjustment, as the portfolio manager has sold off poorly performing stocks and has made new investments. Losses 13 �The College of $463,503 were taken. Moreover, real estate previously donated to the College was sold at a book loss of $95,843. These transactions reduced the cumulative reservation of profits on the sale of securities from $895,527 to $336,181. Drawals under the "total yield" concept further reduced this balance to $186,385. As of June 30, 1971, the book value of the College's endowment funds stood at $8,333,008, and the market value at $8,541,349. It is significant that for the first time in some years major repayments were made by the Santa Fe campus to the Annapolis endowment fund against the monies advanced to construct the new campus in 1963 and 1964. Gifts totaling $85,375 reduced the balance of the loan to $1,375,625. In addition the sum of $5,000 for debt retirement was raised by the Santa Fe seniors through a benefit showing of Bondarchuk's film, War and Peace. In presenting the gift the seniors said: We have two things in mind in wishing to give this amount toward the repayment 'of the Annapolis endowment debt. First perhaps, it can in a small way express our thanks to Annapolis for helping this campus to come about with its own critical funds, not to mention the men and experience it gave. Secondly, this gift is given in the hope of continuing and yet finer achievements, through books and discussions, by all members of the College. Money as well as the more magic constituents is needed and nothing can be put toward projects of an academic nature until this debt and the many others are paid. 275th Anniversary Fund In recognition of the two and three-quarters centuries of the life of this institution and in commitment to its program of liberal education, friends of the College are being invited to contribute to the 275th Anniversary Fund. This fund is designed to provide a firm foundation of endowment for both campuses, to meet the immediate needs for new buildings, and to supply operating funds for the three years of the campaign period ending in 1974. The goals established jointly by the Faculty and the Board of Visitors and Governors are $5,000,000 for the Annapolis campus and $10,000,000 for the Santa Fe campus. As the fund is formally opened, I am pleased to report advance gifts and pledges of $1,460,462 for Annapolis and $4,357,723 for Santa Fe. Two notable gifts deserve special citation and acknowledgement: the pledge of a million and a quarter dollars by Mrs. Duane L. Peterson for the Student Center and the gift of a million dollars to erase current indebtedness and to provide operating funds from Paul Mellon, alumnus and honorary co-chairman of the College's National Committee. With challenge gifts of this magnitude, St. John's College 14 can move forward into the campaign period with confidence and enthusiasm. Gifts and Grants The year just ended has been considered a preparatory or preliminary year in the College's 275th Anniversary Fund. Goals for both campuses in the campaign included current operating funds for 1970-71, as well as for the following three years. Gifts and grants received at Annapolis and at Santa Fe over the past year have been credited against the substantial objectives of the 275th Anniversary Fund. I am happy to report that the Annapolis campus received a total of $779,884 in cash from 1,372 donors during the course of the year. Apart from the $354,562 received from Paul Mellon, alumni of the College contributed $46,298, parents of students $3,425, Board members $142,685, corporations $23,405 (including $17,251 through the solicitations of the Association of Independent Colleges in Maryland), foundations $171,848, and Faculty and friends $37,661. These gifts were applied as follows: endowment $267,481, plant $16,674, and current purposes $141,167. There were also gifts in kind, principally books for the library, aggregating $36,535. St. John's College records its deep gratitude to all who have demonstrated their friendship and their confidence through gifts and grants over the past twelve months. I should like to register our particular thanks to Paul Mellon for his munificent gift; to Mrs. Elizabeth Myers Mitchell for $125,000 to establish a landscaping fund in memory of her late mother, Mrs. Kate :Myers; to the Hodson Trust for an unrestricted grant of $40,000; and to the Andrew W. Mellon Foundation for $119,988 for endowment purposes. The Mellon Foundation grant represents the final installment on a matching offer of a million dollars for endowment originally made by Old Dominion Foundation in 1963 and generously extended by the trustees of the new Andrew W. Mellon Foundation. On the Santa Fe campus gifts and grants for the fiscal year aggregated $1,869,210. Apart from the Mellon gift of $651,000, funds were received from the following sources: Board members $649,850, members of the National Committee $21,010, Faculty, staff, and students $15,091, parents of students $5,816, alumni $1,349, corporations $9,870, foundations $423,705, government $52,490, and friends $39,029. These funds were applied as follows: endowment $6,179, construction of the Tower Building $535,684, retirement of the loan from the Annapolis endowment fund $90,375, the Graduate Institute in Liberal Education $126,145, and current purposes $459,527. Again I should like to record the College's gratitude to each donor. The task of underwriting a new college �October 1971 which lacks both alumni and endowment is at best a formidable one. All of us on the Santa Fe campus realize that our friends must demonstrate a special brand of confidence and hope in order to give as generously as they have. Special mention should be made of Mr. Mellon's gift and of the following: $125,000 from the Max C. Fleischmann Foundation of Reno, Nevada, $100,000 from the Kresge Foundation of Detroit, Michigan, $175,000 from John D. Murchison of Dallas, Texas, and $100,000 from Mrs. Walter W. Driscoll of Santa Fe, all toward the cost of the Tower Building, $50,000 from the Ford Foundation, as the initial payment of a threeyear grant in the Foundation's Ventures Fund program; and $85,375 from Mrs. Duane L. Peterson toward retirement of the construction loan on the Student Center. Bequests The Board has already adopted a resolution on the death of Richard Herman Hodgson '06, who served helpfully for many years as a Visitor and Governor of the College. By the terms of Mr. Hodgson's will the sum of $100,000 will be added to the Hodgson Scholarship Endowment. These scholarships are awarded on the basis of character, academic achievement, and promise, with priority accorded applicants from Wicomico County and the Eastern Shore of Maryland. The Hodgson Scholarships are a fitting memorial to one of St. John's outstanding alumni. During the spring Richard Hammond Elliott '17 died following protracted disability. Mr. Elliott had. a long and useful career as editor of the Annapolis Evening Capital. I well recall that he was the first person to interview me after my appointment _to the St. John's presidency in September of 1949. Mr. Elliott's entire estate, amounting to approximately $300,000, comes to St. John's College to endow a tutorship in his name. This constitutes a welcome addition to the College's permanent funds. Finally, let me record Mrs. Weigle's and my gratitude for the leave which the Board granted us this winter and spring so that we could take part in the Danforth Foundation's program of Short-Term Leaves for College and University Administrators. We made three separate trips during the four-month period from mid-January to mid-May. We spent the first five weeks in South Africa, Rhodesia, Tanzania, and Kenya. In South Africa we were afforded the opportunity of visiting a representative number of universities and of conferring with their administrative heads. In March we spent three weeks as members of a traveling seminar to study socialist education in Hungary, Romania, the Soviet Union, and Poland. The third trip took us to England in late April. For a fortnight we lived at Clare Hall in Cambridge, where I was an Honorary Fellow of Clare College. All three of these experiences abroad provided not only a welcome change from our regular routine but interesting new perspectives and insights on education in general. We return to St. John's with renewed faith in the College and its mission. RICHARD D. WEIGLE President September I, 1971 15 �The College ST. JOHN'S Annapolis, Maryland BALANCE SHEETS, ASSETS Annapolis CuRRENT FuNns Unrestricted Cash ................................... Accounts Receivable ..................... Due from SJC-Santa Fe ................. Due from Other Funds ................... Prepaid Expenses ....................... Bookstore Inventory .... , ............... Total Unrestricted Funds ............ $ Santa Fe 5,084 59,718 $ $ 50,987 4,316 17,878 1,503 442 25,514 100,640 Restricted Cash .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. $ Investments ............................. . Loans Receivable ......................... . Total Restricted Funds . . . . . . . . . . . . . . . $ Total Current Funds . . . . . . . . . . . . . . . . . $ 317,331 12,169 840 330,340 430,980 $ 238,505 . . . . . . . 34,956 27,236 23,106 150,100 $ 3,226 . ' ' .... $ 241,731 $ 391,831 LoAN FuNDS Cash .................................... United Student Aid Deposit ............. . National Defense Student Loans .......... . Other Student Loans ..................... . Total Loan Funds . . . . . . . . . . . . . . . . . . . . $ 5,893 $ 146,290 2,031 154,214 $ 3,668 1,000 139,782 24,675 $ 169,125 ANNUITY FUNDS Due From Other Funds Total Annuity Fund.s $ 210,910 $ 210,910 $ ENDOWMENT FUNDS Cash ................................... . Accounts and Notes Receivable ........... . Faculty Home Loans ..................... . Loan to Santa Fe Campus ................. . Due from Other Funds .................. . Miscellaneous ........................... . Investments Securities-at Cost ..................... . Mortg-ag-es on Real Property ............ . Total Endowment Funds ........... . $ 231,677 6,759 141,221 1,375,625 911 830 $ 44,000 2,443 ....... ....... ....... 15,596 6,531,773 46,677 $ 8,335,473 $ 62,039 $ $ 91,286 185,000 136,774 ....... PLANT FUNDS Cash .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Investments-Real Estate ................. . Dormitory Trust Fund ................... . Land and Campus Development ........ , .. . Buildings and Improvements .............. . Cons~ruction in Progress ................. . Equipment and Furnishings .............. . Library Books .......................... . Land and Building-s-Other .............. . 64,363 375,677 5,194,326 ....... Total Plant Funds .................. . $ 6,028,587 $6,401,919 Total Funds ........................ . 16 394,221 5,082,804 284,743 436,757 77,452 107,103 $14,949,254 $7,235,824 �October 1971 COLLEGE Santa Fe, New Mexico June 30, 1970 LIABILITIES Annapolis CURRENT FUNDS Unrestricted Accounts Payable ........................ Deferred Income ....................... Due to Other Funds ...................... Due to SJC-Annapolis .................. Reserve for Future Operations ........... Total Unrestricted Funds ............ . . . . . . $ 19,478 67,702 Santa Fe $ $ 13,460 100,640 13,627 93,815 20,512 17,878 4,268 $ 150,100 Restricted Fund Balances $ Due to Other Funds ...................... . Total Restricted Funds .............. . $ Total Current Funds ................ . $ 329,843 497 330,340 430,980 222,740 18,991 $ 241,731 $ 391,831 154,214 $ 156,108 13,017 $ 169,125 LoAN FuNDS Fund Balances Due to Current Funds ................... . Total Loan Funds .................. . $ $ . ..... . 154,214 ANNUITY FUNDS Fund Balances . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Annuity Funds ................. . $ $ 210,910 $ 210,910 ENDOWMENT FUNDS . . . . . $ 8,146,627 . . . . . . . $ 5,964,224 62,446 $ 6,028,587 $2,722,836 1,693,000 199,399 1,375,625 136,774 274,285 $6,401,919 Total Funds ........................ . $14,949,254 $7,235,824 Principal ............................... Reservation of Profits-Sale of Securities ... Due to Other Funds ..................... Unexpended Income ..................... Total Endowment Funds . , . , .... , .... $ 61,769 186,381 270 2,465 $ 8,335,473 62,039 PLANT FUNDS Invested in Plant ........................ Federal Dormitory Bonds ................ Due to Other Funds .................... Notes Payable to Annapolis ............. Dormitory Bond Sinking Fund ........... Unexpended ............................ Total Plant Funds ................... 1,917 17 �The College ST. JOHN'S COLLEGE Santa Fe, New Mexico Annapolis, Maryland CONDENSED STATEMENT OF REVENUE AND EXPENDITURES Fiscal Year Ended June 30, 1971 Annapolis Santa Fe . . . . . $ 784,578 $ 625,291 418,754 186,190 87,464 18,242 2,833 644,377 40,713 31,573 Total ................................. . $1,495,228 $1,344,787 REVENUE Educational and General Tuition ................................. Endowment Income ....................... Gifts and Grants ........................ Scholarships .............................. Miscellaneous ............................ Auxiliary Enterprises Bookstore ................................ . Dining Hall ............................. . Dormitories .............................. . $ 47,798 161,390 139,780 $ 33,875 140,260 125,355 Total ................................. . $ 348,968 $ 299,490 Total Revenue $1,844,196 $1,644,277 EXPENDITURES Educational and General Administrative . . . . . . . . . . . . . . . . . . . . . . . . . . . $ General .................................. . Instruction ............................... . Graduate Institute ....................... . Student Activities ......................... . Operation and Maintenance ............... . Total .................................. . Miscellaneous Student Financial Aid Federal Programs ......................... . Capital Appropriations ................... . $ 205,283 15,391 332,652 159,586 513,771 117,688 25,667 160,013 $1,473,568 $1,182,008 Auxiliary Enterprises Bookstore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Dining Hall .............................. . Dormitories (Debt Service) ............... . Total ................................. . 191,571 183,392 750,562 46,127 150,259 $ 34,141 103,383 109,302 $ 196,386 $ 246,826 $ 174,242 $ 171,170 17,094 22,912 Total ................................. . $ 174,242 $ 211,176 Total Expenditures .................... . $1,844,196 $1,640,010 Excess Revenue ........................ . 18 $ 4,267 �October 1971 ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS-PRINCIPAL AND INCOME June 30, 1971 A. W. Mellon of DonoY Foundation klatching Gift Total Fund Principal .$1,989,!153.37 $ 500,000.00 150,215.75 150,000.00 $2,189,953.37 300,215.75 $2,140,169.12 $ 650,000.00 $2,790,169.12 Gift TUTORSHIP ENDOWMl•:NTS: Addison E. Mullikin, 1895 Arthur de Talma Valk, 1906 SCHOLARSHIP ENDO\".IMENTS: Annapolis Self Help George M. Austin, 1908, Memorial WalterS. Baird, 1930 Chicago Regional Class of 1897 $ Class of 1898 Dr, Charles Cook 15,000.00 25,000.00 2,500.00 3,070.00 8,672. I1 87,933.19 $ :!,070.00 135.00 $ 23,862.59 4,908.54 28.783.25 45,050.08 16,034.00 300,500.00 45,287.10 1,000.00 72,000.00 28,352.94 20,025.00 7,367.00 150,250.00 2,500.00 500.00 36,000.00 4,44.\.00 45,370.00 22,685.00 9,000.00 26,000.00 28,362.47 52,000.00 6,165.00 1,120.00 12,500.00 7,055.56 3,061.00 3,661.00 7,056.20 1,551.91 560.00 3,']-13.00 $ 323,864.00 $ 20,000.00 1,170.00 30,000.00 50,000.00 2,500.00 6,1'10.00 8,672.14 87,933.19 13,705.26 270.00 135.00 2,359.00 26,12'1.25 25,025.08 8,607.00 150,250.00 '12,787.10 500.00 36,000.00 28,352.911 4,445.00 22,685.00 19,362.17 26,000.00 6,165.00 560.00 12,500.00 7,055.56 3,061.00 3,6611.00 3,643.20 1,55!.91 $ 581,715.10 ·I 908,579.10 I 13,862.59 6,378.54 ----- ------- i ALUMNI AND MEMORIAL ENDOWMENTS: Granville Q. Adams, 1929 Charles Edward Athey, 1.Y8l William C. Baxter, 1923 Drew H. Beatty, 1903 Dr. William Brewer, 1823 Frederick VV. Brune, 1874 Benjamin Duvall Chambers, 1905 Henry M. Cooper, Jr., 1934 Walter I. Dawkins, 1880 Robert F. Duer, Jr., 1921 Dr. Philip H. Edwards, 1898 Joseph W. Fastner, Jr., 1960 Allen Lester Fowler, 191.? Edna G. and Roscoe-E. Grove, 1910 Charles W. Hass, 1927 Dr. Amos F. Hutchins, 1906 Clarence T. Johnson, 1909 Clifford L. Johnson, 1911 Helen B. Jones and Robert 0. .Jones, 1916 Jonathan D. Korshin, 1966 Oliver M. Korshin, 1963 Dr. W. Oscar La:tvlotte, 1902 Hi,OOO.OO 25,000.00 13,705.2{) Corp. George E. Cunniff III, 1930 Faculty John T. Harrison, 1907 Hillhouse High School, 1927 Richard H. Hodgson, 1906 Alfred Houston, 1906, Student Aid Houston Regional Jesse H. Jones and Mary Gibbs Jones Robert E. and l'vlargarel Larsh Jones, 1909 Arthur E. and Hilda Combs Landers, 1930 Massachusetts Regional Philip A. Myers II, 1938 Oklahoma Regional Thomas Parran, 1911, Memorial Pittsburgh Regional Readers Digest Foundation Clifton A Roehle Murray Joel Rosenberg Memorial Hazel Norris and]. Graham Shannahan, 1908 Clarence Stryker Friedrich J. Von Schwerdtner STUDENT LOAN FUND ENDUWMENTS: George Friedland John David Pyle, Hl62, Memorial $ 28,771.13 ·I 1,100.00 5,825.00 25.00 500.00 125.00 854.50 2,637.50 1,000.00 $ $ 200.00 125.00 507.00 !,000.00 58,682.82 3,265.00 1,135.44 2,000.00 500.00 16,555.96 10.00 658.18 100.00 100.00 18,357.00 200.00 200.00 5,!10.00 335.00 985.00 500.00 633.00 7,563.00 i 50,241.13 $ 21,470.00 ----- 1,100.00 5,825.00 25.00 700,00 250.00 1,361.50 2,637.50 2,000.00 58,682.82 3,600.00 2,120.44 2,000.00 1,000.00 16,555.96 110.00 1,291.18 100.00 100.00 25,920.00 200.00 200.00 5,140.00 ------- 19 �~ The College 125.00 625.00 1,000.00 23,223.16 1,020.00 5,000.00 325.00 441.50 4,000.00 600.00 12,218.68 100.00 5,0000.00 10,000.00 5,133.34 1,000.00 1,107.00 850.66 502.00 100.00 4,300,50 500.00 28,633.39 3,000.00 2,500.00 125.00 625.00 2,000.00 John H. E. Legg, 1921 William Lentz, 1912 Leola H. and Thomas W. Ligon, 1916 Col. Harrison McAlpine, 1909 James R. McClintock, 1965, Prize Fund Vincent W. McKay, 1946 Robert F. Maddox, 1876 William L. Mayo, 1899 Ridgley P. Melvin, 1899 Wm. S. Morsell, 1922, AthlcLic Fund John Mullan, 1847 Walter C, My lander, Jr., 1932 M. Keith Neville, 1905 Dr. John 0. Neustadt, 1939 Blanchard Ranc\all, 1874 Susan Irene Roberts, 1966 Leroy T. Rohrer, 1903 Harrison Sasscer, 1944 G H, Schoff, 1889 Henry F. Sturdy, 1906 Rev. Enoch M. Thompson, 1895 John Tucker, 1914 Dr. RobertS. G. Welsh, 1913 Dr. \Villis H. White, I 922 Amos W. W. VVomkock, 1903 23,223.16 2,040.00 5,000.00 650.00 441.50 4,000.00 600.00 12,218.68 200,00 10,000.00 20,000.00 5,133.34 2,000.00 1,107.00 1,180.66 502.00 200.00 •1,300.50 1,000.00 28,633.39 6,000.00 2,500.00 250.00 1,250.00 3,000.00 1,020.00 325.00 100.00 5,000.00 10,000,00 1,000.00 330.00 100,00 500.00 3,000.00 $ 231,306.63 OTHER ENDOWMENTS: Hertha S. and Jesse L Adams Concert Fund Alumni Memorial Book Fund Philo Sherman Bennett l'rize Fund Benwood Foundation Library Fund George A. Bingley Memorial Fund Scott Buchanan Memorial Fund Helen C. and George Davidson, Jr., 1916 Fund for Tomorrow Lectureship Floyd Hayden Prize Fund Mary Safford Hoogewerff Memorial Library Fund Library Fund Monterey lVIackey Memorial Fund Emily Boyce Mackubin Fund Ellen C. Murphy tvfemorial Library Fund Kate lVloore Myers Landscaping Fund Henry H. and Cora Dodson Sasscer Newspaper Fund Adolph \V. Schmidt Fund Richard Scofield lviemorial Fund Mrs. Blair T. Scott Memorial Pri7e Fund Kathryn Mylroie Stevens Memorial Prize Fund . Clare Eddy and Eugene V. Thaw, 1947, Lectureship Fund Elma R. and Charles D. Todd Memorial Library Fund Clara B. \.Yeiglc Memorial Library Fund Daniel E. Weigle and Jessie N. Weigle Memorial Fund The Jack Wilen Foundation Library Fund in Memory of Murray Joel Rosenberg Victor Zuckerkandl J\llcmorial Fund Alumni Endowment General Endowment $ 31,973.00 $ 266,279.63 60,000.00 $ 60,000,00 $ 120,000.00 ·I 355.00 308.ll 25,000.00 14,897.00 5,770.00 20,025.00 3,000.00 77.50 25,000.00 3,000.00 25.00 31,683.07 560.00 400.00 75,192A3 1,500,00 124,349.36 400.00 1,500.00 355.00 308.ll 50,000.00 1'1,897.00 5, 770.00 20,025.00 6,000.00 102.50 31,683.07 960.00 400.00 75,192.43 3,000.00 121,349.36 1,500.00 15,627.86 895.00 517.95 1,250.00 1,500.00 15,627.86 895.00 517.95 1,250.00 900.00 900.00 19,500.00 1,195.75 19,500.00 39,000.00 1,195.75 2,500.00 2,500.00 1,000.00 19,325.19 205,270.2 I 523,179.04 1,000.00 19,325.19 391,579.21 523,179.04 $1,155,778.'17 186,309.-00 ------$ 295,734.00 $1,451,512.47 ------ Andrew \.Y. Mellon Foundation Grants Not Applied to Named Funds .$ $2,679,845.67 $2,679,845.67 Reservation of ProfitsSale o£ Securities $ 186,380.89 .$ $ 186,380.89 $4,327,121.31 $4,005,886.67 .$8,333,008.01 Total Endowment Principal 20 �NEWS ON THE CAMPUSES CALIFORNIA CoLLEGE MoDELED oN ST. JoHN's St. John's has received news that its educational program has been adopted by St. Thomas Aquinas College, a new school in Calahasas 7 California. "Unabashedly Catholic," the college will be staffed by laymen and is mod· cled on the "Great Books Liberal Arts" program. Located on a 200-acre campus near Malibu, the college will feature a curriculum emphasizing the ''classical ideal" of educating its students to the "integrative" thinkers \vith "relentless logic and absolute dedication to the truth," according to the August 8th issue of Twin Circle published by the National Catholic Press. The founder and president of the new college is Dr. Donald P. McArthur, a graduate of St. Mary's College in California who received his Ph.D. degree at the Pontifical University at Quebec. Twin Circle notes the St. John's program has enjoyed ''stunning sue~ cess" since its introduction. COLLEGE AWARDS DEGREES TO FIRST SUMMER GRADUATING CLASS The first summer class to graduate from St. John's College received B.A. degrees at Santa Fe on August 18th: Douglas Cotler, Stephen R. Deluca, Twyla Fort Deluca, Cleo Fowler, Bruce F. Glaspell, Jan Goodman, Marc Haynes, Lewis M. Johnson, Lynda Jean Lamson Johnson, Patrick E" Porter and Gretchen Vadnais. These eleven students participated in a special program for students transferring to St. John's with credits from other· institutions of higher learning. They were able to complete their work for a degree in three regular school yeaiS 7 plus the summer course, which included writing of an essay and oral examination on it. President Richard D. Weigle presided at the informal commencement program. He was assisted in the graduation exercises held in the Junior Common of the Peterson Student Center by Tutor David Jones, who headed the summer studies. ginia; and Frances T. Zender, Illinois. The Institute offers four eight-week courses of study: Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and Literature. Completion of all four (or any three if nine hours of transfer credit are submitted) leads to the degree of Master of Arts. GRADUATE INSTITUTE COMPLETES SUCCESSFUL SUMMER Recently the City Council of Annapolis unanimously voted to expand the boundaries of the Annapolis Historic District to include St. John's College and additional areas within the old city. One of the new boundaries extends from the city to College Creek, the northwest portion of the 36 acre campus. Last December the Board of Visitors and Governors unanimously agreed- to approve the inclusion of the College in the District after the Annapolis Faculty Campus Development Committee recommended the action. The expansion of the District was made to assure the preservation of the historic atmosphere of a wider area of the old city. One disadvantage to the College would be the requirement that all architectural plans for new buildings or for renovation of old buildings would have to be approved by the Historic District Commission. On the positive side, it would seem inclusion in the District, which is reg~ istered in Washington, D.C., would help to assure the long-term future of the College from any possible incursions by outside organizations. The College is already included in a National Historic District, designated by the federal government. The summer Graduate Institute in Liberal Education enrolled a record total of 140 this year and awarded Master of Arts' degrees to eighteen students from five states and the District of Columbia. It was the fifth summer on the Santa Fe campus for the advanced studies program based on readings in the major works of Western thought. Robert Neidorf, a Tutor at St. John's College, is Director of the Graduate Institute. 'T'hc commencement speaker was James P. Shannon, who directed the Institute in 1969-70 and is now a student in the School of Law at the University of New Mexico. Members of this year's graduating class, the third since the Institute was started in 1967, included: New Mexico-Lucy MacGillivray Dix, Susan Kinslow, Betty Ann Milligan, Mary Navratil, Eleanor Bramlett Ortiz, Bruce Rolstad and Herbert Weinstein, all of Santa Fe; Maryland-Bela Kissh, Alice F. Kurs, Paul M. Blackwell, Cecilia JVI. Holtman and Mary P. Justice; VVashington, D.C.-Juanita Goodson Allen, Edna F. Frye and Lovie W. Ward; other states-Debbe R. Goldberg, Ohio; Jane G. Lemmond, Vir- ST. JOHN'S IN ANNAPOLIS INCLUDED IN HISTORIC DISTRICT 21 �The College MARK VAN DoREN WRITES SPECIAL POEM FOR ST. JoHN'S 275TH ANNIVERSARY OBSERVANCE lVIark Van Doren, one of America's most distinguished men of letters, gave the main address at the August 8th Anniversary celebration in Santa Fe. Mr. Van Doren has written numerous poems, plays, novels, short stories and books of literary criticism. He received the Pulitzer Prize in 1940 for his Collected Poems. He was a professor of English at Columbia University for almost 40 years and is a mcm bcr of the American Academy of Arts and Letters. The Autobiography of Mark Van Doren was pu blishcd in 19 58 and 1968. President vVeiglc, in introducing ~ him, cited Mr. Van Doren's book Lib- ~ eral Education as a major factor in Mr. ~ Weigle's decision to accept the presi- ~ dency of St. John's in 1949. ~ ''St. John's College more than sur- 2 vives, it flourishes," !vir. Van Doren The poet and the Governor-Mark Van Doren and Druce King, Ne\V J-..rJexico's chief executive·said in preface to his speech entitled at the ''Summer Celebration" in Santa Fe, August 8th. "How to Praise a World That May Not Last?" He said Dean Darkey had Place so ermvdcd with his creaturespaintings at T'yson's Corner, Virginia; suggested he might wish to speak on \Vith us all----{)h, praise the time a one-man show at St. John's; and a That's left, ·praise here and now, praise the act and the art of praise. Master Thesis show at the University Him that by his own sweet will "I said yes, of course, I would come May suddenly remake the world of Maryland. Her works have been and talk about praise. And I would Forever, ever, ever, ever. in sales and rental galleries of the Baleven do some praising. I would not timore Museum of Art and the Corpraise this or that thing, this or that ANNAPOLIS APPOINTS coran ~~Iuseum of Art in Washington, person. I would praise everything and D.C. New ARTIST-IN-RESIDENCE everybody. I would have the nerve to In 1965 she won second prize in the praise the world." JVIrs. ~~Iichon Semon, a former grad~ Advanced Art Student Competition at During his remarks, he quoted three nate assistant at the University of the University of South Florida, and of his poems and he closed \vith one Maryland in College Park, has been third prize in 1966 at the Annual Sidewritten especially for the occasion: appointed Artist-in-Residence for the walk Art Festival in Orlando. Her Annapolis campus for 1971-72. works were exhibited in the 1966 Area A native of Portland, Oregon, Mrs. Show of University Teachers and IIow praise a 1vorld that will not be Forever? Stillness then. Time Semon lives in Laurel, Maryland. She Pupils in Clearwater, Florida, as well. Sleeping, never to wake. No prince's received her B.A. degree in fine arts in Kiss. No prince. Praise? E\'en 1966 from the University of South SANTA FE RECEIVES GIFT FROM 'l'he echo of it dies, even Florida in Tampa, and her M.A. degree Memory, in the last brain ARTHUR VINING DAVIS in fine arts in 1970 from the University That lm·ed it, withers away, and in mind FouNDATION Not even dozes, being done of Maryland. \Vith work that mattered not at all. In 1960 Mrs. Semon taught a sumSt. John's in Santa Fe has received a IIow then praise nothing? mer recreation program in the fine arts grant of $75,000 from the Arthur VinYet that day at an Episcopal summer camp in ing Davis Foundation of Miami, FloriI las ncYer dawned. Here is the world Florida, and in 1969 an adult recreation da. The contribution to the general So beautiful, being old, so class for Prince Georges County in support of the College will be made :rviindftil of its maker-what Maryland. in three payments: $35,000 this year, Of him when that day comes-you say In 1970-71 her exhibitions included $25,000 in 1972, and $15,000 in 1973. It mnst-vvhat then of him, and of this 24 �October l 971 admitted to St. John's on the basis of NEW APPLICATION PoLICY AT ST. JOHN'S their own qualifications, not by com- parison with other applicants. There- The College recently adopted radically new application procedures: it fore, it would be unfair, and even asks for no irrelevant information and come, first-served basis." pointless, not to admit them on a first- requires no application fee. Admissions Director in Annapolis, Michael W. Ham, Class of 1961, stated in the announcement that "we admit persons, not collections of numbers and statistics. Therefore, we try to give the applicant a chance to tell us of his judgments and his values." All of the traditional but non-pertinent requests-for the applicant's height, weight, age; for the names of the other colleges to which he has applied, and whether he was accepted or rejected; for the parents' name, oc~ cupations, college background-all are gone. Instead the applicant supplies no demographic data beyond his or her name, address, and telephone number. The rest of the application consists of answers to searching questions on the applicant's evaluation of his education, his non-school experience, his experi- ence with books, and his plans for his education and his life. Mr. Ham and Mr. Gerald F. Zollars, Class of 1965 and Admissions Director in Santa Fe, recently revised the entire application form. The College has also discontinued the application fee, the non-refundable, non-applicable charge of $10-25 that must accompany applications to almost every college in the United States. "There is no . reason/' added Mr. Ham, "why an applicant should have to pay in order to find out if he is acceptable as a student at St. John's. The six to ten pages of essay writing that are usually written in answering our questions-and I have seen applications much longer-eliminate frivolous applications." St. John's will continue its policy of rolling admissions, in which an application is acted upon as soon as it is completed, and the applicant is notified immediately of the decision. Mr. Paul D. Newland, Provost in Annapolis, noted that "students are SANTA FE AssociATES VISIT SEMINARS Members of the Boards of Associates for St. John's in Santa Fe gather at the College from time to time to hear reports on its progress and to meet students, Tutors and officers. The Associates are friends of the College in Santa Fe, Los Alamos and Albuquerque who help interpret St. John's to their communities. In September they were invited to have dinner in the student dining hall and visit seminars to see how they are conducted. In July the Associates met at the Peterson Student Center for dinner and to hear and see a report from President and Mrs. Weigle on their recent travels in Africa, Russia and England. Although not a fund-raising group, the Associates contributed nearly $500 to help pay Commencement Ball expenses as their gift to the senior class. Mr. A. J. Taylor is the FIVE TUTORS JoiN SANTA FE FACULTY Five Tutors joined the Santa Fe Faculty this fall, including one who transferred from Annapolis-Mr. Aaron Kirschbaum. Mrs. Vida Chcsnulis Clift received her B.A. degree magna cum laude from Radcliffe, her M.A. degree from Berkeley and her Ph.D. degree from Harvard where she has taught English, composition and narrative fiction. Mrs. Carolyn Higgins Richards graduated summa cum laude from the Uni- versity of Colorado and won Phi Beta Kappa honors. She received her M.A. and Ph.D. degrees in history from Stanford University. She was an instructor in the history of Western civilization at Brooklyn College and taught English and history at Santiago (Chile) College, where she also was an assistant to the Dean of Studies. Mr. Allan Pearson received an A.B. degree from Boston College and an A.M. degree from Boston University. He attended the University of Munich on a German government grant in 1964-65. He taught German language and literature at Berkeley and was a lecturer in German language, literature chairman of the Santa Fe Associates, and culture at the University of Cal- and he has been very active in efforts to help strengthen College-community relationships. ifornia at Riverside. MRS. NEIDORF PRESENTS CONCERT Mezzo-soprano Mary Neidorf and pianist Gillian McHugh presented a concert August 3rd in the Peterson Student Center at Santa Fe. Mrs. Neidorf is the wife of Robert Ncidorf, St. John's Tutor and director of the Graduate Institute in Liberal Education. Mrs. Ncidorf has sung in numerous oratorios, operas, and musical com- edies. Mrs. McHugh is a graduate of the Royal Academy of Music in London, England. She was three times winner of the Bach piano contests of Western England and various open piano competitions. She was a soloist last spring with the St .. John's College Chamber Orchestra. Mr. C. Donald Knight is a graduate of Baker University, Kansas, and he received his M.A. degree from the University of Toronto (Canada) where he was a Teaching Fellow in moral philosophy and also participated in an experimental high school. He was a Fulbright Scholar at Annamalai University in India. TUTOR NAMED VICE PRESIDENT AT SAINT MARY'S Mr. Thomas J. Slakey resigned as Tutor at St. John's in Santa Fe this summer to accept an appointment as academic vice president of Saint Mary's College of California. A magna cum laude graduate of Saint Mary's in 1952, Mr. Slakcy was affiliated with St. John's for eleven years, joining the faculty in Annapolis in 19 59 and moving to .the ·new campus at Santa Fe in 1964. 25 �The College Minnesota in 1959. Upon his graduation he received fellowships from the Danforth, National Science, and Woodrow Wilson Foundations. He is married to the former Elizabeth Stoltz of Minnesota and they have five children. Nominations for the Outstanding Educators of America awards program arc made by officials of colleges and universities including presidents, deans, and other faculty members. Guidelines for the selection include an educator's talents in the classroom, contribtJ.tions to research, administrative abilities, civic se1vice, and professional recognition. THREE FULL SCHOLARSHIPS AWARDED TO FRESHMEN OF INDIAN AND HISPANIC DESCENT Annapolis Tutor Robert L. Spaeth (left) is interviewed by Paul F. Rhetts, Producer, Public Affairs, Maryland Center for Public Broadcasting, on a television program, "Crosstalk," which was broadcast on Channels 67 and 28. TUTOR CHOSEN OUTSTANDING EDUCATOR Robert L. Spaeth, a Tutor in Annapolis, has been chosen an Outstanding Educator of America for 1971. Nominated earlier this year, he was selected for the honor on the basis of his civic and professional achievements. Outstanding· Educators of America is an annual awards program honoring distinguishcd.men and women for their exceptional service, achievements, and leadership in the fi'ld of education. Annapolis Dean Robert A. Goldwin was named an Outstanding Educator in 1970. Newspaper accounts of Mr. Spaeth's honor led to a television interview on "Crosstalk," a program designed espe~ cially for educators who have interesting sidelights. A conversation with Mr. Spaeth covering St. John's College in detail was broadcast three times in September on Channel 67, WMPB, 26 in the Baltin1ore area, and on Channel 28, WCPB, on Maryland's Eastern Shore. A member of the College Faculty since 1963, Mr. Spaeth served as an Assistant Dean from 1966 to 1971. He was Director of the Summer Program in Annapolis in 1969 and 1970. In 1969 Mr. Spaeth was elected an alderman from the Third Ward of the City of Annapolis, and in 1970 he was elected to the Anne Arundel County Democratic State Central Committee. He is a member of the City-County Joint Committee on the Property Tax Differential and a Commissioner on the Urban Renewal Authority. He is chairman of the Housing Committee of the City Council. Last summer he was at the Urban Institute in Washington, D.C., doing research on the economic impact of airport noise. The Tutor is a native of St. Cloud, Minnesota, and a s·umma cum laude graduate of St. John's University in St. John's in Santa Fe awarded three full scholarships funded by the Noyes Foundation to freshmen of American Indian and Hispanic descent: Anna Dean Arcvalos, Fowler, Colorado; Ernest A. Torres, Farmington, New Mexico; and Cynthia E. Williams of Santa Fe. This is the first year these scholarships have been available. They cover full tuition, room and board fees, and a campus job. INDIAN LEADERS ADDRESS MoNTHLY MEETINGS AT SANTA FE The monthly series of dinner meetings in Santa Fe called "The Indian Table" has lined up a full schedule of speakers on politics, education and the arts for 1971-72. They include, among others, Governor Robert Lewis of the Zuni Pueblo, Chairman Benny Atencio of the All-Indian Pueblo Council, and Fritz Scholder, well-known artist. Attendance is by invitation and around 30 townspeople, students and Tutors regularly participate in the lectures and discussions to be held on the third Tuesday of each month during the school year, except for December and March. �ALUMNI ACTIVITIES PROFILE In the year in which St. John's celebrates the founding of King William's School, it seems appropriate that we publish the profile of an alumnus who is vitally concerned with matters of historical record. In so doing we are also featuring the first pre-1937 graduate to appear in this series. Gust Skordas was born in Washington, D.C., was raised in Virginia, and moved to Annapolis in 1928. Two years later, after graduation from Annapolis High School, he entered St. John's College. Mr. Skordas majored in economics, and received his B.A. degree in 1934. In a recent interview he spoke fondly of Greek classes with John Kieffer, freshman English with the late Richard Scofield, and English with Ford K. Brown. While at St. John's Mr. Skordas was historian of the Varsity Club for one year, which was as long as the Club lasted, he recalls. He was quarterback of the football team for two years, and lettered in basketball his senior year. The 1934 Rat-Tat alleges that he was the best passer on the football team his junior year; frmn the accounts of the 1933 season, he must also have been a great running back. Upon graduation Mr. Skordas performed a variety of j'odd jobs" until he went to work for the Maryland Hall of Records on August 2, 1937. He started as a general research assistant, and four years later was promoted to assistant archivist. The Hall of Records, under the supervision of the Hall of Records Commission, is administered by the State Archivist. It is charged by the General Assembly with being the repository of non-current documents and records of Maryland State agencies, cities, towns, and counties. For exam- Maryland's Governor Marvin M~mdel and St. John's President Richard D. Weigle examine the King WilliaU1's School Charter which is exhibited in the Maryland Hall of Records on the campus in Annapolis. Standing, left to right, are Profile subject Gust Skordas '34, assistant archivist of Maryland; Mrs. P. James Underwood of Historic Annapolis, Inc., in a costume of the period; and Paul D. Newland, Provost of the Annapolis campus. ple, courthouse records which were created before April 28, 1788, the date on which Maryland ratified the Federal Constitution, must by law be deposited in the Hall of Records. As a matter of interest to alumni, a number of historic documents of the College are also stored there. Gust Skordas, Assistant Archivist of Maryland, has been a Fellow of the American Society of Archivists since 1959, and was among the first members to gain that status. (Only ten percent of the membership is elected to fellowships.) A contributor to a number of pro~ fessional journals, Mr. Skordas is the editor of The Early Settlers of Mart land, Genealogical Company, Baltimore, 1968. In au•uaw••> has co-edited or contributed ""·""""'" ' eleven publications of the Records Commission. Mr. Skordas is married toth<efj)\(}" Anita Parkinson of have a son, Ralph, ifornia, and who is the two grandchildren. �The College agents, and telephone volunteers who made this year's results possible. We at the College are most grateful for their help. For .comparison, we present the results of the last four campmgns: 1967-68 1968-69 1969-70 1970-71 ALUMNI ANNUAL GIVING Perhaps by the time this is published, the final report on Alumni Annual Giving will be in print; that depends in large part on how soon we complete Homecoming planning. To cover any eventuality, therefore, we herewith present a brief summary report. The 1970-71 Campaign was simply the best ever. While the figures themselves are significant, they become more important in light of the economic situation which has existed in this country for the past several years. Our alumni obviously have not been dissuaded from supporting their College. Highest praise must certainly go to the Campaign Chairman Jack Ladd Carr and the class captains, volunteer ---· Unrestricted Gifts $14,390 P crcen t Response 13.1% Alumni Donors 363 King William Associates $21,200 22.5% 629 83 ·---- $26,139 29.2% 828 87 $30,483 30.5% 883 99 (The designation "King William Associates" was first ap· plied to donors of unrestricted gifts of $100 or more during the 1968-69 Campaign.) ALUMNI DELEGATES From September, 1970, through May, 1971, the following alumni graciously represented the College on the occasions indicated: H. Willard Stern '43, at the inauguration of Nathan W ciss as president of Newark State University; Stephen Benedict '47, the inauguration of Harris Wofford as president of Bryn Mawr College; Jolm D. Oosterlwut '51, the convocation in observance of the twenty-fifth anniversary of the founding of Montgomery College (Maryland); Dr. Robert L. Burwell, Jr. '32, the inauguration of Merlyn Winfield Northfelt as president of Garrett Theological Seminary (Illinois); James M. Green, Jr. '60, the fiftieth anniversary convocation and inauguration of Alfonsc Ralph Miele as president of The College of St. Rose (New York); and William M. Davis '63, the installation of John Robert Silber as president of Boston University. CLASS NOTES 1921 A call from 'Vi11iam I-I. Y. Knighton informs us that the Golden Anniversaty Class is planning a class reunion at Homecoming time. A vety fine turn-out is expected for a reunion dinner at the Stafford Hotel in Baltimore on Friday, October 15th. (A detailed report will appear in the December issue.) The group plans then to come to Annapolis for the various activities on Saturday. with the Chesapeake and Potomac Telephone Co. According to his brother, the newly-retired Mr. Clark will devote his time to such interests as travel, golf, and bridge. As a matter of additional interest in this anniversary year, the Clarks' sixth-great-grandfather, Colonel Edward Dorsey, was one of the original trustees of King \Villiam's School. 1931 James D. Morris's son Jim, whose career with the Metropolitan Opera Company shows promise of stardom, is scheduled to give a concert at \Vashington College, Chestertown, J'vlaryhmd, on next April 4th. 1935 Mmyland Governor Marvin Mandel recently appointed John C. Donohue as chairman of the Board of Election Supervisors of Baltimore City. 1945 \Ve have just learned that Kenneth G. Gehret is education editor of the Christian Science I\1onitor. The Rev. Christian A. IIovde may be a bishop by the time this issue appears. An early summer convention to elect a suffragan bishop of the Episcopal Diocese of Chicago resulted in a three-way deadlock, with Father Hovde one of the nominees. Another election was to be held in October in an effort to break the deadlock. Father Hovde is director of the Bishop Anderson House in Chicago. John D. Mack this summer left his position as executive vice president of Cbirol Company to join The Gillette Company as group vice president of Gillette North America, 1947 Richard S. Harris continues his insightful probing of the many facets of the Federal government in a series on political campaign spending in The New Yorker. He i:> now Deputy Director, Office of Population and Civic Development, Bureau for L8tin America, ALD., U. S. Department of State, in Washington, D. C. Mr. Davies makes his home in Riverdale, New York. Alan S. Maremont is now the Executive Director of the Mid-Peninsula Coalition Housing Fund, with offices in Palo Alto, California. Jules Pagano is now a professor of sociology at Florida Internatimml University in Miami. Another Pagano, LeRoy E., until recently professor of management and department chairman at Federal City College in Washington, ha::; moved to the Department of Industrial Engineering at Newark College of Engineering. 1950 Last spring the World Research Institute at Villanova University, John J. Logue, director, was the site of a three-day "Fate of the Oceans" Conference. Ecology, Seabed Authority, and Ocean Wealth were the major topics for discussion by an international panel of students, scientists, civic leaders, diplomats, and professors. 1951 A recent visitor to the Annapolis campus \vas Richard J. Batt, in town to do some research for his doctoral dissertation on American Revolutionary History. Mr. Batt received an LL.B. degree from Tulane University in 1954, and was in the private practice of law until 1968. He entered Tvlane 1s graduate school in 1967, and has taught there and at Newcomb College, Tulane's Women's College, since 1970. L. Donald Koontz writes that he saw John Franke, Jr., in Detroit at the annual meeting of the National Education Association. Mr. Franke teaches in St. Petersburg, F1orida, and is a member of the NEA Resolutions Committee. Mr. Koontz, president of the Cherry Creek (Colorado) Teacher's Association, also leads a Great Books discussion group in his spare time. 1927 1948 1952 Louis D. Clark writes that his brother, Henry B. Clark, has retired after 4 3 years of service Peter J. Davies has returned to the United States after many years abroad with USAID. Vlilliam D. Grimes has accepted a two-year assignment to London as representative to the 28 �r-·· October 1971 United Kingdom for the U. S. Naval Ordnance I ,a bora tory at White Oak, Silver Spring, Maryland. '11le 22nd staff member to hold this position since 1941, Mr. Grimes's major role is to provide for a ready exchange between British and American nava1 ordnance research and development activities. Mrs. Grimes (Diane), son Bill, and daughters Corky and Lauralce \Vill accompany Mr. Grimes. 1955 Classmates and friends of Elisabeth M. Chiem will be pleased to know that on August 25th she successfully passed oral examination on her senior essay, "The Concept of Property in Karl Marx", and thus completed all_ requirements for the degree of Bachelor of Arts from St. John's College. 1956 Pasquale L. Polillo and his vvife Sandi adopted a baby girl, Liza Sloane, this past spring. About the same time Mr. Polillo was elected chairman of the California Assocjatctl Press Television-Radio Association. He has just completed his first year as News Director of KGO-TV in San Francisco. 1962 Wlilliam R Salisbury, Attorney-Adviser in the Office of the Legal Adviser, Department of State, was recently promoted to Classs 5 in the Foreign Service. He is married to the fanner S. Diane Curns of Detroit. 1964 Mary (Biggar) J\1ain is co-author, with T. Berry Brazelton, M.D., of an article in the September issue of Rcdbook. Entitled "Arc There Too Many Sights and Sountls in Yonr Baby's World?", the article concerns the effects of various external stimuli on infants. John F. White has joined the Annapolis facnlty this year. Since graduation from St. John's he has earned a M.A. degree from. the New School for Social Research and IS a doctoral candidate. 1965 Jan F. Rlits joined. the faculty in Colby College in July as an instructor in the department of government. Mr. Blits has taught at the Cathedral School_ in New York City and the American International School in Zurich, Switzerland. He earned a M.A. degree at the New School for Social Research, and during this past summer has been studying under a National Science Foundation Fellowship. 1966 George F. Kramer (SF) rcceived'his Juris Doctor degree in June from the University of New Mexico Law School. July lst brought a visit from Marine Captain Peter S. Morosoff. He was on his \vay from Camp Lejeune, North Carolina, to Ft. SiB, Oklahoma, \Vherc he will undergo advanced artil'cry training for about nine months. 1968 After leaving St. John's, John L. Bergman graduated from the State University of New York, and is no\v studying for a doctor's degree in the history of science at The Johns IIopkins Universi-ty. John McCaflery (SF) has joined the Holy Order of Mans in Chicago. l'ather McCaffery writes that he is grateful for the \VOrk he did at St. John's in Santa Fe. Just after the last issue went to press \ve received an excellent letter from C. Kerry Nemovicller. He writes that St. John's is much on his mind as he pursues his duties as a second lieutenant in the Israeli Army. Lt. Nemovichcr is now married to a native-born Israeli, Miss IIadassah Ben Sasson, a graduate of the University of Tel Aviv \vith majors in history and Bible. The class of 1968 did well with letters this summer; early July brought one from George \V. Partlow, yvith the Peace Corps in Jamaica. He has been \Vorking in a joint nniversitygovernment project to up-grade mathematics teaching in primRry schools on the ishmd, and has just extended for a third year. His address is c/o Peace Corps, P.O.B. 107, Kingston, Jamaica, \V.I. Amelia Ruth (Hummel) Rarick graduated in June from TI:c George _\Vashingt~n U,niyersity, with spccml honors m economiCS. She has held t11e position of summer research assistant \Vith the International Bank for Rcconstmction and Development, and has been awardee'~ a Virginia State Library Fellowship for study at the University of Maryland library schooL Sarah (Braddock) WI cstrick has been accepted this £811 as a student at Ursinus College. 1969 Philip G. Holt and Miss Meredith Morgan of Austin, Texas, were married on August 23rd. -Mr. Holt \Vill pursue his classical studies at St:mford University this fa11, after what he terms "a very good decompression period after St. John's" at the University of Texas. HOMECOMING OcTOBER 15-16 Since a detailed Homecoming schedule was mailed about the time this went to press, we will not repeat it here. The July issue listed the 275th Anniversary Celebration events, to which all alumni are cordially invited. Of special interest will he a paper by Jacob Klein, about the St. John's Seminar to be presented Friday afternoon. A panel discussion will follow. Alumni activities that week-end will include an informal party Friday night; alumni seminars and a graduate school discussion for students on Saturday morning; the Annual JVIeeting in the afternoon; the Alumni Reception and Dinner; and informal parties Saturday night. Make your plans now to join us in Annapolis. 1 1970 A postcarc'l note from Jolin R. Dean, sent from r..llunich, Germany, informs us that he spent the summer in Bavaria_ learning Ge~man, climbing the Alps, and tcstmg the quahty ?f German beer. The language study was m connection \vith his doctoral \vork at the University of l\llassachusetts, the other two activities purely for enjoyment. Stephen J. Forman, now in hi~ sec_ond year at the University of Southern Cahforma School of l\lfedicinc, writes that he was elected president of the student body of the school last spring. He comments that while the first year of medical school may be harder for a St. John's graduate because of the ~uantity ~f the information he must absorb, his academ1c background is a distinct atlvantagc. In Memoriam 1912-Dr. Mark Ziegler, Olney, Mel .• July 24, 197!. 191 ~-Asa \Villard Joyce, Millersville, Mel .• July 30, 1971. 1916-Hiram F. Plummer, Jr., Baltimore, Mel., July 6, 197!. 1921-Gcorge B. Woelfel, Sr., Annapolis, Md., July 22, 1971. 1931-IIorace H. Snow, Jr., Truro, Mass., July 2!, 1971. 1934-W. Thetford LeViness, Santa Fe, N. M., September 9, 1971. 1935-John H. Von Dree1e III, Annapolis, Mel., June 18, 1971. Baltimore, 1953-Bemard H. Ude1, Vi/ashington, D. C., July 12, 197!. 1923-Gen. \Villiam C. Pnrnc11, Linthicum, Md., June 23, 1971. 1970-Susan Una Schnurr, New York City, !968. 1922-W. Beaton Connolly, Md., June 30, 1971. 29 �Friends of St. John's College and the Santa Fe Opera enjoy the "Summer Celebration" honoring the College's 275th anniversary and the Opera's world premiere performance of "Yerma" by Villa-Lobos. The College St. John's College Annapolis, Maryland 21404 ·>i •·.· ' ···· Second-class postage paid at Annapolis, Maryland, and at additional mailing offices. � 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 College </em>(1969-1981) Description An account of the resource St. John's College's Office of the Dean published <em>The College</em> from 1969 to 1981. The publication superseded <em><a href="https://digitalarchives.sjc.edu/collections/show/37" title="The Bulletin of St. John's College">The Bulletin of St. John's College</a></em>.  <em>The College</em> was in turn continued by <a href="https://digitalarchives.sjc.edu/collections/show/13" title="The St. John's Review"><em>The St. John's Review</em></a> in 1981.  <br /><br />A separate magazine for St. John's alumni titled <em>The College </em>began publication in 2001, continuing <em>The St. John's Reporter</em>.  <br /><br />Click on <strong><a title="The College" href="http://digitalarchives.sjc.edu/items/browse?collection=12">Items in the The College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource 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 Identifier An unambiguous reference to the resource within a given context thecollegemagazine 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. 30 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 College, October 1971 Description An account of the resource Volume XXIII, Number 3 of <em>The College</em> Magazine.  Published in October 1971. Creator An entity primarily responsible for making the resource Development Offices of 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 Date A point or period of time associated with an event in the lifecycle of the resource 1971-10 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 Wyatt, Malcolm Felter, Mary P. Parran, Jr., Thomas Trimmer, Maurice Language A language of the resource English Identifier An unambiguous reference to the resource within a given context The_College_Vol_23_No_3_1971 President's Report Presidents The College https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b60613a0de252b2a3214cdd03af9f23a.mp3 36e040f705d9395d7bd32349f25a0827 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:48:16 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wittgenstein changes his mind Description An account of the resource Audio recording of a lecture delivered on April 28, 2017 by Cora Diamond as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Diamond, Cora Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-28 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 Wittgenstein, Ludwig, 1889-1951. Tractatus logico-philosophicus Language A language of the resource English Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d699d42d19188a20665cc46123438590.jpg 5700464c935445a2db5e9346c120fbe8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1481 Title A name given to the resource Richard D. Weigle Speaking at the Groundbreaking Ceremony for Mellon Hall, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1958 [circa] Creator An entity primarily responsible for making the resource Digennaro, Francis Subject The topic of the resource Mellon Hall (St. John's College, Annapolis, MD) Weigle, Richard Daniel 1912- Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Honorary Alumni Mellon Hall Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ebbe12d41f4d40f6440b30f4ff256a20.jpg 4dd561268530fc971aa7d0e7e2a7656c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1482 Title A name given to the resource A Woman Speaking with Richard D. Weigle at the Groundbreaking Ceremony for Mellon Hall, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1958 [circa] Creator An entity primarily responsible for making the resource Digennaro, Francis Subject The topic of the resource Weigle, Richard Daniel 1912- Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Honorary Alumni Mellon Hall Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/213cd91d80e0b8ea22270760dfcb3bf9.jpg ee4670ec82d346011e765220714eb3e9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2459 Title A name given to the resource Richard D. Weigle and Colleague Breaking Ground at the Ground Breaking Ceremony for the Francis Scott Key Auditorium and Mellon Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1956 Creator An entity primarily responsible for making the resource DiGennaro, Francis Subject The topic of the resource Weigle, Richard Daniel 1912- Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Honorary Alumni Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/66738322bf0b631b2e7f1429ee476bde.jpg dfa8ea6bb71b197e2cd58a33213bf3c8 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/. 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Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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Identifier An unambiguous reference to the resource within a given context SJC-P-2460 Title A name given to the resource [Governor] and an Eldery Woman Breaking Ground at the Ground Breaking Ceremony for the Francis Scott Key Auditorium and Mellon Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1956 Creator An entity primarily responsible for making the resource DiGennaro, Francis Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ecbca41a86ed6fe2f33dab5c3ff6f922.jpg c6e1e6e92709836d62d89739d26365e1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. 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For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2462 Title A name given to the resource Onlookers at the Ground Breaking Ceremony for the Francis Scott Key Auditorium and Mellon Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1956 Creator An entity primarily responsible for making the resource DiGennaro, Francis Subject The topic of the resource Weigle, Richard Daniel 1912- Frenkil, Victor Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/30d21c3c382fd6b78fb316aebfad6ed5.pdf b989951906f76e2a8bb13e241321076b PDF Text Text DRAFT The Mutual Involvement of Modern Science and Modern Philosophy and Its Implications for Liberal Education by Michael Dink I. The Philosophic Interpretation of Liberal Education, Socratically understood In his magisterial historical study, Orators and Philosophers,1 Bruce Kimball argues that the tradition of liberal education is not a unified one, but rather is divided into two opposing interpretations, that of the orators and that of the philosophers, each of which has prevailed in certain periods at the expense of the other. The oratorical interpretation, traceable to Isocrates, sees the goal as the development of virtuous and effective citizens, public servants, and even statesmen and the means as learning the arts of language, particularly of rhetoric, or persuasive speech. The philosophical interpretation, traceable, at least as an ideal, to Plato’s dialogues, sees the goal as the pursuit of knowledge and the means as the learning of the arts of logic, mathematics and dialectic. Kimball argues that the so-called seven liberal arts of the trivium and quadrivium never formed a unitary program, but the primary, almost exclusive, focus was on rhetoric in one tradition and logic and mathematics in the other. To put my cards on the table, I am an unabashed advocate of the philosophic interpretation of liberal education over the oratorical one, although I understand the true sense of that tradition somewhat differently than Kimball does. My reasons for rejecting the oratorical tradition are all present, implicitly or explicitly, in Plato’s Gorgias and never answered adequately by any of the advocates of that tradition. First, the proposed end is contingent and dubious. It is not clear, prior to some amount of inquiry, that citizenship is necessarily a good or the most important good for human beings. Second, it is not clear what the virtue of a good citizen consists in. An oratorical education must dogmatically presuppose answers to these questions, as Kimball acknowledges, since it does not engage in inquiry into them. Third, no argument is offered for the unlikely claim that mere training in persuasive speech constitutes an education in civic virtue. Fourth, it is not clear that there is a genuine art of persuasive speech. If the philosophic interpretation of liberal education merely makes knowledge its goal, then it is to some degree open to analogous objections: 1) knowledge might be regarded as a contingent and dubious good; 2) it may not be clear what knowledge is or even if it exists; 3) however one might conduct a philosophic liberal education, it is not clear that it can lead to knowledge; 4) it is not clear that there is any learnable art or technique to philosophy. Hence, if the philosophic interpretation of liberal education is not to fall prey to the same critique as the rhetorical interpretation, it must be based on a different understanding of the aim of a philosophical liberal education. I find such an understanding in certain aspects of Plato’s presentation of Socrates. 1 Kimball, Bruce. Orators and Philosophers:A History of the Idea of Liberal Education. New York, 1986. 1 �Socrates supposes, correctly I believe, that all human beings care about guiding their lives by a correct understanding of their own good. More often than not, however, they act as if they had an adequate of understanding of that good. When he questions them, however, they invariably show that they do not have such an understanding. He then asks them to join with him in a common inquiry in search of such a correct understanding. This common inquiry into a correct understanding of one’s own good is precisely what constitutes a genuine liberal education. It need not presuppose that knowledge is possible or good, only that the lack of an adequate understanding of our own good is not good. In his youth, Socrates famously cherished a hope that the teaching of Anaxagoras might reveal why it was best that everything was as it is. When that hope was disappointed, he turned away from the inquiry into nature to examine the truth of things in speeches. In the Apology, we see at least one version of this inquiry through speeches, in which he takes upon himself, in response to an enigmatic reply from the Delphic oracle, the cross-examination of those who claim to know [about the human good]2. This makes sense as a place to start in the inquiry into the correct understanding of one’s own good. This is precisely the basis of the form of liberal education that focuses on the reading of great books. Those great books are read because they put forward the most significant claims to know about the human good that are available to us. They are read because we want to understand and to evaluate their claims to know, so as either to find something that will contribute to the correct understanding of our own good or at least to have reasonable grounds for rejecting their claims. The claims that they make are significant and worthy of examination for two reasons. First, the fact that they have been found worthy of reading and study by many people over a long time gives them a prima facie claim to be taken seriously as possible sources of wisdom. Second, the same fact also suggests, what further reading and reflection confirm, that they are the sources, acknowledged and unacknowledged, of many of our own beliefs about the human good, which need to be examined to determine how reliable they are. That examination is facilitated by tracing these beliefs to their sources, where they are often most powerfully and cogently articulated. Thus, contrary to Kimball’s claim, the reading of great books is not merely an accommodation of the “liberal free” ideal of critical thinking to the rhetorical tradition’s interest in inherited texts, but is an intrinsic part of the Socratically understood philosophical interpretation of liberal education. II. The Place of Modern Science in Liberal Education, in its Socratic interpretation So far, it may seem that modern science would have no place in a liberal education Socratically understood. After all, the young Socrates, disappointed in Anaxagoras’s failure to address the human 2 This specification of the content of the claims to know is not made in the text of the Apology. Nonetheless, it is suggested both by Socrates’ choice of those to be examined about their claims to know (politicians, poets, and craftsmen) and by his strenuous disavowal of any interest in “the things in the heavens and beneath the earth.” 2 �good, turned away from the inquiry into nature. In the Apology, the claims to know he examines are those of the politicians, poets, and craftsmen, not those who claim to have knowledge of nature or the cosmos. Yet it is not clear from the text of the Phaedo that Socrates regarded his turn away from the inquiry into nature as final or definitive. Rather, he describes his turn to speeches as a “second sailing” in search of cause and compares it to studying something by examining its reflection rather than by looking at it directly. Moreover, the desire to achieve a correct understanding of one’s own good inevitably leads to a concern with the distinction between knowledge and opinion and to the consideration of whether opinions about one’s own good can be replaced by knowledge. This concern in turn leads inevitably to a broader concern about the nature of knowledge and how it might be achieved. Hence any serious claim to knowledge, about any subject, becomes relevant to the Socratic inquiry into one’s own good. In today’s world, moreover, it is modern science that makes the most prominent claim to know, so prominent that its very name is an appropriation to itself of the Latin word for knowledge, an appropriation which seems to mark an implicit claim to be the only legitimate kind of knowledge, a claim made explicit by many of its advocates. One might object, however, that modern science does not claim to know about the human good, and thus does not belong in a liberal education conceived as an inquiry into the human good. To this, it must be replied that the claims to know of modern science are relevant to the inquiry into the human good in a number of ways. First, those who do interpret modern science as the only legitimate claim to know and as eschewing claims to know about the human good, thereby declare knowledge of the human good to be impossible. This is a claim highly relevant to the inquiry into the human good. Second, even if modern science is not interpreted as excluding other avenues to knowledge of the human good, it is nevertheless hard to deny that the claims it does make, under many interpretations, alter the landscape of that inquiry in fundamental ways, threatening to undermine appeals to, for example, the human soul, teleology, freedom, and human superiority to or even distinctiveness from other animals. Third, by its great success in increasing human power over nature, including perhaps even over human nature, modern science intensifies the urgency of the questions about what understanding of the human good can guide and restrain the use of that power. III. Modern science requires interpretation It has been a presupposition of my remarks so far that there is such a thing as “modern science,” which is significantly distinct from earlier forms of the inquiry into nature. This is a presupposition widely, but perhaps not universally, shared. It is shared both by those who think modern science has replaced the darkness of superstition and vain philosophy with the light of empirical reason and by those who think that modern science threatens to strip the world of any support for a meaningful human existence. An alternative is to see the inquiry into nature as a long standing human practice that has undergone continuous change and development in the course of human history with varying degrees, not necessarily monotonically increasing, of cognitive success. Attention to this diachronic continuity, however, should not induce us to neglect the question of synchronic discreteness. In other words, how discrete and distinct 3 �is the thread identified as “the inquiry into nature” at any one time in relation to other inquiries, beliefs, and cultural practices? There is a plausible case to be made, though no doubt not a definitive one, that the following cluster of ideas emerged roughly at the same time in the Greek speaking region of the eastern Mediterannean: the idea of demonstrative mathematics, the making of a clear distinction between nature and convention, as well as between knowledge and opinion, the attempt to gain knowledge of nature, and the quest for knowledge that comprehended both non-human nature and the human things, i.e., philosophy,. From this time forwards, there were debates about, and rival answers to the question, of how knowledge of nature might relate to other kinds of human knowledge, beliefs, political arrangements, and practices. One set of answers, originally given by Aristotle, kept alive by Islamic and Jewish thinkers, and reconciled with their religious texts, traditions and practices in various ways, was reassimilated in the 12th and 13th centuries by Christian thinkers, who incorporated them into a theoretical synthesis with their religious beliefs. This scholastic synthesis contained a version of Aristotelian natural philosophy as the widely accepted framework for any ongoing inquiries into nature. No doubt, there were some practitioners of inquiry into nature who either ignored this framework or were beginning, more or less consciously, to chafe against and start to wriggle free of it. Some thinkers, however, notably Descartes and Bacon, thought that radically new modes of pursuing the inquiry into nature were desirable, and that the old framework was, on many levels, an intolerable obstacle to the introduction and success of these new modes. They therefore undertook the task, correspondingly multi-layered, of articulating the new modes of inquiry, critiquing the old framework, providing a new framework, and persuading many different kinds of audiences of the feasibility and desirability of abandoning the old framework, permitting and even supporting the new modes of inquiry, and accepting the new framework. It is, of course, a complex historical question as to what the actual effects of these efforts by Descartes and Bacon were, and to what extent the modes of inquiry now practiced by modern science were influenced by their proposed articulation, and to what extent the various competing frameworks by which we still seek to understand these modes of inquiry and how they fit into our lives, were influenced by the frameworks proposed by Descartes and Bacon. While I am myself inclined to think that their influence in both respects is quite important, albeit not simply governing, the main point I want to insist upon is that the activity of inquiry into nature, in spite of, and perhaps to some degree because of, its tendency to claim to be comprehensive, has always stirred up questions about its proper place in relation to the rest of human activity, belief, and aspiration to know. In other words, modern science, no less, and perhaps more than its ancestors, stands in need of, and has had no lack of, interpretations, in which attempts are made to address the questions it provokes. A liberal arts study of the modern science version of the inquiry into nature must concern itself with these questions and with the interpretations that seek to answer them. To study modern science apart from them is no less fatally illiberal than the failure to study modern science at all. IV. Some interpretative traditions in making philosophical sense of modern science 4 �While I have acknowledged that there is room for doubt about the importance of Descartes and Bacon for the development of the practice of modern science, it seems to me that there is much less room for doubt about their importance for the tradition of the interpretation of modern science. I would therefore like to sketch the roots in Descartes and Bacon of three strands of that interpretative tradition: epistemological, ontological, and political. Embedded in the methodological account of the new modes of inquiry that they advocate are a number of epistemological claims. First, inquiry cannot begin from the everyday common sense interpretation of the world, and especially not from the Aristotelian philosophical codification/transformation (corruption?) of this interpretation. Some of the things that need to be rejected include: the reality of sensory qualities (color, warmth, hardness, softness, etc.), the articulation of objects into readily recognizable natural kinds, and as things with properties (explained as composites of matter and form), the explanatory priority of life to non-life, and the explanatory power of ends in relation to living things. Second, the form which knowledge must take is that of a law of action, and, in Descartes’s case, a mathematical law of motion. Third, the method for arriving at these laws will be primarily experimental, that is, questions must be posed to nature such that experiments can be contrived whose observable results will answer the questions, negatively or positively. Fourth, there is some methodological divergence between Descartes and Bacon, the former asserting the possibility of deduction from self-evident principles down to a certain point after which experiments then become necessary, the latter insisting on extensive and methodical induction before any ascent to axioms is attempted. The subsequent history of modern epistemology seems to flow primarily from this point of divergence, centering on the relative contribution of a priori, formal, deductive reason, on the one hand, and observation through the senses of experimental results, on the other. Emphasis on the former put one in the “rationalist” camp, on the latter, in the “empiricist.” Kant made an attempt at a grand synthesis, attributing the possibility of coherent experience of a law-governed world, and hence of science itself, to a priori principles of the human understanding as the synthesizers of a manifold of sensory input under the a priori forms of space and time. Kant’s grand synthesis was in part undermined by particular results of modern physics, i.e., challenges to causality and locality in quantum physics and challenges to the independence and uniformity of space and time in relativity. This epistemological divide had an even more dramatic version on the ontological level, but not without the mediation of more particular Cartesian claims that went beyond the methodological ones cited above. From methodological skepticism about the categories and content of ordinary experience as the starting point of science, inevitably arise questions about the character of the objects known by modern science and the relationship of these objects to the objects of ordinary experience. Descartes’ answer to this question was clearer, more radical, and more influential than Bacon’s. In order to secure certainty and clarity for his new science, Descartes stipulated that its object must be that which we conceive clearly and distinctly about body, i.e., extension, figure and motion. This excluded from the object of Cartesian physics both soul and form, while reconceiving matter as nothing but extension. But since Cartesian science required a knower, as well as a known, he claimed to demonstrate the existence of a thinking substance, utterly distinct from body as extended substance. Descartes drew the explicit consequence that plants and animals, and humans insofar as their motions do not differ from animal motions, must be understood as machines, i.e., as complexes of matter in motion completely understandable on the basis of 5 �the laws of motion. Meanwhile, the sensory perceptions that were formerly understood as receptions of form from external objects, resembling and hence conveying information about those objects, were reconceived as modes of the thinking subject, bearing no resemblance to external objects, and only problematically understandable as effects of those objects. The ontological upshot was the separation of being into two self-contained and independent realms: one of bodies, as nothing but extended shapes, causing motion in one another according to certain laws, the other of “ideas” or “mental contents” which might also have causal relations among themselves. While Descartes himself proposed that there was interaction between these two realms at a single site within the human brain, most in the subsequent tradition abandoned this claim because of the great difficulties in giving an account of this alleged interaction. Those, like Hume, who followed Descartes in regarding the “ideas” as the source of all evidence, found, when thinking consistently, that it was impossible to make any inference beyond the realm of ideas to the existence of a realm of bodies. Taking this bull by the horns, Kant, Hegel, and Husserl all elaborated forms of “transcendental idealism” in which all knowing ultimately became a knowing, by a transcendental, or non-worldly, self, of a “world” constituted by itself. The alternative path was to take some version of the Cartesian science of body as the starting point and to pursue the task of accounting for everything else as merely complicated consequences of the interactions of bodies moving according to the laws of motion, where everything else includes human behavior, consciousness, and knowing. This path can be called “materialist reductionism,” although the conception of what constitutes the “matter” to which everything is to be reduced, has been subject to constant revision due to developments within modern physics. There is even a question as to whether there remains any intelligible content to the notion of matter other than the object of the equations of physics. The advocates of “materialist reductionism” have included some philosophers, e.g., Hobbes, many practicing scientists, and many popularizing advocates of science. Since it is hard for most of us, who are not bent on drawing out the logical consequences of prima facie untenable positions, to find any of these three alternatives (dualism, idealism, materialism) acceptable, many have turned to some version of what I would call an “anti-realist” solution. What these various versions have in common is an epistemological starting point that denies that it is possible, or perhaps even meaningful, for human beings to know “the way things are” or “what kinds of beings there are” or “what the world is really like.” One well-known advocate of the anti-realist standpoint, Richard Rorty, has famously debunked the realist tradition under the rubric: “Philosophy: the Mirror of Nature.”3 Here’s a rough catalogue of some of the more prominent forms of anti-realism.4 Logical positivism, a slightly cleaned up version of Hume, presumes that there are entities called “sense data” which are the only true “givens,” and that science simply consists in the development of procedures for reliably predicting which sense data will follow certain others. Instrumentalism is a more general version of this, one not committed to interpreting the field of prediction as consisting of sense data. Pragmatism 3 Rorty, Richard. Philosophy and the Mirror of Nature. Princeton, 1979. 4 I am indebted to the following book for assistance in articulating this catalogue. Laudan, Larry. Science and Relativism: Some Key Controversies in the Philosophy of Science. Chicago, 1990. 6 �emphasizes that what is predicted is not just observational results, but results that matter for our practical lives. Wittgenstein offers a linguistic pragmatism, claiming that language, and hence any set of beliefs expressed in language, is meaningful only insofar as it functions as a practical tool. These positions restore a certain priority to the contents of ordinary experience, even though they differ as to the status of those contents. For better or for worse, these anti-realist positions tend to weaken the claims of modern science to a special or unique authority. As a more effective tool for prediction, it stands on a continuum with other tools of prediction, such as ordinary non-methodical experience. It no longer has any critique to offer of other kinds of beliefs, except to point out that they offer less reliable predictions than science does. If there is to be such a critique, it must come from the anti-realist philosophers. To some it seems that the superior reliability of its predictive powers still gives modern science a stronger claim to the honorific name of “science,” albeit stripped of its former pretentions of incorrigibility and of ontological revelation. To others, however, this predictive power is a warrant of belief not radically different from other warrants, and that the inevitable consequence, again for better or for worse, of an anti-realist interpretation is a general relativism about claims for warranted belief. Richard Rorty is perhaps the most well-known thinker to allege this consequence. Let us now return to the third interpretive strand: the consequences of modern science for moral and political questions. This has two “sub-strands”: the political conditions and consequences of the pursuit of modern science and the consequences of the content of modern science and its ontological interpretation for the content and status of moral beliefs. Descartes and Bacon saw themselves as confronted with a situation in which political authority was connected with religious authority which was connected with theological beliefs which were connected with philosophical beliefs including beliefs about natural philosophy. They were thus understandably concerned with the consequences of seeking to promote new modes of inquiry which would require a change of prevailing beliefs about natural philosophy. These included the consequences for themselves and for others who might pursue the new modes of inquiry, as well as consequences for the stability and order of society, when beliefs understood to be foundational were questioned. They dealt with these concerns in a number of ways. First, to some extent, they attempted to conceal or to mitigate the tension between the new modes of inquiry and the current political and religious order. For example, in the Discourse on Method, Descartes claimed to be reforming only his own thoughts, he presented the world of his new physics as an imaginary one, and he claimed to provide proofs for the existence of God and the immortality of the soul on the basis of his new philosophy. Second, thinkers subsequent to Descartes and Bacon5, beginning at least with Spinoza, began to argue for the possibility and desirability of the separation of religious belief and political authority, and/or the separation of religious belief and natural philosophy. Hence new modes of natural philosophy would not be a threat to religious belief, or at least not to political authority. Third, an important feature of the new modes of inquiry advocated by Bacon and Descartes was the promise that they would confer on mankind new powers over nature for the benefit of mankind and the relief of his estate. This promise was offered as an incentive, not only to 5 Bacon himself had a somewhat different approach. 7 �tolerate the new modes of inquiry, but to support them with funds and even, perhaps, institutions for education and research. But this very promise of conferring on mankind greater power over nature made all the more urgent the question of how to arrive at an understanding of the human good that could regulate and guide the use of this power. While modern science’s promise of increased power made this question more urgent, some of the interpretations of modern science seem to make the possibility of answering it more problematic. At the very least, the rejection of Aristotelian natural philosophy entailed the rejection of a kind of bridge, however shaky, between natural philosophy and moral philosophy. If man, like other natural beings, had a form or nature which determined the character of his activities and their excellence or perfection, then knowledge of this form or nature would provide a way of coming to know his good, understood as the excellence or perfection of his natural activities. In addition, the reductionist materialist interpretation of modern science, if consistently adhered to, simply rules out any meaningful discussion of questions of the human good. To be sure, one might regard the bulk of modern moral and political philosophy as an attempt to avoid this consequence. Once again, it is Kant who gives a clear articulation of the dilemma and an impressive attempt at a solution. He sees the threatened incompatibility between the necessity and universality of causal connections demanded by science and the freedom to act one way or another required by human morality. His solution involves a sharp separation of both the self and the world into phenomenal and noumenal aspects, the former the realm of necessity, the latter the realm of moral freedom. Unfortunately the solution depends on a problematic interpretation of Kant’s already problematic epistemology. To the extent that the anti-realist interpretations of modern science weaken its epistemic distinctiveness and universalist pretensions, they might seem to open up a space in which to investigate questions concerning the human good. But insofar as the weakening of the epistemic claims of modern science tends towards a weakening and relativizing of all epistemic claims, the space opened up threatens to empty out of anything except the play of opinions. This rough survey of the philosophic interpretations of modern science reflects my own opinion that, at present, none of the available interpretations is satisfactory. Hence, in my opinion, the quest for such a satisfactory interpretation remains one of the most urgent tasks of philosophy, and hence, one of the most urgent subjects for liberal education. 8 � 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 "What is Liberal Education For?" 2014 Conference Papers 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 Date A point or period of time associated with an event in the lifecycle of the resource 2014-10 Rights Information about rights held in and over the resource Meem Library has been given permission to make these items available online. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English 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. 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 mutual involvement of modern science and modern philosophy and its implications for liberal education Description An account of the resource Paper presented on October 18, 2014 by Michael Dink at What is Liberal Education For? : a conference at St. John's College on the 50th Anniversary of the Santa Fe campus. Creator An entity primarily responsible for making the resource Dink, Michael 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 2014-10-18 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 text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Education, Humanistic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24004528 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c4d8dd44662c753cfea35bfa921c3d56.mp3 19e929070d3a1d7b0e5317461bb86cca 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 audiocassette Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:58:48 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 Structure and Guises of Thumos Description An account of the resource Audio recording of a lecture delivered on March 29, 1996, by Annapolis tutor Michael Dink as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Dink, Michael 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 1996-03-39 Rights Information about rights held in and over the resource In copyright. Type The nature or genre of the resource sound recording Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Homer. Iliad Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Dink_Michael_1996-03-29 Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/40b80a7f23514391482d719d1bd24e9b.mp3 d6d3f93c2c92e9242262ec2f272dee31 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:01:18 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 Alfarabi on the oblivion of Greek philosophy Creator An entity primarily responsible for making the resource DiPasquale, David 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 2018-08-31 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 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context DiPasquale, 2018-08 Description An account of the resource Audio recording of a lecture delivered on August 31, 2018 by David DiPasquale as part of the Dean's Lecture and Concert Series. Subject The topic of the resource Fārābī Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c14124dbfcd516d0ca57b08adceb9157.pdf cbbe9e688c663bc4493868d3c0919109 PDF Text Text ������ 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 Hector Humphreys Papers Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource The Hector Humphreys papers include letters, sermons, a commencement speech, and a manual for farmers. <br /><br />Series I contains letters written to Humphreys between 1821-1856. Correspondents include students and colleagues from Yale and Washington College, religious colleagues, and a letter from his niece, Adeline C. Griswold. Humphreys also corresponded with Denison Olmsted, a professor at Yale, about a scientific apparatus, demonstrating Humphreys's interest in science and his search for materials to improve St. John's science program. <br /><br />Series II contains Humphreys's sermons, an 1852 St. John's College commencement speech, and a manual for farmers on the chemistry of soil and manure. All items are hand-written and bound, and illustrations of soldiers or other men are pasted on the front cover of the sermons and commencement speech. The sermons were given in churches around Annapolis and Eastport such as St. Anne's Episcopal Church, All Hallows Church, St. Margaret's Church, and the Naval Academy. <br /><br />For more information about this collection, see the <a href="https://sjc.libraryhost.com/repositories/2/resources/16">finding aid</a>. Identifier An unambiguous reference to the resource within a given context HUM 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. 6 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 Letter from George W. Doane to Hector Humphreys Description An account of the resource Letter from George W. Doane to Hector Humphreys. 8 October 1826-2 April 1829. Doane writes to Humphreys about finding housing for a student. Creator An entity primarily responsible for making the resource Doane, George Washington, 1799-1859 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant New York Boston, MA Date A point or period of time associated with an event in the lifecycle of the resource 1826-10-08 1829-04-02 Rights Information about rights held in and over the resource No copyright - United States http://rightsstatements.org/vocab/NoC-US/1.0/ Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource PDF Source A related resource from which the described resource is derived Hector Humphreys papers Subject The topic of the resource Christianity Contributor An entity responsible for making contributions to the resource Humphreys, Hector, 1797-1857 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context HUM_001_004 Christianity Hector Humphreys https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/57db6cbd94b321776f924fe6f1b03e58.pdf ba9adb0b72352f364b496d13194d46a1 PDF Text Text ~Adventures in An Interview With Eva Brann Veganism "Story of the Eye" and More page 5 The Week in Review page 8 THE~GADFLY THE STUDENT WEEKLY OF ST. JOHN'S COLLEGE • Ai'\INAPOUS, MARYl_AND •VOLUME XXXI, ISSUE FIVE IVlon.ey BY JOSIAH STEVENS Getting the Bottom Line from Bronte Jones If BY MORGAN STEPHENSON Januszewski on Life and Everything Else A few weeks ago, amidst the rush of adrenaline and blur of exhaustion that was freshman orientation, 30 minutes or so really stood out for me, capturing my attention in a way that the Public Safety chats and tours of Mellon-while necessary and great in their own right, don't get me wrong-just couldn't. Surprisingly, these stand-out 30 minutes occurred in the Health Office as l listened to the newest counselor and substance abuse specialist, Jerry Januszewski, give an "anti-substance abuse" speech. Not generally the most enthralling topic. But the content of this speech was a far cry from the stereotypical "be safe, no drinking, don't do drugs" ordeal we were all expecting. On the contrary, I don't think Januszewski uttered the words "no" or "don't" a single time; he was far too busy endorsing the pursuit of "deep, delicious pleasure." Yes, that's right, deep, delicious, pleasure. Hmm, and this was an anti-substance lecture you say? Let me try to explain. We humans are hedonistic by nature, was Mr. Januszewski' s arguement, and we have to learn how best to incorporate these hedonistic desires for comfort and pleasure into our day to day lives and responsibilities. After presenting sever21 different methods and philosophies on how to achieve this, Januszewski shared his personal conclusion with us: it is not the shortterm, instantly gratifying pleasures that should be sought after, for not only do those often clash with our resnonsibilities and obligations, but they ~lso, after a time, cease to please. Rather, it is the long term pleasures that come from self achievement, goal completion, and deep, strong relationships that should CONTINUED ON PAGE SEVEN you should ever happen by Bronte Jones's office, you may notice the abundance of elephant statues and images. If you look closely, you'll notice that all of the elephants have their right foot forward and their trunks lifted in the air. This is because St. John's treasurer Bronte Jones is a member of Delta Sigma Theta, an A.trican American soro~ity whose members are expected to be upwardly mobile and put their own right foot forward in their careers. This is what it sounds like when Ms. Jones puts her foot down: - "My job here at St. John's is to remind us to safeguard college assets; that's buildings, people, and funds, while ensuring the safe and efficient use of our resources." She says this af ter Dausing a moment to frame her respo~se. With her training, experience, and dedication, Bronte Jones is not to be confused with an accountant. She earned an MBA in Finance and a PhD in Higher Education Administrat10n from the University of Texas in Austin. Her first job was Vice President of Huston Tillotson University in Austin, where she stayed for t'No years. Here at St. John's, she quietly plays the role of President Nelson's close second, following markets, watching expenditures, and making sure the Johnnie ship stays afloat. To cut it short, Bronte Jones is kind of a bad ass. When I ask her specific questions about the budget, she quickly rifles through an impressive collection of files, pulling out reports and quickly leafing through them to pin-point the relevant information. Here are some clarifying CONTINUED ON PAGE EIGHT �The Week in Review An Interview With Eva Brann Adventures in Veganism "Story of the Eye" and More page2 page 4 page 5 pages THE~GADFLY THE STUDENT WEEKLY OF ST. JOHN'S COLLEGE •ANNAPOLIS, MARYLAND •VOLUME XXXI, ISSUE FIVE Money BY JOSIAH STEVENS Getting the Bottom Line from Bronte Jones If Profile BY MORGAN sTEPHENsoN Januszewski on Life and Everything Else A few weeks ago, amidst the rush of adrenaline and blur of exhaustion that was freshman orientation, 30 minutes or so really stood out for me, capturing my attention in a way that the Public Safety chats and tours of Mellon-while necessary and great in their own right ' don' t get me wrong-just couldn't. Surprisingly, these stand-out 30 minutes occurred in the Health Office as I listened to the newest counselor and substance abuse specialist, Jerry Januszewski, give an "anti-substance abuse" speech. Not generally the most enthralling topic. But the content of this speech was a far cry from the stereotypical "be safe, no drinking, don't do drugs" ordeal we were all expecting. On the contrary, I don't think Januszewski uttered the words "no" or "don't" a single time; he was far too busy endorsing the pursuit of "deep, delicious pleasure." Yes, that's right, deep, delicious, pleasure. Hmm, and this was an anti-substance lecture you say? Let me try to explain. We humans are hedonistic by nature, was Mr. Januszewski' s arguement, and we have to learn how best to incorporate these hedonistic desires for comfort and pleasure into our day to day lives and responsibilities. After presenting several different methods and philosophies on how to achieve this, Januszewski shared his personal conclusion with us: it is not the shortterm, instantly gratifying pleasures that should be sought after, for not only do those often clash with our responsibilities and obligations, but they also, after a time, cease to please. Rather, it is the long term pleasures that come from self achievement, goal completion, and deep, strong relationships that should CONTINUED ON PAGE SEVEN you should ever happen by Bronte Jones's office, you may notice the abundance of elephant statues and images. If you look closely, you'll notice that all of the elephants have their right foot forward and their trunks lifted in the air. This is because St. John's treasurer Bronte Jones is a member of Delta Sigma Theta, an African American sorority whose members are expected to be upwardly mobile and put their own right foot forward in their careers. This is what it sounds like when Ms. Jones puts her foot down: "My job here at St. John's is to remind us to safeguard college assets; that's buildings, people, and funds, while ensuring the safe and efficient use of our resources." She says this after pausing a moment to frame her response. With her training, experience, and dedication, Bronte Jones is not to be confused with an accountant. She earned an MBA in Finance and a PhD in Higher Education Administration from the University of Texas in Austin. Her first job was Vice President of Huston Tillotson University in Austin, where she stayed for two years. Here at St. John's, she quietly plays the role of President Nelson's close second, following markets, watching expenditures, and making sure the Johnnie ship stays afloat. To cut it short, Bronte Jones is kind of a bad ass. When I ask her specific questions about the budget, she quickly rifles through an impressive collection of files, pulling out reports and quickly leafing through them to pin-point the relevant information. Here are some clarifying CONTINUED ON PAGE EIGHT �T H E W E E K I N REVIEW QQQQQ QQQQQ QQQQQ N ew York Magazine said that War- ren Spector '81 remains "highly unlikely to be employed" after his departure from Bear Stearns, the fallen investment bank. There, Spector managed several hedge funds backed by sub-prime mortgages, a strategy now infamous for compromising the global financial system. ''When Rome was burning, he was playing bridge,'' the article said. (Spector is a distinguished bridge player.) "[His] lack of judgement will make it hard for any board to entertain him as a viable candidate at any level." Spector still serves on the Board of Visitors and Governors, the body in charge of making key financial decisions for the College. Ms. Waters fielded comments about the dining hall from more than twenty RA.'s. Waters said she would pass them onto Mr. Langely, who oversees the dining hall. A group of students celebrated the autumnal equinox by feasting in front of the Ptolemy Stone. Maggie Mohr, a sophomore, was playing her cello on a nearby bench. Why the cello? "I first tried playing the violin when I was little, but then I realized the violin sucks really hard," she said. Mohr, who ~THE GADFLY, SEPTEMBER 2009 has been a cellist since she was 9, performed several of her own pieces. The dining hall ran out of forks during supper. Brooks Pendergast, who had attended Monday's R.A. meeting, felt "really, really bad" about the situation. The Gadfly came out. F ollowing the morning's crew practice, a cluster of G.l. students discussed rowing near the planetarium. "That'll drive the boat," one of them said enthusiastically; the rest murmured in agreement "That's our G.1.-Five," explained Marin Skokandic, the Gadfly's business manager. They seemed rather professional, too. "They're actually still in [the] Learn-to-Row [program]," he said. Robert Sale, a senior, attended the mailroom during the late shift. He was studying a copy of Gentleman's Quarterly. Sale has worked there since his freshman year. "I like [working here]. It's helpful to the community," he said. Strips of translucent Scotch tape with "W/D" written on them were affixed across the openings of certain mailboxes. "[It means] 'withdrawn'," Sale said. M s. Bailey, an employee here, manned the switchboard in the afternoon. "It's been busy,'' she said. Bailey then took three successive calls. ''But it's a good job. I live locally, so I don't have to travel too far." She was explaining that she has worked at St. John's for four years when she received another call. "Be right there, be right there," Bailey told the person on the other end. She had to go; Someone was waiting for her at the coffee shop. Prospective students and their families toured around campus. Virginia Harness, a junior tour guide, was standing in the food preparation area during supper. "I'm still working," she said, before sitting down to eat with a handful of high schoolers considering St. John's. W 1-l<.!l>..l.i rren Spector was called at his home in Manhattan. (His telephone number is listed publicly.) Several rings led to his voicemail. As of publication, Spector has not returned the call. Alumni stormed the campus for Homecoming. In the dining hall, students argued about which is more culturally relevant: music or the written word. They also ate with alumni, who told stories about their lives here. Spector, who is responsible for the construction of Spector Hall as well as the campus dog, Cadie, was nowhere to ~ be found. �T H E ,.-_ .. ' v- ··. M A I L .... . Johnnies and Judaism A friend of mine recently informed me that one of his classmates was upset about the posters I put up some time ago conerning Jewish life on campus_ Although I thought the jokes to be moderately witty and poking loving, gentle fun at my religion, I hate for someone to have the wrong impression. I am a proud Jew, and I most certainly did not mean to insult my own heritage. Judaism is about way, way more than good matzah ball soup or guilt-trips. It's a tradition, heritage, culture, mindset, and way of life going back thousands of years. It's rooted in the Qewish) Bible, known in Hebrew by its acronym Tanakh (Torah, Nevi'im/ Prophets and K'tuvim/Writings). As a scholarly tradition, the most prized members of the community were those skilled at understanding texts. It's also a culture capable of laughing, both at itself and at the world. It's a heritage filled with fine culinary delights, such as pastrami on rye, matzah ball soup, and Challah. It's a way of life where even secret agents don't mess with Jewish moth- ers. (Or at the very least, Jewish grandmothers ... .I seriously pity the secret agent who tries to cross my grandmother. Really.) But I wouldn't want anyone to think that I was discriminating, so I offer this classmate a non-Jewish joke as well: A non-Jew calls his mother and says, "Mother, I know you're expecting me for dinner this evening, but something important has come up, and I can't make it_" His mother says, "OK." -Hannah Pasternak Shammai Archon Ms. Pasternak wilt be hosting a Sabbath dinner next Friday at 6: 15 just outside of Chase-Stone House. T o Mr. Stevens's two-anda-half column railing against the incident of Mr. Wiesel's lecture in last week's Gadfly, I would like to say two important things: First, Mr. Stevens (and frankly, I'm sure most of the "victims"), in his seethe has neglected to give any thought or thanks to Mr. Tom Light, the local hard-working A/V manager who crafted that complex video/sound pro- jection set-up. Without his ingenuity or persistent work, Mr. Stevens would not have even gotten to see or hear Mr. Wiesel at all, even if his face on the camera wavered a few times in the beginning. Second, as Mr. Light's assistant, I want to apologize for the few episodes of imageshaking during the lecture. I was manning the camera and my perfectionist tendencies mixed with a really crappy tripod are what caused them. -Andrew Mize he T like Gadfly staff would to thank those who have been supportive of this publication's ressurrection. It is never easy to get any kind of student endeavor off the ground, much less back on its own two feet, so encouragement helps a lot. A few announcements: Kirstie Dodd is being installed as Editorin-Chief, after a brief tenure as Senior Editor. Elizabeth Spagnoletti will assume to the role of Junior Editor, after stints as Layout and Copy Editor. The Gadfly appreciates Patrick Beeby for his enduring support, too. We would not be here without you, Baby Beebs. gvTHE GADFLY, S E PTEM B ER 2009 ~ �P E 0 THE GADFLY {INTERVIEW} 60 College Avenue Annapolis, Maryland 21401 Ur.ited States of America Editor-ifrChief Her Virtues An excerpt from coversations with Eva Brann Kirstie Dodd Junior Edi!or ]. Keena.ii Trotter Business Manager MICHAEL LACY Elizabeth Spagnoletti Design Editor P L E Marin Skokandic Graphic Artist Noah Litvin ContTibutors Jerome Dausman Gregory House Michael Lacy Ar1drew Mize Morgan Stephenson Josiah Stevens F ounded in 1980, The Gadfly is the srudent weekly distributed to over 600 students, faculty, and staff of the Annapolis campus. Opinions expressed within are the sole responsibility of the author(s). T'ne Gadfly reserves the right to accept reject, and edit submissions in any way necessary to pubiish the most professional, informative, and thought-provoking newspaper which circumstances at St. John's permit. N ow that we've an figured out the efficient cause of why we're involved in Libera! education (through either journal reading, psycho analysis, or recoilection), Let's briefl.y take a stab at the final cause, i.e. the good, this education is meant to actualize. I wondered: is morality the goal of Liberal education? So I asked Eva Brann: to be humanly honest. ML: Mr. Wiesel's lecture brought up the interesting and frustrating point about the German inteU..ectuals in th.e 1940's. EB: This is one of the most pertinent questions. Why it is that the intellectuals, not only in Germany, but in France, [participated in] The Terror. The people that never make a mistake on a Greek accent, and not to be educated. ML: It seems 'being educated' denotes a truly good person. EB: Good in a hypothesis, which is the Socratic hypotb.esis and it appeals to me: that virtue · and knowledge are closely connected. So then, what's better ti.1-ian thought- engaged in The Terror were very well educated. The intellectuals that followed Hitler, the intellectuals of the Soviet state, were some of the brightest intellects in Europe. How does that happen? One way to look at it is being 'intellectual' is not the same as being 'educated.' And being a professor isn't the same thing either. They have degrees, they write books and such, but the operations of the intellectual world aren't quite the same as real education. They can have all the trappings and none of the substance-it's possible. It's possible that they can find the right quotation, to be able to tell what case every preposition takes, fulness? To sift things, and use what you've learned to help you, something in you should recoil at cruel, ordinary human meanness or corruption. It seems we ought to be that way. It isn't always that way. But, as I said, one explanation is that happens because one isn't really engaged in thoughtfulness. We all know that people who learn stuff know a lot. It doesn't amount to much. It seems to me to be a very open question. I'd be willing to say that the college has no right and no means to make people moral. But it has the right and means to enforce intellectual virtue and decent behavior. 1 Letters of 200 words or less have a better chance of being published than those longer. Letters submitted will be edited for grammar, punctuation, and spelling in most cases. The Gadfly is not obligated to publish all submissions except under special circumstances. The Gadfly meets ever1 Friday at 7 PM in the lower level of the Barr-Buchanan Center. All articles are due at 11:59 PM every Friday. Errors printed herein are, mostly, unintentional. Usually, typos, misspellings, and general falsehoods are the product of the human oversight, as opposed to malice, EB: I think that Aristotle's distinction berween moral and intellectual virtues is very important. I think we're both entitled and required to assume in our students an improvement in the intellectual virtues. In industry, in intellectual honesty, in brightness ... [are] all the things that go with being intellectually alert and straight. But the moral virtues we have no way of teaching. The interesting question is whether one can possess the intellectual virtues but not the moral virtues? I don't know. I would like to think they go together. That is to say a person who is intellectually honest is going GADFLY, SEPTEMBER 2009 �FEATURES {DODD ON THE QUAD} The Meat of the Problem Veganism, Organic Living, and the American Way KIRSTIE DODD A fter seeing Food, Inc. this summer, I have become increasingly more paranoid about the meat I eat. Food, Inc., like many other post-millennium muckraking feature-film documentaries, plays out the cliche struggle between you-the duped, hardworking consumer snacking on popcorn in your comfortable movie seat-and the evil, money-grubbing corporations that control our whole society. The movie centers around the meatpacking industry and the fallout from mass production and greed: increased E. Coli epidemics from com-fed cattle, powerful, unregulated meat monopolies that evade government inspection, farmers who pay obeisance like feudal serfs to companies with genetically-modified seed patents, and government subsidies that make a bag of chips cheaper than a bag of carrots. Though the images of top-heavy hormone-pumped chickens are disturbing, I cannot help but think this movie is another product that has been packaged up and produced for me like a box of preservative-y Pop Tarts. They give me just enough information to hate every product in my pantry and the people who developed those products. The makers oi Food, Inc. want me to become more informed about the food I put into my body, but the result breeds more unnecessary anxiety. When I walked out the theater, I felt like Upton Sinclair had maliciously egged the door of my daily diet. 1 was torn between a fervent desire to run out and find a farmer's market and a terrible recalcitrance that urged me to find the nearest Hardee's. The movie presented solutions to the meat problem in America, but they were not that appealing. I can boil them down to two things: 1) Eat these organic products we plug continuously throughout the film and 2) Remember this phrase Schoolhouse Rock taught you in fourth grade-"Knowiedge is Power!" I learned that the whole "organic movement," especially its commercial mutation within the last five years, is largely another fear-based packaging gimmick by major corporations. That's right: the organic products in the grocery store are actually owned by those evil, big-eyed-baby-cow-slaughtering companies vilified in the documentary. Half of all organic food is for little kidsgeared towards soccer moms who want to give their toe-headed cherubim 100% natural products (oecause 97% natural, 3% unnatural just does not sound as good)-and most of it is still encased in plastic, land-filling containers. What saddens me the most, however, is that organic eating has become yet another indicatior of the social gap in American demographics between the poor and the rich. Vegetarianism, veganism, and organic living are hobbies for Americans who have the luxury and free time to educate themselves about Going Green-while the poor only have time to think about Getting enough Green to pay for the cheapest dinner possible (re: fast food dollar menu). If you stop to think about it, for the past thousands of years most peasants ate organic, locallygrown, in-season vegan food unknowingly. Meat was a luxury and single-family farms were the norm. The Romans had Ceres, the goddess of grain, in their pantheon-not some meat god-because grain was the basis of their diet. The rich ate meat and got the gout, the poor ate starches and died from malnutrition, and over time we v,Testled with our food demons until we found the FDA food pyramid that would solve all of our problems. Almost. Maybe the American relationship with food will never be quite right. Maybe the endorsement of organic eating and veganism will bring more bad than good. I tried to be a vegan for exactly one day. Here is what happened: 8:07 am-I wake up. Today is my first day of veganism! I'm so excited. l don't really want to part with my cow hide vest, fur skirt, or silk panties, so I hide them in a drawer instead. 8: 10 am-I take a shower but curse when I figure out the soap I'm using was tested on animals. 8:23 am-I walk back to my room imagining that my flesh is encased with animal fat. 8:24 am-Back in my room, I throw on a cotton dress. I wonder if it was grown in a field soaked with animal-killing pesticides and chemicals, transported in a truck by a trucker that ate four Hardee's Thickburgers along the way, sown on a machine with an animal-based lubricant, prewashed for softness with some sort of animal-based tallow, and put into a bag that was sealed with animal based glue. l promptly forget these thoughts. 8:30 am-At the dining hall, I pine after the sausage biscuits. I'm hungry and the moldy bread threatens my satiation. I want milk really bad. The soy miik tastes like creamy wood; I drink a tablespoon, and I want w barf. The pincdpple appears fresh and supple. I eat some, like it, and t..1-ien I can't stop eating it. 8:46 am-I leave the dining hall feeling queasy. 10:4 2 am-I clutch my stomach in long lab. The pineapple is digesting with a vengeance, and I can feel the acid surge and burble down below. 10:44 am-I feel better in t!:ie bath· room. 11:47 am-Lunchtime. I run to the dining hall and assemble a salad for the ages, my stomach finally feeling better. Everything that appears plant-based gets tossed on the salad . ., THE GADFLY, SEPTEMBER 2009 �"4 11:56 am- Someone tells me my salad is "looking good" and I am on cloud nine. I have every color represented, including orange. The orange turns out to be cheddar cheese that got tossed on the top in a veggie-piling frenzy at the salad bar. Cheddar cheese is not vegan. I make a new salad. 12:37 pm- I leave the dining hall. 12:49 pm- Exactly twelve minutes to the second I am hungry again. I go to the coffee shop and buy two packs of delicious, nutritious Oreos because they are vegan! 3:04 pm- I feel dangerously low in cal- mal slaughter every day. Second, what cium, iodine, vitamin B12, and vitamin you eat is your decision. If you don't D. want to know where your food comes 3:56 pm- Outside of class I am of- from and you're fine with the way you fered a sliver of beef jerky. I cave in, and eat now, that's your decision to make. my time as a vegan amounts to exactly Third, abstaining from meat, no matter seven hours and forty nine minutes. how tres chic bourgeoisie, is something really difficult to do in our meat lover's Y life as a vegan was pathetically pizza society, and deserves respect, mine short, but I did learn a few things most of all. So I raise my glass to you, from the process. First, what Adam vegan/vegetarian/organic person for Smith says about all that economic in- doing what you're doing. Try not to saliterconnectedness is really true; all of us vate over the Meat Club's roasted pig at come in contact with some sort of ani- Oktoberfest. ~ M {FOUND OBJECTS} Letters Home D earI Mother, sorry to was deeply hear about your unfortunate encounter with the jumping spider in the upstairs bathroom. And you're right- the name "bathroom" does imply something of a relaxed atmosphere, and "restroom" even more so. The last thing one would expect in a serene situation is an acrobatic arachnid nimbly leaping to eyelevel in a desperate bid for attention. I guess some creatures just feel they have a lot to prove. Case in point- my last letter to you was "mistakenly" published in the Gadfly as the result of what Kristie Dodd is now calling an "editorial misunderstanding." See, I submitted a letter in response to Brendan McGiveney' s article about how he looks like disheveled celebrities, stating that his features leant themselves much more readily to a comparison with a young Colonel Sanders. This letter was never printed, and in its place was an extremely personal correspondence between son and mother. How the Gadfly obtained this letter I still do not know. Kristie informs me that I must not have cleared the form when I sent my letter to you later that day, thus forwarding it to her as well. When I pointed out the implausibility of such an occurrence, citing my well known, unflagging vigilance and almost militant attention to detail, she fell back on a catalog of clearly rehearsed responses like "I don't know what you're talking about." How convenient. Following all of this unpleasantness, I figured it was best to let the whole thing fall by the wayside. After all, if previous years are any indication, the Gadfly only has a month or so left before it boogies back into obscurity anyway. However, a few days later I decided to press the issue a bit further when I ran into Assistant Principal Kronsberg at her office in the back of Rite-Aid. She assured me that the ordeal was most likely due to a glitch in the computer system causing all my outgoing mail to be forwarded to the Gadfly. She promised me that the error would be corrected and that I may now write to you with total confidence as to the privacy of the content. With this assurance, I don't mind telling you that the entire St. John's campus has gone to pot. Case in point- the dining hall is hoarding trays, lectures are overcrowded, and students are being encouraged to actually miss class if they are sick. I've traced this decline back to when Reality re-entered the scene. A ' V - - THE GADFLY, SEPTEMBER 2 009 few weeks ago there was the introductory Seducers and Corrupters party where upperclassmen dress in black and do horrible, party-titled things to white-clad freshmen. The requisite dancing in McDowell was in fullswing when I decided to head upstairs to get a bird's eye view from the balcony. Looking down, I observed a gyrating mass of faux intellectuals stretched before me like a freakish swatch of Dalmatian skin, all horny and pulsing. Given my persisting fear of firedogs, the scene was all too much for me, so I made my way outside to breathe in the fresh cigarette air. Things have not improved much since then. Reality continues to trot out slight variations on their time-tested party theme of debauchery, including such hits as dinosaur debauchery. None of this is to say that there hasn't been good news as well. On the plus size side, John Blechl, our campus sage, has begun a series of articles rivaling the sentimentality of Family Circus. I don't want to speak too soon, but if I play my cards right, I think I've found my essay advisor. Talk to you soon, mom! Hope the cats are well. Love, Gabe - Gabriel Luzier D.C. Minutes Meeting called to order at 11:51 am on Septem- ber 23, 2009 Discussion with the Srudent Committee on Instruction (SCI) candidates at 11:52 Discussion with the Board of Visitors and Governors (BYG) candidates at 12:00 All candidates dismissed at 12: 13 Delegates vote for SCI representatives at 12: 15 -Junior Winners: Michelewicz and O 'Brien -Senior Winners: Greenstein and Swanson -Sophomore Winners: Feder and Havard Delegates vote for BVG representatives at 12:21 -Winners: Rundle and Pasley Discussion of Shammai budget at 12:29, archons present -Move to enter $351.60 into preliminary budgeting by Ms. VanHoose -Seconded by Ms. White -Motion passes at 12:32 Discussion of Senior Prank budget at 12:33, Ms. Helck present -Move to enter $2250.00 into preliminary budgeting by Mr. Mohr -Seconded by Mr. Maher - Motion passes at 12:35 Discussion of Croquet budget at 12:36, Mr. Coates present -Move to enter $1928.31 into preliminary budgeting by Mr. Mohr -Seconded by Ms. VanHoose -Motion passes at 12:40 Meeting adjourned at 12:40 • 1 �FROM PAGE ONE be sought after as they will only keep growing and strengthening into "deeper, more delicious pleasures." Moved and intrigued by this glimpse into Mr. Januszewski's philosophies and ideals, I went to find out more. It all started with a book, of course. Mortimer Adler's How to Read a Book presented new ways to think and methods of inquiry and suggested these methods could be further explored at St. John's. So straight to St. John's Graduate Institute Januszewski came, arriving in 1990. He admits when he first came up from Boston, he thought it would be for a short, intensive 4-semester stay. But during his time at St. John's, he fell in love with the town and the general area, and Annapolis has become his 13-year home base. St. John's strengthened his previous desire to work with substance abuse, so after graduating he started working at George Washington University as the prevention and substance abuse coordinator. "But naturally," he explains, "I got started doing some counseling on the side, which was much more rewarding." He quickly acquired his own license and opened a private practice, where he felt he could more directly help people. Three years ago, he took a break from his work and set out on a sabbatical to India. Here, he says, he got a "much needed retreat." He also visited many substance abuse clinics there, and it was there that the idea of returning to St. John's occurred to him. He first talked to Mrs. Kronsberg and Mrs. Waters in 2008, upon his return from India, and he started working in 2009. So far, he is finding it "wonderful to work here- this is a very sane place compared to the work of a clinic." Hopefully this feeling will continue. Mr. Januszewski believes it will. While he enjoys his work wherever he practices it, he says, it is especially fitting here. Because for him, "It's all about freedom." Not only is there the issue of being trapped and controlled by addictions, but Januszewski believes that using substances is like building a new layer bet'Neen ourselves and our core. The way we feel or act when we are on drugs or substances, while often new and uninhibited, is not naturally occurring but rather aided by chemical. Therefore, it's not a free, true action that originates entirely and solely from ourselves. And for Januszewski, the idea of freeing oneself from this substance dependency is particularly pertinent at St. John's: "We're all after freedom here, that's the mission of the college. And it seems to me that freedom from substance is thoroughly consistent with that mission, and substance abuse, would in fact be a hindrance it." He says this mission goes beyond feasting on the books; "Emotional freedom and confidence doesn't always go with intellectual. It requires resistance to build that strength, just as with physical strength." It's really hard work to be comfortable and confident with yourself though, he notes, and you can't it if you are afraid of being honest with yourself. To clear away some of this fear through interactions with the student body is one of Mr. Januszewski's main goals here. He believes it's hard worth it. Because "the journey and work of real self discovery is so rewarding. And to get the gold, soraetimes you have to invest." It all comes back to the hedonistic nature of humans, and whether we choose to fulfill that nature (temporarily) with short term pleasures, such as alcoholism, or take the harder pursuit oi deeper pleasure. "It's the conflict at St. John's but it's also the conflict of the whole world; it's called the human condition." It's a complicated issue, and Januszewski wants to stress the point that he understands how hard it can be to pursue a dif ferent course, and he's not here to force people change or judge. "We're all struggling in it, I fight the battle too," he promises. But for all who are interested or struggling, he hopes to help them on their path to a new kind of freedom and enjoyment. Because not doing so, he smiles, "is like accepting the baloney sandwich when you could have the steak." So go get your steak. ~ THE GADFLY, SEPTEMBER 200 �{POEM} The Dangers of Self-Medication I'm not allowed to talk back to the voices in my head; they won't permit the slightest criticism. I've tried to reason with them ... but to anger it has lead. They even scorn each clever witticism. I listen uncontentedly to their relentless rants, like fingernails drawn boldly 'cross a school slate. Oh words, you tumble on inflicted with St. Vitus Dance, and in my mind impossibly sad schemes you would advance if only I would drop my guard and give you guys a chance. But soon collapse must follow if I placate ... and then my mind would surely start to gyrate. But other times you tell such wondrous tales that I believe that fairies and hobgoblins must exist here. And magical bold creatures made of stuff you can't conceive come swimming in my tankard full of stale beer. So comfort me Effexor and Wellbutrin. You keep me from the rocky shore but bar my setting sails. Do you suppose some blues and reds will author different tales? Or will they simply amplify amy own sins? Harsh anecdotes with wholly morbid doctrines? Or polyamorous soap operas with elfish details. I'll go on wond'ring: I'm afraid to give in. The constant in my life, my anchor, you've already read: I'm not allowed to talk back to the voices in my head. -Jerome Dausman {TRANSLATION} Story of the Eye Excerpt from Georges Bataille's Histoire de l' ceil Ainsi commencerent entre nous des relations d' amour si etroites et si necessaires que nous restons rarement une semaine sans nous voir. Nous n'en avons pour ainsi dire jamais parle. ]e comprends qu'elLe eprouve en ma presence des sentiments voisins des miens, difficiLes a decrire. ]e me rappelLe un jour oil nous aLLions vite en voiture. ]e renversai une jeune et johe cychste, dont le cou fut presque arrache par Les roues. Nous l'avons Longtemps regardee morte. I:horreur et le desespoir qui se degageaient de ces chairs ecceurantes en partie, en partie delicates, rappellent le sentiment que nous avons en principe a nous voir. Thus began between us a love affair so intimate and so necessary that we rarely lasted a week without seeing each other. That's not to say we ever talked about it. I understood that she experienced in my presence feelings close to mine, difficult to describe. I remember one day when we were driving fast. I knocked over a young and pretty cyclist, whose head was almost completely torn off by the wheels. For a long time we looked at her dead body. The horror and the despair that emerged from this flesh repulsive in part, in part tender, was reminiscent of the feeling that we usually had on seeing each other. -Gregory House '~THE GADFLY, SEPTEMBER 2009 figures straight from the lion's mouth: l At the end of last fiscal l year, which for St. John's runs j from July 1st to June 31st, ! our endowment had fallen l 12.9% to $109 million. Coni sider Stanford lost 30% of its i endowment and Purdue 28% l of theirs. According to Miss j Jones this is because we have ! "an astute investment coml mittee," led by Steve Bohlin ! (SF '82). It has entrusted the [ largest portion of our endow! ment to TIFF-The lnvestl ment Fund for Foundations. j Apparently this was a strong i move. However, the 12.9% dip translated to a $479,000 ! loss in our annual draw from [ the endowment earnings afi ter the smoothing formula l was applied. i This lack of funds from l the endowment draw is small [ potatoes in comparison to i what we lost in tuition, which j comprises about 2/3 of our i annual budget. The college i collected $19.6 million in tui ition for this year, down from [ $20.3 mil from last year. It's i about a $762,000 drop, to be i more exact. Bronte anticipatl ed that drop as early as last i February, when we noticed i that we were getting fewer j applications. Fewer applicai tions led to fewer acceptances [ and finally fewer deposits. i Financial aid was hit pari ticularly hard. Returning i students and this year's fresh[ man came into this year with i about $1 million more in i need than last year's student j body. Emergency measures i were taken in order to meet i this need in the form of a rel vision to the College's policy i regarding "unrestricted gifts." i ' An unrestricted gift usually comes in the form of an estate gift-that's money that someone wills to the college. The usual policy dictates that: "When a donor does not designate the purpose of his/ her gift, the following general rules apply as to the college's designation: the first $50,000 shall go to the Annual Fund. The second $50,000 shall go to current scholarships. The funds over $100,000 shall go to the endowment." The addition that was added for this year reads: "Under extraordinary circumstances, as identified by the Management Committee, funds over the initial $100,000 may be available for other purposes as long as the designation does not violate the expressed intent of the donor." What this little addendum enabled the college to do is take a $1. 7 million dollar gift we received and infuse $1.2 million into our financial aid program in the form of scholarships, etc. Will we be so lucky next year? Only time will tell. With that, the budget for this year is not strained to the point that we should panic. Last year Ms. Jones budgeted $32.9 million for the year and we spent $31.9 million. This year she was able to budget $3 2. 7 million. "We have exercised most measures we are going to take for [balancing the budget] this year. But we really do have some challenges ahead, and I don't want to sugarcoat that. We are just beginning this process for next year." o/ {ATHLETES OF THE WEEK} Mr. Rundle& Misses Michelewicz and Gibson Congratulations. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Dodd, Kirstie (Editor in Chief) Title A name given to the resource The Gadfly, Vol. XXXI, Issue 5 Date A point or period of time associated with an event in the lifecycle of the resource 2009-09 Description An account of the resource Volume XXXI, Issue 5 of The Gadfly. Published September 2009. Identifier An unambiguous reference to the resource within a given context Gadfly 31.5 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