42 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/09c5f891960bf3a28ee2146c51ae62ee.jpg a2aca36a63aa021c83e34e040819ffe6 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 22.5 x 19 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-0953 Title A name given to the resource Albert H. Jaeggin and Male Students Relaxing and Smoking in a Common Room 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 1941 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Jaeggin, Albert H. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/04ce0b4f41278a6b8b6ce134a2b76077.jpg a553abd382263b10d6dca2c1a9a0fe6b 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-1907 Title A name given to the resource Group Portrait of the St. John's College Class of 1941 in front of Randall 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 1941 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Group Portraits Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Randall Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/25c1856cea4c10fc2f6e2c24222c10b2.pdf a1ce33732aa174616fadb24331809a7d PDF Text Text ST. JOHN'S COLLEGE MUSIC CLUB presents THE THIRD CONCERT OF 1940-4 1 I NGLEHART HALL SUNDAY AFTERNOON , JANUARY 12, AT 4 P. M. ROMAN TOTENBERG. Violinist ADOLPH BALLER Pianist . . PROGRAM .. I. George Frederic Handel ( 1685 - 1759) Sonata in D major Adagio Allegro Andante Allegro II . Wolfgang Amadeous Mozart ( 1756 - 1791) Adagio in E major, ( K. V. 261 ) Cadenza by Roman T otenberg Guiseppe Tartini ( 1692 - 1770) Variations on a theme by Carelli johann Sebastian Bach ( 1685 - 750) - Chaconne for violin alone INTERMISSION Ill. Claude Achille Debussy (1862 - 1918) Sonata (1917) Al legro vivo lntermede Finale IV. Igor Stravinsky ( 1882 - ) Duo Concertant ( 1932 ) Cantilene Eglogue I Eglogue I I Gigue Dithyrambe Joseph Suk ( 1874 - ) Un poco triste Burlesque Next concert : Sunday afternoon, February 9, at 4 P. M. W EBSTER A ITKEN, Pianist Beethoven, Sonata, opus 109 ( Hammerklavier Sonata) and other piano sonatas Next lecture: February 2, 1941 At the N ava l Academy; Mahan Hall; January 18, at 8:50 and January 19, at 2:30, Barrere-Britt Concerti no � 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 Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms 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. 1 page 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/. Title A name given to the resource The Second Annual Series of Six Concerts: The Third Concert Date A point or period of time associated with an event in the lifecycle of the resource 1941-01-12 Identifier An unambiguous reference to the resource within a given context Bx1-20 Description An account of the resource Program of the Third Concert of 1940-41 Series given by Roman Totenberg (violinist) and Adolph Baller (pianist). 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1aa898e6676d77b44fc91c79329d4f71.pdf c453024e9876355ae9d97047c47d3dcc PDF Text Text ST. JOHN'S COLLEGE MUSIC CLUB presents THE FOURTH CONCERT OF 1940-41 IGLEHART HALL SUNDAY AFTERNOON , FEBRUARY 9, 1941, AT 4 P. M. WEBSTER AITKEN PIANIST .. . PROGRAM ... I. Muzio Clementi ( 1752-1832) Sonata, Opus 47, No. 2 Alleg ro con brio Andante quasi allegretto Rondo ( Allegro assai) II. Gabriel Faure (1845-1924) Theme et Vari at ions, Opus 73 Ill. Serge Prokofieff ( 1891Sonata, Opus 28 INTERMISSION IV. Ludwig Van Beethoven ( 1770-1827) Sonata, Opus l 06 Allegro Scherzo : Assai vivace Adagio sostenuto Largo; Allegro risoluto Next concert: Sunday afternoon, March 9, at 4 P. M. POVLA FRIJ SH, Soprano � 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 Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms 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. 1 page 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/. Title A name given to the resource The Second Annual Series of Six Concerts: The Fourth Concert Date A point or period of time associated with an event in the lifecycle of the resource 1941-02-09 Identifier An unambiguous reference to the resource within a given context Bx1-21 Description An account of the resource Program of the Fourth Concert of 1940-41 Series given by Webster Aitken (pianist). 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/271c990525c68837826a19cb0c453884.pdf aef5f7343a39faedf4e3b548617e95af PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST, JOHN'S PROGRAM GATALOGU'E �ST. JOHN'S COLLEGE IN ANNAPOLIS �ST. JOHN'S COLLEGE IN ANN APO LIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 1940-1941 ANNAPOLIS, MARYLAND MARCH, 1941 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE COLLEGE CALENDAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BOARD OF VISITORS AND GOVERNORS. . . . . . . . . . . . . . . . . . . . OFFICERS OF ADMINISTRATION........................ FACULTY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . This catalogue contains the full official statement of the curriculum of St. John's College. 'In the following pages the curriculum is described as: · 1. A four-year, all-required unit containing no electives. 2. Aimed at giving the student the necessary preparation for anything he may choose to do for the rest of his life by introducing him to basic subject matter and by initiating in him the skills of learn~ ing with special regard to language, mathematics, and abstract thought. St. John's College has no graduate or professional schools and offers only the Bachelor of Arts degree. THE ST. JoHN's PROGRAM On College Catalogues. . . . . . . . . . . . . . . . . . . . . . . . . . . Why a College Education Should Be Liberal. . . . . . . . The Crisis in Liberal Education. . . . . . . . . . . . . . . . . . . The Liberal Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Classics as Teachers. . . . . . . . . . . . . . . . . . . . . . . . . Science and the Modern World. . . . . . . . . . . . . . . . . . . . The Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Language Tutorial. . . . . . . . . . . . . . . . . . . . . . The Mathematics Tutorial. . . . . . . . . . . . . . . . . . . The Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Formal Lecture. . . . . . . . . . . . . . . . . . . . . . . . . The Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Degree of Bachelor of Arts................... A List of Great Books. . . . . . . . . . . . . . . . . . . . . . . . . . . In Chronological Order. . . . . . . . . . . . . . . . . . . . . . By Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . By Subject Matter, . . . . . . . . . . . . . . . . . . . . . . . . . 4 6 8 9 15 15 17 18 19 22 23 26 27 28 29 30 34 36 38 39 42 42 44 45 RESIDENCE AND ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . ·46 How TO APPLY FOR ADMISSION. . . . . . . . . . . . . . . . . . . . . . . . 53 FEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FINANCIAL Am . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . APPENDIX A, HISTORY OF THE COLLEGE. . . . . . . . . . . . . . . . . APPENDIX B, THE DEGREE OF BACHELOR OF ARTS . . . . . . . . APPENDIX C, INTERCOLLEGIATE ATHLETICS. . . . . . . . . . . . . . 56 58 62 68 72 75 BrnuoGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM...... STUDENTS ENROLLED IN ST. JoHN's PROGRAM............ 77 INDEX ............................................ 81 3 �COLLEGE CALENDAR COLLEGE CALENDAR 1940 SESSION 1940-1941 1941 SESSION 1941-1942 January 6 ................... Second Term begins (Vacation ends 9 A.M.) February 22 ................. Washington's Birthday , (Holiday) March 22 ................... Second Term ends (Vacation begins 12 noon) March 31 ................... Third Term begins (Vacation ends 9 A.M.) May 31 ..................... Third Term ends June 1 ...................... Baccalaureate Sunday. June 2 ...................... Class Day June 3 ...................... Commencement September 17-20 ............. Annual Examinations September 20 ................ Registration Septemoer 21 ................ Convocation September 22 ..........._..... First Term begins November 20 ................ Thanksgiving: holiday December 20 ................ First Term ends (Vacation begins 12 noon) 1942 January 5 ................... Second Term begins (Vacation ends 9 A.M.) February 22 ................. Washington's Birthday (Holiday) March 21 ................... Second Term ends (Vacation begins 12 noon) March 30 ................... Third Term begins (Vacation ends 9 A.M.) June 7 ...................... Third Term ends June 8 ...................... Baccalaureate Sunday June 9 ...................... Class Day June 10 ..................... Commencement 4 s Septemb_er 23 September 24 September 25 September 26 November 21 December 21 · · . . . . . . . . . . . . . . . . Annua1 E xammat1ons ................ Registration ................ Convocation ................ First Term begins ................ Thanksgiving: holiday ................ First Term ends (Vacation 'begins 12 noon) 1941 �DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. BOARD OF VISITORS AND GOVERNORS Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. DR. AMOS F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltim9re, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. HENRY F. STURDY, Professor, United States Naval Academy, Annapolis, Maryland. MEMBERS EX OFFICIO President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. ARTHUR H. BRICE, President of the Senate, Betterton, Md. THOMAS E. CoNLON, Speaker of the House of Delegates, Baltimore, Md. JUDGES OF THE COURT OF APPEALS CARROLL T. BoND, Chief Judge .............. Baltimore, Md. BENJAMIN A. JoHNSON, Associate Judge ....... Salisbury, Md. EDWIN S. DELAPLAINE, Associate Judge ....... Frederick, Md. STEPHEN R. CoLLINS, Associate Judge ...... Chestertown, Md. T. ScoTT OFFUTT, Associate Judge ............. Towson, Md. WALTER J. MITCHELL, Associate Judge ......... LaPlata, Md. WILLIAM H. FoRSYTHE, JR., Associate Judge. Elfo;::ott City, Md. D. LINDLEY SLOAN, Associate Judg~ ........ Cumberland, Md. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. CoLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. ScoTT BUCHANAN, Dean, St. John's College, Annapolis, Maryland. BEARDSLEY RuML, Treasurer, R.H. Macy & Company, Broadway and 34th Street, New York City. HERVEY ALLEN, Author, "Bonfield,'' Oxford, Talbot County, Maryland. 6 7 �~ I OFFICERS OF ADMINISTRATION FACULTY* PRESIDENT FELLOW AND PRESIDENT STRINGFELLOW BARR .......................... Brice House STRINGFELLOW BARR, B. A., M. A. ........ 12 McDowell Hall B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl8me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modem European History, University of Virginia, 1924-27; Associate Professor of Modem European History, University of Virginia, 1927-30; Professor of Modem European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-. DE.AN ScoTT BucHANAN, B. A., Ph. D ........... 11 McDowell Hall .ASSIST.ANT TO PRESIDENT ]AMES S. MARTIN, B. A., J. D ............. 14 McDowell Hall .ASSIST.ANT DE.AN FELLOW AND DEAN RAYMOND WILBURN, B. S., M. A. ......... 14 McDowell Hall TREASURER JoHN WINTHROP WRIGHT, B. A. .......... 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. .................. 11 McDowell Hall LIBR.ARI.AlV / ScoTT BucHANAN .................. 248 King George Street I B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-. TUTORS LuLu VIOLA EBAUGH ...................... Woodward Hall GEORGE ALTHOFF BINGLEY ..................... Brice House DIRECTOR OF ADULT EDUCATION OLGA LAW PLUNDER, Ph. B. ............... McDowell Annex DIETITI.AN MARIAN E. ALEXANDER, B. S.................. Randall Hall COLLEGE PHYSICI.AN J. OLIVER PuRv1s, M. D .......................... Infirmary SUPERINTENDENT OF BUILDINGS AND GROUNDS WILLARD E. STAINBACK, B. S. in ARCH....... McDowell Annex .AUDITOR SEWARD AND MoNDE, C. P.A........ New Haven, Connecticut B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-:--. R1cHARO KuEHNEMUND .............. 235 King George Street Ph. D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modem Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's College, 1929-39. Tutor, St. John's College, 1939-. HERMANN BERNHARD ..................... 6 Franklin Street Student, Universities of Petrograd, Wuerzburg, and Leipzig; Ph. D., University of Berlin, 1913. Assistant in Chemistry, Institute of Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in Chemistry, Swarthmore College, 1923-25; Assistant Professor of Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-39. Tutor, St. John's College, 1939-• 8 • Cf. pg. 36. 9 �10 CATALOGUE OF ST. JOHN'S COLLEGE FORD KEELER BROWN ................ 243 King George Street . B. A.~ University of W:ashington, 1920; D. Phil., Oxford University, 1926. Assistant m Enghsh~ 1919-20, Assistant Professor of English, 1923-25, University of Washington; Ass?c1ate Professor of English, St. John's College, 1925-29; Professor of English, St. Johns College, 1929-39. Tutor, St. John's College, 1939-. RICHARD ScoFIELD .......................... 22 State Circle ~· A., 1?19, M .. A., 19~0, U~iversity ~f °Ca!ifornia; B. A., Oxford University, 1924. Ass1sta~t m English, University of California, 1919-20; Commission for the Relief of B~lgmm Exchange Fellow, Universite libre de Bruxelles 1920-21 · Instructor in English, New York University, 1925-27; Associate Profes;or of Ar~ and E;nglish St. John's College, 1927-39. Tutor, St. John's College, 1939-. ' WILLIAM HENRY BAYLIFF ................. 82 Conduit Street .B. A., 1924, M. S., 1928, University ?f Oklahoma. Instructor in Biology, Ponca City (Oklahoma) ~· S.,. 1924-27; Assistant in Zoology, University of Oklahoma, 1~27-28; Instruct~r m B10logy, St. John's College, 1928-30; Assistant Professor of Biology, St. Johns College, 1930-39. Tutor, St. John's College, 1939-. CATALOGUE OF ST. JOHN'S COLLEGE 11 ]AMES STEWART MARTIN ....................... Luce Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, University of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant' Professor of History and Political Science, St. John's College, 1937-39; Treasurer and Assistant to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-. RoBERT CATESBY TALIAFERRO ........... 2 Cumberland Court B. A. with Final Honors, University of Virginia, 1928; Certificat d'etudes superieures en philosophie generale, et certificat d'etudes superieures en histoire de la philosophie, Univ. de Paris, 1932; Ph.D. in: philosophy (with minor in mathematics), University of Virginia, 1936. Assistant d'anglais au Lycee de Rochefort, France, 1928-29. Fellow in philosophy, University of Virginia, 1934-35. Assistant in philosophy, University of Virginia, 1935-36. Assistant to Professor Mortimer Adler in the special pre-legal course, University of Chicago, and Member of the Committee on the Liberal Arts, University of Chicago, 1936-37. Tutor, St. John's College, 1937-. CHARLES GLENN WALLIS ....................... Brice House JOHN SPANGLER KIEFFER ............ 243 Prince George Street . B. A., 'Harvard Coll.ege, 1~27, as of 1926; M.A., 1929, Harvard University. Master m F~ench and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages: St. John's College, 1929-34; Assistant Professor of Classical Languages, St. Johns College, 1934-39. Tutor, St. John's College, 1939-. GEORGE HAROLD M.cFARLIN ......... : 101 Monticello Avenue ~·A.,. 1925, M.A., 1926, Indiana University. Instructor in Chemistry, Southeast ~1ssoun .State Teachers College, 1926-27; University of Chicago, 1927-29; Instructor m Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry St John's College, 1931-39. Tutor, St. John's College, 1939-. . ' · B. A., University of Virginia, 1936. Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Tutor, St. John's College, 1937-38. Editor, St. John's College, 1938-. RAY STARR ALLEMAN .................. Pines on the Severn B.A., 1933, M.A., 1934, Brigham Young University; Ph.D., The Johns Hopkins University, 1939. Assistant in Physics, Brigham Young University, 1933-34; Junior Instructor in Physics, The Johns Hopkins University, 1934-38; Ultrasonics Re8earch, The Harriet Lane Home, The Johns Hopkins Hospital, 1936-37; Assistant Professor of Physics, St. John's College, 1938-39; Tutor, St. John's College, 1939-. TENCH FRANCIS TILGHMAN ............. 36 Maryland Avenue WILLIAM GoRMAN ........................... Brice House B..A., 19~8, ~·A., 1~3~, . Ph.D., 1933, University of Virginia. Instructor in English, University of Vrrgm1a, 1929-33. Instructor in English, St. John's College 1934-39. Tutor, St. John's College, 1939-. ' B. A., University of Michigan, 1932. Assistant in Law School, University of Chicago, 1934-36. Research Assistant in Division of Humanities, University of Chicago, 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, 1937-38. Tutor, St. John's College, 1938-. GEORGE CoMENETZ ......................... St. Margaret's ~· S.,.College of the City of New York, 1930; M.A., 1931, Ph.D., 1934, Columbia University; F~ow, The ~nstitut~ for Advanced Stu_dy (Princeton, New Jersey), 1935-37. 1:eaching Fellow m Physics, College of the City of New York spring 1930· ~~;~u~tor m Mathematics, Columbia University, 1934-35; Tutor, St. john's College: ]AcoB KLEIN .......................... 2t7 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, ·1935-37; Tutor, St. John's College, 1938-. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE EDWARD FLINT LATHROP, ]R....... .248 Prince George Street 13 LECTURERS 12 B. A., St. John's College, 1938. Assistamt Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-. Director of Athletics, St. John's College, 1939-. GEORGE GAINES LECKIE ........................ Brice House B. S., 1928, M. S., 1929, Ph. D., 1933, University of Virginia. Instructor in Philosophy, University of Virginia, 1930-31, 1932-34. American-German Exchange Fellow, University of Hamburg, 1931-32. The Sterling Fellow in Philosophy, Yale University, 1934-35. Assistant in Philosophy, University of Illinois, 1935-36. Assistant Professor of Philosophy, University of Kentucky, 1936-37. Associate Professor of Philosophy, Elmira College, 1937-38. Assistant Professor of Philosophy, St. John's College, 1938-39. Tutor, St. John's College, 1939-. RAYMOND NEIKIRK WILBURN ................... Brice House B. S., 1935; M.A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-. MoRTIMER ADLER ............. ·. 20 Cedar Street, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's _Ins~tute, Ne~ York City, 1928-29; Associate Professor of the Philosophy of Law, Uruversrty of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. ALEXANDER MEIKLEJOHN ............ 1525 La Loma Avenue, Berkeley, Calif. Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-. JOSEPH WEISSKOPF ......................... Pinkney House PRESIDENT EMERITUS Classical Gymnasium, Promeriz, 1922; M. D., Masaryk University, Brno, Czechoslovakia, 1929; Assistant Professor, Social Medicine, Medical Faculty, Masaryk University, 1928-32; Professor, Pedagogical Academy, Brno, 1931-32; Lecturer, Comenius' People's University, Brno; Instructor, School of Hygiene, People's University, New York City, 1939. Research work Paris, Berlin, London, 1930-32. Tutor, St. John's College, 1939-; College Physician, 1939-40; Resident Physician, 1940-. THOMAS FELL .......................... Ruxton, Maryland ]oHN WINTHROP WRIGHT ...................... Brice House B. A., Amherst College, 1933. Administrative Assistant, Home Owners Loan Corporation, Washington, D. C., 1933-36. Special Representative, First National Bank and Trust Company, Bridgeport, Connecticut, 1936-37. Fraternity Business Management, Amherst College, 1937-39. Tutor and Treasurer, St. John's College, 1939-. Graduate, King's College, London, 1876; University of London, 1879; Ph. D., St. John's College, 1889; LL. D., Hampden-Sydney College, 1889, University of Pittsburgh, 1912, William and Mary College, 1921; D. C. L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College, 1886-1923. PRESIDENT EMERITUS ENOCH BARTON GAREY .................. Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. ELLIOTT C. CARTER, ]R.................... 10 Taney Avenue PROFESSOR EMERITUS OF HISTORY B. A., 1930, M.A., 1932, Harvard College; student with Nadia Boulanger, Paris, 1932; Licence de Contrepoint, Ecole Normale de Musique, 1935. Tutor and Director of Music, St. John's College, 1940-. CLARENCE WILSON STRYKER ....... Bembe's Beach, Maryland JoHN Ono NEUSTADT ............. 248 Prince George Street B. A., St. John's College, 1939. Tutor, St. John's C1lllege, 1940-. B.A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. PROFESSOR EMERITUS OF BIOLOGY WILLARD EDWARD STAINBACK .................. Brice House REGINALD HEBER RIDGELY .......... 2108 Mt. Royal Terrace, Baltimore, Md. B. S. in Architecture, University of Virginia, 1928; Certified Architect in Virginia. Tutor and Superintendent of Buildings and Grounds, St. John's College, 1939-. B. S., 1895, M.A., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-39. �14 CATALOGUE OF ST. JOHN'S COLLEGE PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL ..................... Baltimore, Md. B. L., and B.Sc., Lycec of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. ' ~' I THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody · knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in numbers of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people who want an education. It would be convenient and truthful to announce the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education 'of youth in the principles of virtue, • Cf. Appendix A. 2 15 �16 i' 1. CATALOGUE OF ST. JOHN'S COLLEGE knowledge, and useful literature because such instittitions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exerCising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men, Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are CATALOGUE OF ST. JOHN'S COLLEGE 17 allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should protect themselves from the drag of the immediate utilities and schools of vocational training which minister directly to them. Such institutions, together with the public schools, are the spiritual strongholds of the democratic state which. watches over and insures the enterprises of free men. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the principle of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end it allowed the free and irresponsible invasion of all bra~ches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in tum was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system; that is a balanced liberal education. �i 18 CATALOGUE OF ST. JOHN'S COLLEGE This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modern equivalent. That is what St. John's College decided to do in 1937. Its :financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy making the quadrivium. In the center and foreground stands a pair of chemical balances which represent the instruments of the modern scientific laboratory, where the liberal arts are being practised at their best ahd fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. We recognize the necessity .of having special methods for special subject matters, and that is an elementary point in the teaching of the liberal arts, but the unity and organization of methods in the habits of a man and his intellectual and practical relations with the world are left to chance. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision and facility in ~his most human of all human actions. The formulation of alternatives for such choice is the highest CATALOGUE OF ST. JOHN'S COLLEGE 19 art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which ordinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean young men who are capable of learning. THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of s.ome hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at St. John's, subject to continual revision and criticism, will be found on page 42. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books have been chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list has been under criticism and testing by teaching and learning experience during this period, and that process continues under conditions set by the single all-required curriculum which all students at St. John's take. ' This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the classics and classical education. The pre-elective liberal arts colleges understood and defined the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing languages and mathematics for reasons �' 20 I. CATALOGUE OF ST. JOHN'S COLLEGE that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that surround the practice of the liberal _arts. On the other hand it means that a liberal artist should not allow a false modesty or scepticism to excuse him from pushing reason and imagination CATALOGUE OF ST. JOHN'S COLLEGE 21 to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all-European best sellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to �22 CATALOGUE OF ST. JOHN'S COLLEGE construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transforming itself in most lively and important ways. This is happening in two ways primarily, one in mathematics, another in the laboratory. St. John's College has more required mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes; This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made modern mathematics and the laboratory possible, so that now if we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For this purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the CATALOGUE OF ST. JOHN'S COLLEGE 23 drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the microscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid training in the mathematical techniques and symbolisms as far as differential equations. · All this provides the material and intellectual background for the modem study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a generation of competent economists, political scientists, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross and agree that the proper study of mankind is man. This point is represented in many of the books, and also in the person of the college physician who not only cares for the physical well-being of the students, but who also teaches in the classes and directs the work of the laboratory toward a medical humanism. THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is the production of good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a descr:iption of the scheduled arrangements for doing this in four thirty-week sessions of the college course. Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 42 to 45 the reader will find three listings of the books. �24 CATALOGUE OF ST. JOHN'S COLLEGE The first shows the chronological order for books and authors, beginning with Homer and ending with Russell, Freud, Veblen and Young. This represents the required readings for the four years and implies further readings in secondary books as well as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four years of the college course. This list also divides .the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science on the one hand and on the other hand those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. The St. John's student reads all of the list. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or it;iterests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books written for the most part CATALOGUE OF ST; JOHN'S COLLEGE 25 in Latin and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fo~rth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This arrangement was made not because of any underlying theory about recapitulations of history, but it happens to catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the om1ss1on of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unav~ilable to us of ~he Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational media. We may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and re-integrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to re-assimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them respectively Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar and the laboratory come perhaps nearest to the immediate educational end which we are aiming at, while the tutorials and lectures make secondary contributions. The picture will be clearer if we take them up in inverse order. �i I ! 26 CATALOGUE OF ST. JOHN'S COLLEGE The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the intellect touches human experience, but it cannot do its work if the imagination is not prepared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfortunately American habits with the mother tongue are for various reasons abnormal and we have babbling minds as a consequence. Special attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always known the powerful effects of foreign language in getting this kind of attention. We therefore require the study 'of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred because it has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and thought. The second term is concerned with various kinds of translation ffom important texts in which important things are being said and the grammar of the language is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of grammatical, rhetorical, and logical commentaries on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects CATALOGUE OF ST. JOHN'S COLLEGE 27 are in sustained powers of imagination and therefore m mcreased attention and powers of analytic thought. These tutorials meet in small classes, not over ten in a class, so that individual observation and instruction are the rule. Not ·a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. The Mathematics Tutorial Next to the mother tongue the language of. numbers and figures is the most imp~rt~nt symbolic possession of ?1~n. ~n fact it is a language w1thm the mother tongue prov1dmg its most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they ?at~vely lack .ma.t~ematical ability. Nothing could be more cnpplmg to th.e md1~1~ual .n~r more discouraging for the future of democratic soc1et1es, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in tm:n is ~ue to misunderstandings of the fundamental nature and mtent1on of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in _its enti.rety. Th~s is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematic~ m~et five times a week throughout the four years. The teachmg is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through ~is on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on �28 CATALOGUE OF ST. JOHN'S COLLEGE speculation but upon the literary and scientific imagination. Again the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus hand-minded boys may discover the liberal dimensions of their skills. The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, almost all of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the ai:gument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. The seminars meet twice a week for two hours as the books are being read. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. CATALOGUE OF ST. JOHN'S COLLEGE 29 The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the College faculty give the rest, no single lecturer giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university class-room. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. LECTURES FOR 1939-40 September 29 .. The Liberal Arts and the Black Arts . ...... Scott Buchanan October 6 .... . Rhetoric .............................. James S. Martin October 13 .... Grammar ............................. Stringfellow Barr October 20 .... Logic and Dialectic . ..................... Raymond Wilburn October 27 ... . Symbols ............................... Edgar Wind Warburg Institute, London November 3 ... Limits ................................ Edward Kasner Professor of Mathematics, Columbia University November 10 . . Shakespeare's "Agamemnon" ............. Ford K. Brown November 17 . . Power ................................ John S. Kieffer December 1 ... Politics: The State .... .................. Mortimer J. Adler December 8 ... Seminar Dialectic ...................... Scott Buchanan December 15 .. The Discovery of the Earth by the Greeks . . J. K. Friedlander The Johns Hopkins University January 5 ..... The Poe&ics ............................ Richard Scofield January 12 ... . Hippocrates ........................... Ludwig Edelstein Institute in the History of Medicine, The Johns Hopkins University �I I 30 CATALOGUE OF ST. JOHN'S COLLEGE LECTURES FOR 1939-40-Continued January 19 .... Four Commentators on Aristotle's "Logic". Richard P. McKeon Dean, Humanities Division, University of Chicago January 26 .... More Limits ........................... Edward Kasner Professor of Mathematics, Columbia University February 2 .... Galen ...................•............. Owsei Temkin Institute in the History of Medicine, The Johns Hopkins University February 9 .... Passion, Fate, Knowledge ..•......... .... Jacob Klein February 16 .. . Measurement .......................... Scott Buchanan February 23 ... Authority and the Types of Regimes •..•.•. Mortimer J. Adler March 1 ...... Drama: Moliere's Tartuffe ...•..•.....•.. King William Players March 8 ...... Greek Chess ........................... John S. Kieffer March 15 .... . Rabelais .............................. Albert Jay Nock March 22 •.... Dante, Cervantes, and the Mannerheim Line ................................ James S. Martin April 1 ....... The Classics and World Politics . .......... Heinrich Bruning April 5 •..... . Hogarth and Swift ........•............. Edgar Wind Warburg Institute, London April 12 ...... Geometry and Nature . .................. Edward Kasner Professor of Mathematics, Columbia University April 17 ..... . Bible Reading ........................ .. Alexander C. Zabriskie Dean, Virginia Theological Seminary April 19 ..... . Religion, Economics, Politics ............. Mortimer J. Adler April 26 ..... . Milton ................................ Mark Van Doren Professor of English Literature, Columbia'University May 3 ....... . Comenius and Locke ................... . Alexander Meiklej<ihn May 10 ....... Human Equality ....................... Jacques Maritain May 15 ...... The Demonstration of Democracy ......... Mortimer J. Adler May 17 ...... . Speculative Thinking in Medieval Music ... Manfred F. Bukofser May 24 ...... . Matthew Arnold .........•............. Alexander Meiklejohn June 5 .•.•.... Thucydides .....•.....••••............. Stringfellow Barr The Laboratory The scientific laboratory is perhaps the most unique institution in the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to take specialists in the sciences, to reeducate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. CATALOGUE OF ST. JOHN'S COLLEGE 31 The laboratory is primarily in charge of an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists · in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. The following is a list of Laboratory Exercises by years. It is based on a schedule which has actually been followed but is subject to continual revisions, corrections, and improvements as teaching experience indicates them. FIRST YEAR 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Orthographic projection Orthegraphic projection Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio Heat --Quadratic equations Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR 1. Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 3 4. 5. · 6. '7. The parabola Ellipse and hyperbola Perspective projection Perspective projection �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SECOND YEAR-Continued FOURTH YEAR 8. Perspective projection 9. Focal points and light (floating paraboloid) 10. Parametric equations of ellipse 11. Conics as four line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 15. Celestial machines 16. Celestial machines 17. Sun and moon 18. Gilbert's De Magnete 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Music Music Music Copernicus Kepler Prism colors and dispersion Chromatic aberration of a lens Geometrical characteristics of Iceland spar Double refraction Double refraction of polarized light Speed of light Fluid pressure THIRD YEAR 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. Power of the vacuum Strength of beams Strength of beams Strength of beams Falling bodies Projectiles Sheep heart Blood vessels of cat Matter: crystalline state Blood vessels of cat Boyle's law Living heart in frog and turtle Matter: liquid and gaseous states Smaller blood vessels in living frog Urogenital system of male cat Water and its properties, distillation Dogfish shark and aquatic vertebrates Surface tension Dogfish shark and aquatic vertebrates Dogfish shark and aquatic vertebrates Electrostatics Electrolysis of water, Faraday's laws Electrolysis of water, equivalent weight Rigid body equilibrium Conservation of mass; filtration, reduction with charcoal Compound pendulum Lavoisier on calcination and combustion; oxygen Atwood's machine Chemical reactions Conservation of momentum Centripetal force Hydrogen, acids, oxidation and reduction 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's atomic theory 35. Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avogadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmosis 40. Magnetic fields 41. Sodium chloride: the active metal sodium 42. Sodium chloride: the active nonmetal chlorine 43. Standard units in chemical reactions. Chemical notation, equations, formulae 44. Faraday's laws of electrolysis 45. Acids in aqueous solution: HCl 46. Atomic and equivalent weights. Reduction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts m aqueous solution. Neutralization 49. Electromagnetic induction 50. Ionization 51. Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56. Music 57. Music 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Fabrics of the animal body Magnetic measurements Fabrics of the animal body Law of magnetic forces Fabrics of the animal body Standard measures of electric current Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body The structure of the atom Law of mass action Diffraction, interference Chemical eE[uilibrium Diffraction grating Carbon and its compounds: I: the paraffins II: Isomerism of orgamc compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons Alcohols, aldehydes, ketones Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Growth of animals and plants Growth of animals and plants 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 33 Hydra Hydra Genesis of animals Genesis of animals Genesis of animals The Protozoa-animal taxonomy The Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pomage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyalcohol Potentiometer, thermocouples Ethers, acid anhydrides, hydroxyacids Electromagnetic induction Carbohydrates (sugars, starch, cellulose) Joule's electric heat Isocyctic, aromatic hydrocarbons; Cyclo-olefins, -paraffins Fourier's heat analysis The Fifth Group of the Periodic Table Ammonia, amines, amino-acids, proteins Music Music Music 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. The distribution of exercises m the conventional subjectmatters follows: A .................... Astronomy B .................... Biology C .................... Chemistry D .................... Drawing G .................... Geometry M .................... Music P .................... Physics YEAR A 1 1 8 0 0 9 2 3 4 B 3 3 9 25 40 D 2 3 0 0 5 G M 8 4 3 3 3 13 5 0 0 13 p 12 8 23 10 53 c 0 0 22 12 34 Total Laboratory hours 501. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 68. �34 CATALOGUE OF ST. JOHN'S COLLEGE A:tronomy: ~istarchus, Star charts,_ Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals· Digestive and urogenital systems and other parts of female rabbit; Hear~ and bl?od vessels in cat, living frog and turtle, sheep, and dogfish shark; Urogemtal system of male cat; other parts of dogfish shark and aquatic vertebrates; Fabr~cs of the animal body; Growth of animals and plants; Hydra; Genesis of ammals; The Protozoa-animal taxonomy; Heredity in the pomage :fly. Drawing: Orthographic projection; perspective projection. Geometry: To Euclid: 8; to Apollonius: 5. Music: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton)· Surface tension ~scosity; Heat 4 (Joule, Fourier, etc.); Strength of mate;ials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday)· Conse~v.ation of ~ass, comb~stion, oxygen (Lavoisier); Hydrogen, acids; Combmmg proportmns; Dalton s atomic theory; Gay-Lussac's law of volumes· Molecular weight; Avogadro's number; Dalton's law of partial pressures'. Critical temperature; Diffusion, osmosis; Sodium; Chlorine· Formulas· HCI'. Valence; Hydroxides, ionization; Mendeleyev's Table; Coll~ids, atomic' struc~ ture; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars etc.· Fifth Group of Periodic Table; Ammonia, proteins. ' ' THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when . that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. There is a calendar for the four years divided according to subject matters and stages of learning; there is a calendar for the year, there is a calendar for the term and for the week. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week CATAtoGtJE OF ST. JOHN'S COtt:EGt :H are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, an·d other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. . The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for ten minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are recorded in these don rags, but they are not the center of interest, as is shown by the fact that the student is invited to report on himself or to inquire about his case. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of June. The annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. !he a~nual examinations are aimed at detecting and encouragmg this process. There are plans for reading parties in the summer vacation in which students may arrange the proper . conditions for the maturing of knowledge gained during the session. �36 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat. Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores for Juniors, Seniors Seminar (Lecture) Seminar Formal Lecture THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the combination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. 37 At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Gilbert: On the Magnet Lavoisier: Elements of Chemistry Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Almagest Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresm.e: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been re-translated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers �38 CATALOGUE OF ST. JOHN'S COLLEGE This represents the first line of research. The second line of research consists in the constant reinterpretation of the book list which occurs as an immediate by-product of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria. For members of the .previous faculty at St. John's, experience in teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the. new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanaing of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them will be taken on as teaching assistants as soon as they are ready. ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the "don rag" and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and it is made and reported for the purpose of advice and planning both for the teachers and the student. CATALOGUE OF ST. JOHN'S COLLEGE 39 As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great dive~sities of interest? ~erf?rman~e, . a?-d achie"."ement, and there is ample room withm it for mdividual choice and guidance. This fact p~rm~ts and deman~s a longer period. of adjustment and tentative Judgment than m the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled college exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS* The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Three hundred hours of laboratory training; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. • Cf. Appendix B. �40 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In semester hours as recorded in the regular elective system this amounts to: Semester Hours One Year Four Years Language and Literature ................ 10 40 Mathematics and Science ................ 10 40 Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory .. .. .. .. .. .. .. .. .. .. .. .. .. . 3 (-!- actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there will. be no graduates of the new administration and program until June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been i;nade these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, 41 the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendation will always be our most effective communication with the academic and practical worlds into which our students graduate; we are only meeting them on the basis to which they have been driven by the depression on one hand and the academic disorder of the last generation on the other. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some · doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fund~mental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make no stipulation of specific requirements beyond high school gnaduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long experience in preparing students for graduate work in these schools, and we have made a study of the maximum in the natural sciences. The curriculum represents on its science side the results of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hours required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. �---~~ 42 CATALOGUE OF ST. JOHN'S COLLEGE I. A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyuey 1Eschylus: Oresteia Herodotus: History Sophocles: <Edipus Re1111 Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: .iEneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Live:s Tacitus: The History Ptolemy: Mathematical Composition Lucian: True History Galen: On the Natural Faculties Plofinus: Ennead.s Augustine: Confessions, On Music, Concerning the Teacher Justinian: Institutes Scotus Erigena: On the Division of Nature Song of Roland Saga of Burnt Nial Grosseteste: _On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Euence, Treatise on God, Treatise on Man Dante: Divine Comedy Chaucer: Canterbury Tales Villon: Le Grand Testament Oresme: On the Breadths of Forms Pico della Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Circles Calvin: Institutes Montaigne: Euays Gilbert: On the Load.stone Cervantes: Don Quillllote Shakespeare: Henry IV, Hamlet, King Lear, Macf?eth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe CATALOGUE OF ST. JOHN'S COLLEGE Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law. of War and Peace Spinoza: Ethics Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light . Berkeley: Dialogues between H'Y.las and Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom Jones Voltaire: Candide, Micromegas Rousseau: Social Contract. Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United States Federalist Papers . Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A N8w System of Chemical Philosophy Hegel: Science of Logic Coleridge: Biographia Literaria Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Balzac: PBre Goriot . . . Faraday: E1111perimental Researches in Electricity Schopenhauer: World as Will and Idea Peacock: Treatise on Algebra Thackeray: Henry Esmond Dickens: Bleak House Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species . . . Bernard: Introduction to E1111penmental Medicine Mendel: E1111periments in Plant Hybridization Hamilton: Quaternions Riemann: Hypotheses of Geometry Dostoevski: The Possessed Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm . . Gaitan: Enquiries into the Human Mind and its Faculties Joule: Scientific Papers . Clifford: Common Sense of the E1111act Sciences James: Principles of Psychology Freud: Studies in Hysteria Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics Veblen and Young: Projective Geometry .:i'• 43 �44 First Year Second Year Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Literature Libf:ral Arts Homer Plato Herodotus Aristotle Thucydides Lucretius 1Eschylus Sophocles Euripides Aristophanes Plutarch Lucian Tacitus Cicero Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Villon Shakespeare Cervantes Epictetus Plotinus Augustine Scotus Erigena Bonaventure Thomas Aquinas Grosseteste Calvin Pico Milton Rabelais Corneille Racine Grotius Moliere Erasmus Montaigne Machiavelli Pascal Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Spinoza Francis Bacon Hobbes Locke Berkeley Leibniz Hume Kant Peacock Boole Goethe Malthus Marx Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Coleridge Schopenhauer Hegel Bentham Clifford Mill James Freud Poincare Hilbert Russell M atkematics and Science Euclid Hippocrates Nicomachus Aristarchus Archimedes rn Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler ~ ~ ~ ~ t) ~ ...... P=l ~ ~ i:; t) Galileo Harvey Newton Boyle Huygens Lavoisier Dalton ~ ~ ~ 0 E-< Cl ~ ~ 0 8 < ~ .... 5 ...... r.. ...... C'-l C'-l :s u Fourier Hamilton Faraday Maxwell Joule Darwin Virchow Bernard Gal ton Mendel Cantor Dedekind Riemann Lobachevski Veblen & Young ,_; ...... ...... 45 �CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES Student life is a matter for concern in any system of liberal education since intellectual habits depend upon the organization of liberty, justice, peace, and order in a community as much as on an intelligible curriculum. A college provides an ideal community within which progressive moral and sentimental education can occur. The guiding principle in this training is the delegation of authority and freedom so that students niay recognize and accept corresponding responsibilities. It is assumed that students are individually responsible citizens and that they will conduct their common affairs in groups or in the College as a whole with due regard to the common good and general will, which the regulations. of the .College intend to discover and formulate as our experience with a new scheme of education proceeds. Student Activities and the Curriculum As the elective system developed during the past century, extra-curricular activities came to have an increasingly significant place in colleges. Students discovered the principle of election in the sphere of student activities. Dramatic societies, newspapers, magazines, music, athletics? s~ude.nt governments, and political clubs of all kinds were invitations to the students to practice what they chose and to choose what t~ey would practice. Because they were modelled upon the activities of the practical world, student activities directly. prepared students for life after graduation. Thus, extra-curricular activities determined two fundamentals of the elective system, utilitarian learning by practice and election of courses. The elective curriculum absorbed activities, dramatic societies became drama schools, courses in newspaper and magazine writing appeared, political clubs turned into courses in political science and sociology, music reached fewer and fewer students as departments withered into small second-rate conservatories, and intercollegiate athletics became a characteristic, streamlined super-organization in which only a small percentage of the regular student body participated. Finally, the curricular dimension of student activities robbed them of a large part of their spontaneity and it became increasingly difficult 46 47 to establish the points of educational responsibility, and, m" deed of educational effectiveness. The principle of election in education is sound, and true liberalism demands its recognition. The reorganization of the curriculum at St. John's reestablishes th~ elective s~stem where it operates to the greatest advantage, m extra-curricular activities. It is obvious that the educational sphere of a college extends far beyond the class room. A liberal arts college is functioning properly only when for~al instruction is the center o~ a vital community. If the curricular core does not generate interests and energies which are effective outside the context of formal instruction, the curriculum is stagnant. On the other hand, if the opportunities to extend th~ inte~ests and apply the energies do not exist, whatever learmng might be stimulated by the curriculum will be wastefully truncated. Strong and persistent currents of exchange between formal instruction and extracurricular activities are essential to the institutional health and educational effectiveness of a college. Teachers, books, and laboratories are merely educational instruments, and their function is to make it possible for the student to learn. In the class room these instruments are used as stimuli to initiate and encourage the whole complex learning process, but they are specialized instruments, creating, and operating in, a specialized environment. It is neither possible · nor desirable to extend these special conditions to include more than formal instruction, but learning does not stop as the class hour ends. If the extra-curricular college community is significantly alive, it assumes the instructional task of providing the stimuli to learning in a more general context than the class room can provide. And if the college community is a whole, there are no gaps in instruction between the most technical tutorial and the most general conditions of student living. The transfer from class room to campus should not be an interlude in the education of the student, for, as in formal instruction, there are stimuli to learning_:_but with different loci -:-the college as a community, the students and student organizations. It is the purpose of extra-curricular activities to organize this co-operative teaching which the students do, and to canalize the interests of the students into selfinstruction. 4 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE It is both desirable and inevitable that the curriculum should generate models of itself outside the class room. The extra-curricular activities at St. John's which most illl!llediately resemble formal instruction fall into three classes corresponding to the great professions of society, law, medicine or science, and theofogy. Discussion groups of students and faculty are regularly formed to investigate the legal and political problems in domestic and world affairs and to explore the great topics in religion and theology. The Astronomy Club is the focus of the extra-curricular scientific enterprises. There is a student workshop in which the training in the manual arts begun in the laboratory can be continued. As a part of this program, the students are building a sailing boat of considerable size, which on its completion is to be included in the College fleet. · playing, and a College boathouse with six sailing dinghies, a motor launch, a sailing sloop, and coordinate facilities for water sports. Excellence of performance in a wide variety of sports including sailing, fencing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, and track is the instructional ideal and is recognized through a number of individual and team awards. Participation in the athletic program is required only upon prescription by the College Physician. The purpose of the music program is to.make available to a maximum number of students the benefits of some kind of musical activity. The Reverdy Johnson House on the campus is a music center around which concentric spheres of musical activities move to involve nearly the whole College community. In the Music Room in McDowell Hall are a well-stocked library of recordings, the nucleus of a sheet music library, an excellent phonograph, and a grand piano for purposes of instruction. The Director of Music is a skilled musician charged with the responsibility of the entire music program. A Glee Club, a group of madrigal singers, a chamber music ensemble, and a student music discussion group have been relatively successful under his direction. In 1939 the first of an annual series of concerts of the kinds of music not often available on the radio or recordings was offered to the students at a very low rate. The artists included the New York Philharmonic String Quartette, Suzanne Bloch, Bernardo Segall, the Pope ·Pius X Liturgical Choir, Mack Harrell, Y ella Pessl, and the DeReszke Ensemble. The 1940-41 series presented the Budapest String Quartet, Ralph Kirkpatrick, Roman Totenberg, Webster Aitken, Povla Frijsh, and the Harvard Glee Club.. .The programs were arranged to present the history of music, and an analytic lecture by the Music Director preceded each concert. A similar series is anticipated for 1941-42. Between the two extremes of music and athletics lies a wide range of other student activities. The St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. The St. John's Yearbook is a student-edited yearly publication which in 1939 departed radically from the conventional year book format. In its present form it is a magazine whose purpose is to recapitulate and summarize the past academic year. The King William Players serve as a center for the reading of drama and poetry in general, as well as for the activities of play production proper, the last 48 Athletics and Music A second line of extra-curricular instruction, one step further removed from the class room, includes the activities most widely participated in by the members of a vital community, the activities which breed and feed a significant social life. At St. John's they are organized around two activities, athletics and music, which serve as paradigms for the others. The value of music and gymnastics as auxiliaries to liberal education has been restated a thousand times since Plato, but constant redefinition of the relations involved is essential to the successful practice .of the liberal, gymnastic, and musical arts. In September, 1939, another definition of collegiate athletics was begun. St. John's abandoned the conventional system of intercollegiate competition and began an intramural program, the ideal of which is essentially different from the semiprofessionalism that has characterized American colleges for the past two decades. {For an exposition of the reasons which led the College to take this step, see Appendix C.) With the aid of four athletic scholars, student specialists in sports, the St. John's Athletic Director has put into operation a series of individual and team sports which involves in active competition about eighty-five per cent of the student body. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts, several of which are to be surfaced for all weather . ~ 49 �50 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE two productions being T. S. Eliot's Murder in the Cathedral and Tartuffe by Moliere. Macbeth is in production for the spring of 1941. Faculty advice and direction for all these activities is provided when needed. The Student Community A third level of extra-curricular instruction exists in the student community itself. In one way, student society is the end p_roduct of all the activities of the College, from formal instruct10n through athletics; in another way, it controls them. These r~cipr?cal relati~ns mirror the intellectual and moral ways of hfe with all their complex influences on each other. At the present time, the College Administration is assuming more than · its share of the responsibility for the social health of the student community, but it is constantly shifting that burden to the stu.de~ts, upon '_Vho?1 it must ultimately rest. As supports for a s1_gmfic~nt so~1al hfe, .the College pr~vides a complete central social ~mt which consists of a Readmg Room supplied with magazmes and newspapers, a Music Room with piano and phonograph, a Coffee Shop, and a Book Shop for the use of ~he whole Col_lege. In. addition, there are smaller social quarters m each dormitory umt. By providing these facilities the Col- · lege authorities expect to foster in the students a r:cognition . of the proper responsibility for their own human welfare. Residence St. John's College is situated on the edge of the seventeenthcentury seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of abo~t fi_ftee? thousand peop~e who are occupied with fishing and sh1ppmg m the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men in St. John's College. A certain number of retired naval officers and men of business live in estates in Anne Arundel County surrounding the town. About half of the student body at St. John's comes from the Delmarva ' Peninsula, from Southern Maryland, from Baltimore, and from Western Maryland. The rest of the student body comes from twenty-eight other States . .The College h~s ~en buildings on a tract of twenty-six acres. Five of these bmldmgs are for student residence, two of them 51 built as dormitories, and three originally used as residences for · administrative officers of the college. These five buildings are now fur~ished as residence. ?alls for st~dents on a plan for small umt college commumt1es, each with a small-scale unit for student governme~t, within the common life of the College. Any .student who is unable or unwilling to abide by the regulations of the College may be asked by the administration to withdraw from the College at any time. Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining Hall. Ea~h dor?1itory. room is pr~vided with the necessary furniture, mcludmg a smgle bed with mattress and pillow a chest of dr~wers, a study table, chairs, and a waste basket.' Towels, bed lmen, and blankets are to be supplied by the student as are also such decorations as window draperies, rugs, ;nd runners for chests of drawers and tables. The student should consult his prospective room-mate and his own good taste in planning room decoration. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the ~s~istant Dean's office as soon as their applications for adm1ss10n have been accepted and their matriculation fee of fifteen dollars has been paid. They should indicate in their a~plications for admission the names of any other students with whom they would prefer to live. Assignment of new students to rooms is subject to change after they arrive at College. Rooms in do.rmitorie~ ~ay not be occupied during vacations except by special perm1ss10n. The dormitories will be open for occupancy m September as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshmen from noon of the second day before registration day. For definite dates in 1941 see the College Calendar. �I ' 52 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The College maintains the care of the dormitories. There are student dormitory managers whose duty it is to report complaints, to maintain order and cleanliness, and to enforce the following regulations concerning breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student who occupies a room in a dormitory must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all tiines during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. 53 The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infirmary until discharged by the College Physician. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION Obviously this program of studies implies certain changes in the present standards for admission. New standards should enc~)llrage a change in preparation. At present we can advise prospective students that they should have as much good elementary training in languages, mathematics, history, and science as they can get by selection of secondary-school subjects. Eventually we shall be able to state more explicitly our own standards for admission. For the present we are using the regular standards and rules for admission to other colleges. Application The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will be open beginning with the evening meal of the day before examinations in September; only breakfast will be served on the morning of the first day of the Christmas recess, and only supper will be served on the day just preceding the resumption of classes; a similar schedule wiU be observed before and after the Spring recess. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in charge of the College Physician, a trained nurse, and student assistants. Application for admission should be filed by every candidate as early as possible in the year in which he hopes to enter. On the application forms, supplied by the Registrar upon request, the candidate should furnish the names of the schools he has attended, and the names of persons who can submit testimonials concerning his character. It is customary for the Registrar to write directly to the principal of each school for a recommendation of the student and a transcript of the student's record. The Registrar writes also to the other persons who can certify to the applicant's character and personality. As soon as all credentials have been secured the candidate's record is considered and appraised; and as promptly as possible thereafter the applicant is notified of the action taken concerning his admission. Since considerable time may be spent in securing the proper credentials, it is desirable that application blanks, fully filled in, should be filed early, preferably before February first. �54 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE There is a matriculation fee of fifteen dollars, payable at the time of admission. For information about this and other fees, see page 57. ENTRANCE CREDITS Requirements Tke general requirement for admission is tke standard fouryear kigk-sckool course, or its equivalent. More specifically, the requirement calls for ( 1) the recommendation of the school principal or headmaster, and (2) fifteen units of acceptable work of secondary-school level. A unit of entrance credit in any subject represents a full year's work in a secondary school, four or five school periods of work a week for approximately thirty-six weeks. For details of required and optional credits, see page 55. Admission by Certificate Graduates of accredited high schools, private schools, academies, and preparatory schools are admitted without examination if the transcripts of their records cover fully the fifteen units required for admission and they have the recommendations of their school principals or headmasters. Admission by Examination When there is doubt about the adequacy of an applicant'!! preparation, he may be required to take entrance examinations. Candidates who present less than fifteen units of entrance credit will be required to complete the conditions for regular admission in good standing by taking appropriate examina:tions. _Candidates whose previous schooling has been interrupted or irregular, candidates who desire credit for private study or for vocational subjects, and candidates who graduated from high school a number of years before seeking admission, may be required to take examinations. Entrance examinations may be taken in June, under the College Entrartce Examination Board, at any one of the many places where the Board examinations are given in the United States and abroad; or examinations may be taken at the College in September, on the days indicated in the College Calendar. Students who expect to take the College examina- Subjects which may be offered for Admission Total 15 Units Minimum Number of Units Required ENGLISH • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 2* MIUl:imum Number of Optional Units 4 FOREIGN LANGUAGES • • • • • • • • • • • • • • • • • • 55 Greek •.....•..•..•..•..•.......... Latin ....•.............•........... French •..•..•..•..•..•.....•.•.... German •.....•....•......•..••.... Spanish •.....•..•......•..•..•.•.. Italian •..•..•....••..•..•..•..•... 8 4 4 4 4 4 4 MATHEMATICS Algebra ......•..•...........•..... Plane Geometry •..•.....•....•..•.. Solid Geometry ...•...•....•....... Trigonometry ...........•..•.•..... li 1 i 1 NATURAL SCIENCE 1 1 1 1 1 1 1 1 Physics ..................•••.•..•.. Chemistry •.....•..........•...•..• Botany ...•.....•.....•...•••...•.. Zoology ..............•..•........• Biology .....•.....•..............• Physical Geography •............•... General Science ................... . Other Science .........••..•........ SOCIAL SCIENCE History ...•................•..•..• Civics (American Democracy) •....•.. Economics ............••........•.. Sociology ......•..•..•..•.•........ SUPPLEMENTARY SUBJECTS, such as: Fine Arts Handicrafts Vocational Training • In one language. 1 1 1 1 3! �56 CATALOGUE OF ST. JOHN'S COLLEGE tions should communicate with the Registrar, who will furnish information about them. Students who expect to take the examinations of the College Entrance Examination Board should make application by mail to the Secretary of that Board at 431 West 117th Street, New York City. The Registrar of the College will be glad to help any student to arrange for either kind of examination. No Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. FEES CATALOGUE OF ST. JOHN'S COLLEGE Matriculation Fee For each new student a matriculation fee of $15.00 is payable to the College at the time of application for admission. This fee covers the expense of admitting and enrolling the student. Admission is not complete, and no dormitory room can be assigned or reserved, until it is paid. This amount is credited on the charge for tuition, but is not refunded if the candidate withdraws. Annual Fees For students entering the College m 1941 the total fixed charges for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . $600.00 Residence . . . . . . . . . . . . . . . . . . . . . . . . . 400.00 College Finances It costs around $1,000 a year per student, in America today, to furnish college instruction on a residence basis. Student fees cover only a part of this cost and the remainder is made up from other college funds. This means that all students, not merely needy students, receive a subsidy. On the other hand, the~e seems no clear reason why those who are able should not pay the cost of their education and thus release all funds for aid for needy students only. This, with the fact that endowment funds and public support of independent institutions are increasingly precarious, is leading many institutions to base their finances on the assumption that those who can should pay the full cost and those who can not do this should be the only recipients of financial aid. St. John's College has adopted the principle of setting student fees at an amount approximately equal to all operating expenses, which under normal conditions may be expected not to exceed $1,000 per resident student. The fee established, $1,000 for residence and tuition, is effective with students entering College in the fall of 1941. The fixed charges for attendance at St. John's College are listed below. In figuring his budget for the academic year each student should include such additional items as books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. 57 Total ......................... $1,000.00 These fees are payable in full on registration in September or, if preferred, in three installments: one-half on registration, one-fourth on January 5, and the remaining fourth on March 30. On registering, students must secure a Treasurer's card, showing that fees have been paid or suitable arrangements made, in order to be admitted to classes, dormitories, the dining hall, the library, the gymnasium, or the infirmary. Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the date due. Caution Money Each student must make a deposit of ten dollars with the Treasurer on registration, subject to charges for laboratory breakage and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Except for the caution money deposit, �58 CATALOGUE OF ST. JOHN'S COLLEGE which is refundable at the close of the college year, the college has no extra fees. Deferred Payment of Fees There is available to those students and their parents or guardians who are unable to pay their college fees in accordance with the regular schedule, a Deferred Tuition Plan which provides for payments in equal installments during the college year. The additional cost is two percent of the amount financed, minimum charge one dollar. FINANCIAL AID Students unable to pay the full cost of their education apply for aid out of the Student Aid Fund of the College. These students, therefore, obtain the money to pay the full cost of their membership in the College from two sources: first, from sources in their local communities, their families, friends, and relatives; secondly, from sources made available through the College. The student who receives a grant of aid from the College obtains the grant on condition of his acceptance and satisfactory performance of an assignment of work for the College. Students are assigned to jobs for which they appear to be suited and under conditions which will not, in the opinion of the Committee on Aid, interfere with their studies. Students working for the College turn over their salaries as a contribution to the Scholarship Fund and therefore toward the payment of their own expenses. · Students applying for College aid must exhaust all possible sources in their local communities and show on their application blanks that they have done so. This is essential because the Committee on Aid must consider each application as an appeal through the College to a donor unknown to the applicant for assistance in seeing the applicant through College. The Committee on Aid will reject applications which do not show clearly that all local sources have been thoroughly canvassed. In accepting any application, the Committee is in fact undertaking to present the applicant's case to potential donors who are strangers to the applicant. Acceptance of an application is therefore a judgment that the case presented is one which will be worthy of a stranger's contribution. The Com-· CATALOGUE OF ST. JOHN'S COLLEGE 59 mittee subjects each case to a thorough investigation and it is therefore necessary that the blank be filled out fully, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold scholarships and other forms of student aid only on condition of maintaining good academic standing. . Application for aid should be made at the time the formal application-for admission is forwarded to the Registrar. MARYLAND STATE SCHOLARSHIPS SENATORIAL SCHOLARSHIPS To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a "senatorial scholarship"-providing free tuition, board, and room rentis given every four years. Candidates for these scholarships residing in Allegany, Anne Arundel, Calvert, Dorchester, Garrett, Kent, Queen Anne's, St. Mary's, or Washington Counties, or Baltimore City, should apply to the Registrar of the College for information regarding the competitive examination; candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for books, laboratory instruments, or Caution Money. TUITION SCHOLARSHIPS To one student from! each county of Maryland and from each of the legislative districts of Baltimore City, a "tuition scholarship"-providing free tuition-is given every four years. Candidates for these scholarships residing in Allegany, Anne · Arundel, Calvert, Dorchester, Garrett, Kent, Queen Anne's, St. Mary's~·or Washington Counties, or Baltimore City, should apply to the Registrar of the College for information regarding the competitive examination; candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for any fees other than regular tuition. �---:1 i 60 CATALOGUE OF ST. JOHN'S COLLEGE SCHOLARSHIPS AWARDED BY THE COLLEGE II, SCHOLARSHIP To be awarded annually the sum of $600.00 the gift of Philip A. Myers, II, Class of 1938. CATALOGUE OF ST. JOHN'S COLLEGE 61 SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS THE PHILIP A. MYERS, THE CLIFTON C. RoEHLE ScHOLARSHIP To be awarded in tuition, the income from six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of thirty dollars to be applied to the cost of tuition. THE FRIEDRICH JoNATHAN VON ScHWERDTNER ScHOLARSHIP To be awarded, in tuition, to some deserving student, the. income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his' son, Friedrich. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tui- ·. tion and residence fees, in accordance with the needs of the. student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA In 1940-41 the Colonial Dames of America awarded a scholarship amounting to $250.00 at St. John's College to Mr. Richard Devan, Class of 1944. Applicants for this scholarship are expected to submit evi-· dence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Application should be made to the Chairman of the Scholarship· Committee of the Colonial Dames of America: Mrs. Walter W. Price, 1 West 72nd Street, New York City. SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering ·are offered at the Johns Hopkins University to graduates of St. John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. �CATALOGUE OF ST. JOHN'S COLLEGE 63 called King William's School, and managed by certain trustees ' nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. ' APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST~ JOHN'S COLLEGE 1776 a liberal arts ST.It JOHN'S COLLEGE is andsmall been so since college for men. is non-denominational, has its founding. It According to t;radition King William's School was used as a gunshop during the Revolutionary War. has never been co-educational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1784 1696 St. John's College chartered by the General Assembly of the State of Maryland: King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency Francis Nickolson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND MAY IT BE ENACTED, by tke King's most excellent majesty, by and witk tke advice, prayer and consent of tkis present General Assembly, and tke autkority of tke 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 saicJ school; and that, to perpetuate the memory of your majesty, it may be 62 WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and prepetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, an!I such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent anp approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . • . . The petition for this Charter was signed by William Paca others. • Signer of the Declaration of 5 Independe~ce. * and �1 I 64 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows: WiUiam West, D. D. Thomas J. Claggett, D. D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase " John Thomas Thomas Stone " Alexander Hanson Thomas Jennings James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D. D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. CATALOGUE OF ST. JOHN'S COLLEGE - 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College. 1835 Curriculum Humphreys. during the Principalship of First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely- hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. GEORGE WASHINGTON ANNAPOLIS, April 17, 1791. •Signers of the Declaration of Independence. 65 Chemi~try Natural Philosophy Elements of Criticism English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Reverend Hector �CATALOGUE OF ST: JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 66 67 1886-1923 1868 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. 1. Clas.sical Course leading to the B. A. Degree 2. Latin Scientific Course leading to the B. L. Degree 3. Scientific Course leading to the B. S. Degree 4. Mechanical Engineering Course leading to the M. E. Degree Curriculum during Principalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Third Year Greek Plato 1Es~hylus Thucydi-Oes Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of to-day. Fourth Year Lectures in Philoso,phy Greek and Social Science on: Plato Plato Aristotle Aristotle Aristophanes Augustine Demosthenes Thomas Aquinas Latin Vico Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, 14th, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics AdamSniith Natural Philosophy Fichte Astronomy Hegel Logic Buckle Evidence of Christianity Lecky Malthus Mill Butler 1' �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Preamble Degrees Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through time's dullness and unwise direction, so any institution of learning must require of its students certain marks and signs of their attainments and progress no matter how much misuse of such requirements has often prevented any true progress at all, and even their use must entail care. And such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Three hundred hours of laboratory training. Ways& Means Enabling examinations Now, since students are of different capacities, and since colleges of liberal arts, 'of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, the degree of bachelor of arts, first, second, and third. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory on both of these counts, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in laboratory, theoretical and operational, and one oral examination .. 68 \. 69 on seminar reading. These examinations are given normally in September of the fourth year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers specifically a reading knowledge of two of the four languages (the examination in German would of course be given at the end of the fourth year), general questions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in the differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 70. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of bachelor of arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either ( 1) the student is accepted as a candidate for the degree, or ( 2) he is not accepted but allowed to finish the four years of college work, or ( 3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for. the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a thesis, to be agreed upon by the faculty, to be written during his fourth year, and to be presented and defended satisfactorily by him prior to the granting of the degree. While the degree can not be granted before Petition Thesis (general) �CATALOGUE OF ST. JOHN'S COLLEGE 70 Thesis (particu· lar) Examining Board 71 CATALOGUE OF ST. JOHN'S COLLEGE the end of the fourth year, the student may request more time to prepare and submit his thesis for the approval of the faculty. He may even request permission to return to the college for a fifth year, attending what tutorials, laboratories, and seminars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for thesis with an eye to all the first three years' work and to all the required reading of the fourth year, and not as a piece of specialized research or contribution to knowledge. For the year 1940-41 the Instruction Committee will act as an Examining Board. The duties of the Examining Board are as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final thesis. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To approve and accept the final thesis and administer the final examination and recommend candidates for degrees. The present members of the Instruction Committee are: Buchanan} ex officio Barr Bayliff Comenetz Taliaferro Kieffer Klein Scofield As stated above, the examination in laboratory will cover specifically the- operation and explanation of certain important instruments. The following list is arranged under three headings: Elements, Scopes, and Meters. One fundamental way of classifying scientific instruments is into two kinds: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions of a qualitative kind can be made, such as between more and less, up and down, straight and not straight. The latter permit us to make quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with the thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain device~, not scientific instruments themselves, which enter into the construction of different instruments. Elements Scale with vernier Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Doubly refracting crystal APPENDIX I The books of the first three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Meno Organon Confessions De Ente et Essentia Le Cid Tartuffe Les Pensees Euclid Apollonius Ptolemy Newton Descartes Boole Archimedes Galileo King Lear The Tempest Poetics Galen Harvey Lavoisier Meters Ruler Balance with set ~f weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe "Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observations and measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments. The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. Texts studied in Seminar Iliad Timaeus CE dipus Macbeth King Henry IV Hamlet Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope 6 �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C ST. JOHN'S COLLEGE RADIO PROGRAMS. SERIES II, NO. 3 By STRINGFELLOW BARR, President From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have foreseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we sltppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work. Yet I should have known this by analogy. I had known countless students who withdrew from intercollegiate athletics when they entered medical or other professional work. They withdrew 72 73 because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to· earn a B. A. The undergraduate fills in his idle time with athletics, which at its most professionalized is a lot better thing to fill idle time with than some other things I know. But suppose there isn't any idle time? Suppose there is just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't? by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical school. But if it is a serious business, then it had better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natural antagonists, monotonous physical drill for learning to play by playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these ·things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, these things are better than idlenesi;. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its intramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities a good country club offers. Every game we now play we �74 CATALOGUE OF ST. JOHN'S COLLEGE shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the College but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propo~e to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges· as_ naturally as such games were once played. Meanwhile athletics at St. John's wil1 be for the student, not the student for athletics. BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BOOKS, by Mark Van Doren, The Nation, December 6, 1933. ST. JOHN'S REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July' 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md,, March 23, 1938. ST. JOHN'S EXfERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S. ]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education, January, 1939. Reprints available. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. J EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. 75 �76 CATALOGUE OF ST. JOHN'S COLLEGE HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1939. Reprints available. SOCRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK TO FIRST PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TOWARDS A DISCIPLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfellow Barr Proceedings of the Fifty-Third Annual Convention of the Middle States Ass'~ of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JOHN'S, by John S. Kieffer, The Classical Journal, December, 1939. HOW CAN WE BE TAUGHT TO THINK, 1. "Back to First Principles," by Scott Buchanan, in Democracy's Challenge to Education, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Come Into Their Own Once More, Life · Magazine, February 5, 1940. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. CLASSICS OF THE WESTERN WORLD, with forewords by John Erskine .and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. HOW TO READ A BOOK OR THE ART OF GETTING A LIBERAL EDUCATION. By Mortimer J. Adler, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. l j STUDENTS ENROLLED IN ST. JOHN'S PROGRAM, 1940~1941 A list of students enrolled in the elective program at St. ] ohn' s is contained in a special supplementary bulletin obtainable on request from the College. FOURTH YEAR-CLASS OF 1941 Arthur Merriman Blackburn ................... Baltimore Paul Ringgold Comegys ........................ Millington William Henry Hatfield ........................ Annapolis Thomas Lansdale Hill ......................... Baltimore Christian Hebble McGarry ..................... East Orange, New Jersey Vernon Morse Padgett ......................... LaPlata Henry Martyn Robert, 3d ...................... Annapolis Herbert Brent Stallings ........................ Baltimore Charles Edwin Vayne ......................... Baltimore THIRD YEAR-CLASS OF 1942 John Edgar Ainsworth, Jr ...... , ............... Westminster Robert Child Allen ............................ Bethesda William Alexander Barr ....................... Proffit, Virginia Paul Theodore Beisser, Jr....................... Baltimore Warren Conklin Bomhardt ..................... Baltimore Walton Boswell Childs ......................... Baltimore William Albert Darkey, Jr...................... Cumberland Paul Ehrlich ................................. New York, New York Robert Taylor Everett, Jr ...................... Annapolis J. W. Cameron Gray .......................... Annapolis Ernest Jean Heinmuller ........................ Easton Joseph C. Hofmann, Jr......................... Baltimore Charles Hoyes ............................... Pittsburgh, Pennsylvania Walter Emory Hutson; Jr....................... Baltimore Bryce DuVal Jacobsen ......................... Towson Journet Gordon Kahn ......................... Baltimore Lee Marchant Mace ........................... Annapolis John Henry Mussetter, Jr...................... Germantown Hirsh Nadel ................................. Baltimore Thomas Parran, Jr ............................. Washington, District of Columbia Albert Anthony Poppiti ........................ Wilmington, Delaware William Donald Rendall ....................... Eastport William Allen Ruhl, Jr......................... Baltimore Charles Robert Sutton ......................... Baltimore SECOND YEAR-CLASS OF 1943 Alexander Scott Abbott ........................ Oconomowoc, Wisconsin Martin Andrews .............................. Hamburg, New York Burton Armstrong ............................ Scarborough, New York Ralph Levi Baltzell ........................... Union Bridge David Jerome Beach .......................... Chevy Chase Carl Benjamin Blaker ......................... Macedon Center, New York 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE Monte Ferris Bourjaily, Jr...................... Falls Church, Virginia David Tuck.er Brown, Jr....................... Alexandria, Virginia Douglas Buchanan ........................... Annapolis Walter Lawson Cooley ......................... Aberdeen Norman Thomas Crandell ...................... Baltimore Harvey Dubinsky ............................ Hartford, Connecticut Francis Thomas Evans, Jr ...................... Alexandria, Virginia Glenn Allen Fearnow .......................... Williamsport Daniel Bernard Fleming ....................... Baltimore Ernest Christopher Friess, Jr ................... Oakley Edward Hanson Grubb ........................ San Francisco, California Norman Glyn Gzowski ........................ Grosse Pointe, Michigan William Truman Hart ......................... Fayetteville, New York John Louis Hedeman .......................... Baltimore John Wilbur Hildebrand ....................... Washington, District of Columbia John Frank Hoover, Jr......................... Ossining, New York Robert Hunter ............................... Mobile, Alabama Peter Huntington Jackson ...................... Fletcher, North Carolina Ogden Worthington Kellogg-Smith .............. Chestertown Edward Kramer ........................ ', ..... Montclair, New Jersey Claude Spencer Leffel, Jr....................... Woodbine John Fulton Lewis ............................ Arnold Francis Mason, Jr............................. Plymouth Meeting, Pennsylvania Adrian Curtius Mayer ......................... New York, New York Henry Clay Preston, Jr......................... Towson John Rock .................................. Plandome, New York, Thomas Mercein Runyon ...................... Malibu, California Alex Leonard· Slafkosky ........................ Bethlehem, Pennsylvania Robert Lee Sterling ............... , ........... Crisfield Herbert Willard Stern ......................... Philadelphia, Pennsylvania Ollie Hammond Thompson, Jr.................. Hurlock Robert Stearns Thompson .................•.... Scarborough, New York Thomas Orville Usilton ........................ Centreville James Ira Waranch ............................ Baltimore John Weber, Jr................................ Cleveland, Ohio FIRST YEAR-CLASS OF 1944 Robert, Seaver Anderson ....................... Billings, Montana Albert William Barber ......................... Essex Fells, New Jersey Earl Secord Bauder, Jr ........................ Utica, New York Calvin 'Richard Baumgartner ................... Baltimore Edward William Bligh, Jr ..... , ................ Lenox, Massachusetts William Toy Shoemaker Boericke ............... Philadelphia, Pennsylvania Nicholas Daniel Bonadies ...................... Winsted, Connecticut William Hurst Brubeck ........................ Los Angeles, California Robert Fredric Garland Bunting ................ Baltimore John James Kerr Caskie, Jr .................... Philadelphia, Pennsylvania Richard Clark ................................ Easton Lindsay Edmonds Clendaniel ................... Denton, Howell Cobb, Jr .............................. Albany, Georgia Edward Born Cochran ......................... Birmingham, Michigan George Theodore Cominos ...................... St. Louis, Missouri Randolph Coyle, IV ........................... Elkridge Fred Dewey deArmond, Jr ..................... Seattle, Washington CATALOGUE OF ST. JOHN'S COLLEGE 79 Vernon Ellsworth Derr ........................ Baltimore Richard Devan ............................... Lebanon, New J~rsey. David Dobreer ............................... Los Angeles, Califorma Afan Dale Eckhart ............................ Winnetka, Illinois Frank Lawrence Eisele ......... , ............... Willimantic, Connecticut Norris Embry ................................ Evanston, Illinois Ahmed Munir Ertegiin ........................ Washington, District of Columbia John Stuart Eustice ........................... Detroit, Michigan Edward Pryor Freeburger ...................... Edgewood Henry Raymond Freeman, III. ................. Sewickley, Pennsylvania James Samuel Funk ........................... Waynesboro, Pennsylvania Norman Atwood Garis ......................... Summit, New Jersey Edward Ury Godschalk ........................ Glen Ridge, New J 1ersey Grover Budd Hartley Hall, III ................. Norfolk, Virginia ' Carl Schlee Hammen .......................... Linkwood Wayne Ewing Harriss .................. ~ ...... New York, New York A. Hulse Hays, Jr ............................. Circleville, Ohio John Davis Hill ............................... Norman, Oklahoma Richard Edward Holle ......................... New York, New York Joseph Francis Hollywood, Jr ................... F~rest Hills, New yo~k David Smallwood Holmes ...................... Highland Park, lllmo1s Leonard Locke Holmes ........................ Maddox William Hayward Horsey ...................... Denton James G. Huber .............................. Lancaster, _Pe.ni;isylvania Edwin Morris Hunt ........................... Norfolk, Virg1ma Richard Henry Hutchings, IV .................. Bay Shore, New York Robert William Hutchison ..................... Tipton, Iowa Richard Ernest Huyck ......................... Mishawaka, Indiana Arthur Hyman ............................... Tampa, Florida Stephen Robert Jakob ......................... Irvington, New Jersey Wilbur Joseph Jerger .......................... Chicago, Illinois Laurence Robert Josephs ....................... Elizabeth, New Jersey Alexander Koukly ............................ Chatham, New Jersey Casimir Thaddeus Krol. ....................... Chicago, Illinois Jack Landau ................................. Pittsburgh, Pennsylvania Charles Russell Levering ....................... LaPlata George Levine ............. .' ................. Brooklyn, New "'t'.'ork Francis William Lowry ........................ Tallahassee, Florida Samuel Wesley Marvin, Jr ..................... Crozet, Virginia George Vincent Meehan, Jr ..................... Providence, Rhode Island Paul Mellon ................................. Upperville, Virginia Robert Isaac Myerson ......................... Brooklyn, New York ~ichard Branning O'Connor .................... New York, New York James Olds .................................. Chevy Chase James Wilbur Poe, Jr .......................... Tuckahoe, New York William Booth Price ........................... Baltimore Thad E. Prout ................................ Owings James Maurice Raley ......................... Compton Peter Ringland ............................... Somerset James H. Roe ................................ Pittsfield, Massachusetts Richard Jay Rubenstein ....................... St. Louis, Missouri Donald Paul Ruhl ............................ Baltimore David John Sachs ............................. Indianapolis, Indiana Henry Harrison Sasscer, IV .................... Chevy Chase Paul Elmer Schemel ........................... Bayonne, New Jersey �80 CATALOGUE OF ST. JOHN'S COLLEGE Jack Nichol Shaw: ............................ McKeesport, Pennsylvania Lawrence Kent Siegel. ........................ Mt. Vernon, New York Haven Ely Simmons ........................... Cedar Rapids, Iowa John Calvin Smedley .......................... Beverly Hills, California Robert Perry Snower .......................... Kansas City, Missouri John Clarence Somers, Jr ...................... Crisfield Howard LeRoy Sorenson ....................... St. James, Minnesota John Trimble Spencer ......................... Easton William Gideon Spohn, Jr ...................... Lancaster, Pennsylvania Robert Aubrey Storey ......................... McHenry James Richard Sullivan ........................ San Marino California Rb ert Harmon Taylor ........................ Cedar Rapids, Iowa ' o Theodore Herbert Taylor ...................... Frederick Irwin Robert Tucker .......................... Bayonne, New Jersey Martin Zacharia Vogelhut ..................... Baltimore William David Watt ........................... Tacoma, Washington James Rodney Whetstone ...................... Denver, Coforado Robert Arth~r Wilcox ......................... Storm Lake, Iowa Andrew S. Witwer, Jr .......................... Joliet, Illinois Peter Christian Wolff .......................... Hagerstown Warren Seymour Zeik ......................... Bayonne, New Jersey SUMMARY OF ENROLLMENT Fourth Year .................................................. : ....... . 9 Third Year ........................................................... . 24 Second Year .......................................................... . 41 First Year ······ ........................ ············ ...... . 93 ············ Total in St. John's Program .......................................... 167 Elective Program (Seniors).......................................... 9 Total in Coilege ................................................ . 176 INDEX Absence, excuses for. . . . . . . . . . . . . . . 39 Academic Standing .............. 38ff Activities . . . . . . . . . . . . . . . . . . . . . . 46ff Athletics ................... .48, 72 Clubs ......................... 48 Dramatics ..................... 49 Music ......................... 49 Publications . . . . . . . . . . . . . . . . . . . 49 Administration . . . . . . . . . . . . . . . . . . . 8 Admission ...................... 53ff Application .................... 53 Requirements . . . . . . . . . . . . . . . . . . 54 Certificate . . . . . . . . . . . . . . . . . . . . . 54 Examinations . . . . . . . . . . . . . . . . . . 54 Advanced standing . . . . . . . . . . . . . 56 Advanced Standing . . . . . . . . . . . . . . . 56 Aid, student . . . . . . . . . . . . . . . . . . . . 58ff Applications Admission ..................... 53 Student Aid . . . . . . . . . . . . . . . . . . . 59 Rooms ....................•... 51 Scholarships . . . . . . . . . . . . . . . . . . 59ff Articles, magazines, on St. John's ... 75 Athletics ....................... 48, 72 Attendance Church ....................... 63 Classes ........................ 39 College exercises . . . . . . . . . . . . . . . 39 Board of Visitors and Governors .... 6, 7 Books, list of great ........ 19ff, 2lff, 36 Chronological . . . . . . . . . . . . . . . . . . 42 By years ...................... 44 By subject matters .............. 45 Calendar, College ........... .4, 5, 34 Campus ......................... 46 Caution Money ................ 52, 57 Charges, fixed . . . . . . . . . . . . . . . . . . 56ff Charter of College. . . . . . . . . . . . . . . . 63 Of King William's School. . . . . . . . 62 Classics, new definition of ..... 19ff, 36ff Clubs, College . . . . . . . . . . . . . . . . . . . 48 College Calendar ............ .4, 5, 37 Collegian . . . . . . . . . . . . . . . . . . . . . . . . 49 Credits Entrance . . . . . . . . . . . . . . . . . . . . . . 55 Semester hours . . . . . . . . . . . . . . . . . 40 For entrance to graduate schools. 40ff Transfer of . . . . . . . . . . . . . . . . . . . . 56 Curriculum Elective system . . . . . . . . . . . . . . . 17ff St. John's 1835. . . . . • . . . . . . . . . . . 65 St. John's 1868 ................. 66 St. John's 1886-1923, block elective 67 St. John's 1923-37, open elective .. 67 Degree Requirements ......... 39, 68ff Dining Hall . . . . . . . . . . . . . . . . . . . . . . 52 Discipline . . . . . . . . . . . . . . . . . . . . . . . 51 Distribution of students, geographic. 50 "Don Rags" .................. 35, 39 Dramatics ....................... 49 Elective Program ............. l 7ff, 67 Engineering Scholarships at Johns Hopkins ..................... 61 English, admission requirements .... 55 Enrollment . . . . . . . . . . . . . . . . . . . . . . 77 Summary ...................... 80 Entrance Examinations ...... .4, 5, 54 Essays .......................... 35 Examinations Entrance ................. .4, 5, 54 Oral ........................ 35, 68 Written ..................... 35, 68 Annual .................... 4, 5, 35 State scholarship ............... 59 Excuses, for absence. . . . . . . . . . . . . . . 39 Exp ens es . . . . . . . . . . . . . . . . . . . . . . . 56ff Faculty List .......................... 9ff Author teachers .............. 19, 36 Tutors ........................ 9ff Fellows . . . . . . . . . . . . . . . . . . . . . . . 9 Research . . . . . . . . . . . . . . . . . . . . . 37f Re-education of ................ 38 Appointments .................. 38 Fees College finances . . . . . . . . . . . . . . . . 56 Matriculation .................. 57 Annual ........................ 57 Tuition ....................... 57 Residence ..................... 57 Payments ..................... 57 Deferred payment .............. 58 Caution money ................ 57 With scholarships . . . . . . . . . . . . . . 58 Foreign Language Admission requirements ......... 55 See Greek, Latin, French, German French ....................... 26, 55 Freshmen, list of. . . . . . . . . . . . . . . . 78ff Geographic Distribution, students. . . 50 Grades , ......................... 35 German ................... 26, 55, 65 81 �CATALOGUE OF ST. JOHN'S COLLEGE 82 CATALOGUE OF ST. JOHN'S COLLEGE Graduate Schools, preparation for .. 40f Greek ........................ 26, 55 History Of College . . . . . . . . . . .. . . .. . . . 62ff Chronological order of classics .. 24, 43 In St. John's Program ........ 24, 44 Hygiene ..................... .48, 52f Infirmary Service ................ 52f Instruction Methods in St. John's Program ................. 23ff, 46 Juniors, list of. . . . . . . . . . . . . . . . . . . . 77 King William~s School. ............ 62f Laboratory .................. 25, 31ff Exercises . . . . . . . . . . . . . . . . . . . . . 32ff Total Hours . . . . . . . . . . . . . . . . . . . 34 Subject Matter .............. 34, 35 Language, reasons for instruction in. 26 Requirements . . . . . . . . . . . . . . . . . . 40 Tutorials . . . . . . . . . . . . . . . . . . . . . . 26 Classics in Language and Literature ........................ 44f Latin ......................... 26, 55 Law Sc:hool Preparation ........ .41, 48 Lec:tures, formal .............. 25, 29£ Liberal Arts and Sciences, 15ff, 18, 22, 42ff List of Great Books, Classics ...... 42ff List of Laboratory Exercise ....... 31ff List of Lectures. . . . . . . . . . . . . . . . . . 29f List of Students. . . . . . . . . . . . . . . . . 77ff Literature, Language and. . . . . . . . . . 44 Location of College ............... 54 Marine Biology . . . . . . . . . . . . . . . . . . 61 Marks .......................... 35 Mathematics, reasons for instruction in .......................... 27 Admission requirements . . . . . . . . 54ff Requirements ............... 40, 68 Tutorials ...................... 27 List of Mathematical Classics ... 42ff Matriculation Fee . . . . . . . . . . . . . . . 57 Medical Schools, preparation .... .41, 48 Music .......................... 48 Concerts . . . . . . . . . . . . . . . . . . . . . . 49 Natural Science ......... 33, 34, 45, 48 Occupancy of Dormitory Rooms .... 51 Officers of Administration. . . . . . . . . . · 8 Philosophy . . . . . . . . . . . . . . . . . . . . . . 45 Political Science . . . . . . . . . . . . . . . . . . 45 Preparation For admission .................. 53 For graduate schools ........ .40f, 68 For life . . . . . . . . . . . . . . . . . . . . . . 15ff President Former .................. 13, 64-69 Present . . . . . . . . . . . . . . . . . . . . . . . . 8 Emeriti ....................... 13 Probation .................... 39, 69£ Promotion .................... 39, 69f Reading Parties . . . . . . . . . . . . . . . . . . 38 Registration .....,.......... .4, 5, 53ff Regulations Admission . . . . . . . . . . . . . . . . . . . . 53ff Academic Standing . . . . . . . . . . . . 38ff Attendance .............. ; . . . . . 39 Degree Requirements .... ·... 39f, 48ff Residence . . . . . . . . . . . . . . . . . . . . 46ff Religion Non-denominational . , ....... 48, 62 Reports ......................... 35 Requirements Admission . . . . . . . . . . . . . . . . . . . . 54ff Attendance .................... 39 Degree .................. .40f, 7Qff Graduation ............... 39f, 68ff Languages ............ ' .... .40, 68 Mathematics ............... .40, 68 Familiarity with Great Books . .40, 68 Residence . . . . . . . . . . . . . . . . . . . . . 5lf Research . . . . . . . . . . . . . . . . . . . . . . . 36ff Residence .................... 46, 50ff Rooms ......................... 50£ For new students ............... 51 For old students ................ 51 Furnishing ..................... 51 Occupancy . . . . . . . . . . . . . . . . . . . . 5.1 Caution money ................. 57 Schedules Weekly ............•......... 34ff Student, typical . . . . . . . . . . . . . . . . 36 Term ..................... 4, 5, 35 Years .................... .4, 5, 35 Payment of fees. . . . . . . . . . . . . . . . . 57 Scholarships . . . . . . . . . . . . . . . . . . . . 58ff College . . . . . . . . . . . . . . . . . . . . . . . 58f State ......................... 59 Patriotic Societies . . . . . . . . . . . . . . 60 Athletic ................... .48, 74 At other institutions. . . . . . . . . . . . . 61 Science Admission requirements . . . . . . . . . 55 In modern world. . . . . . . . . . . . . . 22ff In St. John's Program ........ 22, 44f Laboratory ............. 22, 30ff, 68 Liberal .................. .- ..... 22 Classics in science. . . . . . . . . . . . . 42ff Seminars .................. 25, 28, 70 Semester-Hour Credits Equivalent . . . . . . . . . . . . . . . . . . . . 40 Seniors, list of. . . . . . . . . . . . . . . . . . . . 77 Social Sciences ............. 23, 45, 55 Sophomores, list of. . . . . . . . . . . . . . . 77f Staff, administration . . . . . . . . . . . . . . 8 faculty . . . . . . . . . . . . . . . . . . . . . . . . 9ff medical . . . . . . . . . . . . . . . . . . . . . . 52f Standing, academic ........... 35, 38ff Student Activities . . . . . . . . . . . . . . . 46ff Music ......................... 48 Clubs ......................... 48 Elective . . . . . . . . . . . . . . . . . . . . . . 47ff Publications . . . . . . . . . . . . . . . . . . . 49 Athletics . . . . . . . . . . . . . . . . . . . . . . 48 Dramatics ..................... 49 83 Student Aid .. . . . . .. • . . . . . . . . . . . 58ff Students List of .. . . .. . .. . . . . . . . . . . . . . . 79ff Geographical distribution of. . . . . . 50 Theological Schools, preparation . .41, 48 Transfer of credits ............. .41, 56 Tuition ......................... 59 Tutorials Mathematics ................ 25, 27 Language ................... 25, 26 Vacations .................. .4, 5, 35 Year Book .......... ·. . . . . . . . . . . . 49 I l r. I r I I I I I � ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST, JOHN'S PROGRAM GATALOGU'E �ST. JOHN'S COLLEGE IN ANNAPOLIS �ST. JOHN'S COLLEGE IN ANN APO LIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 1940-1941 ANNAPOLIS, MARYLAND MARCH, 1941 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE COLLEGE CALENDAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BOARD OF VISITORS AND GOVERNORS. . . . . . . . . . . . . . . . . . . . OFFICERS OF ADMINISTRATION........................ FACULTY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . This catalogue contains the full official statement of the curriculum of St. John's College. 'In the following pages the curriculum is described as: · 1. A four-year, all-required unit containing no electives. 2. Aimed at giving the student the necessary preparation for anything he may choose to do for the rest of his life by introducing him to basic subject matter and by initiating in him the skills of learn~ ing with special regard to language, mathematics, and abstract thought. St. John's College has no graduate or professional schools and offers only the Bachelor of Arts degree. THE ST. JoHN's PROGRAM On College Catalogues. . . . . . . . . . . . . . . . . . . . . . . . . . . Why a College Education Should Be Liberal. . . . . . . . The Crisis in Liberal Education. . . . . . . . . . . . . . . . . . . The Liberal Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Classics as Teachers. . . . . . . . . . . . . . . . . . . . . . . . . Science and the Modern World. . . . . . . . . . . . . . . . . . . . The Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Language Tutorial. . . . . . . . . . . . . . . . . . . . . . The Mathematics Tutorial. . . . . . . . . . . . . . . . . . . The Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Formal Lecture. . . . . . . . . . . . . . . . . . . . . . . . . The Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Degree of Bachelor of Arts................... A List of Great Books. . . . . . . . . . . . . . . . . . . . . . . . . . . In Chronological Order. . . . . . . . . . . . . . . . . . . . . . By Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . By Subject Matter, . . . . . . . . . . . . . . . . . . . . . . . . . 4 6 8 9 15 15 17 18 19 22 23 26 27 28 29 30 34 36 38 39 42 42 44 45 RESIDENCE AND ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . ·46 How TO APPLY FOR ADMISSION. . . . . . . . . . . . . . . . . . . . . . . . 53 FEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FINANCIAL Am . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . APPENDIX A, HISTORY OF THE COLLEGE. . . . . . . . . . . . . . . . . APPENDIX B, THE DEGREE OF BACHELOR OF ARTS . . . . . . . . APPENDIX C, INTERCOLLEGIATE ATHLETICS. . . . . . . . . . . . . . 56 58 62 68 72 75 BrnuoGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM...... STUDENTS ENROLLED IN ST. JoHN's PROGRAM............ 77 INDEX ............................................ 81 3 �COLLEGE CALENDAR COLLEGE CALENDAR 1940 SESSION 1940-1941 1941 SESSION 1941-1942 January 6 ................... Second Term begins (Vacation ends 9 A.M.) February 22 ................. Washington's Birthday , (Holiday) March 22 ................... Second Term ends (Vacation begins 12 noon) March 31 ................... Third Term begins (Vacation ends 9 A.M.) May 31 ..................... Third Term ends June 1 ...................... Baccalaureate Sunday. June 2 ...................... Class Day June 3 ...................... Commencement September 17-20 ............. Annual Examinations September 20 ................ Registration Septemoer 21 ................ Convocation September 22 ..........._..... First Term begins November 20 ................ Thanksgiving: holiday December 20 ................ First Term ends (Vacation begins 12 noon) 1942 January 5 ................... Second Term begins (Vacation ends 9 A.M.) February 22 ................. Washington's Birthday (Holiday) March 21 ................... Second Term ends (Vacation begins 12 noon) March 30 ................... Third Term begins (Vacation ends 9 A.M.) June 7 ...................... Third Term ends June 8 ...................... Baccalaureate Sunday June 9 ...................... Class Day June 10 ..................... Commencement 4 s Septemb_er 23 September 24 September 25 September 26 November 21 December 21 · · . . . . . . . . . . . . . . . . Annua1 E xammat1ons ................ Registration ................ Convocation ................ First Term begins ................ Thanksgiving: holiday ................ First Term ends (Vacation 'begins 12 noon) 1941 �DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. BOARD OF VISITORS AND GOVERNORS Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. DR. AMOS F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltim9re, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. HENRY F. STURDY, Professor, United States Naval Academy, Annapolis, Maryland. MEMBERS EX OFFICIO President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. ARTHUR H. BRICE, President of the Senate, Betterton, Md. THOMAS E. CoNLON, Speaker of the House of Delegates, Baltimore, Md. JUDGES OF THE COURT OF APPEALS CARROLL T. BoND, Chief Judge .............. Baltimore, Md. BENJAMIN A. JoHNSON, Associate Judge ....... Salisbury, Md. EDWIN S. DELAPLAINE, Associate Judge ....... Frederick, Md. STEPHEN R. CoLLINS, Associate Judge ...... Chestertown, Md. T. ScoTT OFFUTT, Associate Judge ............. Towson, Md. WALTER J. MITCHELL, Associate Judge ......... LaPlata, Md. WILLIAM H. FoRSYTHE, JR., Associate Judge. Elfo;::ott City, Md. D. LINDLEY SLOAN, Associate Judg~ ........ Cumberland, Md. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. CoLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. ScoTT BUCHANAN, Dean, St. John's College, Annapolis, Maryland. BEARDSLEY RuML, Treasurer, R.H. Macy & Company, Broadway and 34th Street, New York City. HERVEY ALLEN, Author, "Bonfield,'' Oxford, Talbot County, Maryland. 6 7 �~ I OFFICERS OF ADMINISTRATION FACULTY* PRESIDENT FELLOW AND PRESIDENT STRINGFELLOW BARR .......................... Brice House STRINGFELLOW BARR, B. A., M. A. ........ 12 McDowell Hall B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl8me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modem European History, University of Virginia, 1924-27; Associate Professor of Modem European History, University of Virginia, 1927-30; Professor of Modem European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-. DE.AN ScoTT BucHANAN, B. A., Ph. D ........... 11 McDowell Hall .ASSIST.ANT TO PRESIDENT ]AMES S. MARTIN, B. A., J. D ............. 14 McDowell Hall .ASSIST.ANT DE.AN FELLOW AND DEAN RAYMOND WILBURN, B. S., M. A. ......... 14 McDowell Hall TREASURER JoHN WINTHROP WRIGHT, B. A. .......... 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. .................. 11 McDowell Hall LIBR.ARI.AlV / ScoTT BucHANAN .................. 248 King George Street I B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-. TUTORS LuLu VIOLA EBAUGH ...................... Woodward Hall GEORGE ALTHOFF BINGLEY ..................... Brice House DIRECTOR OF ADULT EDUCATION OLGA LAW PLUNDER, Ph. B. ............... McDowell Annex DIETITI.AN MARIAN E. ALEXANDER, B. S.................. Randall Hall COLLEGE PHYSICI.AN J. OLIVER PuRv1s, M. D .......................... Infirmary SUPERINTENDENT OF BUILDINGS AND GROUNDS WILLARD E. STAINBACK, B. S. in ARCH....... McDowell Annex .AUDITOR SEWARD AND MoNDE, C. P.A........ New Haven, Connecticut B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-:--. R1cHARO KuEHNEMUND .............. 235 King George Street Ph. D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modem Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's College, 1929-39. Tutor, St. John's College, 1939-. HERMANN BERNHARD ..................... 6 Franklin Street Student, Universities of Petrograd, Wuerzburg, and Leipzig; Ph. D., University of Berlin, 1913. Assistant in Chemistry, Institute of Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in Chemistry, Swarthmore College, 1923-25; Assistant Professor of Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-39. Tutor, St. John's College, 1939-• 8 • Cf. pg. 36. 9 �10 CATALOGUE OF ST. JOHN'S COLLEGE FORD KEELER BROWN ................ 243 King George Street . B. A.~ University of W:ashington, 1920; D. Phil., Oxford University, 1926. Assistant m Enghsh~ 1919-20, Assistant Professor of English, 1923-25, University of Washington; Ass?c1ate Professor of English, St. John's College, 1925-29; Professor of English, St. Johns College, 1929-39. Tutor, St. John's College, 1939-. RICHARD ScoFIELD .......................... 22 State Circle ~· A., 1?19, M .. A., 19~0, U~iversity ~f °Ca!ifornia; B. A., Oxford University, 1924. Ass1sta~t m English, University of California, 1919-20; Commission for the Relief of B~lgmm Exchange Fellow, Universite libre de Bruxelles 1920-21 · Instructor in English, New York University, 1925-27; Associate Profes;or of Ar~ and E;nglish St. John's College, 1927-39. Tutor, St. John's College, 1939-. ' WILLIAM HENRY BAYLIFF ................. 82 Conduit Street .B. A., 1924, M. S., 1928, University ?f Oklahoma. Instructor in Biology, Ponca City (Oklahoma) ~· S.,. 1924-27; Assistant in Zoology, University of Oklahoma, 1~27-28; Instruct~r m B10logy, St. John's College, 1928-30; Assistant Professor of Biology, St. Johns College, 1930-39. Tutor, St. John's College, 1939-. CATALOGUE OF ST. JOHN'S COLLEGE 11 ]AMES STEWART MARTIN ....................... Luce Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, University of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant' Professor of History and Political Science, St. John's College, 1937-39; Treasurer and Assistant to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-. RoBERT CATESBY TALIAFERRO ........... 2 Cumberland Court B. A. with Final Honors, University of Virginia, 1928; Certificat d'etudes superieures en philosophie generale, et certificat d'etudes superieures en histoire de la philosophie, Univ. de Paris, 1932; Ph.D. in: philosophy (with minor in mathematics), University of Virginia, 1936. Assistant d'anglais au Lycee de Rochefort, France, 1928-29. Fellow in philosophy, University of Virginia, 1934-35. Assistant in philosophy, University of Virginia, 1935-36. Assistant to Professor Mortimer Adler in the special pre-legal course, University of Chicago, and Member of the Committee on the Liberal Arts, University of Chicago, 1936-37. Tutor, St. John's College, 1937-. CHARLES GLENN WALLIS ....................... Brice House JOHN SPANGLER KIEFFER ............ 243 Prince George Street . B. A., 'Harvard Coll.ege, 1~27, as of 1926; M.A., 1929, Harvard University. Master m F~ench and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages: St. John's College, 1929-34; Assistant Professor of Classical Languages, St. Johns College, 1934-39. Tutor, St. John's College, 1939-. GEORGE HAROLD M.cFARLIN ......... : 101 Monticello Avenue ~·A.,. 1925, M.A., 1926, Indiana University. Instructor in Chemistry, Southeast ~1ssoun .State Teachers College, 1926-27; University of Chicago, 1927-29; Instructor m Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry St John's College, 1931-39. Tutor, St. John's College, 1939-. . ' · B. A., University of Virginia, 1936. Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Tutor, St. John's College, 1937-38. Editor, St. John's College, 1938-. RAY STARR ALLEMAN .................. Pines on the Severn B.A., 1933, M.A., 1934, Brigham Young University; Ph.D., The Johns Hopkins University, 1939. Assistant in Physics, Brigham Young University, 1933-34; Junior Instructor in Physics, The Johns Hopkins University, 1934-38; Ultrasonics Re8earch, The Harriet Lane Home, The Johns Hopkins Hospital, 1936-37; Assistant Professor of Physics, St. John's College, 1938-39; Tutor, St. John's College, 1939-. TENCH FRANCIS TILGHMAN ............. 36 Maryland Avenue WILLIAM GoRMAN ........................... Brice House B..A., 19~8, ~·A., 1~3~, . Ph.D., 1933, University of Virginia. Instructor in English, University of Vrrgm1a, 1929-33. Instructor in English, St. John's College 1934-39. Tutor, St. John's College, 1939-. ' B. A., University of Michigan, 1932. Assistant in Law School, University of Chicago, 1934-36. Research Assistant in Division of Humanities, University of Chicago, 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, 1937-38. Tutor, St. John's College, 1938-. GEORGE CoMENETZ ......................... St. Margaret's ~· S.,.College of the City of New York, 1930; M.A., 1931, Ph.D., 1934, Columbia University; F~ow, The ~nstitut~ for Advanced Stu_dy (Princeton, New Jersey), 1935-37. 1:eaching Fellow m Physics, College of the City of New York spring 1930· ~~;~u~tor m Mathematics, Columbia University, 1934-35; Tutor, St. john's College: ]AcoB KLEIN .......................... 2t7 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, ·1935-37; Tutor, St. John's College, 1938-. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE EDWARD FLINT LATHROP, ]R....... .248 Prince George Street 13 LECTURERS 12 B. A., St. John's College, 1938. Assistamt Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-. Director of Athletics, St. John's College, 1939-. GEORGE GAINES LECKIE ........................ Brice House B. S., 1928, M. S., 1929, Ph. D., 1933, University of Virginia. Instructor in Philosophy, University of Virginia, 1930-31, 1932-34. American-German Exchange Fellow, University of Hamburg, 1931-32. The Sterling Fellow in Philosophy, Yale University, 1934-35. Assistant in Philosophy, University of Illinois, 1935-36. Assistant Professor of Philosophy, University of Kentucky, 1936-37. Associate Professor of Philosophy, Elmira College, 1937-38. Assistant Professor of Philosophy, St. John's College, 1938-39. Tutor, St. John's College, 1939-. RAYMOND NEIKIRK WILBURN ................... Brice House B. S., 1935; M.A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-. MoRTIMER ADLER ............. ·. 20 Cedar Street, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's _Ins~tute, Ne~ York City, 1928-29; Associate Professor of the Philosophy of Law, Uruversrty of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. ALEXANDER MEIKLEJOHN ............ 1525 La Loma Avenue, Berkeley, Calif. Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-. JOSEPH WEISSKOPF ......................... Pinkney House PRESIDENT EMERITUS Classical Gymnasium, Promeriz, 1922; M. D., Masaryk University, Brno, Czechoslovakia, 1929; Assistant Professor, Social Medicine, Medical Faculty, Masaryk University, 1928-32; Professor, Pedagogical Academy, Brno, 1931-32; Lecturer, Comenius' People's University, Brno; Instructor, School of Hygiene, People's University, New York City, 1939. Research work Paris, Berlin, London, 1930-32. Tutor, St. John's College, 1939-; College Physician, 1939-40; Resident Physician, 1940-. THOMAS FELL .......................... Ruxton, Maryland ]oHN WINTHROP WRIGHT ...................... Brice House B. A., Amherst College, 1933. Administrative Assistant, Home Owners Loan Corporation, Washington, D. C., 1933-36. Special Representative, First National Bank and Trust Company, Bridgeport, Connecticut, 1936-37. Fraternity Business Management, Amherst College, 1937-39. Tutor and Treasurer, St. John's College, 1939-. Graduate, King's College, London, 1876; University of London, 1879; Ph. D., St. John's College, 1889; LL. D., Hampden-Sydney College, 1889, University of Pittsburgh, 1912, William and Mary College, 1921; D. C. L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College, 1886-1923. PRESIDENT EMERITUS ENOCH BARTON GAREY .................. Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. ELLIOTT C. CARTER, ]R.................... 10 Taney Avenue PROFESSOR EMERITUS OF HISTORY B. A., 1930, M.A., 1932, Harvard College; student with Nadia Boulanger, Paris, 1932; Licence de Contrepoint, Ecole Normale de Musique, 1935. Tutor and Director of Music, St. John's College, 1940-. CLARENCE WILSON STRYKER ....... Bembe's Beach, Maryland JoHN Ono NEUSTADT ............. 248 Prince George Street B. A., St. John's College, 1939. Tutor, St. John's C1lllege, 1940-. B.A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. PROFESSOR EMERITUS OF BIOLOGY WILLARD EDWARD STAINBACK .................. Brice House REGINALD HEBER RIDGELY .......... 2108 Mt. Royal Terrace, Baltimore, Md. B. S. in Architecture, University of Virginia, 1928; Certified Architect in Virginia. Tutor and Superintendent of Buildings and Grounds, St. John's College, 1939-. B. S., 1895, M.A., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-39. �14 CATALOGUE OF ST. JOHN'S COLLEGE PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL ..................... Baltimore, Md. B. L., and B.Sc., Lycec of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. ' ~' I THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody · knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in numbers of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people who want an education. It would be convenient and truthful to announce the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education 'of youth in the principles of virtue, • Cf. Appendix A. 2 15 �16 i' 1. CATALOGUE OF ST. JOHN'S COLLEGE knowledge, and useful literature because such instittitions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exerCising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men, Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are CATALOGUE OF ST. JOHN'S COLLEGE 17 allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should protect themselves from the drag of the immediate utilities and schools of vocational training which minister directly to them. Such institutions, together with the public schools, are the spiritual strongholds of the democratic state which. watches over and insures the enterprises of free men. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the principle of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end it allowed the free and irresponsible invasion of all bra~ches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in tum was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system; that is a balanced liberal education. �i 18 CATALOGUE OF ST. JOHN'S COLLEGE This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modern equivalent. That is what St. John's College decided to do in 1937. Its :financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy making the quadrivium. In the center and foreground stands a pair of chemical balances which represent the instruments of the modern scientific laboratory, where the liberal arts are being practised at their best ahd fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. We recognize the necessity .of having special methods for special subject matters, and that is an elementary point in the teaching of the liberal arts, but the unity and organization of methods in the habits of a man and his intellectual and practical relations with the world are left to chance. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision and facility in ~his most human of all human actions. The formulation of alternatives for such choice is the highest CATALOGUE OF ST. JOHN'S COLLEGE 19 art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which ordinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean young men who are capable of learning. THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of s.ome hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at St. John's, subject to continual revision and criticism, will be found on page 42. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books have been chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list has been under criticism and testing by teaching and learning experience during this period, and that process continues under conditions set by the single all-required curriculum which all students at St. John's take. ' This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the classics and classical education. The pre-elective liberal arts colleges understood and defined the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing languages and mathematics for reasons �' 20 I. CATALOGUE OF ST. JOHN'S COLLEGE that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that surround the practice of the liberal _arts. On the other hand it means that a liberal artist should not allow a false modesty or scepticism to excuse him from pushing reason and imagination CATALOGUE OF ST. JOHN'S COLLEGE 21 to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all-European best sellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to �22 CATALOGUE OF ST. JOHN'S COLLEGE construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transforming itself in most lively and important ways. This is happening in two ways primarily, one in mathematics, another in the laboratory. St. John's College has more required mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes; This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made modern mathematics and the laboratory possible, so that now if we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For this purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the CATALOGUE OF ST. JOHN'S COLLEGE 23 drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the microscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid training in the mathematical techniques and symbolisms as far as differential equations. · All this provides the material and intellectual background for the modem study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a generation of competent economists, political scientists, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross and agree that the proper study of mankind is man. This point is represented in many of the books, and also in the person of the college physician who not only cares for the physical well-being of the students, but who also teaches in the classes and directs the work of the laboratory toward a medical humanism. THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is the production of good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a descr:iption of the scheduled arrangements for doing this in four thirty-week sessions of the college course. Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 42 to 45 the reader will find three listings of the books. �24 CATALOGUE OF ST. JOHN'S COLLEGE The first shows the chronological order for books and authors, beginning with Homer and ending with Russell, Freud, Veblen and Young. This represents the required readings for the four years and implies further readings in secondary books as well as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four years of the college course. This list also divides .the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science on the one hand and on the other hand those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. The St. John's student reads all of the list. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or it;iterests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books written for the most part CATALOGUE OF ST; JOHN'S COLLEGE 25 in Latin and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fo~rth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This arrangement was made not because of any underlying theory about recapitulations of history, but it happens to catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the om1ss1on of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unav~ilable to us of ~he Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational media. We may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and re-integrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to re-assimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them respectively Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar and the laboratory come perhaps nearest to the immediate educational end which we are aiming at, while the tutorials and lectures make secondary contributions. The picture will be clearer if we take them up in inverse order. �i I ! 26 CATALOGUE OF ST. JOHN'S COLLEGE The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the intellect touches human experience, but it cannot do its work if the imagination is not prepared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfortunately American habits with the mother tongue are for various reasons abnormal and we have babbling minds as a consequence. Special attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always known the powerful effects of foreign language in getting this kind of attention. We therefore require the study 'of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred because it has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and thought. The second term is concerned with various kinds of translation ffom important texts in which important things are being said and the grammar of the language is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of grammatical, rhetorical, and logical commentaries on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects CATALOGUE OF ST. JOHN'S COLLEGE 27 are in sustained powers of imagination and therefore m mcreased attention and powers of analytic thought. These tutorials meet in small classes, not over ten in a class, so that individual observation and instruction are the rule. Not ·a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. The Mathematics Tutorial Next to the mother tongue the language of. numbers and figures is the most imp~rt~nt symbolic possession of ?1~n. ~n fact it is a language w1thm the mother tongue prov1dmg its most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they ?at~vely lack .ma.t~ematical ability. Nothing could be more cnpplmg to th.e md1~1~ual .n~r more discouraging for the future of democratic soc1et1es, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in tm:n is ~ue to misunderstandings of the fundamental nature and mtent1on of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in _its enti.rety. Th~s is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematic~ m~et five times a week throughout the four years. The teachmg is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through ~is on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on �28 CATALOGUE OF ST. JOHN'S COLLEGE speculation but upon the literary and scientific imagination. Again the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus hand-minded boys may discover the liberal dimensions of their skills. The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, almost all of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the ai:gument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. The seminars meet twice a week for two hours as the books are being read. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. CATALOGUE OF ST. JOHN'S COLLEGE 29 The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the College faculty give the rest, no single lecturer giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university class-room. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. LECTURES FOR 1939-40 September 29 .. The Liberal Arts and the Black Arts . ...... Scott Buchanan October 6 .... . Rhetoric .............................. James S. Martin October 13 .... Grammar ............................. Stringfellow Barr October 20 .... Logic and Dialectic . ..................... Raymond Wilburn October 27 ... . Symbols ............................... Edgar Wind Warburg Institute, London November 3 ... Limits ................................ Edward Kasner Professor of Mathematics, Columbia University November 10 . . Shakespeare's "Agamemnon" ............. Ford K. Brown November 17 . . Power ................................ John S. Kieffer December 1 ... Politics: The State .... .................. Mortimer J. Adler December 8 ... Seminar Dialectic ...................... Scott Buchanan December 15 .. The Discovery of the Earth by the Greeks . . J. K. Friedlander The Johns Hopkins University January 5 ..... The Poe&ics ............................ Richard Scofield January 12 ... . Hippocrates ........................... Ludwig Edelstein Institute in the History of Medicine, The Johns Hopkins University �I I 30 CATALOGUE OF ST. JOHN'S COLLEGE LECTURES FOR 1939-40-Continued January 19 .... Four Commentators on Aristotle's "Logic". Richard P. McKeon Dean, Humanities Division, University of Chicago January 26 .... More Limits ........................... Edward Kasner Professor of Mathematics, Columbia University February 2 .... Galen ...................•............. Owsei Temkin Institute in the History of Medicine, The Johns Hopkins University February 9 .... Passion, Fate, Knowledge ..•......... .... Jacob Klein February 16 .. . Measurement .......................... Scott Buchanan February 23 ... Authority and the Types of Regimes •..•.•. Mortimer J. Adler March 1 ...... Drama: Moliere's Tartuffe ...•..•.....•.. King William Players March 8 ...... Greek Chess ........................... John S. Kieffer March 15 .... . Rabelais .............................. Albert Jay Nock March 22 •.... Dante, Cervantes, and the Mannerheim Line ................................ James S. Martin April 1 ....... The Classics and World Politics . .......... Heinrich Bruning April 5 •..... . Hogarth and Swift ........•............. Edgar Wind Warburg Institute, London April 12 ...... Geometry and Nature . .................. Edward Kasner Professor of Mathematics, Columbia University April 17 ..... . Bible Reading ........................ .. Alexander C. Zabriskie Dean, Virginia Theological Seminary April 19 ..... . Religion, Economics, Politics ............. Mortimer J. Adler April 26 ..... . Milton ................................ Mark Van Doren Professor of English Literature, Columbia'University May 3 ....... . Comenius and Locke ................... . Alexander Meiklej<ihn May 10 ....... Human Equality ....................... Jacques Maritain May 15 ...... The Demonstration of Democracy ......... Mortimer J. Adler May 17 ...... . Speculative Thinking in Medieval Music ... Manfred F. Bukofser May 24 ...... . Matthew Arnold .........•............. Alexander Meiklejohn June 5 .•.•.... Thucydides .....•.....••••............. Stringfellow Barr The Laboratory The scientific laboratory is perhaps the most unique institution in the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to take specialists in the sciences, to reeducate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. CATALOGUE OF ST. JOHN'S COLLEGE 31 The laboratory is primarily in charge of an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists · in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. The following is a list of Laboratory Exercises by years. It is based on a schedule which has actually been followed but is subject to continual revisions, corrections, and improvements as teaching experience indicates them. FIRST YEAR 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Orthographic projection Orthegraphic projection Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio Heat --Quadratic equations Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR 1. Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 3 4. 5. · 6. '7. The parabola Ellipse and hyperbola Perspective projection Perspective projection �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SECOND YEAR-Continued FOURTH YEAR 8. Perspective projection 9. Focal points and light (floating paraboloid) 10. Parametric equations of ellipse 11. Conics as four line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 15. Celestial machines 16. Celestial machines 17. Sun and moon 18. Gilbert's De Magnete 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Music Music Music Copernicus Kepler Prism colors and dispersion Chromatic aberration of a lens Geometrical characteristics of Iceland spar Double refraction Double refraction of polarized light Speed of light Fluid pressure THIRD YEAR 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. Power of the vacuum Strength of beams Strength of beams Strength of beams Falling bodies Projectiles Sheep heart Blood vessels of cat Matter: crystalline state Blood vessels of cat Boyle's law Living heart in frog and turtle Matter: liquid and gaseous states Smaller blood vessels in living frog Urogenital system of male cat Water and its properties, distillation Dogfish shark and aquatic vertebrates Surface tension Dogfish shark and aquatic vertebrates Dogfish shark and aquatic vertebrates Electrostatics Electrolysis of water, Faraday's laws Electrolysis of water, equivalent weight Rigid body equilibrium Conservation of mass; filtration, reduction with charcoal Compound pendulum Lavoisier on calcination and combustion; oxygen Atwood's machine Chemical reactions Conservation of momentum Centripetal force Hydrogen, acids, oxidation and reduction 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's atomic theory 35. Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avogadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmosis 40. Magnetic fields 41. Sodium chloride: the active metal sodium 42. Sodium chloride: the active nonmetal chlorine 43. Standard units in chemical reactions. Chemical notation, equations, formulae 44. Faraday's laws of electrolysis 45. Acids in aqueous solution: HCl 46. Atomic and equivalent weights. Reduction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts m aqueous solution. Neutralization 49. Electromagnetic induction 50. Ionization 51. Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56. Music 57. Music 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Fabrics of the animal body Magnetic measurements Fabrics of the animal body Law of magnetic forces Fabrics of the animal body Standard measures of electric current Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body The structure of the atom Law of mass action Diffraction, interference Chemical eE[uilibrium Diffraction grating Carbon and its compounds: I: the paraffins II: Isomerism of orgamc compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons Alcohols, aldehydes, ketones Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Growth of animals and plants Growth of animals and plants 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 33 Hydra Hydra Genesis of animals Genesis of animals Genesis of animals The Protozoa-animal taxonomy The Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pomage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyalcohol Potentiometer, thermocouples Ethers, acid anhydrides, hydroxyacids Electromagnetic induction Carbohydrates (sugars, starch, cellulose) Joule's electric heat Isocyctic, aromatic hydrocarbons; Cyclo-olefins, -paraffins Fourier's heat analysis The Fifth Group of the Periodic Table Ammonia, amines, amino-acids, proteins Music Music Music 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. The distribution of exercises m the conventional subjectmatters follows: A .................... Astronomy B .................... Biology C .................... Chemistry D .................... Drawing G .................... Geometry M .................... Music P .................... Physics YEAR A 1 1 8 0 0 9 2 3 4 B 3 3 9 25 40 D 2 3 0 0 5 G M 8 4 3 3 3 13 5 0 0 13 p 12 8 23 10 53 c 0 0 22 12 34 Total Laboratory hours 501. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 68. �34 CATALOGUE OF ST. JOHN'S COLLEGE A:tronomy: ~istarchus, Star charts,_ Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals· Digestive and urogenital systems and other parts of female rabbit; Hear~ and bl?od vessels in cat, living frog and turtle, sheep, and dogfish shark; Urogemtal system of male cat; other parts of dogfish shark and aquatic vertebrates; Fabr~cs of the animal body; Growth of animals and plants; Hydra; Genesis of ammals; The Protozoa-animal taxonomy; Heredity in the pomage :fly. Drawing: Orthographic projection; perspective projection. Geometry: To Euclid: 8; to Apollonius: 5. Music: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton)· Surface tension ~scosity; Heat 4 (Joule, Fourier, etc.); Strength of mate;ials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday)· Conse~v.ation of ~ass, comb~stion, oxygen (Lavoisier); Hydrogen, acids; Combmmg proportmns; Dalton s atomic theory; Gay-Lussac's law of volumes· Molecular weight; Avogadro's number; Dalton's law of partial pressures'. Critical temperature; Diffusion, osmosis; Sodium; Chlorine· Formulas· HCI'. Valence; Hydroxides, ionization; Mendeleyev's Table; Coll~ids, atomic' struc~ ture; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars etc.· Fifth Group of Periodic Table; Ammonia, proteins. ' ' THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when . that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. There is a calendar for the four years divided according to subject matters and stages of learning; there is a calendar for the year, there is a calendar for the term and for the week. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week CATAtoGtJE OF ST. JOHN'S COtt:EGt :H are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, an·d other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. . The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for ten minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are recorded in these don rags, but they are not the center of interest, as is shown by the fact that the student is invited to report on himself or to inquire about his case. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of June. The annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. !he a~nual examinations are aimed at detecting and encouragmg this process. There are plans for reading parties in the summer vacation in which students may arrange the proper . conditions for the maturing of knowledge gained during the session. �36 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat. Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores for Juniors, Seniors Seminar (Lecture) Seminar Formal Lecture THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the combination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. 37 At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Gilbert: On the Magnet Lavoisier: Elements of Chemistry Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Almagest Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresm.e: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been re-translated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers �38 CATALOGUE OF ST. JOHN'S COLLEGE This represents the first line of research. The second line of research consists in the constant reinterpretation of the book list which occurs as an immediate by-product of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria. For members of the .previous faculty at St. John's, experience in teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the. new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanaing of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them will be taken on as teaching assistants as soon as they are ready. ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the "don rag" and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and it is made and reported for the purpose of advice and planning both for the teachers and the student. CATALOGUE OF ST. JOHN'S COLLEGE 39 As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great dive~sities of interest? ~erf?rman~e, . a?-d achie"."ement, and there is ample room withm it for mdividual choice and guidance. This fact p~rm~ts and deman~s a longer period. of adjustment and tentative Judgment than m the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled college exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS* The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Three hundred hours of laboratory training; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. • Cf. Appendix B. �40 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In semester hours as recorded in the regular elective system this amounts to: Semester Hours One Year Four Years Language and Literature ................ 10 40 Mathematics and Science ................ 10 40 Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory .. .. .. .. .. .. .. .. .. .. .. .. .. . 3 (-!- actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there will. be no graduates of the new administration and program until June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been i;nade these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, 41 the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendation will always be our most effective communication with the academic and practical worlds into which our students graduate; we are only meeting them on the basis to which they have been driven by the depression on one hand and the academic disorder of the last generation on the other. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some · doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fund~mental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make no stipulation of specific requirements beyond high school gnaduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long experience in preparing students for graduate work in these schools, and we have made a study of the maximum in the natural sciences. The curriculum represents on its science side the results of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hours required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. �---~~ 42 CATALOGUE OF ST. JOHN'S COLLEGE I. A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyuey 1Eschylus: Oresteia Herodotus: History Sophocles: <Edipus Re1111 Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: .iEneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Live:s Tacitus: The History Ptolemy: Mathematical Composition Lucian: True History Galen: On the Natural Faculties Plofinus: Ennead.s Augustine: Confessions, On Music, Concerning the Teacher Justinian: Institutes Scotus Erigena: On the Division of Nature Song of Roland Saga of Burnt Nial Grosseteste: _On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Euence, Treatise on God, Treatise on Man Dante: Divine Comedy Chaucer: Canterbury Tales Villon: Le Grand Testament Oresme: On the Breadths of Forms Pico della Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Circles Calvin: Institutes Montaigne: Euays Gilbert: On the Load.stone Cervantes: Don Quillllote Shakespeare: Henry IV, Hamlet, King Lear, Macf?eth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe CATALOGUE OF ST. JOHN'S COLLEGE Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law. of War and Peace Spinoza: Ethics Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light . Berkeley: Dialogues between H'Y.las and Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom Jones Voltaire: Candide, Micromegas Rousseau: Social Contract. Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United States Federalist Papers . Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A N8w System of Chemical Philosophy Hegel: Science of Logic Coleridge: Biographia Literaria Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Balzac: PBre Goriot . . . Faraday: E1111perimental Researches in Electricity Schopenhauer: World as Will and Idea Peacock: Treatise on Algebra Thackeray: Henry Esmond Dickens: Bleak House Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species . . . Bernard: Introduction to E1111penmental Medicine Mendel: E1111periments in Plant Hybridization Hamilton: Quaternions Riemann: Hypotheses of Geometry Dostoevski: The Possessed Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm . . Gaitan: Enquiries into the Human Mind and its Faculties Joule: Scientific Papers . Clifford: Common Sense of the E1111act Sciences James: Principles of Psychology Freud: Studies in Hysteria Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics Veblen and Young: Projective Geometry .:i'• 43 �44 First Year Second Year Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Literature Libf:ral Arts Homer Plato Herodotus Aristotle Thucydides Lucretius 1Eschylus Sophocles Euripides Aristophanes Plutarch Lucian Tacitus Cicero Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Villon Shakespeare Cervantes Epictetus Plotinus Augustine Scotus Erigena Bonaventure Thomas Aquinas Grosseteste Calvin Pico Milton Rabelais Corneille Racine Grotius Moliere Erasmus Montaigne Machiavelli Pascal Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Spinoza Francis Bacon Hobbes Locke Berkeley Leibniz Hume Kant Peacock Boole Goethe Malthus Marx Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Coleridge Schopenhauer Hegel Bentham Clifford Mill James Freud Poincare Hilbert Russell M atkematics and Science Euclid Hippocrates Nicomachus Aristarchus Archimedes rn Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler ~ ~ ~ ~ t) ~ ...... P=l ~ ~ i:; t) Galileo Harvey Newton Boyle Huygens Lavoisier Dalton ~ ~ ~ 0 E-< Cl ~ ~ 0 8 < ~ .... 5 ...... r.. ...... C'-l C'-l :s u Fourier Hamilton Faraday Maxwell Joule Darwin Virchow Bernard Gal ton Mendel Cantor Dedekind Riemann Lobachevski Veblen & Young ,_; ...... ...... 45 �CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES Student life is a matter for concern in any system of liberal education since intellectual habits depend upon the organization of liberty, justice, peace, and order in a community as much as on an intelligible curriculum. A college provides an ideal community within which progressive moral and sentimental education can occur. The guiding principle in this training is the delegation of authority and freedom so that students niay recognize and accept corresponding responsibilities. It is assumed that students are individually responsible citizens and that they will conduct their common affairs in groups or in the College as a whole with due regard to the common good and general will, which the regulations. of the .College intend to discover and formulate as our experience with a new scheme of education proceeds. Student Activities and the Curriculum As the elective system developed during the past century, extra-curricular activities came to have an increasingly significant place in colleges. Students discovered the principle of election in the sphere of student activities. Dramatic societies, newspapers, magazines, music, athletics? s~ude.nt governments, and political clubs of all kinds were invitations to the students to practice what they chose and to choose what t~ey would practice. Because they were modelled upon the activities of the practical world, student activities directly. prepared students for life after graduation. Thus, extra-curricular activities determined two fundamentals of the elective system, utilitarian learning by practice and election of courses. The elective curriculum absorbed activities, dramatic societies became drama schools, courses in newspaper and magazine writing appeared, political clubs turned into courses in political science and sociology, music reached fewer and fewer students as departments withered into small second-rate conservatories, and intercollegiate athletics became a characteristic, streamlined super-organization in which only a small percentage of the regular student body participated. Finally, the curricular dimension of student activities robbed them of a large part of their spontaneity and it became increasingly difficult 46 47 to establish the points of educational responsibility, and, m" deed of educational effectiveness. The principle of election in education is sound, and true liberalism demands its recognition. The reorganization of the curriculum at St. John's reestablishes th~ elective s~stem where it operates to the greatest advantage, m extra-curricular activities. It is obvious that the educational sphere of a college extends far beyond the class room. A liberal arts college is functioning properly only when for~al instruction is the center o~ a vital community. If the curricular core does not generate interests and energies which are effective outside the context of formal instruction, the curriculum is stagnant. On the other hand, if the opportunities to extend th~ inte~ests and apply the energies do not exist, whatever learmng might be stimulated by the curriculum will be wastefully truncated. Strong and persistent currents of exchange between formal instruction and extracurricular activities are essential to the institutional health and educational effectiveness of a college. Teachers, books, and laboratories are merely educational instruments, and their function is to make it possible for the student to learn. In the class room these instruments are used as stimuli to initiate and encourage the whole complex learning process, but they are specialized instruments, creating, and operating in, a specialized environment. It is neither possible · nor desirable to extend these special conditions to include more than formal instruction, but learning does not stop as the class hour ends. If the extra-curricular college community is significantly alive, it assumes the instructional task of providing the stimuli to learning in a more general context than the class room can provide. And if the college community is a whole, there are no gaps in instruction between the most technical tutorial and the most general conditions of student living. The transfer from class room to campus should not be an interlude in the education of the student, for, as in formal instruction, there are stimuli to learning_:_but with different loci -:-the college as a community, the students and student organizations. It is the purpose of extra-curricular activities to organize this co-operative teaching which the students do, and to canalize the interests of the students into selfinstruction. 4 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE It is both desirable and inevitable that the curriculum should generate models of itself outside the class room. The extra-curricular activities at St. John's which most illl!llediately resemble formal instruction fall into three classes corresponding to the great professions of society, law, medicine or science, and theofogy. Discussion groups of students and faculty are regularly formed to investigate the legal and political problems in domestic and world affairs and to explore the great topics in religion and theology. The Astronomy Club is the focus of the extra-curricular scientific enterprises. There is a student workshop in which the training in the manual arts begun in the laboratory can be continued. As a part of this program, the students are building a sailing boat of considerable size, which on its completion is to be included in the College fleet. · playing, and a College boathouse with six sailing dinghies, a motor launch, a sailing sloop, and coordinate facilities for water sports. Excellence of performance in a wide variety of sports including sailing, fencing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, and track is the instructional ideal and is recognized through a number of individual and team awards. Participation in the athletic program is required only upon prescription by the College Physician. The purpose of the music program is to.make available to a maximum number of students the benefits of some kind of musical activity. The Reverdy Johnson House on the campus is a music center around which concentric spheres of musical activities move to involve nearly the whole College community. In the Music Room in McDowell Hall are a well-stocked library of recordings, the nucleus of a sheet music library, an excellent phonograph, and a grand piano for purposes of instruction. The Director of Music is a skilled musician charged with the responsibility of the entire music program. A Glee Club, a group of madrigal singers, a chamber music ensemble, and a student music discussion group have been relatively successful under his direction. In 1939 the first of an annual series of concerts of the kinds of music not often available on the radio or recordings was offered to the students at a very low rate. The artists included the New York Philharmonic String Quartette, Suzanne Bloch, Bernardo Segall, the Pope ·Pius X Liturgical Choir, Mack Harrell, Y ella Pessl, and the DeReszke Ensemble. The 1940-41 series presented the Budapest String Quartet, Ralph Kirkpatrick, Roman Totenberg, Webster Aitken, Povla Frijsh, and the Harvard Glee Club.. .The programs were arranged to present the history of music, and an analytic lecture by the Music Director preceded each concert. A similar series is anticipated for 1941-42. Between the two extremes of music and athletics lies a wide range of other student activities. The St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. The St. John's Yearbook is a student-edited yearly publication which in 1939 departed radically from the conventional year book format. In its present form it is a magazine whose purpose is to recapitulate and summarize the past academic year. The King William Players serve as a center for the reading of drama and poetry in general, as well as for the activities of play production proper, the last 48 Athletics and Music A second line of extra-curricular instruction, one step further removed from the class room, includes the activities most widely participated in by the members of a vital community, the activities which breed and feed a significant social life. At St. John's they are organized around two activities, athletics and music, which serve as paradigms for the others. The value of music and gymnastics as auxiliaries to liberal education has been restated a thousand times since Plato, but constant redefinition of the relations involved is essential to the successful practice .of the liberal, gymnastic, and musical arts. In September, 1939, another definition of collegiate athletics was begun. St. John's abandoned the conventional system of intercollegiate competition and began an intramural program, the ideal of which is essentially different from the semiprofessionalism that has characterized American colleges for the past two decades. {For an exposition of the reasons which led the College to take this step, see Appendix C.) With the aid of four athletic scholars, student specialists in sports, the St. John's Athletic Director has put into operation a series of individual and team sports which involves in active competition about eighty-five per cent of the student body. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts, several of which are to be surfaced for all weather . ~ 49 �50 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE two productions being T. S. Eliot's Murder in the Cathedral and Tartuffe by Moliere. Macbeth is in production for the spring of 1941. Faculty advice and direction for all these activities is provided when needed. The Student Community A third level of extra-curricular instruction exists in the student community itself. In one way, student society is the end p_roduct of all the activities of the College, from formal instruct10n through athletics; in another way, it controls them. These r~cipr?cal relati~ns mirror the intellectual and moral ways of hfe with all their complex influences on each other. At the present time, the College Administration is assuming more than · its share of the responsibility for the social health of the student community, but it is constantly shifting that burden to the stu.de~ts, upon '_Vho?1 it must ultimately rest. As supports for a s1_gmfic~nt so~1al hfe, .the College pr~vides a complete central social ~mt which consists of a Readmg Room supplied with magazmes and newspapers, a Music Room with piano and phonograph, a Coffee Shop, and a Book Shop for the use of ~he whole Col_lege. In. addition, there are smaller social quarters m each dormitory umt. By providing these facilities the Col- · lege authorities expect to foster in the students a r:cognition . of the proper responsibility for their own human welfare. Residence St. John's College is situated on the edge of the seventeenthcentury seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of abo~t fi_ftee? thousand peop~e who are occupied with fishing and sh1ppmg m the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men in St. John's College. A certain number of retired naval officers and men of business live in estates in Anne Arundel County surrounding the town. About half of the student body at St. John's comes from the Delmarva ' Peninsula, from Southern Maryland, from Baltimore, and from Western Maryland. The rest of the student body comes from twenty-eight other States . .The College h~s ~en buildings on a tract of twenty-six acres. Five of these bmldmgs are for student residence, two of them 51 built as dormitories, and three originally used as residences for · administrative officers of the college. These five buildings are now fur~ished as residence. ?alls for st~dents on a plan for small umt college commumt1es, each with a small-scale unit for student governme~t, within the common life of the College. Any .student who is unable or unwilling to abide by the regulations of the College may be asked by the administration to withdraw from the College at any time. Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining Hall. Ea~h dor?1itory. room is pr~vided with the necessary furniture, mcludmg a smgle bed with mattress and pillow a chest of dr~wers, a study table, chairs, and a waste basket.' Towels, bed lmen, and blankets are to be supplied by the student as are also such decorations as window draperies, rugs, ;nd runners for chests of drawers and tables. The student should consult his prospective room-mate and his own good taste in planning room decoration. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the ~s~istant Dean's office as soon as their applications for adm1ss10n have been accepted and their matriculation fee of fifteen dollars has been paid. They should indicate in their a~plications for admission the names of any other students with whom they would prefer to live. Assignment of new students to rooms is subject to change after they arrive at College. Rooms in do.rmitorie~ ~ay not be occupied during vacations except by special perm1ss10n. The dormitories will be open for occupancy m September as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshmen from noon of the second day before registration day. For definite dates in 1941 see the College Calendar. �I ' 52 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The College maintains the care of the dormitories. There are student dormitory managers whose duty it is to report complaints, to maintain order and cleanliness, and to enforce the following regulations concerning breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student who occupies a room in a dormitory must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all tiines during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. 53 The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infirmary until discharged by the College Physician. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION Obviously this program of studies implies certain changes in the present standards for admission. New standards should enc~)llrage a change in preparation. At present we can advise prospective students that they should have as much good elementary training in languages, mathematics, history, and science as they can get by selection of secondary-school subjects. Eventually we shall be able to state more explicitly our own standards for admission. For the present we are using the regular standards and rules for admission to other colleges. Application The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will be open beginning with the evening meal of the day before examinations in September; only breakfast will be served on the morning of the first day of the Christmas recess, and only supper will be served on the day just preceding the resumption of classes; a similar schedule wiU be observed before and after the Spring recess. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in charge of the College Physician, a trained nurse, and student assistants. Application for admission should be filed by every candidate as early as possible in the year in which he hopes to enter. On the application forms, supplied by the Registrar upon request, the candidate should furnish the names of the schools he has attended, and the names of persons who can submit testimonials concerning his character. It is customary for the Registrar to write directly to the principal of each school for a recommendation of the student and a transcript of the student's record. The Registrar writes also to the other persons who can certify to the applicant's character and personality. As soon as all credentials have been secured the candidate's record is considered and appraised; and as promptly as possible thereafter the applicant is notified of the action taken concerning his admission. Since considerable time may be spent in securing the proper credentials, it is desirable that application blanks, fully filled in, should be filed early, preferably before February first. �54 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE There is a matriculation fee of fifteen dollars, payable at the time of admission. For information about this and other fees, see page 57. ENTRANCE CREDITS Requirements Tke general requirement for admission is tke standard fouryear kigk-sckool course, or its equivalent. More specifically, the requirement calls for ( 1) the recommendation of the school principal or headmaster, and (2) fifteen units of acceptable work of secondary-school level. A unit of entrance credit in any subject represents a full year's work in a secondary school, four or five school periods of work a week for approximately thirty-six weeks. For details of required and optional credits, see page 55. Admission by Certificate Graduates of accredited high schools, private schools, academies, and preparatory schools are admitted without examination if the transcripts of their records cover fully the fifteen units required for admission and they have the recommendations of their school principals or headmasters. Admission by Examination When there is doubt about the adequacy of an applicant'!! preparation, he may be required to take entrance examinations. Candidates who present less than fifteen units of entrance credit will be required to complete the conditions for regular admission in good standing by taking appropriate examina:tions. _Candidates whose previous schooling has been interrupted or irregular, candidates who desire credit for private study or for vocational subjects, and candidates who graduated from high school a number of years before seeking admission, may be required to take examinations. Entrance examinations may be taken in June, under the College Entrartce Examination Board, at any one of the many places where the Board examinations are given in the United States and abroad; or examinations may be taken at the College in September, on the days indicated in the College Calendar. Students who expect to take the College examina- Subjects which may be offered for Admission Total 15 Units Minimum Number of Units Required ENGLISH • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 2* MIUl:imum Number of Optional Units 4 FOREIGN LANGUAGES • • • • • • • • • • • • • • • • • • 55 Greek •.....•..•..•..•..•.......... Latin ....•.............•........... French •..•..•..•..•..•.....•.•.... German •.....•....•......•..••.... Spanish •.....•..•......•..•..•.•.. Italian •..•..•....••..•..•..•..•... 8 4 4 4 4 4 4 MATHEMATICS Algebra ......•..•...........•..... Plane Geometry •..•.....•....•..•.. Solid Geometry ...•...•....•....... Trigonometry ...........•..•.•..... li 1 i 1 NATURAL SCIENCE 1 1 1 1 1 1 1 1 Physics ..................•••.•..•.. Chemistry •.....•..........•...•..• Botany ...•.....•.....•...•••...•.. Zoology ..............•..•........• Biology .....•.....•..............• Physical Geography •............•... General Science ................... . Other Science .........••..•........ SOCIAL SCIENCE History ...•................•..•..• Civics (American Democracy) •....•.. Economics ............••........•.. Sociology ......•..•..•..•.•........ SUPPLEMENTARY SUBJECTS, such as: Fine Arts Handicrafts Vocational Training • In one language. 1 1 1 1 3! �56 CATALOGUE OF ST. JOHN'S COLLEGE tions should communicate with the Registrar, who will furnish information about them. Students who expect to take the examinations of the College Entrance Examination Board should make application by mail to the Secretary of that Board at 431 West 117th Street, New York City. The Registrar of the College will be glad to help any student to arrange for either kind of examination. No Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. FEES CATALOGUE OF ST. JOHN'S COLLEGE Matriculation Fee For each new student a matriculation fee of $15.00 is payable to the College at the time of application for admission. This fee covers the expense of admitting and enrolling the student. Admission is not complete, and no dormitory room can be assigned or reserved, until it is paid. This amount is credited on the charge for tuition, but is not refunded if the candidate withdraws. Annual Fees For students entering the College m 1941 the total fixed charges for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . $600.00 Residence . . . . . . . . . . . . . . . . . . . . . . . . . 400.00 College Finances It costs around $1,000 a year per student, in America today, to furnish college instruction on a residence basis. Student fees cover only a part of this cost and the remainder is made up from other college funds. This means that all students, not merely needy students, receive a subsidy. On the other hand, the~e seems no clear reason why those who are able should not pay the cost of their education and thus release all funds for aid for needy students only. This, with the fact that endowment funds and public support of independent institutions are increasingly precarious, is leading many institutions to base their finances on the assumption that those who can should pay the full cost and those who can not do this should be the only recipients of financial aid. St. John's College has adopted the principle of setting student fees at an amount approximately equal to all operating expenses, which under normal conditions may be expected not to exceed $1,000 per resident student. The fee established, $1,000 for residence and tuition, is effective with students entering College in the fall of 1941. The fixed charges for attendance at St. John's College are listed below. In figuring his budget for the academic year each student should include such additional items as books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. 57 Total ......................... $1,000.00 These fees are payable in full on registration in September or, if preferred, in three installments: one-half on registration, one-fourth on January 5, and the remaining fourth on March 30. On registering, students must secure a Treasurer's card, showing that fees have been paid or suitable arrangements made, in order to be admitted to classes, dormitories, the dining hall, the library, the gymnasium, or the infirmary. Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the date due. Caution Money Each student must make a deposit of ten dollars with the Treasurer on registration, subject to charges for laboratory breakage and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Except for the caution money deposit, �58 CATALOGUE OF ST. JOHN'S COLLEGE which is refundable at the close of the college year, the college has no extra fees. Deferred Payment of Fees There is available to those students and their parents or guardians who are unable to pay their college fees in accordance with the regular schedule, a Deferred Tuition Plan which provides for payments in equal installments during the college year. The additional cost is two percent of the amount financed, minimum charge one dollar. FINANCIAL AID Students unable to pay the full cost of their education apply for aid out of the Student Aid Fund of the College. These students, therefore, obtain the money to pay the full cost of their membership in the College from two sources: first, from sources in their local communities, their families, friends, and relatives; secondly, from sources made available through the College. The student who receives a grant of aid from the College obtains the grant on condition of his acceptance and satisfactory performance of an assignment of work for the College. Students are assigned to jobs for which they appear to be suited and under conditions which will not, in the opinion of the Committee on Aid, interfere with their studies. Students working for the College turn over their salaries as a contribution to the Scholarship Fund and therefore toward the payment of their own expenses. · Students applying for College aid must exhaust all possible sources in their local communities and show on their application blanks that they have done so. This is essential because the Committee on Aid must consider each application as an appeal through the College to a donor unknown to the applicant for assistance in seeing the applicant through College. The Committee on Aid will reject applications which do not show clearly that all local sources have been thoroughly canvassed. In accepting any application, the Committee is in fact undertaking to present the applicant's case to potential donors who are strangers to the applicant. Acceptance of an application is therefore a judgment that the case presented is one which will be worthy of a stranger's contribution. The Com-· CATALOGUE OF ST. JOHN'S COLLEGE 59 mittee subjects each case to a thorough investigation and it is therefore necessary that the blank be filled out fully, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold scholarships and other forms of student aid only on condition of maintaining good academic standing. . Application for aid should be made at the time the formal application-for admission is forwarded to the Registrar. MARYLAND STATE SCHOLARSHIPS SENATORIAL SCHOLARSHIPS To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a "senatorial scholarship"-providing free tuition, board, and room rentis given every four years. Candidates for these scholarships residing in Allegany, Anne Arundel, Calvert, Dorchester, Garrett, Kent, Queen Anne's, St. Mary's, or Washington Counties, or Baltimore City, should apply to the Registrar of the College for information regarding the competitive examination; candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for books, laboratory instruments, or Caution Money. TUITION SCHOLARSHIPS To one student from! each county of Maryland and from each of the legislative districts of Baltimore City, a "tuition scholarship"-providing free tuition-is given every four years. Candidates for these scholarships residing in Allegany, Anne · Arundel, Calvert, Dorchester, Garrett, Kent, Queen Anne's, St. Mary's~·or Washington Counties, or Baltimore City, should apply to the Registrar of the College for information regarding the competitive examination; candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for any fees other than regular tuition. �---:1 i 60 CATALOGUE OF ST. JOHN'S COLLEGE SCHOLARSHIPS AWARDED BY THE COLLEGE II, SCHOLARSHIP To be awarded annually the sum of $600.00 the gift of Philip A. Myers, II, Class of 1938. CATALOGUE OF ST. JOHN'S COLLEGE 61 SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS THE PHILIP A. MYERS, THE CLIFTON C. RoEHLE ScHOLARSHIP To be awarded in tuition, the income from six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of thirty dollars to be applied to the cost of tuition. THE FRIEDRICH JoNATHAN VON ScHWERDTNER ScHOLARSHIP To be awarded, in tuition, to some deserving student, the. income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his' son, Friedrich. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tui- ·. tion and residence fees, in accordance with the needs of the. student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA In 1940-41 the Colonial Dames of America awarded a scholarship amounting to $250.00 at St. John's College to Mr. Richard Devan, Class of 1944. Applicants for this scholarship are expected to submit evi-· dence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Application should be made to the Chairman of the Scholarship· Committee of the Colonial Dames of America: Mrs. Walter W. Price, 1 West 72nd Street, New York City. SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering ·are offered at the Johns Hopkins University to graduates of St. John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. �CATALOGUE OF ST. JOHN'S COLLEGE 63 called King William's School, and managed by certain trustees ' nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. ' APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST~ JOHN'S COLLEGE 1776 a liberal arts ST.It JOHN'S COLLEGE is andsmall been so since college for men. is non-denominational, has its founding. It According to t;radition King William's School was used as a gunshop during the Revolutionary War. has never been co-educational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1784 1696 St. John's College chartered by the General Assembly of the State of Maryland: King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency Francis Nickolson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND MAY IT BE ENACTED, by tke King's most excellent majesty, by and witk tke advice, prayer and consent of tkis present General Assembly, and tke autkority of tke 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 saicJ school; and that, to perpetuate the memory of your majesty, it may be 62 WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and prepetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, an!I such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent anp approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . • . . The petition for this Charter was signed by William Paca others. • Signer of the Declaration of 5 Independe~ce. * and �1 I 64 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows: WiUiam West, D. D. Thomas J. Claggett, D. D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase " John Thomas Thomas Stone " Alexander Hanson Thomas Jennings James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D. D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. CATALOGUE OF ST. JOHN'S COLLEGE - 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College. 1835 Curriculum Humphreys. during the Principalship of First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely- hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. GEORGE WASHINGTON ANNAPOLIS, April 17, 1791. •Signers of the Declaration of Independence. 65 Chemi~try Natural Philosophy Elements of Criticism English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Reverend Hector �CATALOGUE OF ST: JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 66 67 1886-1923 1868 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. 1. Clas.sical Course leading to the B. A. Degree 2. Latin Scientific Course leading to the B. L. Degree 3. Scientific Course leading to the B. S. Degree 4. Mechanical Engineering Course leading to the M. E. Degree Curriculum during Principalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Third Year Greek Plato 1Es~hylus Thucydi-Oes Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of to-day. Fourth Year Lectures in Philoso,phy Greek and Social Science on: Plato Plato Aristotle Aristotle Aristophanes Augustine Demosthenes Thomas Aquinas Latin Vico Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, 14th, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics AdamSniith Natural Philosophy Fichte Astronomy Hegel Logic Buckle Evidence of Christianity Lecky Malthus Mill Butler 1' �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Preamble Degrees Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through time's dullness and unwise direction, so any institution of learning must require of its students certain marks and signs of their attainments and progress no matter how much misuse of such requirements has often prevented any true progress at all, and even their use must entail care. And such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Three hundred hours of laboratory training. Ways& Means Enabling examinations Now, since students are of different capacities, and since colleges of liberal arts, 'of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, the degree of bachelor of arts, first, second, and third. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory on both of these counts, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in laboratory, theoretical and operational, and one oral examination .. 68 \. 69 on seminar reading. These examinations are given normally in September of the fourth year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers specifically a reading knowledge of two of the four languages (the examination in German would of course be given at the end of the fourth year), general questions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in the differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 70. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of bachelor of arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either ( 1) the student is accepted as a candidate for the degree, or ( 2) he is not accepted but allowed to finish the four years of college work, or ( 3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for. the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a thesis, to be agreed upon by the faculty, to be written during his fourth year, and to be presented and defended satisfactorily by him prior to the granting of the degree. While the degree can not be granted before Petition Thesis (general) �CATALOGUE OF ST. JOHN'S COLLEGE 70 Thesis (particu· lar) Examining Board 71 CATALOGUE OF ST. JOHN'S COLLEGE the end of the fourth year, the student may request more time to prepare and submit his thesis for the approval of the faculty. He may even request permission to return to the college for a fifth year, attending what tutorials, laboratories, and seminars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for thesis with an eye to all the first three years' work and to all the required reading of the fourth year, and not as a piece of specialized research or contribution to knowledge. For the year 1940-41 the Instruction Committee will act as an Examining Board. The duties of the Examining Board are as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final thesis. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To approve and accept the final thesis and administer the final examination and recommend candidates for degrees. The present members of the Instruction Committee are: Buchanan} ex officio Barr Bayliff Comenetz Taliaferro Kieffer Klein Scofield As stated above, the examination in laboratory will cover specifically the- operation and explanation of certain important instruments. The following list is arranged under three headings: Elements, Scopes, and Meters. One fundamental way of classifying scientific instruments is into two kinds: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions of a qualitative kind can be made, such as between more and less, up and down, straight and not straight. The latter permit us to make quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with the thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain device~, not scientific instruments themselves, which enter into the construction of different instruments. Elements Scale with vernier Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Doubly refracting crystal APPENDIX I The books of the first three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Meno Organon Confessions De Ente et Essentia Le Cid Tartuffe Les Pensees Euclid Apollonius Ptolemy Newton Descartes Boole Archimedes Galileo King Lear The Tempest Poetics Galen Harvey Lavoisier Meters Ruler Balance with set ~f weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe "Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observations and measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments. The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. Texts studied in Seminar Iliad Timaeus CE dipus Macbeth King Henry IV Hamlet Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope 6 �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C ST. JOHN'S COLLEGE RADIO PROGRAMS. SERIES II, NO. 3 By STRINGFELLOW BARR, President From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have foreseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we sltppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work. Yet I should have known this by analogy. I had known countless students who withdrew from intercollegiate athletics when they entered medical or other professional work. They withdrew 72 73 because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to· earn a B. A. The undergraduate fills in his idle time with athletics, which at its most professionalized is a lot better thing to fill idle time with than some other things I know. But suppose there isn't any idle time? Suppose there is just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't? by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical school. But if it is a serious business, then it had better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natural antagonists, monotonous physical drill for learning to play by playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these ·things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, these things are better than idlenesi;. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its intramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities a good country club offers. Every game we now play we �74 CATALOGUE OF ST. JOHN'S COLLEGE shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the College but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propo~e to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges· as_ naturally as such games were once played. Meanwhile athletics at St. John's wil1 be for the student, not the student for athletics. BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BOOKS, by Mark Van Doren, The Nation, December 6, 1933. ST. JOHN'S REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July' 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md,, March 23, 1938. ST. JOHN'S EXfERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S. ]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education, January, 1939. Reprints available. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. J EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. 75 �76 CATALOGUE OF ST. JOHN'S COLLEGE HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1939. Reprints available. SOCRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK TO FIRST PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TOWARDS A DISCIPLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfellow Barr Proceedings of the Fifty-Third Annual Convention of the Middle States Ass'~ of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JOHN'S, by John S. Kieffer, The Classical Journal, December, 1939. HOW CAN WE BE TAUGHT TO THINK, 1. "Back to First Principles," by Scott Buchanan, in Democracy's Challenge to Education, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Come Into Their Own Once More, Life · Magazine, February 5, 1940. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. CLASSICS OF THE WESTERN WORLD, with forewords by John Erskine .and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. HOW TO READ A BOOK OR THE ART OF GETTING A LIBERAL EDUCATION. By Mortimer J. Adler, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. l j STUDENTS ENROLLED IN ST. JOHN'S PROGRAM, 1940~1941 A list of students enrolled in the elective program at St. ] ohn' s is contained in a special supplementary bulletin obtainable on request from the College. FOURTH YEAR-CLASS OF 1941 Arthur Merriman Blackburn ................... Baltimore Paul Ringgold Comegys ........................ Millington William Henry Hatfield ........................ Annapolis Thomas Lansdale Hill ......................... Baltimore Christian Hebble McGarry ..................... East Orange, New Jersey Vernon Morse Padgett ......................... LaPlata Henry Martyn Robert, 3d ...................... Annapolis Herbert Brent Stallings ........................ Baltimore Charles Edwin Vayne ......................... Baltimore THIRD YEAR-CLASS OF 1942 John Edgar Ainsworth, Jr ...... , ............... Westminster Robert Child Allen ............................ Bethesda William Alexander Barr ....................... Proffit, Virginia Paul Theodore Beisser, Jr....................... Baltimore Warren Conklin Bomhardt ..................... Baltimore Walton Boswell Childs ......................... Baltimore William Albert Darkey, Jr...................... Cumberland Paul Ehrlich ................................. New York, New York Robert Taylor Everett, Jr ...................... Annapolis J. W. Cameron Gray .......................... Annapolis Ernest Jean Heinmuller ........................ Easton Joseph C. Hofmann, Jr......................... Baltimore Charles Hoyes ............................... Pittsburgh, Pennsylvania Walter Emory Hutson; Jr....................... Baltimore Bryce DuVal Jacobsen ......................... Towson Journet Gordon Kahn ......................... Baltimore Lee Marchant Mace ........................... Annapolis John Henry Mussetter, Jr...................... Germantown Hirsh Nadel ................................. Baltimore Thomas Parran, Jr ............................. Washington, District of Columbia Albert Anthony Poppiti ........................ Wilmington, Delaware William Donald Rendall ....................... Eastport William Allen Ruhl, Jr......................... Baltimore Charles Robert Sutton ......................... Baltimore SECOND YEAR-CLASS OF 1943 Alexander Scott Abbott ........................ Oconomowoc, Wisconsin Martin Andrews .............................. Hamburg, New York Burton Armstrong ............................ Scarborough, New York Ralph Levi Baltzell ........................... Union Bridge David Jerome Beach .......................... Chevy Chase Carl Benjamin Blaker ......................... Macedon Center, New York 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE Monte Ferris Bourjaily, Jr...................... Falls Church, Virginia David Tuck.er Brown, Jr....................... Alexandria, Virginia Douglas Buchanan ........................... Annapolis Walter Lawson Cooley ......................... Aberdeen Norman Thomas Crandell ...................... Baltimore Harvey Dubinsky ............................ Hartford, Connecticut Francis Thomas Evans, Jr ...................... Alexandria, Virginia Glenn Allen Fearnow .......................... Williamsport Daniel Bernard Fleming ....................... Baltimore Ernest Christopher Friess, Jr ................... Oakley Edward Hanson Grubb ........................ San Francisco, California Norman Glyn Gzowski ........................ Grosse Pointe, Michigan William Truman Hart ......................... Fayetteville, New York John Louis Hedeman .......................... Baltimore John Wilbur Hildebrand ....................... Washington, District of Columbia John Frank Hoover, Jr......................... Ossining, New York Robert Hunter ............................... Mobile, Alabama Peter Huntington Jackson ...................... Fletcher, North Carolina Ogden Worthington Kellogg-Smith .............. Chestertown Edward Kramer ........................ ', ..... Montclair, New Jersey Claude Spencer Leffel, Jr....................... Woodbine John Fulton Lewis ............................ Arnold Francis Mason, Jr............................. Plymouth Meeting, Pennsylvania Adrian Curtius Mayer ......................... New York, New York Henry Clay Preston, Jr......................... Towson John Rock .................................. Plandome, New York, Thomas Mercein Runyon ...................... Malibu, California Alex Leonard· Slafkosky ........................ Bethlehem, Pennsylvania Robert Lee Sterling ............... , ........... Crisfield Herbert Willard Stern ......................... Philadelphia, Pennsylvania Ollie Hammond Thompson, Jr.................. Hurlock Robert Stearns Thompson .................•.... Scarborough, New York Thomas Orville Usilton ........................ Centreville James Ira Waranch ............................ Baltimore John Weber, Jr................................ Cleveland, Ohio FIRST YEAR-CLASS OF 1944 Robert, Seaver Anderson ....................... Billings, Montana Albert William Barber ......................... Essex Fells, New Jersey Earl Secord Bauder, Jr ........................ Utica, New York Calvin 'Richard Baumgartner ................... Baltimore Edward William Bligh, Jr ..... , ................ Lenox, Massachusetts William Toy Shoemaker Boericke ............... Philadelphia, Pennsylvania Nicholas Daniel Bonadies ...................... Winsted, Connecticut William Hurst Brubeck ........................ Los Angeles, California Robert Fredric Garland Bunting ................ Baltimore John James Kerr Caskie, Jr .................... Philadelphia, Pennsylvania Richard Clark ................................ Easton Lindsay Edmonds Clendaniel ................... Denton, Howell Cobb, Jr .............................. Albany, Georgia Edward Born Cochran ......................... Birmingham, Michigan George Theodore Cominos ...................... St. Louis, Missouri Randolph Coyle, IV ........................... Elkridge Fred Dewey deArmond, Jr ..................... Seattle, Washington CATALOGUE OF ST. JOHN'S COLLEGE 79 Vernon Ellsworth Derr ........................ Baltimore Richard Devan ............................... Lebanon, New J~rsey. David Dobreer ............................... Los Angeles, Califorma Afan Dale Eckhart ............................ Winnetka, Illinois Frank Lawrence Eisele ......... , ............... Willimantic, Connecticut Norris Embry ................................ Evanston, Illinois Ahmed Munir Ertegiin ........................ Washington, District of Columbia John Stuart Eustice ........................... Detroit, Michigan Edward Pryor Freeburger ...................... Edgewood Henry Raymond Freeman, III. ................. Sewickley, Pennsylvania James Samuel Funk ........................... Waynesboro, Pennsylvania Norman Atwood Garis ......................... Summit, New Jersey Edward Ury Godschalk ........................ Glen Ridge, New J 1ersey Grover Budd Hartley Hall, III ................. Norfolk, Virginia ' Carl Schlee Hammen .......................... Linkwood Wayne Ewing Harriss .................. ~ ...... New York, New York A. Hulse Hays, Jr ............................. Circleville, Ohio John Davis Hill ............................... Norman, Oklahoma Richard Edward Holle ......................... New York, New York Joseph Francis Hollywood, Jr ................... F~rest Hills, New yo~k David Smallwood Holmes ...................... Highland Park, lllmo1s Leonard Locke Holmes ........................ Maddox William Hayward Horsey ...................... Denton James G. Huber .............................. Lancaster, _Pe.ni;isylvania Edwin Morris Hunt ........................... Norfolk, Virg1ma Richard Henry Hutchings, IV .................. Bay Shore, New York Robert William Hutchison ..................... Tipton, Iowa Richard Ernest Huyck ......................... Mishawaka, Indiana Arthur Hyman ............................... Tampa, Florida Stephen Robert Jakob ......................... Irvington, New Jersey Wilbur Joseph Jerger .......................... Chicago, Illinois Laurence Robert Josephs ....................... Elizabeth, New Jersey Alexander Koukly ............................ Chatham, New Jersey Casimir Thaddeus Krol. ....................... Chicago, Illinois Jack Landau ................................. Pittsburgh, Pennsylvania Charles Russell Levering ....................... LaPlata George Levine ............. .' ................. Brooklyn, New "'t'.'ork Francis William Lowry ........................ Tallahassee, Florida Samuel Wesley Marvin, Jr ..................... Crozet, Virginia George Vincent Meehan, Jr ..................... Providence, Rhode Island Paul Mellon ................................. Upperville, Virginia Robert Isaac Myerson ......................... Brooklyn, New York ~ichard Branning O'Connor .................... New York, New York James Olds .................................. Chevy Chase James Wilbur Poe, Jr .......................... Tuckahoe, New York William Booth Price ........................... Baltimore Thad E. Prout ................................ Owings James Maurice Raley ......................... Compton Peter Ringland ............................... Somerset James H. Roe ................................ Pittsfield, Massachusetts Richard Jay Rubenstein ....................... St. Louis, Missouri Donald Paul Ruhl ............................ Baltimore David John Sachs ............................. Indianapolis, Indiana Henry Harrison Sasscer, IV .................... Chevy Chase Paul Elmer Schemel ........................... Bayonne, New Jersey �80 CATALOGUE OF ST. JOHN'S COLLEGE Jack Nichol Shaw: ............................ McKeesport, Pennsylvania Lawrence Kent Siegel. ........................ Mt. Vernon, New York Haven Ely Simmons ........................... Cedar Rapids, Iowa John Calvin Smedley .......................... Beverly Hills, California Robert Perry Snower .......................... Kansas City, Missouri John Clarence Somers, Jr ...................... Crisfield Howard LeRoy Sorenson ....................... St. James, Minnesota John Trimble Spencer ......................... Easton William Gideon Spohn, Jr ...................... Lancaster, Pennsylvania Robert Aubrey Storey ......................... McHenry James Richard Sullivan ........................ San Marino California Rb ert Harmon Taylor ........................ Cedar Rapids, Iowa ' o Theodore Herbert Taylor ...................... Frederick Irwin Robert Tucker .......................... Bayonne, New Jersey Martin Zacharia Vogelhut ..................... Baltimore William David Watt ........................... Tacoma, Washington James Rodney Whetstone ...................... Denver, Coforado Robert Arth~r Wilcox ......................... Storm Lake, Iowa Andrew S. Witwer, Jr .......................... Joliet, Illinois Peter Christian Wolff .......................... Hagerstown Warren Seymour Zeik ......................... Bayonne, New Jersey SUMMARY OF ENROLLMENT Fourth Year .................................................. : ....... . 9 Third Year ........................................................... . 24 Second Year .......................................................... . 41 First Year ······ ........................ ············ ...... . 93 ············ Total in St. John's Program .......................................... 167 Elective Program (Seniors).......................................... 9 Total in Coilege ................................................ . 176 INDEX Absence, excuses for. . . . . . . . . . . . . . . 39 Academic Standing .............. 38ff Activities . . . . . . . . . . . . . . . . . . . . . . 46ff Athletics ................... .48, 72 Clubs ......................... 48 Dramatics ..................... 49 Music ......................... 49 Publications . . . . . . . . . . . . . . . . . . . 49 Administration . . . . . . . . . . . . . . . . . . . 8 Admission ...................... 53ff Application .................... 53 Requirements . . . . . . . . . . . . . . . . . . 54 Certificate . . . . . . . . . . . . . . . . . . . . . 54 Examinations . . . . . . . . . . . . . . . . . . 54 Advanced standing . . . . . . . . . . . . . 56 Advanced Standing . . . . . . . . . . . . . . . 56 Aid, student . . . . . . . . . . . . . . . . . . . . 58ff Applications Admission ..................... 53 Student Aid . . . . . . . . . . . . . . . . . . . 59 Rooms ....................•... 51 Scholarships . . . . . . . . . . . . . . . . . . 59ff Articles, magazines, on St. John's ... 75 Athletics ....................... 48, 72 Attendance Church ....................... 63 Classes ........................ 39 College exercises . . . . . . . . . . . . . . . 39 Board of Visitors and Governors .... 6, 7 Books, list of great ........ 19ff, 2lff, 36 Chronological . . . . . . . . . . . . . . . . . . 42 By years ...................... 44 By subject matters .............. 45 Calendar, College ........... .4, 5, 34 Campus ......................... 46 Caution Money ................ 52, 57 Charges, fixed . . . . . . . . . . . . . . . . . . 56ff Charter of College. . . . . . . . . . . . . . . . 63 Of King William's School. . . . . . . . 62 Classics, new definition of ..... 19ff, 36ff Clubs, College . . . . . . . . . . . . . . . . . . . 48 College Calendar ............ .4, 5, 37 Collegian . . . . . . . . . . . . . . . . . . . . . . . . 49 Credits Entrance . . . . . . . . . . . . . . . . . . . . . . 55 Semester hours . . . . . . . . . . . . . . . . . 40 For entrance to graduate schools. 40ff Transfer of . . . . . . . . . . . . . . . . . . . . 56 Curriculum Elective system . . . . . . . . . . . . . . . 17ff St. John's 1835. . . . . • . . . . . . . . . . . 65 St. John's 1868 ................. 66 St. John's 1886-1923, block elective 67 St. John's 1923-37, open elective .. 67 Degree Requirements ......... 39, 68ff Dining Hall . . . . . . . . . . . . . . . . . . . . . . 52 Discipline . . . . . . . . . . . . . . . . . . . . . . . 51 Distribution of students, geographic. 50 "Don Rags" .................. 35, 39 Dramatics ....................... 49 Elective Program ............. l 7ff, 67 Engineering Scholarships at Johns Hopkins ..................... 61 English, admission requirements .... 55 Enrollment . . . . . . . . . . . . . . . . . . . . . . 77 Summary ...................... 80 Entrance Examinations ...... .4, 5, 54 Essays .......................... 35 Examinations Entrance ................. .4, 5, 54 Oral ........................ 35, 68 Written ..................... 35, 68 Annual .................... 4, 5, 35 State scholarship ............... 59 Excuses, for absence. . . . . . . . . . . . . . . 39 Exp ens es . . . . . . . . . . . . . . . . . . . . . . . 56ff Faculty List .......................... 9ff Author teachers .............. 19, 36 Tutors ........................ 9ff Fellows . . . . . . . . . . . . . . . . . . . . . . . 9 Research . . . . . . . . . . . . . . . . . . . . . 37f Re-education of ................ 38 Appointments .................. 38 Fees College finances . . . . . . . . . . . . . . . . 56 Matriculation .................. 57 Annual ........................ 57 Tuition ....................... 57 Residence ..................... 57 Payments ..................... 57 Deferred payment .............. 58 Caution money ................ 57 With scholarships . . . . . . . . . . . . . . 58 Foreign Language Admission requirements ......... 55 See Greek, Latin, French, German French ....................... 26, 55 Freshmen, list of. . . . . . . . . . . . . . . . 78ff Geographic Distribution, students. . . 50 Grades , ......................... 35 German ................... 26, 55, 65 81 �CATALOGUE OF ST. JOHN'S COLLEGE 82 CATALOGUE OF ST. JOHN'S COLLEGE Graduate Schools, preparation for .. 40f Greek ........................ 26, 55 History Of College . . . . . . . . . . .. . . .. . . . 62ff Chronological order of classics .. 24, 43 In St. John's Program ........ 24, 44 Hygiene ..................... .48, 52f Infirmary Service ................ 52f Instruction Methods in St. John's Program ................. 23ff, 46 Juniors, list of. . . . . . . . . . . . . . . . . . . . 77 King William~s School. ............ 62f Laboratory .................. 25, 31ff Exercises . . . . . . . . . . . . . . . . . . . . . 32ff Total Hours . . . . . . . . . . . . . . . . . . . 34 Subject Matter .............. 34, 35 Language, reasons for instruction in. 26 Requirements . . . . . . . . . . . . . . . . . . 40 Tutorials . . . . . . . . . . . . . . . . . . . . . . 26 Classics in Language and Literature ........................ 44f Latin ......................... 26, 55 Law Sc:hool Preparation ........ .41, 48 Lec:tures, formal .............. 25, 29£ Liberal Arts and Sciences, 15ff, 18, 22, 42ff List of Great Books, Classics ...... 42ff List of Laboratory Exercise ....... 31ff List of Lectures. . . . . . . . . . . . . . . . . . 29f List of Students. . . . . . . . . . . . . . . . . 77ff Literature, Language and. . . . . . . . . . 44 Location of College ............... 54 Marine Biology . . . . . . . . . . . . . . . . . . 61 Marks .......................... 35 Mathematics, reasons for instruction in .......................... 27 Admission requirements . . . . . . . . 54ff Requirements ............... 40, 68 Tutorials ...................... 27 List of Mathematical Classics ... 42ff Matriculation Fee . . . . . . . . . . . . . . . 57 Medical Schools, preparation .... .41, 48 Music .......................... 48 Concerts . . . . . . . . . . . . . . . . . . . . . . 49 Natural Science ......... 33, 34, 45, 48 Occupancy of Dormitory Rooms .... 51 Officers of Administration. . . . . . . . . . · 8 Philosophy . . . . . . . . . . . . . . . . . . . . . . 45 Political Science . . . . . . . . . . . . . . . . . . 45 Preparation For admission .................. 53 For graduate schools ........ .40f, 68 For life . . . . . . . . . . . . . . . . . . . . . . 15ff President Former .................. 13, 64-69 Present . . . . . . . . . . . . . . . . . . . . . . . . 8 Emeriti ....................... 13 Probation .................... 39, 69£ Promotion .................... 39, 69f Reading Parties . . . . . . . . . . . . . . . . . . 38 Registration .....,.......... .4, 5, 53ff Regulations Admission . . . . . . . . . . . . . . . . . . . . 53ff Academic Standing . . . . . . . . . . . . 38ff Attendance .............. ; . . . . . 39 Degree Requirements .... ·... 39f, 48ff Residence . . . . . . . . . . . . . . . . . . . . 46ff Religion Non-denominational . , ....... 48, 62 Reports ......................... 35 Requirements Admission . . . . . . . . . . . . . . . . . . . . 54ff Attendance .................... 39 Degree .................. .40f, 7Qff Graduation ............... 39f, 68ff Languages ............ ' .... .40, 68 Mathematics ............... .40, 68 Familiarity with Great Books . .40, 68 Residence . . . . . . . . . . . . . . . . . . . . . 5lf Research . . . . . . . . . . . . . . . . . . . . . . . 36ff Residence .................... 46, 50ff Rooms ......................... 50£ For new students ............... 51 For old students ................ 51 Furnishing ..................... 51 Occupancy . . . . . . . . . . . . . . . . . . . . 5.1 Caution money ................. 57 Schedules Weekly ............•......... 34ff Student, typical . . . . . . . . . . . . . . . . 36 Term ..................... 4, 5, 35 Years .................... .4, 5, 35 Payment of fees. . . . . . . . . . . . . . . . . 57 Scholarships . . . . . . . . . . . . . . . . . . . . 58ff College . . . . . . . . . . . . . . . . . . . . . . . 58f State ......................... 59 Patriotic Societies . . . . . . . . . . . . . . 60 Athletic ................... .48, 74 At other institutions. . . . . . . . . . . . . 61 Science Admission requirements . . . . . . . . . 55 In modern world. . . . . . . . . . . . . . 22ff In St. John's Program ........ 22, 44f Laboratory ............. 22, 30ff, 68 Liberal .................. .- ..... 22 Classics in science. . . . . . . . . . . . . 42ff Seminars .................. 25, 28, 70 Semester-Hour Credits Equivalent . . . . . . . . . . . . . . . . . . . . 40 Seniors, list of. . . . . . . . . . . . . . . . . . . . 77 Social Sciences ............. 23, 45, 55 Sophomores, list of. . . . . . . . . . . . . . . 77f Staff, administration . . . . . . . . . . . . . . 8 faculty . . . . . . . . . . . . . . . . . . . . . . . . 9ff medical . . . . . . . . . . . . . . . . . . . . . . 52f Standing, academic ........... 35, 38ff Student Activities . . . . . . . . . . . . . . . 46ff Music ......................... 48 Clubs ......................... 48 Elective . . . . . . . . . . . . . . . . . . . . . . 47ff Publications . . . . . . . . . . . . . . . . . . . 49 Athletics . . . . . . . . . . . . . . . . . . . . . . 48 Dramatics ..................... 49 83 Student Aid .. . . . . .. • . . . . . . . . . . . 58ff Students List of .. . . .. . .. . . . . . . . . . . . . . . 79ff Geographical distribution of. . . . . . 50 Theological Schools, preparation . .41, 48 Transfer of credits ............. .41, 56 Tuition ......................... 59 Tutorials Mathematics ................ 25, 27 Language ................... 25, 26 Vacations .................. .4, 5, 35 Year Book .......... ·. . . . . . . . . . . . 49 I l r. I r I I I I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1940-1941 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 83 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1940-1941 Date A point or period of time associated with an event in the lifecycle of the resource 1941-03 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1940-1941 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ca0cc9606e97911eba28590a3793a5c0.pdf 1cf9ba9b90d474f026417e4edc369016 PDF Text Text . ... THE ... KING WILLIAM PLAYERS - OF - ST. JOHN'S COLLEGE present Moliere's "TARTU FFE" Friday Evening, March 1 - A ND - Sunday A.fternoon, March 3 �... TH E CAST ... ( IN THE ORDER OF THEIR APPEARANCE) Mme. Pernelle Augusta Torgerson Elm ire Kathryn Lathrop Dorine Kay Lewis Dam is N. A. Garis, '41 Mariane Virginia Lazenby Cleante C. E. Vayne,. '41 Orgon J. G. Kahn, '42 Valere T. Parran, Jr., '42 Tartuffe M. Bourjaily, '43 Loyal A . C. Wilson, '42 Police Officer J . H . Clark, '41 DIRECTED BY J. 0 . NEUSTADT, '39 --- ~ -- There is a short lapse of time between acts, which all tak e place in the drawing room of Organ's house in Paris, at the end of the S eventeenth Century. -- ~-- There will be an intermission betw een the third and fo urth acts. -- ~ -- Foltowing each performance there w ill be a reception in the Great Hall of McDowell Hall for patrons and fri ends of the King William Players. �.FOR THE PLAYERS · President P. R . COMEGYS, ' 41 :l L . Business Manager Stage Manager W. A. CARTER, '40 H. M. ROBERT. III. ' 41 Assistant Prof!erties 0. L. LORD, J R .. '41 J. MUSSETTER. '42 Publicity Set Designed by H. MAIDAT. '43 and M. BOURJAILY, '43 R. S. THOMPSON. '43 I Stage Crew C. HOYES, '42 H. C. PRESTON, '43 R . S. THOMPSON, ' 43 D. BUCHANAN, '43 D. B. STREETT, '43 !! I. T. USILTON, '43 E . GRUBB. '43 -- ~ -- PATRONS MR. AND MRS. STRINGFELLOW BARR COMDR. V. C. BARRINGER COL. AND MRS. JAMES T. BOOTES COMDR. AND MRS. GEORGE B. KEESTEB · MR. AND MRS. F. M. LAZENBY MH. AND MRS. JOSEPH D . LAZENBY MR. AND MRS. C. L. LIEPER COMDR. AND MRS. J. T. BOWERS PHOF. AND MRS. C. L. LEWIS DR. AND MRS. FORD K. BROWN REAR ADMIRAL AND MRS. 'WILSON BROWN MHS. ELIZABETH FOREMAN LEWIS MRS. MAYS LIVINGSTON LEWIS MRS. H. CARRYL BRYAN HEV. AND MRS. JAMES M . MAGRUDER MR. AND MRS. ROBERT BURWELL CAPTAIN AND MRS. W. S. McCLIN'.riC DR. H. GORDON CLAUDE MR. AND MRS. PHILIP MILLER PROF. ALLEN B. COOK MRS. GEORGE N. REEVES MRS. GASTON COSTET MRS. TENCH F . TILGHMAN MRS. JAMES C. CRESAP DR. AND MRS. WALTON H. HOPKINS MR. AND MRS. EDMUND TUHNER LIEUT. -COMDR. AND MRS. ROBERT E. JASPERSON MR. AND MRS. ALEXANDER M. TYREJ<J MISS AGNES WALTON MR. DAVID S. JENKINS DR. AND MRS. ROBERTS . G. WELCH REV. DR. EDWARD DARLINGTON JOHNSON MRS. W. THOMAS KEMP PROF. AND MRS . .ALLAN WESTCOTT -- ~ -- CREDITS Makeup Costumes A. T . JONES ~ SONS Hair dresser LOGAN TONT Z KATHERINE �M AKE FULL USE OUR COMPLETE SERVICE ! OF CHECKING ACCOUNTS SAFE DEPOSIT BOXES . SAVINGS ACCOUNTS LOANS CERTIFICATES OF DEPOSITS FOREIGN EXCHAN GE TRAVE L LER'S CHEQUES COLLECTIONS TRUST DEPARTMENT CHRISTMAS CLUB . - .6. - The Annapolis Banking & Trust Co. Main St. at Chu rc h Circ le Annapolis : COMPLIMENTS - - of the - - Annapolis Dairy Products Co. Maryland � 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 Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Tartuffe Date A point or period of time associated with an event in the lifecycle of the resource 1941-03-01 1941-03-03 Identifier An unambiguous reference to the resource within a given context Bx1-22 Description An account of the resource King William Players playbill of "Tartuffe" by Moliere 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 King William Players https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dcd364d6b467b2de95775d644f784885.pdf 8b1e9f3ddfed98cc604e2c76b4cda3ca PDF Text Text ST. JOHN'S COLLEGE MUSIC CLUB Presen t s The Fifth Concert of 1940-41 IGLEHART HALL SUNDAY, MARCH 9, AT 4 P. M. SONG RECITAL BY POVLA FRIJSH CELIUS DOUGHERTY m P r ogram RAMEAU-Dans un bois sombre WEBER-Ariette SCHUMANN-Mein scboner Stern Viel Gluck zur Reise, Schwalbe DVORAK-Drei Zigeunermelodien (sung without pause) Mein Lied ertOnt In dem weiten, breiten Leinenkliecle Dar£ des Falken Schwingen * * * * * * * FAURE-A pres un reve de bles BRUNEAU- Sarabande RA YEL-Le Cygne CHAUSSON-Dans le foret du charme 1'enchantement POULENC-Avant le cinema HAHN-Quancl je fus pris au pavillon STRAVINSKY- La rosee sainte DEBUSSY-~""'leurs et * * • * * * * KORNGOLD~Das Standchen MARX-Selige Nacht MOUSSORGSKI- Le hanneton NAGINSKY-The Pasture CASTELNUOVO-TEDESCO- Recuerclo SJBELIUS-Flickan Komm (The Tryst) Next concert: Saturday, April 5, at 8.30 P. M. HARVARD GLEE CLUB G. WALLACE WoODWORTH, Oonducto·r de �POVLA FRIJSH PROSE VERSION OF LYRICS FIRST GROUP Dans un bois sombre RAMEAU (In a Sombre Wood) 0 sombre and calm forests-on your moss-covered ground, under the shadow of the foliage, sleep is refreshing, and happiness seems near. The God of Love, with bow and arrow, protects your sylvan kingdom-your realm of beauty is dear to his heart. WEBER Ariette With a heart trembling in sweet anticipation , a] ways before my eyes . I am forever yours. SCHUl\fANN wait for you, my love. Mein schoner Stern Your image is (My Lovely Star ) I beseech you, my lovely star, to lift my darkness into light. beseech you , my lovely star, not to come to earth but to draw me to the heavens bright where you abide. SCHUMANN (God Speed, IJittle Swallows) Viel Gluck zur Reise, Schwalben God speed, little swallows ! You hurry on your way to southern shores where I wish to go with you-to see the thousand wonders enriching every kingdom. Thou gh beautiful each land may be, my homeland always beckons me. DVORAK 1. 2. 3. Drei Zigeunermelodien (Three Gypsy Melodi es) My song resounds with a psalm of love. My song resounds with wanderlust throughout the forest halls. My song rings out to love when autumn storms are raging and when the breath of life leaves a gypsy brother's breast . Better than in cloth of gold and silk the gypsy is freer in his white linen to sing his happy song unhampered. He who finds joy in song despises gold. Would the soaring falcon chan ge his mountain nest for a cage? Does the wild colt running o'er the meadow find happiness in a bridle? What has nature done for yo u , m y gypsy? She has given me lifelong freed om. SECOND GROUP FAURE Apres un rcve ( Tn a Dream ) Once in a deep sleep , beloved. I dreamt that to gether we left the earth and en tered into the radiance of the heavens' splendors. I pray-o, mysterious ni ght,-return, and give me back my illusion and unfathomable happiness. DEBUSSY l~'leurs de blcs (Cornflowers ) I passed the cornfield and ga thered you a bouquet. The waving corn. all yellow and gold, was like your hair; the red poppy, red as your sweet mouth : and the cornflower, blue as the sky , had the colour of your lovely eyes. BRUNEAU Sarabande Who is dancing the Sarabande at the pal ace? State! y, and with well-turned calf, it is II Signor Mazarini. A cardinal , yes , but a man none the Jess-moreove r, a beautiful dancer. Who is dancing at the p alace? Very solemn , very charming, he reddens when the Queen enters and rolls his abdomen with priestly un ction. Who is danc ing at the palace? Death on the ramparts, death in the streets. the ri ve rs in flood have scatrered the corpses. Whi le, without " Aves" the bri gands are dancin g a slow SarabJnde as they swi n g from the gallows. �RAVEL (The Swan} Le Cygne Gracefully he glides along. He hungers for the flaky clouds that move about reflected in 'the water. His beak is aimed at one of them and suddenly he plunges-he catches nothin g. He looks about-the startled clouds have disappeared. He tries again , .in vain . Perhaps he will die, a victim of this illusion before catching one small piece of cloud. But what am I saying? Each time he plunges he brin gs forth a worm. He grows as fat as a goose. CHAUSSON (In the Enchanted Forest) Dans la foret du charme et cle l'enchantement You sang to me , little sprites, as I wandered slow ly through the enchanted forest. Whilst sleepin g you placed a gold en scepte r in my hands. Alas ! I knew that this was but a dream-the scepter and the song. What marrers it ? I w ish to sleep agai n in this enchanted forest. POULENC Avant le cin ema (In Front of the- Cinema) And besides, this evening we are go in g to the cinema . Who are these artists? They are no lon ge r those who cultivate the Fine Arts or those who busy themselves with the art of Poetry or 'even Music. If we were artists we would not -·say "cinema " but "cine''-bur if we were crabbed provincial professors we would say .neither " cine" nor "cinema " bu t " cinematograph". Praise be! One must at least have some discrimination. HAHN Quand je fus pris au pavillon When I was ca u ght in the bower of my fair and gentle lad y, I was burnt like a moth in the flame . Crimson I glo wed as the glea m of a spark . Oh! had I but been winged , I could have fled her cru el dart! STRAVINSKY La rosee sainte (The Holy Dew) (Mystic song · from an old Russian cult ) 0 mother earth brown and · fecund . It is dark in the gray hut. Descend, holy'· spirit, shake the holy dew from your wings. We h ave waited long while we braided our h air. We are exhausted and tired. Girl-you are st ill a maid. Girl-you will soon be a bride. The cock -s begi nn in g to crow . The men are dri vin g toward the villa ge. In the i evening there will be a groom for each girl. The . hut is dark and empty. -The purple wings darken the air. · H e is here-the h oly spiri_ is here. Women! Have faith in God . t THIRD GROUP KORNGOLD Das Standchen (The Ser enade) Between pale clouds the moon shines dow n upon the roof-tops. In quiet solitude the fountains pl ay .· A student sta nds before his loved one's door and sings his song. I ,too, in days gone by did play upon my lute and si ng a happy' son g. Alas! my sweet love is no more . Sing on. you happy comrade, sing on forever more! · 1\fARX Selige Nacht (Blissful Night) In the arms o f love we fo und repose. Outside the window the summ er breezes listened to our. soft breathin g and wafted it away in to the moon's golden light. The scen t of roses brou ght us wondrous dreams of love so rich in yearning. NIOUSSORGSKT Le Hann eton (The Beetle) Come listen , my Nianouchka. I was playing on the sa nd , under the trees, tranquilly building my little house. Grandmama h elped with it-it is a rea l h o use w ith a rea l roof. A beetle-thick and black-with mou staches tha t stood erect, brushed lightly past . Its brilliant eyes w ere fixed on me. H ow te rrified I was! Spreadin g its wings, it fle w upon my head . Breathless and trembling, I sat there with half -cl osed eyes. Poor littl e beetl e, it lies th ere immobile, its wings st ill slightly quivering. Is it dead or just pre tendin g? What is the matter with the si ll y little bug ? The Pastnrr. NAGJNSKY CASTELNTTOVO-TEDE SCO STBELIUS R.rcn errl o F'liclwn Komm (The Tr_vst) (Snn g m Swerh sh) Homeward once she came wit h crimson finge rs Cri mson from her lover's fin gers, Then al'ain she came· with lips all reddn' d · Redd n 'd we re they by her lo ve r's kisses. Last of all sh e ca me with cheeks all ashened , Turned to ashes by.- her lover's fa lseh ood. · � 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 Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms 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. 3 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/. Title A name given to the resource The Second Annual Series of Six Concerts: The Fifth Concert Date A point or period of time associated with an event in the lifecycle of the resource 1941-03-09 Identifier An unambiguous reference to the resource within a given context Bx1-23 Description An account of the resource Program and lyrics of the Fifth Concert of 1940-41 Series given by Povla Frijsh (soprano) and Celius Dougherty 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2d74ee370c6a587dd2f01605d85c170b.pdf 0825800433c6b2dfb407b626b63bea6c PDF Text Text ST. JOHN'S COLLEGE MUSIC CLUB presents THE SIXTH CONCERT OF 1940-41 IGLEHART HALL SATURDAY EVENING, APRIL 5, 1941, AT 8:30P.M. THE HARVARD GLEE CLUB G. Wallace Woodworth, Conductor PROGRAM Two Motets Felix Mendelssohn-Bartholdy ( 1809-1847) Periti autem fulgebunt (The Righteous living forever) Josquin des Pres (c. 1445-1521) 0 Domine Jesu Christe Two Glees Samuel Webbe ( 1740-1816) Glorious Apollo (written for the first Glee Club, London, 1790) Dr. John Callcott (1766-1821) To All You Ladies Gustav Holst (1874-1934) A Dirge for Two Veterans (Walt Whitman) Dr. Thomas Arne ( 1710-1778) Elegy: Come, Shepherds, We' ll Follow The Hearse johann Sebastian Bach (1685-1750) My Spirit Be Joyful (Duet for Tenors and Basses from Cantata 146) Intermission Giuseppe Verdi ( 1813-1901) Opening Scene from " Otello" Johann Strauss (1825-1899) Choeur de Soldats from " La Reine Indigo" (Paris version) English Folksong: The Turtle Dove (A rranged by Ralph Vaughan Williams, 18 72- ____ ) Solo: H. A. Joos, ' 34 American Folksong: Casey Jones ( Arranged by Edward B. Lawton) Sir Arthur Sullivan ( 1842-1900) Four choruses from " Patience" Accompanists William W. Austin, '39 John E. Reynolds, '44 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms 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. 1 page 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/. Title A name given to the resource The Second Annual Series of Six Concerts: The Sixth Concert Date A point or period of time associated with an event in the lifecycle of the resource 1941-04-05 Identifier An unambiguous reference to the resource within a given context Bx1-24 Description An account of the resource Program of the Sixth Concert of 1940-41 Series given by the Harvard Glee Club with conductor G. Wallace Woodworth. 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/61e389ea7ccdca47ae4f0d75f411ad77.pdf 4054ba1ac4090054519ffe5589889841 PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplementary Bulletin ANNAPOLIS, MARYLAND MAY, 1941 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplementary Bulletin ANNAPOLIS, MARYLAND MAY, 1941 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �BOARD OF VISITORS AND GOVERNORS THOMAS PARRAN, ]R., Chairman ROBERT M. HUTCHINS w. STRYKER FRANCIS PICKENS MILLER, CLARENCE RICHARD F. CoLBY M. CHESTER Vice-Chairman CLEVELAND, Secretary F. LINDER AMOS F. HUTCHINS HAROLD EDWIN ScoTT BucHANAN wARFIELD, JR. BEARDSLEY RuML PAULL. BANFIELD ROBERT 0. HERVEY ALLEN BONNELL WILLIAM J. FRENCH STRINGFELLOW BARR HENRY F. STURDY �The St. John's Program is a four-year all-required curriculum based on the study of the great books shown in this frontispiece. A statement of this Program is contained -in the current College catalogue, which may be obtained from the Registrar ���REPORT OF THE PRESIDENT Among the sentences written in 1787 which are required reading for Americans in the fateful year 1941 is one from the pen of Alexander Hamilton: "It has been frequently remarked that it seems to have been reserved to the people of this country, by their conduct and example, to decide the important question, whether societies of men are really capable or not of establishing good government from reflection and choice, or whether they are forever destined to depend for their political constitutions on accident and force." And as if to challenge his fellow-countrymen of 1941 to reflect carefully and choose wisely, Hamilton added: "If there be any truth in the remark, the crisis at which we are arrived may with propriety be regarded as the era in which that decision is to be made; and a wrong election of the part we shall act may, in this view, deserve to be considered as the general misfortune of mankind." "The People of the State of New York," to whom Hamilton addressed those words, accepted his counsel and helped set up a government by "reflection and choice" instead of permitting anarchy to grow into government by "accident and force." The Americans of 1787 met their crisis, made their decision, and elected to play their part. We, their descendants, face the perhaps graver crisis of 1941. By our conduct and example we· may well decide the important question whether government by reflection and choice shall give way everywhere to government by accident and force. As I write these words, we have not to date made our decision, nor elected the part we shall act . .We have calculated danger. We have washed our hands. We have given aid short of war; at the risk of war. We have studied the Gallup polls to see how many of our neighbors might be willing to play a part with or without making a genuine decision, with or without genuine reflection or real choice. We have argued the necessity to "sell" the people-a dangerous metaphor for a free people, though not a dangerous one for Goebbels. We have accused each other of war-mongering, of appeasing. Above all, we have been confused, and we have exhibited to the delighted eyes of the announced champions of government by force a sort of low-tension paralysis. For we have not achieved a clear statement of what we would be defending if we entered the war, and failing that statement, we have �failed of a true decision. The spring of 1941 will go down in American history as the spring of the paralyzed will and the spring of nightmare. For is it not in nightmares that danger steadily approaches while no finger can be lifted in defense? Unclear statements and sentimental statements there have been galore. We have talked loudly, if not clearly, of the American way of life; but whether it meant courage to do our duty in the face of injustice and brutality or whether it meant the right to be left alone, we did not make clear. It may have meant sleeping late in the morning instead of being roused at dawn. It may have meant never walking where a car could be driven, instead of carrying a pack under shellfire. It may have meant free enterprise, the 1941 version of Adam Smith's "mercantile republic," that eighteenth-century City of God, now become the City of Salesmanship. Maybe it meant the right to abolish drunkenness by voting prohibition, abolish war by voting neutrality, abolish blood and toil and tears and sweat by voting billions for defense. Perhaps we have. been paralyzed by guilt. Who are we to throw the first stone or drop the first bomb or sink the first submarine? As President Hutchins pointed out, we have not lived up yet to our own ideals. Yet, our forefathers, when they set up a government capable of defending this republic against external aggression as against internal violence, were under no delusion that they were themselves without sin. At what point did dangerous aggression become a purely relative and merely regrettable matter? Perhaps the real origin of our paralysis is not the knowledge that we, like all men, have also sinned, but that we are ignorant of any assumptions underlying the American Constitution that are worth dying to defend. The preamble of the Constitution will not tell us, for we have lost the ability to read that kind of English. Justice, domestic . tranquillity, general welfare, and the blessings of liberty? Propaganda words!-in this case, we have been taught, the propaganda of !he propertied class in the American colonies. How many Americans really disagree with Thrasymachus' statement that justice is the interest of the stronger? You do what you can get away with. You get your cut. Hitler is doing no more, and you in his shoes would do no less. Our forefathers naively thought that no republic could endure, no matter how wise its laws, unless its citizens possessed the cardinal virtues. They could name the virtues. They were justice, courage, temperance, and prudence. But we do not fall for abstract words like that. And in so far as we do not fall for them, we risk judging 2 �that a republic can endure even if its citizens are unfair, cowardly, greedy, and foolish . But can it? If this famous American way of life is not aimed at these virtues, or if Hitler's way is aimed at them just as accurately, why die to preserve one and destroy the other? One might vote a billion or two to preserve our way, out of pure prejudice and as a public works project; but it would be stupid to die. Patrick Henry got a good hand and a good press for choosing between death and the loss of liberty; but then he was not subject to the draft anyhow. Maybe Patrick Henry meant by liberty what Montesquieu in the same century meant: "In governments, that is, in societies directed by laws, liberty can consist only in the power of doing what we ought to will, and in not being constrained to do what we ought not to will." That is certainly a more complicated right than the right to be let alone. Perhaps liberty was conceived by our forefathers as the precious right to act justly towards other men. Perhaps liberty is not the word in 1941 to bring us back to ourselves, since it is only a means to an end. Perhaps justice, abstract as it also is to ears attuned only to concrete things, might rouse an echo in our hearts, might move our wills. Certainly the word democracy does not seem to have roused or moved. Do we need to summon the ideas that once lay back of democracy? Hitler and Mussolini repeatedly declared, long before the shooting began, that democracy was decadent. From time to time we have heartened ourselves with phrases about ballots, not bullets. We would show them. Have we? Or have they shown us? As a matter of fact, could we show them? Not, certainly, as some wise men have pointed out, by beating them at their own game, by outsmarting them at diplomacy, out-lying them in propaganda. It was Jacques Maritain who pointed out that the '' moderate Machiavellianism" of the democracies could never defeat the all-out Machiavellianism of Hitler. It is just possible that democracy, as we have known it and practised it and preached it, really is dead, and that Hitler is proving it. If so, we may yet live to be grateful to our teacher. What he cannot teach, because it is not true, is that the ideas which once made democracy great are also decadent. Ideas do not decay; yet people's understanding of them can decay, all the same. And literally as sure as shooting, a free republic cannot defend itself against aggressive tyranny unless its citizens understand those ideas which make men free and guard their freedom. No free republic can fight off tyranny unless its citizens love justice more than their cut. I suggest that it is the loss of those ideas which has paralyzed the 3 �will of the American Republic in 1941, as it has already paralyzed the will of the peoples Hitler has subjected. If this Report numbers the consequences of that loss, it is because of the inescapable connection between the decay of liberal education and the decay of liberal government. These same forefathers of ours who could use words like justice and liberty, and make them carry meaning, were deeply aware that no government by "reflection and choice" could hope to stand unless citizens received the sort of liberal education that would enable them to reflect well and choose by the light of understanding. This will account for the urgency with which they established colleges of liberal arts, not for the purpose of teaching what those colleges teach today, specialized knowledge aimed at an immediate livelihood, at pe.rsonal "success," but for the purpose of disciplining the intellectual powers of young men to the point where real reflection and therefore real choice became possible. St. John's College, along with many other of our older colleges of liberal arts, bears witness to this most practical of public policies. When this seventeenth-century foundation was re-chartered under its present name the year was 1784, three years before Alexander Hamilton wrote the words which open this Report. It is significant that, of the men who petitioned the State of Maryland to grant our charter, one, William Paca, had signed the Declaration of Independence; and that three other signers, Charles Carroll of Carrollton, Samuel Chase, and Thomas Stone, became members of its Board of Visitors and Governors. Equally significant is the preamble of the College Charter: "WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, that a college or general seminary of learning . . . . . " Let us note that colleges like St. John's were not established to teach men "useful" ways of making more money than their neighbors, nor, on the other hand, to teach them the useless but decorative charms of "pure" culture: they were to teach them to practise the , liberal arts, to use their intellects, to reflect, to make choices, in order that a free society might be able to govern itself wisely, freely, and justly, and not fall a prey to government by force. The founders of the Republic were hard-headed enough to see the high benefit of such colleges to the Republic, without seeking that benefit in the pseudoutilities of "practical" courses. 4 �I shall not outline here what I have attempted to outline in earlier reports: how our colleges forsook the task assigned them and prostituted themselves to other ends. I shall not point out again why liberal education is a necessity for free societies, nor why specialized training, unsupported by liberal education, is fit only for bureaucrats, slaves, and in a sense for animals. For animals, whether human or non-human, can be taught useful tasks. Already by 1910, an Address to the Trustees of Amherst College, presented by the Class of 1885, pointed out the dangerous substitution and its inevitable results for a free society. Its results are now with us. Either Hamilton or Madison shed light on the matter in hand when he wrote in No. ~1 of the Federalist: "If men were angels, no government would be necessary." We twentieth-century Americans, with our anti-theological bias and our trivial blasphemies parading as common sense, are unlikely to read in that terse statement all that the eighteenth century could still read. For we think of the eighteenth century as the age of Voltaire and forget what an intimate part of its intellectual equipment Christian theology still was. Yet this distinction between men and angels we have pretty well lost, along with the distinction between men and beasts. It is worth recalling. Angels, men were once taught, have intellects but no bodies. They therefore know justice and their knowledge is never obscured by passions, by physical appetites, or, in our mock-modest contemporary terms, by their emotions. Beasts have passions, but not intellects. They must therefore be governed by force, for they cannot be , persuaded by reason. But man, as-the Greeks put it, is a rational animal, a logical animal, a speaking animal capable of the word, the logos. Still, he is an animal. By nature, therefore, he can never content himself with a government for long unless it appeal to his reason. By nature, likewise, he is subject, like other animals, to his passions; and no government not armed with force, no matter how near justice it may come, can stand for long. This composite nature of man, our ancestors clearly understood and , plai~ly analyzed. The Constitution of the United States was set up with both facts in mind: man's rationality, which demanded justice, and liberty to . seek that justice; man's animality, which required rationally ordered safeguards if government is to "insure domestic tranquillity" and "provide for the common Defence." Ignorance of this composite nature of man renders the Constitution of the United States fundamentally unintelligible. It then becomes a pious hope that everybody will act like an angel, or a skilfully concealed assumption that 5 �everybody is a mere beast. Nor does a man wittingly die for pious hopes or for concealed assumptions. Hamiltop and Madison and their contemporaries knew that, because of their intellectual powers, men are capable of erecting and maintaining government by reflection, deliberation, and choice. They knew also that, because of their animality, men's political "interests" must be harmonized. One of the pitiful chapters of American historical thinking is the .adolescent delight with which our twentiethcentury debunking historians have discovered that our ancestors were concerned with interests. Would that they had likewise discovered how deeply concerned they were simultaneously with ideas. Today our people oscillate rapidly between a sentimental faith in the goodness of man, a faith once known as angelism, and a cheaply cynical belief that men operate exactly as do other beasts. The first faith slacks toward anarchy; the second as surely forearms tyranny. It was further known, at the time that our Republic was planned and established, that so constantly do men's passions war against their powers of reason that these powers cannot be counted upon to operate dependably, either in the political field or elsewhere, until they have been disciplined and strengthened; and the task of disciplining and strengthening the intellectual powers of men under the most propitious conditions was delegated to the college of liberal arts. That is why such colleges were conceived of, not as pleasant asylums for the offspring of the rich nor as trade schools for the servile poor, but as the very necessary bulwarks of free government. Nor would the men who wrote our Constitution have dreamed for a moment that it could endure for many decades supported only by the "liberal" education our colleges and universities now afford. The Constitution was intended to be merely an instrument through which free men might conveniently govern themselves. Nobody supposed it could alone guarantee their freedom. Ultimately, that freedom is internal, and ultimately it is based on a discipline that is equally internal. Today, we do not possess that internal discipline in a measure adequate for long to guarantee our liberties. If we lose at last our power to govern ourselves, we shall forfeit the right to do so. We become what the Nazis assume we are: shrewd animals. In that event, we are as donkeys are, and we must be ruled as donkeys are ruled: by a club and a carrot. The carrot is applied in front; the club, behind. If you want the donkey to reverse the direction in which the donkey is headed, you do not reason with him. You place the carrot behind, and club him in the face . Those who have observed totalitarian government closely assure us 6 �that two things move it: threats and bribes. Ignore the intellect, and the club and carrot rule what is left : the body, with its passions and its instincts. The most recent reminder of these simple, brutal, beastly facts about mankind may be found in Mr. Walt · Disney's version of Pinocchio. The little boys who became donkeys did so merely by gratifying to the limit their physical appetite for pleasure. But some of those who saw the picture may have attached too little importance to the fact that, in order to go to Pleasure Island, they left-school. Reflection on Pinocchio will tell us why, in the case of so many of our public men who neglected to fit themselves with a liberal education, the spoken word so often turns into the telltale bray. There is another way of telling the story. The curriculum once afforded by our "general seminaries of learning" concerned itself with ends, and the relation of ends to their appropriate means. Specialized education of the sort which has flowered in the "elective system" of the undergraduate college is concerned with means. The student first chooses what he is going to do and is then taught ways of attaining his end. There was a time when he would have been taught to criticize his choice of end. And his mind would have been freed in order that he might choose an end wisely. Free men are men who choose ends. The unfree accept the ends which are dictated to them, whether by their whim and prejudice, or by a government which arouses their fear or awakens their greed. There is a nice test for a liberal education. Regardless of social contacts or of courses that pretend to be commercially useful, do our colleges prepare men to make fearless and responsible decisions under a Constitution like ours and-equally important, if only recently relevant-does their preparation give a man anything that would stand by him in a concentration camp? A genuine discipline in the liberal arts would meet both tests. There are those who, not connected with St. John's College, have yet seen in the type of liberal education it has restored a return to the principles which might make democracy intelligible again-not merely pleasant or easy, but intelligible, and therefore operable. The Latin motto which the seal of the St. John's Program bears-"! make free men out of children by means of books and balances"-alludes to that faith, the faith of our forefathers: that true education in the liberal arts can bring out in young citizens the powers without which they cannot govern themselves, either through our Constitution or through any other that might be devised in its place. For responsible government is responsible not merely in the ordinary sense, that 7 �those entrusted with political power are "responsible to the people," byway of lobby, petition, Western Union, or merely Gallup. The art of responsible government does not consist in how to please voters, how to "sell" them this political action or that. Voters, under a truly respon~ible government, are not customers to be sold anything, and only a nation which had largely sold out to salesmanship would suppose they were. A genuinely responsible government is answerable to truth and reason; and to that reason both leader and follower are equally answerable. Voting ] a, whether in a Nazi plebiscite or a rigged American election, does not constitute what was once meant by "the consent of the governed." It is the reasons for consenting that should interest a free society. The sole importance of a majority vote-of men, not donkeys-is that, by and large, Americans have believed that reasonable steps, if properly debated and deliberated upon, would commend themselves to more men than not. This faith is based on a fact that Descartes observes in the opening sentence of his Discourse on Method: "Good sense is, of all things among men, the most equally distributed." With this faith went once the knowledge that the reason in human beings, the good sense, must be cultivated, exercised, disciplined. Assuming all this, and assuming that the curriculum St. John's introduced four years ago will furnish the exercise and discipline it has already furnished through many centuries, it yet remains true that what is being done at St. John's, even should ~t spread again to colleges throughout the land, may be too little and too late. We have lost valuable decades in the American tradition of liberal education. A generation has grown up that shows an understandable sympathy for the principles on which totalitarian society rests, rather than for the principle that all men are rational and therefore basically equal. It will be years before the work being done now at St. John's, or similar work that any other college might immediately undertake, could bear the fruit in political and economic action which would save the American way of life in the sense in which our forefathers would have used that phrase. Is there time for that? Whether there is time or not for our people to find again in liberal education the strength and understanding they once found there, the College must perform its task. From a practical point of view, its uncompromising acceptance of that task has affected more persons than the undergraduates who attend it. The parents of those undergraduates have been enabled to make a choice for their sons which they could not otherwise have made. Those of us who teach in the College draw from that choice daily strength for our task. -8 �You on the Board who have labored to make it possible for us to teach have thereby shared in the common enterprise, as have the hundreds of men and women, scattered throughout the country, who have made financial sacrifices in order that this work might be done. It is .in the nature of such undertakings that those who participate derive strength from each other. In their joint effort they find the liberty that is the right to do what they ought to will. It was of this liberty, proof against external catastrophe and the vicissitudes of human life, that George Washington spoke when, discussing the necessity to submit a good Constitution whether it were accepted or rejected, he enjoined: "Let us raise a standard to which the wise and honest may repair. The event is in the hands of God." Finally, the educational program of the College was never based upon a grandiose design to save the nation. There are indeed signs that the nation may shortly need saving. There is plenty of evidence that the sort of thing which St. John's is doing is in the long run . necessary if our kind of society is to be saved. But although free men may know, as they have often known, that true liberal education safeguards free republics, it would be misunderstanding liberal education to suppose that the proper purpose of a liberal arts college is to support free government. It would be nearer the truth to say that the true end of free government is to make liberal education possible. Lest I be supposed to say here that the purpose of the United States Constitution is to support colleges, I may be allowed to observe that colleges are not the on!y places in which men perfect their intellectual processes. Were that the case, our people would be today in an even sorrier plight than they are really in. But it is most true to say that if the purpose of government is to preserve life, liberty, and the pursuit of happiness, the first two of these objects are ordered towards the third. We live and enjoy liberty that we may pursue happiness, and the man who penned this triune phrase was perfectly aware of where that happiness lay: in the fullest possible development, and use, of man's most human powers, the powers of the intellect. Under our Bill of Rights Congress may not prohibit you or me from worshiping God-but suppose we know no God to worship? It may not forbid us to speak our minds-but suppose we have no minds to speak? It may not prevent our daily paper from telling us the truth-but suppose our paper does not know how to tell us the truth, or which truths are worth telling? Congress may not prevent you and me from peaceably assembling-but why assemble if we have nothing worth saying to each other? It may not in certain 9 �cases take from you or me our right of trial by jury-but suppose no good men and true can be discovered? In an important sense, the Bill of Rights is negative: it states that Government shall not by force take from us the essential liberty of doing things we ought to do: to deliberate, debate, exchange ideas, judge each other as peers. Nowhere does it, can it, or should it tell ·us either the list of things we ought to do or how to do them. That, in the opinion of our ancestors, was the business of liberal education. That, in their opinion, was an arduous process; for it is harder to develop in men their native powers of self-control, their native powers of thinking through, their native powers to follow up with courageous and just action than it is to tug and drive them, with club and carrot. Tyrants forbid citizens to do their duty as free men. Free government permits them to do it. Liberal education enables them to do it. STRINGFELLOW BARR Annapolis, Maryland, May, 1941. IO �A BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ST. JoHN's REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BooKs, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BooK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JoHN's, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JoHN's COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JoHN's EXPERIMENT To RECLAIM A LosT HERITAGE, by George Bull, S. ]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A CoLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QurnT AT ST. JoHN's, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JoHN's PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. Reprints available. THE ST. JoHN's PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers, December 27, 1938. Reprints available. JoHN DoE GoEs TO ST. JoHN's, by Stringfellow Barr, Progressive Education, January, 1939. FROM ST. JoHN's 'rn MARK HoPKINs, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on THE ST. JoHN's PROGRAM, by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CmcAGo, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. SocRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. 11 �THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BAcK To FIRST PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TOWARDS A D1sc1PLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfellow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Association of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MrnD, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JoHN's, by John S. Kieffer, The Classical Journal, December, 1939. THE ART OF LIBERATION, by Stringfellow Barr, Character and Citizenship (Reprinted from Free America), January, 1940 How CAN WE BE TAUGHT TO THINK, 1. "Back to First Principles," by Scott Buchanan in Democracy's Challenge to Education, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E . B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Come Into Their Own Once More, Life Magazine, February 5, 1940. REPORT or THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. CLASSICS OF THE WESTERN WoRLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. How TO READ A BooK OR THE ART OF GETTING A LIBERAL EDUCATION, by Mortimer J. Adler, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. 12 �Copies of this Report may be had on request. Address: The Registrar, St. John's College, Annapolis, Maryland. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 20 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 Supplementary Bulletin, St. John's College, May 1941 Description An account of the resource Supplementary Bulletin, St. John's College, "Report of the President." Published in May 1941. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1941-05 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SupplementaryBulletin_1941_May President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/18e0473af97cc6a62e81e50d647da0d1.pdf 74b860bd8543155c8e682e26065f0d52 PDF Text Text The King William Players Of St. John's College ••• Present .•• MACBETH ••• In Modern Dress Iglehart Hall .\, I ' Friday, May 9th and Saturday, May lOth ------8:30P.M.----~- �JESS RADIO Radios .. .. ~ ELECTRIC Refrigerators :: Ranges .. .. .. . Records We service all makes of Radios, Refrigerators and Electrical Appliances DIAL 3000 FRANCIS ST. at MAIN CHARLES F. LEE ~ l CO. REAL ESTATE AND INSURANCE 12 Church Circle Annapolis, Md. ANNAPOLIS BANKING ~ TRUST CO. 1 Member of ~ Federal Deposit Insurance Corporation DIAL 2693 CHURCH CIRCLE �LIQUORS WINES We Call and Deliver Service 24-Hour PHONE 3777 Mills' Cut-Rate Liquor Store Colonial Cleaners ~ Dyers FREE DELIVERY We Clean Everything from a Glove to a Carpet OFFICE ~ PLANT Tel. 2888 93 Main St. Phone 2655 100- 102 Compromise St. ANNAPOLIS MARYLAND Anthony J. Sterago's HENRY B. MYERS Company HOT DOG SHOP HAMBURGERS and Farm and Home Supplies Since 1880 HOT DOGS Be each; 2 for 15c 45-49 West Street ANNAPOLIS MARYLAND 29 West St. ANNAPOLIS Also Serving Plate Lunches Dial 2020 Compliments of - Hopkins Pharmacy Prescription Specialists DRUGS PIPES TOBACCO LUNCHEONETTE OWN-MADE ICE CREAM 35c Qt. - 3 for $1.00 60 West St. ANNAPOLIS The LITTLE CAMPUS SANDWICHES and PLATE LUNCHES Maryland Ave. Annapolis �Staff :1 FOR THE PLAYERS President Production Designer NORMAN A. GARIS, '41 JACK LANDAU, '44 Business Manager Stage and Lighting JAMES H . CLARK, '41 HENRY ROBERT, '41 ORVILLE USILTON, '43 RALPH BALTZELL, '4 3 WARREN BOMHARDT, '42 JAMES FUNK, '41 EDWARD W. Ross, '41 T. LANSDALE HILL, '41 JOHN HILL, '44 CREDITS Makeup LOGAN TONTZ Costumes MRS . STRINGFELLOW BARR MRS. FoRD MRS. GEORGE LECKIE K. BROWN i �Dratnatis Personae Duncan, King of Scotland .. . . . .... . . .... Charles E. Vayne, '41 l Malcolm Donalbain 5 His Sons · · · · · · · · · · · · · · · · · Macbeth Banquo { Generals of the Scottish Army Macduff Lennox Ross Angus } S { George Levine, '44 Jack Landau, '44 f Monte Bourjaily, •4 3 ·{ Norman A. Garis, '41 Robert I. Myerson, '44 Paul E. Schemel. '44 Noblemen of Scotland . . . James G. Huber, '44 Francis Mason, '4 3 l Fleance, Son to Ban quo . . .. . . .. . .. . . .. . . . Carl S. Hammen, '44 Seyton , Macbeth's Officer . ... . . .. . . ... J. Rodney Whetstone, '44 A Sergeant . . ... . .. . . . . ... ... .. . . .. .. . William B. Price, '44 A Porter .. .. . . . .. . .. . . .. . . .. . ... . Robert S. Thompson, '4 3 An Old Man .. . ............... . .. . . . . Richard A. Devan, '44 An English Doctor . ...... . .... .. ....... . . Francis Mason, '4 3 A Scottish Doctor . ..... .. .. . . . ... . .... . Norman A. Garis, '44 Lady Macbeth . . . ... . . . ... . ... .. ... . . . Paul R. Comegys, '41 Gentlewoman .. . . ..... . ... . .. .. .. . . ... Miss Diana Griscom The Wierd Sisters . . . . . . . . . . . . . . . . Mrs. Stringfellow Barr Mrs. Edward F. Lathrop { Miss Beatrice James Lords, Gentlemen, Officers, Soldiers, Murderers, Messengers, Attendants SCENE: Scotland, England �-, TILGHMAN CO. HAMIL TON WATCHES Compliments of- G~JGRILL GOOD WATCH REPAIRING HAMBURGERS 75 Maryland Avenue Strange ~ White QUALITY Maryland Ave. Compliments of - Labovitz Store 122~ 124 CLOTHIERS Main St. and HABERDASHERS 155~157 Main Street LIPMAN'S 172 ~ 174 " Men's Style Shop of Annapolis" Compliments of - Main St. SHOES Women's Wearing Business Men's Barber Shop APPAREL 181 CONDUIT ST. Annapolis Maryland �Compliments ofCompliments of- J. F. Johnson Lumber Co. Sadler's HARDWARE STORE 122-128 Dock St. Annapolis Glen Burnie Phone 4604 Annapolis, Md. Dial 3036 Largest Floating Hotel in the World Gov. Emerson C. Harrington EVERETT W . SMITH, Owner and Manager Famous for STEAKS and SEA FOOD MIXED DRINKS Foot of Prince George St. Annapolis, Md. Compliments of - ., l HOFF'S GARAGE GENERAL REPAIRS AAA Service Station 117 CATHEDRAL ST. DIAL 3066 �The ANNAPOLIS DAIRY PRODUCTS CO. I : /·.,···-· ·-.' \ I ·. ArmA;:''..)LI:; I \ r• A I I~'.'/ ' -··-· """' '"' .· / Dial2345 126 West Street Annapolis, Md. � 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 Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms 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/. Title A name given to the resource Macbeth Date A point or period of time associated with an event in the lifecycle of the resource 1941-05-09/10 Identifier An unambiguous reference to the resource within a given context Bx1-25 Description An account of the resource King William Players playbill of Shakespeare's Macbeth Subject The topic of the resource Shakespeare, William, 1564-1616 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 King William Players https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/91f167a783ac50c5a01b2e5be5cafcfd.pdf 9a7e008e748f28b1f2161588f4c516ad PDF Text Text ST~ JOHN'S COLLEGE ANNAPOLIS, MARYLAND 1696 - 1941 COMMENCEMENT EXERCISES Under the Liberty Tree TUESDAY, JUNE THIRD NINETEEN HUNDRED FORTY-ONE ELEVEN O'CLOCK , I �Commencement Exercises PROGRAM ACADEMIC PROCESSION FROM McDOWELL HALL INVOCATION The Reverend Doctor William Pierpoint ANNOUNCEMENT OF PRIZES AND A WARDS The President of the College ADDRESS TO THE GRADUATING CLASS Professor Robert K. Gooch, University of Virginia CONFERRING OF THE DEGREE OF BACHELOR OF ARTS The President of the College BENEDICTION The Reverend Doctor William Pierpont ACADEMIC PROCESSION TO MCDOWELL HALL Reception and Luncheon in Randall Hall for Graduates and Guests of the College. , I �CANDIDATES FOR DEGREES BACHELOR OF ARTS Cum Laude 8 N• .\ - ·NORMAN ATWOOD GARIS ...... . . . .. .. . ... . . . . Summit, New Jersey jtJ . , WILLIAM HENRY HATFIELD .... . . . . . . . . . . . . . . . . . ... . . Annapolis •' ·· - THOMAS LANSDALE HILL . . . . . .... . . ....... . . ... . . . . . Baltimore Af ALBERT HULDREICH JAEGGIN .... .. . . . . . . .. . .... . . . . .. Baltimore () \ -VERNON MORSE PADGETT . .. : .. . . . . . .... . .. .. .. .. . . .. . LaP lata / ' / , ._HENRY MARTYN ROBERT, 3D ... .... . . .. .. .. ... . . .. . .. Annapolis A t _.-CHARLES EDWIN VA YNE ... . . . . . . . ... . .. . . . . . . ... .. . . Baltimore 6 Rite , JAMES HAMILTON CLARK, JR ... . . ... . .. . . .. Mt. Tabor, New Jersey t:J , HENRY DAVID CUBBAGE .... . . . . .. .... . . ... .. . .... . Brandywine , IRVING SELWYN LEWIS ..... ... .. . . . .. . ....... .. ..... B altimore 0 , GEORGE LEWIS McDOWELL . "'· . .. . . . . Rock Hill, South Carolina rl 'EDWARD WILFRED Ross, JR. . .. . ... . ....... Pocomoke City c) , PAUL AARON SACHS . . ... .... . . ....... . . . . . . . . .... .. Annapolis 0 , ANDREW CAMERON SHERRARD, JR . . .. . . . . . .. .. . ... . . Port D eposit ;/ ,_-HERBERT BRENT STALLINGS . .. . . . . . ... . . . . ... . .. . .. .. Baltimore N 1 FRANCIS PHILLIPS WILLIAMS .... .. . .. . .. . ... . . ... .. . . .. Delmar () , I �HONORS AND PRIZES To the member of the Senior Class who has attained l the highest average in his four years' academic work, a gold medal. Offered by the Board of Visitors . . .. VERNON MORSE PADGETT · and Governors. J To the member of the Freshman Class who bas made ) most progress intellectually during the session, the John Thomson Mason Award of $50.00. Offered ... ROBERT SEAVER ANDERSON • by an anonymous friend of ·the College. . l To the member of the Freshman Class who has ex hibited most all-around leadership during the session, the John Thomson Mason Award of $50.00. r . .. . WILLIAM HURST BRUBECK • Offered by an anonymous friend of the College. J To the mem:ber of the Senior Class who has written} the best final essay, a prize of $2 7 .5 0. Offered .. HENRY MARTYN ROBERT, 3D ' under the will of the late Judge . alter I. Dawkins. W Alumni Trophy-for excellence in Seamanship . ... . . . . .. WILLIAM ALLEN RUHL, JR. ' The winner of the John Martin Green prize of $1 0 .00, which is offered to the member of the Freshman, Sophomore, or Junior Class who writes the best annual essay, will be announced at Convocation in September. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Commencement Program, 1941 Date A point or period of time associated with an event in the lifecycle of the resource 1941-06-03 Description An account of the resource Commencement Exercises Under the Liberty Tree. 1696-1941 Identifier An unambiguous reference to the resource within a given context Commencement 1941 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fdcda466ad0156e6e47feb6f480ced2e.pdf c26329694eb4d3b21c5f56ac9aa25a85 PDF Text Text \ Songs from AR.IE'l'Y C LUB PR.ODUCTIONS V "That's Your Problem" -Decembe r 18, 1940. "Rational Defense" - December 12, CHARLES HOYES, Director ,. 191~1. �YEAI!NING FOR LEARNING l. (to "St. John' s Forever 11 ) That's Your CHOROS: ProblE'Jll~ 1940 Yearning for lea.i·ning, The Great Books by our side, From Plato to Einstein They take us for a ride. Our laboratory, our s~1unars and math, We let them take us down through culture's path. Yearning for learning, Our intellects awake~ Off with opinions, Illusions we forsake. Follow the thinker with rigor tried and true, Our Dean will try to make free men of you. 2. BARR, BUCHANAN A GOD ND (to "It Ain't Necessarily So 11 , as sung by William Spohn) ]!lat 1 s Y_gur Problelll. 1940 Barr, Buchanan m1d God, Oh, Barr, Buchanan and God: They came from C hicago~> So we could l earn logos , 'I'hat 1 s Barr; Buchanan and God. Leaving Hutchins almost broke their hearts, Leaving Hutchins almost broke their hearts, But they pushed off t heir sloop And s et out to snoop For a place to teach liberal arts. (l Now this trinity didn't know where To sett le, 'till according to Mayer Right there of all oddities They espied Socrates Crossing the Delaware. They came sailing down Chesapeake Bay, They came sailing dovm Chesapeake Bay To the town w here the Na~J Takes all of the gravy, 1 Way down on Chesapeake Bay. �BM\.H, l UCI-iAN iu\l AND GOD ( continu ed) So they founded their c ollege , And pur.ming knowl edge , They prosper ed there, Defea ting a pretense Of nat ional defens e , But not on the Delaware. IJ Now Barr, Buchanan and God , Now Barr, Buch anan and God P rc~ach gospel Buchanic With ad. libs. Barbaric W ith little regard f or th e Lord. So Barr, Buch3l1Cll1 and God , So Ba rr, Buchanan cu. d God 1 liave E'ord K . and J as.eha But n ot enough kosher , 1hat 1 s Barr, Buchanan and God. Don 1 t think tha t t h is order is odd : It 1 s Barr .::md Buch an an , I t 1 s Barr .:md Bu chanc:m , It's Barr and Buchc.man, then God . J. V ARE THE B 1 S OF L1\BORA.TOR.Y JE (to "Three Little Mai ds Fr :Jm School", as sung by War anch, :Sourj ailly, and M ssetter .) u Chorus : We a re t he B 1 s of l abo r at ory , We a.rE:: its genii tu tel a ry , Here in this au gust s emina ry , Thr e e lit tle B 1 s are we . lj Bingl ey: Bernha r d : Bayliff : All: I understand t h e f ourt h dimension , And l am at home vdth surfac e t ension , But I am the cen te r of di ssensi on , Thr e-;;- little B1 s a r e we . Dingley: Bernh ard : Bayliff: All : I unde rstand the l atest n ews, I h old r eadti on a ry views , And I n ~~e d c-. b r <md n ew pa i r of s hoes , Three littl e B' s arc we . Choru s : '!Je P..r e the B 1 .s , etc . �WE Allli THE~ B' S OF LABOHATORY ( Continu ed) Bingley: Be rnhard: Bayliff: All: Chorus : II If We are the B's , et c. I see a chanc e to taLl{ , I 1 11 gr ab it I have the mos t peculiar habit Has anyone r ound h ere s een rny r abbit? Three little B1 s are we. SIX LECTURES · FROM £ ,1QRTIMER JtD.Ll!,'R 4· ( to 11 Si x Lessens from Madame La. Zcnga.11 , as sung by J ame s W aranch ) 'I'hRt ' s Your Probl em . 1940 Have y ou eve r h ad the j i tte rs On you r wa0r to seminar , W hen you ' re f eeling that y our logi c Isn't strict ly up to par? W ould you like your every stat ement 'l'o be strictly on the ball? Then just fly on Friday evening Up to old McDowell Hall. Six l ectures f r om M ortimer Adl er You 1 11 l e arn i ntenti ons and t rue :ilnposi tions . Si x l e cture s f rom th a t guy in Chicago His face will l i ght up Like an ele~tri ci an ' s . He quotes by the hour And he ' ll syllogiz e ; W ith mounting c onfusion He 1 L1 open y our eyes . Six , ~ ctur es from Mol'timer Adler And :rvu ' ll disc ove r What l ogic c an do-----Nov:r if al l A i s B, You a r e s ure t o agree He ' s bound t o bring out The raticnE~.l in you . I• �5. THPJ~KS FOR THE M.Elv lORY (As nung by Francis Mason) 'I:.hat' s Your Problem. II ,. 1940 Tha.nks f or the memory Of Exeis moi eipein , Plut a rch a..>J.d M aigne , ont Bath without hct water c::·n d :-!leal s without champagne , Oh , thank y ou s o much . 'l'ha.nks for the merao ry Of chr onic conic secU ons ,. Rabbi t di s s ecti ons , Or thographic, pornogr aphic, W .P.A.pro j e ctions, Oh, thank you s o much. I came v.ri t h innocent questions , And f illed with an endless c onfusion , You gav e me books for perusion : Two a week , An d all in Gre ek . So th .~s f o r the memory Of Plato 1 s r enri.nisc ence , David's c on cupi s c ence , Lysistrata of Athens and Myrhinne' s re sistanc e , How lovel y that was . Thanks f or the manory Of picture s that y ou paint Of vihat a n oble s a int I should be by the cat al ogue , but no.v you see I ain't. Oh , thank y ou s o much . y Adi eu , I must go t o m glory And prove t o th e world th < it 1 s hnrdest ;t To c onquer a liberal i".rti ~-' t, And a s I go , We end our show . CHORUS : So thanks for the gate rec eipts : 1 ' v e tri ed t o do our best , Ne And a s y ou might have guessed, Half goe s t o Brita in .s.nd W ht g ds the r est , rig Oh, the:u yo-u GO much. llc �1.. RATIONAL DEFENSE (M usic by Irwin Tucke r) Rational Def ens e . 19/.~1. Preparat i ons , Mad gyrations , For Rati on al Def ense , Rational Defen se , Fights ·with dr aft b oards And v:ash ington I s ire ' W hen W inkief s caught un de r f i re In OPM ' s rni r e , its !i.cclc>;nati ons, Dec or ati on.:; , For Rational Defense , Eat.i onal Def ense , Such i nduc em(mts shot.1 ld give you a show That you 1 11 listen t o , vrhy ,,.re don 1 t kn<:iW . Compo s ed in a hurry , the r o ' s no time to worry If it 1 s p o:Lntleso or b c:>.d ; I f you don ' t like i t Just t ell us about how Y')U1 v e been had . Vie 1 11 h ear y our angry Exclamations , D;::pr e cations , Of Rati onal Dof ense , Hati (:mal Defense , We 1 r f: c ert ai n th at y ou 1 ll speak In se.rdnar t echn i que If y ou don 't like our pl ay , So , al though blot t n , Here 1 s our motto ; Re.ti onal Def en se today . Macbin:xt.i c.ns , ComplicDti ons , In llc:c on <:l.l Defense , ti Ec.tione.l Def ense , \'\Th en the :,?l ot thickens Th ~; re 1 ;3 n c, one can gu c s s , flov'r De& Buch~·J.n <:m v,rj_ll r ei:' s on , J1 And c righten the ;n.ess v~rlt h D e:nonstrr.d~. i ons , Allegati ons , Of Rat:i. on&.l Defense , Ila:U.onal Defens e , All t he tut ors st 2.rt turning be t-:; erk , And the students decline to do ¥mrk. Chorus girls hi gh- kicks , Adl erian hot-licks In 2n c:ff:i..ce unknm·m, Tangos and congas ar e all right so l on g as They a::-e kn mvn ; �1 'l';l'' N1 I ' P ' Ll.!• vl '"' " D1i'l 4Ti'"1 S""" ( Cont.J_nue d) '. J:J ' u~ J.!J , If n ot there 'll be s ome , Condennation s , Hefntati ons , Of ~-<>..tional Defense , Rational Defense; , But the chorus Came bc.foTe us, They w ill poi nt the way , 'l'o the b est of our knowledge , Gained at t his c c~lle ge , It 1 s RationB.l L! efen se t oday . •' THE G. & S. SONG ( to the tune of s ome t une or oth er .) Rational Defense . Barr: All : 1941 I l ook i mmensely picturesque Beh)_nd an exvensi vc walnut deslc I'm one of Buch<-< na.n 1 s privateers . All : W en troubles come all in a bUilC h h I say ho-hum, go out to lunch , I' m one of Buch2.nan 1 s privatee rs. Gormo.n: 1;\J e 1 r e Ki ef f e r: All : determined to spend mor e than we get The books have not been audi ted yet , God help BuchiJJ:li-Jn 1 s privat eers . Ta.liaferro : I a :::sidncms ly re a d m books , y Though I' d r a ther p 8rllse Lif e s , Ti me s and Looks , All : 1 1 1:'. tired of b c:ing a privat e er l �THE STATELY HALLS 3. (to 11 The Stately Homes of Engla..'1d. 11 ) Rat i onal Defen s e. ,i CHORUS : 1941 Lord Pinkney , Lord Randall , Lord Carroll and Lord Chase : Behol d, we - .re your homes of eas e , 3 Though r :=tther gr oggy at the knees . I vy holding up the f our of u s , A sli ce of' .Mellon t o put a new do or in us , V e c an f eel ~~xtrernely proud . V Veneti an bljnds behind the pan es Help us to hidG our sad rem<:t in s , Fo r thoug h t here 1 s Bl oomsbury end the Navy , W 1 v e jus t ncquired some gravy. e Though the plans of a rchitect s Cau s ' us to picture our future ,Nr i3Cks , we ' vc n ot v...:\.nced, no r cried aloud Under tho bludgeon j_ ngs of Fat e v.rhat will be , will be . Our r oofs will s till be Shaky but quite endo-v.red . SOLOS : The stately ,,-al ls c;,f Pinlmey ArG m.i..nus I:Li.narets ; W hen they to ok do"''m t he scaffol ding There wure some v ain r egr et s . The re 1 s a saying t hat h .. uses divided vrill f all -St . tTOh.'1 1 s i gnored i t all ! Sing ho ! for the wailing wall of Pj.nkney ! The l en gthy h aJ~ls of Rand.:lll Inv i te a student ' s r ace , And nany a n oble t r nc tor Has t.:mt ered in the chase : And i f tvm hungry r o ommates should da r e to eat well , They oouldn ' t Loth get :into their c el H Sing ho ! for the crowded r ooms of Randal l. The vri. nding s t a irs of Chas e House W ill soon be t orn a:wa.y; But wh et her by the Coll ege Or Nat u r e ve c. m ' t s ay . : But I liv e in th e pl C'.C G and if I h a.d t o choo3e I 1 d se.y t1Hi t the Coll q;e would lus e, Sing ho ! f or t he f ailing st r ength of ChD.se House . The yavvning cracl;:s • f Ce.rroll ) AoJJi t a hov!fl ing breeze , A .. 11d w en it 1 s u p t o zero h You 1 re h ealthy , but you freez.e : You s l eep in your cloth f:s in a shiv e ring doze, BLlt Gtill your toe s i s fr oze , Sing ho ! for the f olding wings of Carroll. �T!-IE S'l';\TELY HALLS ( Continued) CHORUS : ,, And so vre st r:.nd befo re you As proud as proud can be , For though v.re 1 re all collapsing There 1 s one thing you ' ll agree : W look ripping , by jove, in liriolewn flo ors e And s ol i d mahogany doors , Sing ho ~ for the dorrrti.tor;y- glory! 2 PEACHI E PI E R (M:usic by Charles Hoyes ) Rational Defense. 1941 I c ould wl'it e a song about my lov e dreams Using symbols such that you ' d agree , But it ' s my intention at invention To s·w i.ng a pendulum and prove it ' s me . My tutor said I flt.mked r.w mathematics , Physi cs and the art of chemistry , So in my endeavor to be clever I 1 ll indoctrinate y ou lilce they did to me • •••• CHORUS: Let 11 T11 r epresent my l ove for you , 2 T( stands for the things you do The sqt:are r oot of L time s gr2vity t oo Means you ' re my peachie-pie R 11y f i eld of fo1nce is c onstant too, You magnetiz e my MaQ The flux and flow is K ~ver 2 You ' re my Peachie- Pie R • Wei er strass ....lSed epsilon , D X, 6 Y; ith my love to te st it on , his limits W The expression for Work I ' ll do f or you I s comr:.:.ensu r ate with a f ormula true, The e:>..-ponential is "I love You" 'Cause , You ' re My Peachie- Pie n2 . I will try . �5. TH IillLU CTANT TUTOR E (to "The Reluct an t Dr agon .") Rati onal De.ferl.§.£..:_ 1941 \ I On e fine clay >'Jtlile on m way t o French cla ss 3 ab , y I chanced to s py that Gilghrnan guy who vvrite s our history; It seems he was a tutor, Indubitably~ quite; Glazy eyes and phras es wi se And all that tutor-like disguis e; I admit I jumped a bit when he confessed t o me : I'm a r el uctant tutor, I' m Tench For French ; A v e r y reluctant tutor , I hate t o annoy t he boys ! They call me the timid t utor, I ' rn meek In Greek. Although I t each , I h ove t o play, The Jnnicrs ·wen 1 t l i sten anyway , ;y You s l'1ould ha.ve s een m clc.s s today ! W e:..'e they r eluctant l II At St . J ohn' s my class r es ponds with al acrity, They moan and si gh and gr onn Lmd cry and shut their eyes t o me ; They ' r e always unp:r·epa r cd , And neve r quit e awake; Glazy eyes and phra ses wise An d all th at student-like disguise ; 1 1m cp.it e amazed on certain days when t hey show up on time! They are r eluctant students, In French They st ench . Awfully r eluctant s tu dents , th ey alw:.:J.ys shirk their work . caJ.l me t11e tj_ cl t utor . mj_ They s ay I play. Th ey But Day But I::.nd it' s not my f ault, it ' s only t h eirs, after day I t each empty chairs, that is on e of t he Dean 1 s af fairs , is ll_<:. r eluctant ! ! �6. TOLLIE IS A GENIUS {To "The Battle HF of the Republic.") ( ~]ional ' Defense. 1941 l-Ie tramples down opponents of Keplerian astronomy, He 1 s the ace of all perfection vben it comes to geometry, He ·delves into the infinite and reaJAs we cannot see, In math class 3 ab. · CHORUS: Tallie, Tallie, Tollie, In math Tallie is a genius, Tollie is a genius, Tollie is a genius class 3 ab. He's an obvious example of man's rationality, He's a positive exomple of m an's risibility, He very often demonstrat es it quite conclusively, In math class 3 ab. CHORUS: Tallie, Tollis is a genius, etc. He has studied falling bodies and results of gravity, He can figure out resistance and the true velocity, And this is as evident as it can ever be, In math class 3 ab. CHORUS: Tallie, Tallie. is a genius, etc. He He He In CH ORUS: talks ubout straight lines and can quote from Ptolemy, knows the fifth definition from Euclid's geometry, sees the implications of Galil of Galilei, math class 3 ab. Tallie, Tollie is a genius, etc. �?. YOU 1 HE THE TOP Rational Defense. 1941 You're the t op Of my double-decker, You 1 re the cash Of our new exchequer, You're the College sloop, you're Tallie's group-- divine! You're a cheir from GLmbels jn abstract syobols, you're Jascha Klein. ' You 1 re the first Of the two intentions, You 1 r e the fonn That Aquinas mentions, You're Plato's one, Buchanru1 1 s son-- and star, You're a. Williamsburg blue, you're Market Street too, you're Mr. Barr. You're the bcoks That are sold by Kitty, y rm 1 re the key To Priam's city, You're a wooden horse in Plunder's course, ahoy! You 1 re p;L;;~.st er of Paris, you 're A twood Garis, ;>tou're Helen of Troy . Yvu 1 r e the dawn A a r osy fin ger, s You're the l ab, ~~e re I love to linger, You 1 re the new bri ck Y.rall, t he Christmas ball, - I love, You 're Adler's spleen, my f aery queen, you're Nabokov. You 1 rc the sum In a Kasner lect ure , You 1 re the t w irl In a Scofield gesture, You're a Gorman fro·wn, a phrase that Brovm suggests, You' re Peebles and Cart er, you're Hill the far-dar.ter, you're Comenetz. You're com plete, Just like Kelly's order, You're as sweet As McFarlin's daughter, Hope you 1 ve liked our show, now you can g·o -- we're done, But if we 1 re th e some and any, you 1 re the one. � 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 Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Songs from the Variety Club Productions: Rational Defense Date A point or period of time associated with an event in the lifecycle of the resource 1941-12-12 Identifier An unambiguous reference to the resource within a given context Bx1-19 Description An account of the resource Songs from Variety Club Productions. Includes "That's Your Problem" and "Rational Defense". There are 3 copies in the folder. 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3f913d49d9e620ddf32b37961f1fd1e2.pdf 95581501d8b684d7c2fa7548cef42913 PDF Text Text TI-l~ VARI~TY CLUB OF ST. JOHN'S COLLEGE .•• presents ••• IGLEHART HALL, FRIDAY DEC. 12th, 1941 Directed by CHARLES HOYES 1. WOODEN SOLDIER PARADE. 2. SCENE ONE-Somewhere on Market Street. 3. LA CONGA CHORINES-Misses Levering, Roe, Prout, Raley, Mayer, Hunter, Schoolfield, Washburn, Clark, Bunting. 4. SCENE TWO-Office of the Draft Board. 5. CORPS DE BALLET-Danseuse, Paula Beisserovitch, Glynski Gzowski, Roya Hunter, Adrienne Mayer, Scottayna Abbott, Steeplia Blaker, Warrenova Bomhardt, Louina Hedeman, Billishka Barr, Albertina Poppiti, Tomanski Parran, Maisie Mace. 6. STATELY HALLS ..... .. ............... .. . .. . . . Quartette 7. SCENE THREE-Administrative Offices Defense Committee 8. SHOW -GIRL PARADE . .. ... . .... .. . .. . . with Libby Arts '} . FINALE. MEMBERS OF THE CAST-Monte Bourjaily, Jack Mussetter, Bill Brubeck, N ick Bonadies, George Levine, Sam Marvin, Paul Schemel, John Smedley, Boswell Childs. VOCALISTS-Don Kellogg-Smith, Bill Spohn, Jasmine Waranch, Bill Goldsmith. CREW -Fezris Maikotfske, Gene Thornton, Dick Devan, Bob Myerson, Walter Cooley, Ernie Preiss, Herb Stern. S cenery Designed and executed by Jack Landau Book-Mason, Ringland, Meehan Lights-Usilton, Preston Costumes Created by Glenn Fearnow Busin ess Managemcnt-Waranch, John Mack Pianist-Lou Smith Photography-Meade Studio, Annapolis BURESE-New shade u sed in third set was created by Hoydau (inspired by C. G. W.) � 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 Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms 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. 1 page 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/. Title A name given to the resource Rational Defense Date A point or period of time associated with an event in the lifecycle of the resource 1941-12-12 Identifier An unambiguous reference to the resource within a given context Bx1-26 Description An account of the resource Program of "Rational Defense" put on by The Variety Club. Directed by Charles Hoyes. 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/562224155da566ab6292ea5830d0416f.pdf 34013912e184a8dd5b902228af375958 PDF Text Text St. Jchn's College CHIUST1iAS VESPER SERVICE Iglehart Hall. Sunday, December 14, 1941 at 4 o ' clock. �Order of Ser v ic e I . 0 com , all ye faithful e 1. 2. 3. Traditi ona l 0 com , all ye f a ithful, J"oyf ul and e tri umphant 0 come ye , 0 c ome ye t o Bet hl ehem : Come and behol d Him, Born the king of angels: God of God, Light of Light , Lo ! He a bhors n ot the Virgi n ' s womb; Very God, Begotte n, not creat ed; S ing , cho irs of ange l s , Sing in e xul t at i on , Sing , a ll ye citi zen s of hea v'n abo ve ; Glory to God, In t he hi ghe s t; 4. Yea , Lor d, we greet Thee , Born t h i s ha ppy morni ng J"e s us, to Thee be glory g iv' n , liiord of t he Fa t he r, Now i n f l esh a ppearing ; Aft er each ve rse : 0 case , l et us ador e Him~ 0 come , l e t us ador e Him ., 0 c ome , l e t us a dore Him; Christ, the Lord. Amen. II. Ado ramus t e Frances co Rosse llo (cir. 1550 ) Adoramus t e , Ch rict e ; Et bene dicimus ti bi. Quia pe r sanctam crucem tuam r e demi s ti mundum. Qui pass us e s pr o nobis , Domine ; mi s er e r e nobi s . III. Invoca ti on �IV. M agnificat Gre g orian My soul doth magnify the Lord, and my s pirit ha th rejoice d L1 Goc my Saviour. For he hath re garded the l.o'Nliness of his handmaiden. For be hold from hen c e forth all g e ne rati cns shall call me blessed. For he t hat is mi ghty hath magnifie d me ; and holy is his Name . And his me rcy is on them th a t f ear him throughout all gene rati ons. HP. hath showed stron gth with his arm, he h 'J. th scattered the proud in the imat:;ina ti on of t heir hearts. He h c.tth put down the mi ghty from the i:c s 0a t an d hath exa lte d the hwable a nd mee k. He , reme mbe rinG his me rcy, ha th holpc h is m s e rvc.nt Israe l, a s he promi s ed to o ur f or 3fat he r s , Abr e h e m a nd h i s s ,; e d, f or e ver . Glory be to the Fa the r, c.nd to t he S on , and. t o t he Holy Ghost; As it -:N::cs in the beg inning , j_s n o': r, E:cnd e ve r cha l1 b t~ ; Vilorld without e nd. Amen. V. VI. ThG Gospe l of the N<• ti vi ty. NULC .Jimltis Gr e(;oria n Lord, now l e t tes t thou thy s e rvunt depart in poa ce, o.c cor ding to thy 'Nord. For mine e yes h u ve s ee n thy s ulvuti c.n, fl.hic h thou h:, s t pre p;.l. r o d be for e tho f rlce of ' n ll people ; To be a li ght to light e n the Gentile s, an d to be thr; g lo ry of thy p8opJ.e Israe l. Glory be to th0 lt"'& t h or, UJ.d to th0 Son, und to the Hol :r Gho s t; As it ws.s in t ho b o f~ in ain g , is n ow, a n d e vor sha ll be; V'o:i 'ld ""i thout < Jn.d. Amen. �VII. Cant a ta N. 150 J. s. Bach (Nach dir, Herr, verlanget mich) 1685-1750 l. Sinfonia 2. Chorus Lord, to Thee , lift I my s o ul; ~V God, in Thee do I tru s t. Let me no t, then, be c onfound ed , aEd neve1· be ashamed. Le t not, Lord, mine e nemies triwnph ov0r me. 3. 4. Aria for Sopra no And so my s o ul may rest c ont e nt, Tho' e a rthly c a r es be s ,Jt me , What e ' e r the ills tha t threat me . For De~ t h and Hell are i c:r;~; t e nt , All, all c.re i r;·i.pei t ont. Despit e t h e woes which men as s a il, .ltt l ns t, t..~Vill ri gb.t oousngs s prevail. Chorus L G·~· d Thou me , l es.d me in Thy tr u th, And t each Thou me , For thou art t-hu God, t he God of 111y sa lva tio n , Arid on Tho e do I F i t, all da y long . v8. 5. Ari a for Alto, T0nor ~d Bass Mighty ce da r s oft &r0 ba ttc l'e d Oft e n times are sor ,~ ly shatte r e d By thu t empe ::;t' s stormy lllc~st. Give ye head to God's dir ..; ction. Count for na ught P.ll othe r counsol. To Hi s wo rd hold r:; vo r f :1st. 6. Cia ccona f or Chorus Days which h or o are fill -::d with : sudnoss , God c.;.,t l o.st v;ill turn to s l a dness,, By the thorny :rx..th He take s us �To the bless edness t h3. t waits us·, Firm with God I 1 ll st;wd, Fearing ne~er, f earing naught From mortal man . We who have the Lord be side us Steadfast face wha t e' e r betide us. VIII. rx. Benediction Choral: Fron. East to ~Jest J. S. Bach 1685-1750 From East to W st , from shore to shore e Let ev'ry teart awake and sing The ftoly Cl:i ld whom Mary bore, T1.e 0nrist, the everlasting King. x. Good ~Christi£n Mon, r e joice Traditi onal l. Gcod Cl·ristian men, I ~j8ic e , With hE: a rt, and soul, and voice ; Give yEJ heed to wha t we say; J e sus Christ is born today; Ox and ass before Him bow, And Ee is in the m anger now. Ch:r'ist is born today! Christ is born today: 2. 0 0- od Ctristian men~ rejoice, :h·bn he art, and s oul, and voice ; Now ye hear of endless bli ss : J e sus Chri s t was born for this! He hatl" oped the heavenly door, And mflr is ble ss ed everJwre , Christ was born for this, Christ was born for this! 3. Good Clristian m n, r e joice ., e With hE. art, and soul, and vo ic e ; Now ye need not fe a r th e g r ave : J e sus Christ v;a s bor n to se.Ye ! �Calls you one and calls you all, To gain His eve rlasting hall; Christ wa s born to save! Christ wa s born t o save ! Amen . The mus ic will be performed by the St. John's Community Chorus and a chamber group from the Community Orche s tra . �., ' � 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 Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms 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. 7 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/. Title A name given to the resource Christmas Vesper Service Date A point or period of time associated with an event in the lifecycle of the resource 1941-12-14 Identifier An unambiguous reference to the resource within a given context Bx1-27 Description An account of the resource Program and lyrics of Christmas Vesper Service performed by St. John's Community Chorus and chamber group 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c04919304c70d5867b85f6e1079a354a.jpg 28fc8e117c13197caf0857b60cdde386 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 9 x 11 cm. Resolution Resolution of the image in dpi. 600 dpi 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-0605 Title A name given to the resource Portrait of a Charles E. Vayne Walking, [St. John's College, Annapolis, Maryland] Description An account of the resource 1 photographic print : b&w Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1941-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Portraits Vayne, Charles Edwin Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ab644460fabbec768b232bc5007f46b6.jpg a81b09b1d1f2ef76319afa8710875866 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 12.5 x 18 cm. Resolution Resolution of the image in dpi. 600 dpi 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 Unknown Title A name given to the resource Kent Campbell Standing outside on Campus, St. John's College, Annapolis, Maryland Date A point or period of time associated with an event in the lifecycle of the resource 1941-1946 (circa) Description An account of the resource 1 photographic print : b&w Identifier An unambiguous reference to the resource within a given context SJC-P-0037 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 Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Subject The topic of the resource Campbell, Kent. Format The file format, physical medium, or dimensions of the resource jpeg Type The nature or genre of the resource still image Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a0b62a7437701e1be4994a58293b91cb.pdf 7961a4510e897d7d004488dc42ed4d8c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Yearbooks Description An account of the resource This collection contains yearbooks from St. John's College in Annapolis, MD. Yearbooks are sometimes referred to as the "Rat Tat", "Cicerone", or "Canvas". This collection includes all published yearbooks since 1896.  Please note that yearbooks were not published every year.<br /><br />Holdings: <br />1896 v. 1<br />1898 v. 2 - 1899 v. 3<br />1901 v. 4 – 1912 v. 15<br />1914 v. 17 – 1918 v. 21<br />1920 v. 22 – 1945/1946<br />1947 – 1951/1953<br />1957<br />1982<br />1986 – 1990/1991<br />1992 – 2001/2002<br />2015/2016 – 2017/2018<br />2021/2022 - 2024/2025<br /><br />Click on <strong><a title="Yearbooks" href="http://digitalarchives.sjc.edu/items/browse?collection=21">Items in the Yearbooks Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context yearbooks Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper (bound book) Page numeration Number of pages in the original item. 45, 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 The Nineteen Forty-Two Yearbook Description An account of the resource St. John's College Yearbook for the year 1942. Creator An entity primarily responsible for making the resource Hedeman, John Louis (Editor) Publisher An entity responsible for making the resource available H. G. Roebuck & Son Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Baltimore, MD Date A point or period of time associated with an event in the lifecycle of the resource 1942 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 1942 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3b7a20355066c2882a76971c60d05eac.jpg d0b86d73c94f3f535d0401d9f3bedc48 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 7.5 x 10 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0221 Title A name given to the resource Portrait of W. Boswell Childs 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 1942 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Alumni and alumnae. Portraits Childs, W. Boswell 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 pdf Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b185c85ecbadc3290fcad32a79414d61.jpg dd0613b62915c2c6d2d847e6b2728a7f 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 7.5 x 10 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0222 Title A name given to the resource Portrait of Lee M. Mace 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 1942 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Alumni and alumnae. Portraits Mace, Lee M. 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 pdf Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0aebca49f18f317066e63c6002999519.jpg 20d7b1b26590cf264801befeced26e1b 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 7.5 x 10 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0223 Title A name given to the resource Portrait of Ernest J. Heinmuller 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 1942 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Alumni and alumnae. Portraits Heinmuller, Ernest J. 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 pdf Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni