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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 28 x 21.5 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-1122 Title A name given to the resource Robert A. Goldwin, P. James Underwood and Mrs. Motley in Discussion after the Showing of the First Film of Sir Kenneth Clark's "Civilisation" in the Francis Scott Key Lobby 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 1971 Creator An entity primarily responsible for making the resource Drummond, Anthony Subject The topic of the resource Goldwin, Robert A. Underwood, P. James Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Deans Francis Scott Key Lobby Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f17e4f20f425949e5b4ffcc1d20a1486.mp3 d74da9008d28c6909397207f5a92e6c7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data audio cassette Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:03:30 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The First Amendment: Freedoms, Civil Peace, and the Quest for Truth Description An account of the resource Audio recording of a lecture delivered on November 3, 2000, by Murray Dry as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Dry, Murray 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 2000-11-03 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John’s College permission to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a recording of my lecture available online; make a copy of my typescript available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource United States. Constitution. 1st Amendment Freedom of speech--United States Freedom of religion--United States Church and state--United States Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Dry_Murray_2000-11-03_ac Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/15d483e71169580f1e203bbf174b8dc4.pdf 343fe9fd9badf212c7c779dbc3d39de1 PDF Text Text The Reformation of Philosophy and the Cultivation of Taste: An Interpretation of Hume’s Essays by Derek Duplessie This paper will, by way of an examination of Hume’s Essays, endeavor to relate Hume’s critique of philosophy and his efforts to supply a new foundation for the sciences to his endorsement of the study of liberal arts. Of particular relevance here is Hume’s essay, “The Sceptic.” The title of the essay immediately confronts the reader with a difficulty: does “the sceptic” designate the topic of the essay, the posture of the author of the essay, or both? Although the essay’s title suggests that the essay itself might continue on to adumbrate the characterizing features of a particular philosophic school and its constituents—this essay does, after all, appear alongside essays entitled The Platonist, The Stoic, and The Epicurean—it is quickly made manifest that the essay will be concerned with articulating the grounds for skepticism regarding philosophy in general. What, then, are those deficiencies of philosophy which recommend a skeptical disposition towards the entire enterprise? Hume’s first and, perhaps, primary critique of the philosophers can be expressed as follows: Philosophers err in their failure to recognize the basic incongruity of the boundedness of human speculation on the one hand, and the vast multiplicity of nature’s processes on the other. In its attempt to provide an articulation of the natural whole, philosophy in fact obfuscates nature through its demand that the great variety of natural phenomena be artificially organized under a small set of rational formulae. The philosopher’s treatment of human life serves as a test case for or, perhaps, as the most conspicuous instantiation of this error. According to Hume, the philosopher fails 1 �to pay due notice to the great variety of inclinations manifest in human nature in his determined insistence that “his own pursuits are always…the most engaging, the objects of his passion the most valuable, and the road which he pursues the only one that leads to happiness” (Pg. 95). The philosopher’s failure to recognize the great diversity of human inclinations causes him to prematurely and dogmatically affirm the philosophic life as the best life, precisely because it is the life best suited to his particular temperament. According to Hume’s analysis, philosophy yields but one principle that can be considered “certain and undoubted”: “There is nothing, in itself, valuable or despicable, desirable or hateful, beautiful or deformed; but that these attributes arise from the particular constitution and fabric of human sentiment and affection” (Pg. 97). It turns out, then, that the cardinal philosophic insight is precisely that which Hume faults the philosophers for overlooking in the opening paragraphs of the essay. Hume likens the diversity of experiences of the “desirable and hateful, beautiful and deformed” to the diversity of judgments with respect to food, and to the privilege which a lover accords to his beloved, and a parent to his child. The insight into the subjectivity of such judgments—into the phenomenon of “taste”—compels us to wonder whether philosophy can make use of this insight in its onward march? Or, can philosophy as pursuit of the universal be modified so as to account for the particularity of human tastes? Hume ventures an answer to this question, noting in the first place the fundamental difference between natural science and mathematics on the one hand and the “science” of the beautiful and the ugly on the other. To illustrate the point, Hume describes the cast of mind appropriate to the study of astronomy. He writes, “If I examine 2 �the Ptolemaic and Copernican systems, I endeavor to give them, in my conception, the same relations that they bear towards each other in the heavens” (Pg. 99). In the case of natural science, there is a real, if elusive, standard against which the truth or falsity of the mind’s determinations can be brought into relation. The relationship of the human spectator to the object is markedly different in the case of the beautiful and the ugly, the desirable and the odious. Unlike those natural bodies which are the object of natural science, aesthetic and moral “objects” cannot be studied with a disinterested gaze, since their very apprehension occasions pleasure and pain. The being of these objects depends upon their being a certain way for us—pleasure and pain, praise and blame always supervene with the experience of these aesthetic and moral objects. Whereas the mind can make use of a natural standard in its pursuit of natural objects, the mind in pursuit of aesthetic objects must recognize that the attribution of aesthetic and moral significance is made possible as a result of the sentiment of the subject, and that “this sentiment must depend upon the particular fabric or structure of the mind, which enables such particular forms to operate in such a particular manner, and produces a sympathy or conformity between the mind and its objects” (Pg. 100, emphasis added). The repeated invocation particularity in this discussion once again gestures towards the earlier mentioned defect of philosophy—in its clumsy effort to apply universal principles to particular instances, it fails to recognize, and therefore to account for, the particular as particular. To illustrate the insufficiency of an excessively ratiocinating or universalizing account of the beautiful—of an account which fails to collapse the sentiment of the 3 �subject and the aesthetic object—Hume describes the mathematician who reads the Aeneid and succeeds in understanding every detail of Aeneas’ voyage yet manages to remain ignorant of its beauty. Hume writes, “He knew, therefore, every thing in the poem: but he was ignorant of its beauty, because the beauty, properly speaking, lies not in the poem, but in the sentiment or taste of the reader.” The mathematician is capable of understanding everything and nothing about the poem simultaneously. The beautiful will remain forever elusive to any inquirer who seeks to locate it in the character of the object alone without considering the way in which the object, if it is in fact an aesthetic object, is conditioned by the peculiar passions of the subject who assigns the epithet, “beautiful or deformed, desirable or odious.” A turn to the passions ends up being the natural way forward in the wake of Hume’s treatment of philosophy’s shortcomings, since as Hume has already indicated, the passions are at the center of both phenomena that philosophy fails to capture: philosophy fails both to notice and to account for the phenomenon of taste, or in other words, for the multiplicity of human inclinations. Likewise, philosophy fails to account for the phenomenon of beauty because it seeks the principle of beauty in the object rather than in the subject. Philosophy’s failure on both accounts would seem to have much to do with its neglect of the passions—philosophy cannot account for the particularity of inclinations and tastes because it cannot account for the particularity of the passions, and philosophy cannot account for the beautiful, because it cannot account for the subjective passions which transform a common object into an aesthetic object. So at this point in the essay, having already indicated the bankruptcy of every universalizing, object-oriented account of beauty, Hume’s focus shifts towards “passion” 4 �and “enjoyment.” He writes, “All the difference, therefore, between one man and another, with regard to life, consists either in the passion, or in the enjoyment: and these differences are sufficient to produce the wide extremes of happiness and misery.” The character of passion and enjoyment is, then, apparently the key to understanding the very diversity of human inclinations that eludes the philosophers. Recall Hume’s earlier claim that the “infirmity” of philosophers is most conspicuous “in their reasonings concerning human life, and the methods of attaining happiness” (Pg. 95). This riddle can evidently be solved only through meditating on the play of particular passions and the objects towards which are affixed. Despite the skeptical posture that Hume assumes towards the attempt to apply universal principles to human life, he nevertheless provides a general, if “imperfect sketch” of the passions as they relate to human happiness. According to him, happiness demands that our passions be neither too violent nor too remiss. In addition to this desideratum, enjoyment requires a suitable object. Hume writes, “But where the temper is the best disposed for any enjoyment, the object is often wanting: and in this respect, the passions, which pursue external objects, contribute not so much to happiness as those which rest in ourselves; since we are neither so certain of attaining such objects, nor so secure in possessing them. A passion for learning is preferable, with regard to happiness…” (Pg. 102). Even a moderate temper cannot guarantee enjoyment if that temper is directed towards objects outside of the self—an external focus creates a space for the intervention of fortune’s capricious hand. Much of the remainder of the essay is concerned with enumerating the reasons for philosophy’s incapacity to directly bring about happiness through its instruction. Hume 5 �imagines a man naturally endowed with a “perverse frame of mind” who possesses none of the social passions, is unmoved by an affection for virtue and humanity, and has no particular desire for the applause and esteem of other men. Regarding this unfortunate human type, Hume writes, “I know not how I should address myself to such a one, or by what arguments I should endeavour to reform him…My philosophy affords no remedy in such a case…but then I ask, if any other philosophy can afford a remedy…Experience will soon convince us of the contrary” (Pg. 104). On the basis of this understanding of the utter impotence of philosophic principles to serve as a catalyst for the transformation and refinement of the passions, Hume concludes, “I will venture to affirm, that, perhaps, the chief benefit which results from philosophy, arises in an indirect manner, and proceeds more from its secret insensible influence, than from its immediate application” (Pg. 104). Philosophy’s beneficial effects can be harvested only through engaging in philosophy, not through the appropriation of any philosophic doctrine. To clarify this point, it will be necessary to say a bit more about the specific ways in which participating in philosophy can have a salutary effect upon the passions. Hume’s most explicit statement on the issue goes as follows: It is certain, that a serious attention to the sciences and liberal arts softens and humanizes the temper, and cherishes those fine emotions, in which true virtue and honour consists. (Pg. 104-105) Notice, in the first place, that Hume’s discussion has for the moment substituted out philosophy for the science and liberal arts more generally. Serious study of the arts and sciences, by tempering the violent passions, reinforces the virtues that make that life possible to begin with. 6 �The discussion once again turns to address philosophy in particular. The difficulty with philosophy as a solution to the problem of human happiness is that, as beneficial as its indirect effects tend to be, philosophy rarely can rest satisfied with affecting circumstances only indirectly. Philosophy all too often transfigures itself into a set of rigid doctrines that, at best, have no effect upon the passions and, at worst, eradicate the good passions along with the bad, thereby standing in the way of the attainment of happiness. Let’s begin with the first, benign case. If philosophy turns out to be merely useless it will be on account of the paradoxical nature of all philosophical prescriptions: every theoretical insight passed along as an antidote to the tempestuous passions must be either natural and obvious, or it must be unnatural. If the insight is natural and obvious, the philosophic investigation is simply unnecessary. If the insight is unnatural, it will be useless because incapable of altering the natural affections. These sorts of philosophic reflections will prove too remote from practical life to affect any genuine and permanent transformation. Hume continues on to present a graver possibility still. Even if philosophers were able to advance insights capable of affecting human life, the general application of these principles would prove as toxic for the virtuous passions as they are for the vicious. “[Philosophic reflections] are, for the most part, general, and are applicable to all our affections. In vain do we hope to direct their influence only to one side…they will operate throughout, and spread an universal insensibility over the mind” (Pg. 107). It suffices to note that Hume’s critique of philosophy always takes the form of a critique of philosophic doctrines. 7 �It looks, therefore, as if his affirmation of philosophy as an activity distinct from the production of universal doctrines is, at bottom, an affirmation of skeptical philosophy, and, indeed, Hume’s own way of proceeding appears to instantiate this approach. Recall that Hume asks his readers at the outset of the essay to esteem his “opinion” as little as he himself does. This is precisely the opposite disposition as that of the philosophers who are at the center of Hume’s critique—those who have such confidence in their doctrines that they dogmatically attempt a universal application. In summary, Hume’s skepticism of philosophy engenders, not a wholesale rejection of philosophy, but a critical preparatory step towards the establishment (or, perhaps, reestablishing) of a different way of philosophizing; an approach that is experientially furnished and self-questioning. At this point, even despite the highly qualified character of his recommendation of the life of reflection, the reader may legitimately wonder whether Hume is guilty of reenacting the same error that he faults the philosophers for committing early on in the essay: Hasn’t Hume just endorsed his own way of life as being the most conducive to happiness in the face of ample evidence that other men are capable of living happy lives without engaging in reflective pursuits? In defense of Hume, allow me to venture a provisional response to this objection: In the first place, Hume demurs from going so far as to say that the life of study is the pleasantest for everyone. It is only so for “some tempers.” A more significant point of difference between Hume and the dogmatic philosophers is that, while the others’ endorsement of the philosophic life is premised upon an ignorance of the particular passions and their determinative role in bringing about particular enjoyment, Hume’s endorsement of the philosophic life is made on the 8 �basis of his awareness of the central importance of the passions—his recommendation of philosophy is premised on his claim that engaging in a life devoted to education can indirectly temper and refine the passions, thereby making them more conducive to happiness. A remaining issue is of course that the life characterized by learning is available only to a small few, and philosophy is of no use to those who are not actively engaged in it. How ought the greater part of humanity to go about refining the passions? It appears as though participation in the liberal arts and sciences may produce an effect similar to that produced by skeptical philosophy. Indeed, skeptical philosophy, as recognizing the significance of passion and particular humor in human life, may very well be extended to actually include the arts more generally—Hume’s essays, at very least, would appear to have much in common (at least in their aim) with other works of artistic genius which also endeavor to capture the particular and passion filled character of human experience. An extension of philosophy such that it is able to incorporate the arts also extends the way of life that philosophy represents to a wider swath of humanity—indeed it extends philosophy so far as to, at least potentially, include what Hume calls the “conversable world” which participates in the arts. Hume’s endorsement of the liberal arts more generally comes to light in relation to his emphasis on the great influence of fortune in human affairs. This point comes out most clearly in Hume’s essay, Of the Delicacy of Taste and Passion, in which he draws a distinction between these two different species of delicacy. The delicacy of passion, according to Hume, makes those who possess it “extremely sensible to all the accidents of life, and gives them a lively joy upon every prosperous event, as well as a piercing 9 �grief when they meet with misfortune and adversity” (Pg. 10). This quality gives rise to a volatile temper, very much subject to the whims of particular circumstances. Hume insists that there is no one who would not rather possess a “cool and sedate temper,” since, “Good or ill fortune is very little at our disposal…Great pleasures are much less frequent than great pains” (Pg. 10). Because fortune is not under our command, it will always be well advised to hope for a moderate temper, but the acquisition of such a temper requires that those possessing delicacy of passion make efforts to pacify this peculiar sensibility. Hume presents a second sensibility, “the delicacy of taste”, as parallel to the first and yet capable of moderating the former’s pernicious effects. Just as delicacy of passion produces a sensitivity to prosperity and adversity, those who possess delicacy of taste are characterized by an acute sensitivity to “beauty and deformity.” The cultivation of delicacy of taste, according to Hume, is the best antidote to delicacy of passion. He writes, “I am persuaded that nothing is so proper to cure us of this delicacy of passion as the cultivating of that higher and more refined taste, which enables us to judge of the characters of men, of the compositions of genius, and of the productions of the nobler arts…and this is a new reason for cultivating a relish in the liberal arts” (Pg. 11). This claim recalls Hume’s statement in The Sceptic that the chief triumph of philosophy is that “it insensibly refines the temper, and it points out to us those dispositions which we should endeavour to attain, by a constant bent of mind, and by repeated habit” (Pg. 105). Cultivating delicacy of taste through engagement with the liberal arts guards men against the adversities of fortune in two slightly different ways: it tempers the extreme passions which threaten to render life intolerable in the face of misfortune, and it requires 10 �us to turn our gaze towards and find satisfaction in works of genius, which are themselves not subject to the cruel determinations of fortune. This brief digression was intended to expose the kinship between Hume’s description of the effect that engagement in the philosophic life has on the passions in The Sceptic, and his description of the effect that participation in the liberal arts more generally has upon the same in Of the Delicacy of Taste and Passion. The concurrence of these two accounts suggests, to this reader at least, that if Hume does not already regard philosophy and the arts to be intimately related, he certainly appears to be engaged in a project to diminish whatever distance remains between the two. This effort is related to what appears to be a larger project to reform moral philosophy so as to equip it to be capable of addressing human life in all of its particularity. The particularity of human life owes to the particularity of the passions and the objects of those passions, and these passions are as much responsible for the experience of moral beauty as they are for the experience of any other sort of beauty. As such, ethical thinking must be brought into relation with aesthetic thinking, and towards the end of establishing this relationship, the skeptical philosophic approach to human life must become extended to include the study and practice of the arts, the mimetic representation of the very passions which set ethical life into motion. Related to this philosophic project to bridge the theoretical gap between moral philosophy and the arts is another social project that Hume undertakes to negotiate between the “learned” and “conversable” worlds. The learned world includes the solitary men who are engaged in difficult operations of the mind, while the conversable world includes those who are characterized by “a sociable disposition, and a taste for pleasure, 11 �an inclination for the easier and more gentle exercises of the understanding, for obvious reflections on human affairs” (Pg. 1). The detachment of each of these worlds from the other has a dual effect: It results in the impoverishment of the conversable world and in the utter irrelevance of the learned world, mired down as it is in a theoretical morass of its own making. In short, a conversable world insulated from learning is a world that has nothing to converse about, and a learned world that is sheltered from common life is a world in which genuine learning has either ceased or ceased to be good for life. That the elimination of the space between these two worlds is a central aim of Hume’s essays is announced in his essay, aptly titled, Of Essay Writing. Hume writes, It is to be hoped that this league betwixt the learned and conversable worlds…will be still further improved to their mutual advantage; and to that end, I know nothing more advantageous than such Essays as these with which I endeavor to entertain the public. (Pg. 2) Hume’s entertaining and accessible essays endeavor to bridge the distance separating these two worlds by stimulating intelligent conversation among the conversable. These sorts of essays can elevate the minds of those engaged in common life, thus preparing the conversable world for the cultivation of the higher arts which temper the vulgar passions and contribute to the virtuous disposition. A conversable world that is engaged with the liberal arts together with a learned world that recognizes the theoretical need—a need particularly salient for moral philosophy—to meditate on the particularity of common life establishes a fertile ground upon which a reformed, skeptical philosophy which both benefits and benefits from society might blossom and augment the enjoyment of the learned and the conversable alike. 12 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "What is Liberal Education For?" 2014 Conference Papers Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe Date A point or period of time associated with an event in the lifecycle of the resource 2014-10 Rights Information about rights held in and over the resource Meem Library has been given permission to make these items available online. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 12 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The reformation of philosophy and the cultivation of taste : an interpretation of Hume's Essays Description An account of the resource Paper presented on October 16, 2014 by Derek Duplessie at What is Liberal Education For? : a conference at St. John's College on the 50th Anniversary of the Santa Fe campus. Creator An entity primarily responsible for making the resource Duplessie, Derek Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2014-10-16 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Hume, David, 1711-1776. Education, Humanistic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24004529 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/340c61c4d97bdbad13760f298307ed53.mp3 b6b140895878c1d038507aef2bbf0087 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:59:32 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 On Aristotle's Hypothetical Method in De Anima Description An account of the resource Audio recording of a lecture given by tutor Jacques Duvoisin on December 1, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "To understand Aristotle’s remark that there is no thinking without an image, it is necessary to consider the mode of his argument in De Anima and elsewhere. If we suppose that he is exploring a hypothesis -- if we accept that, we must also accept this -- and inviting us to join him in it, we may find a result that is both unsettling and oddly compelling, but also one we cannot easily dispense with. It seems strange to say that all modes of thinking, including the thinking we might attribute to the gods must involve an image. This means we have to develop a keen sense of the context of the remark, and this will entail attending to its argumentative mode. This reflection will nudge us toward recognizing both a physiological and a political dimension to Aristotle’s theory of the soul." Creator An entity primarily responsible for making the resource Duvoisin, Jacques Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-12-01 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Aristotle. De anima. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_DuvoisinJ_On_Aristotles_Hypothetical_Method_in_De_Anima_2023-12-01 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/59bfdb52f0117b18835c77100d982807.pdf e69f7f172ca709834b457b23eed32a4a PDF Text Text The St. John's COLLEGIAN Annapolis, Md. November, 1952 CONTENTS THE WHITE GODDES~-AGAIN TWO POEMS _ THE DYNASTY HAMLET TIPPECANOE AND NIXON, TOO TO,RMENT OPUS I TAYLOR BALLARD MERRITT SUGG KIEFFER SAND EK LERNER Cover 4 5 6 8 10 Editors Sinclair Gearing Barbara Dvorak THE WHITE GODDESS-AGAIN Mr. Klein's lecture, somewhat misleadingly announced as "The Great Mother and the Liberal Arts," ~as nothing if not an unexpected approach to the Opening Lecture Problem. The "Great Mother" turned out to be the White Goddess from the Robert Graves book, which many of us had heard of, somehow, but few had actually read. (Remember last year when people would ask in the coffee shop if one had read "The White Goddess?") As it happened the lecture was pretty much a paraphrase of the book with a few puckish asides on the author's scholarship ("simply deplorable") and his method ("really outrageous"). The connection with the liberal arts was not immediately apparent, except as Mr. Klein used grammar, rhetoric, and logic to communicate. Actually the lecture was both relevant and important, as is evident if we examine the book a little more closely. What is "The White Goddess" about? The author claims it a "poetic grammar of myth," but this too is misleading. The book, I think, is a piece of propaganda addressed to poets. As propaganda, it will use a certain kind of rhetoric which would be out of place in an authoritative work; and, in order to reach its special audience, it will be written in a poet's tongue. This message, it would seem, is a valuable · one and most of us at St. John's are poets enough to learn from it. On opening "The White Goddess" at random, you face a mad, unstable mixture of myth-material �from all possible West-European cultures, and fragments of weird, long-forgotten heresies. Running through this is an insistence that in myth is embodied the Single Poetic Theme, that profound Secret which the true poet is selected to preserve and perpetuate in rhymed riddles. He is bound to the White Goddess, a terrible deity who reveals herself to man in various ways. She is the reknowned three-fold goddess of many names, appearing in all the Western religious traditions except, significantly, the Judaeo-Christian. It is she who comes to the poet at night, making his flesh crawl, his countenance blanch, and his entire body tremble with ecstatic terror. dialectic as possible means through which to understand life and ~xpression. When the poet turns away from the White Goddess, as Graves suggests, then he is betraying the Secret and is no longer a true poet. But neither can the liberal artist ignore her: there are some things in the world about and within him for which the Sun-God is simply not responsible. It may well be that, in those rare moments of insight, when you see with a terrible clarity and brilliance an unexpected meaning and significance beneath the surface of things, that the White Goddess is present • . . JIM TAYLOR Like all works of propaganda, this book is essentially a half-truth, a deliberate distortion of fact toward a specific rhetorical end. Poetry is an art, hence a discipline, also a way of life. As an art it is necessarily governed by rules that hold true anytime for any poet. Graves is too good a poet not to know that he must also look to the SunGod, who is concerned with the ordered formal aspects of art. (Here again, of course, is the matter of inspiration and discipline in poetry, inevitably battered about with dogged perversity in every Van Doren question period. Graves, through his own perversity, points obliquely at resolution.) The war in heaven is the archetypal expression of the problem of the artist; this is to establish, intuitively,- this is no easily worked out formula-a relationship between the two opposing forces that will make creation posible. To the White Goddess he must turn as she is the source of his art. At the same time he must be careful, as the Goddess has, frequently, unmerciful ways with those who come too close to her and cannot help being lured irresistably into the abyss. If he is captured by Apollo, the creative impulse may be burned out of him; he will be capable only of developing a sterile academic formalism. The latter catastrophe, Graves insists, has actually occurred in the last few generations of poets. He finds himself in a dreary prosaic age when men have forgotten myth and magic, and poets have turned their backs on the muse who is the only source of the poetic vision. As a last representative of the bardic tradition, Graves is reminding all poets everywhere of their responsibility to maintain the Secret and their devotion to the Goddess. To say this, he uses the language of myth and riddlethe poet's tongue-and thus keeps the secret, as his meaning will elude outsiders who are not concerned with these matters, but will reach the poets, who will recognize immediately what he is talking about and should wake up with a guilty start. There are still more vital and meaningful implications in the book that should be examined. It might seem at first glance that so "irrational" a being as the White Goddess is really outside the liberal arts, which one might think is more the realm of the Sun-God. One might then recall that Socrates, no stranger to myth, on one memorable occasion went down to the Piraeus to offer his prayers to the Goddess . Let us look at these two beings, without attaching moral values to them, but regarding them both as very real and of immediately vital concern. They are forces which act as a direct influence in our lives and ultimately affect thought and behavior. They represent the archetypal antagonists who are opposite in the sense that they are complements which make up a whole. In their eternal struggle is reflected the struggle within man as he alternates between magic and science, intuition and logic, poetry and I ~ �The True Mu5e She is no demure pastel.:gowned ingenue. She munches grass, and later coughs it up And gnaws it as a cud, and gnaws and gnaws Then presently, her dull day accomplished She bawls to have her swollen udder emptied. You need to milk her fourteen times a week, Mornings and afternoons, Sundays, holidays You squat beside her, squirting stroke after stroke Dodging at times her shit-stuck burr-barbed tail. This is that persistent being Audhumbla who Licked with her tongue the gods into their godhood Out of the ice that held them impotent Who also, more than once upon a time Grotesque, astonished with herself, a joke At least for dogs and little yapyap dogs ·· Soared through the evening higher than the moon. The ·Dynasty I F Your unforgotten spirit is the guest of Time, and by him honored everywhere. No hour· I enter but does still attest your presence having been before me there. Your presence, now no longer manifest, speaks in your absence, its true son and heirwhich, of its father's semblance now possessed, with its power wield's a power in double share. · And Time (old Machiavellian statesman he) Knowing it is his empire in whose name kings . rule, establishes this dynasty that rebel though.I be I must acclaim; and thereby keeps me prisoner in this cage, shaking the · bars, and sobbing impotent rage. The Invocation (For a work under construction to be called 'Down by the Riverside') Of that long crime the hunter First-born did; Of each man who rose up and ruined his own Brother, here in the bloody field, of each Whose hand fou!td eolith, club, axe, straight spear, Levelled a rifle, closed a switch, or aimed The fatal words, aloi::td or secretly; Of each, the same, who would have laid his life Down for what nameless stranger? who indeed Bequeathed his blood, which is the life thereof Which tracks the orbits of the singing spheres; Who, lonely, longing for his lonely twin Carries To Kill honed bright Of all then . . . of The human heart in conflict with itself: Hear, Radiant Lady, Stella Maris, Queen Advocate Intercessor Mary hear . .. JAMES BALLARD-1952 A MUSIC IN THE MIND Making a kind of music in my mind, the singing words of poems I remember that in some May were read, still in December make a renewing music in my mind. They leave a tenderness within the tonguea touchstone and a heritage of taste, for words that shall be brought to birth; a chaste effective fertilization for the tongue. The music and the shape of words alone would, if one must confess these all, suffice for joy arid wonder ... yet these still entice beyond themselves, to where the things are known · to which words cannot reach : those of a kind that do indeed make music in the mind. VIRGINIA MERRITT �HAMLET Two years ago, during the discussions that preceded the -production of THOMAS CRANMER OF CANTERBURY, the figure of a Christian tragic hero was drawn vividly enough for me to recollect it now in trying to critize Mr. Dark~y's provocative analysis of HAMLET on last All Hallow's Eve. It was partly our attempt then, and as I understand it Mr. Darkey's more recently, to allow the juxtaposition of 'Christian' and 'tragic hero', keeping the full import of both terms. On the two occasions little or no mention was made of the Christian concept of life after death which seems on the face of it to erase 'tragedy' for the combination when applied to for instance a Christian martyr. Martyrdom arises from certainty and is perfectly in touch with the cosmic scheme of things. Truly, in a Christian world there is no complexity out of which arises the necessity for choice. The martyr's passion, unlike a more typical hero's, is not the motivation for a blind but somehow necessary action, but an act in itself-performed on sure faith if not sure knowledge. It is just this sureness, the immediacy of reward, the feeling that, though terrible, the suffering of the martyr is unequivocally right in the larger scheme, that keeps him from being a tragic figure. The hero as we are familiar with him looms large against the cosmic order, and is surely .crushed by its machinations. If a Christian is to be a tragic hero, he will have to be a man who acts .on his own terms rather than heaven's. Can he then be a Christian? There is a line toward the end of the 'Cranmer' play which goes: When you have lost Him at last you shall come into God, suggesting that not only is it possible to misconceive man's relation to God, but necessary. In this light Cranmer can become a tragic figure and perhaps Hamlet, too. Cranmer was a Christian who believed he was acting in accordance with God's will. During the play he is forced to recant his actions in order to remain true to his belief; however, on discovering that he is to be executed anyway he reasserts his original position, going to the flames deserted and alone. From his point of view, he acts, finally, as a man, full of a certain pride in his own intellect and wilful action (which he had previously denied), and meets the fire blindly and desperately-without God. Considering the line quoted above, however, it is only at this moment, when he faces death as a helpless mortal, that he has found God. Certainly, the only meaningful action in Christian terms is to act in accordance with God's will. The difficulty that arises in a Christian as well as a pagan cosmology is that God's will is not too clearly known. This interpretation of Cranmer gives him a tragic stature, as a Christian caught between the necessity of trying to understand God's will and the truth that any understanding is necessarily a lie. The crucial tragic irony in 'Cranmer' as in, for instance, Oedipus, is that by means of this terrible conflict cosmic order is achieved. Both men acting on uncertain knowledge to the best of their abilities stand finally as what they are: ungodly creatures. As 'less than God' they could not have acted differently. As a Christian, Cranmer thereby finds God; Oedipus, at last, knows the truth. It is the grim aspect of their learning that we fear. Everyone agrees to some degree that Hamlet is a tragic hero; but it is difficult to answer his critics, who have called him variously, coward, 'intellectual,' madman, or fool. Mr. Darkey chose to solve the problems by assuming that the play is Christian and by showing -that Hamlet himself is a Christian hero. The definition of the hero which I have sketched so far would force me to outline the play as follows, starting from Hamlet's first soliloquy herein he says, describing Claudius, -my fat her' s brother, but no more like my father than I to Hercules . . . The lines are spoken by Hamlet prior to his encounter with his father's ghost, and, therefore, give us some acquaintance with the unhappy prince before the awful burden of the necessity to act falls upon him. This first soliloquy reveals Hamlet's passionate awareness of the crimes of Claudius and concludes with -break my heart, for I -must hold my tongue, ... his acute sense that he is restrained from doing anything about the crimes. The hero is caught inextricably in matters of temporal justice, but has enough sense of the supernatural order of things to sublimate personal motivation to God's perfect justice. God tells him he is chosen as the instrument of His will. Hero understands, is elated, and with great effort continues to bypass personal revenge, waiting for God to act through him. God never does, but gives a few hints that He hasn't forgotten. Finally, hero faces .death without having acted. Can't stand it. Forgets God. Acts from personal motivation. Effects the revenge . . Dies. Somebody left to tell the story and thereby everybody understands that it was God's action at last. This is certainly not the development of the play as Mr. Darkey outlined it; yet it illustrates again my feeling that in order for HAMLET to be a Christian play and in order for Hamlet, the prince, to be a tragic hero at the same time, the plot must image a man who acts as a Christian must act, but who finds that by so doing it it impossible for him to be a Christian. The Hamlet that Mr. Darkey sees in the play is a man who seethes with personal vengeance, acting with mortal resolution from the beginning, and who fails to grasp the supernatural order of things. His failure to eliminate Claudius during the first four acts is seen not as a Christian virtue, but rather as frustrated, wilful, and therefor~ unchristian, action. (Polonius turns up behind the curtain, Claudius is · found praying, etc.) These frustrations and, ultimately, the frustration of Claudius' attempt to eliminate Hamlet, combine to · teach the melancholy prince that wilful action is meaningless in a Christian world. Having learned what it means to be chosen as the agent of God's will, Hamlet then waits, concerning himself with the minutia, until God announces the time and place for action (by having him mortally wounded), whereupon he promptly and hero,ically enacts God's justice. This development of the play tells me that Hamlet learns that in a Christian world tragedy is impossible and that to act meaningfully in this system is to lose all vestige of tragedy. I would agree with Mr. Darkey in his final remark that a Christian soldier is possibk But it seems to me that a soldier falls far short of the tragic hero. AL SUGG �TIPPECANOE AND NIXON, TOO Twenty years and more ago it used to be the fashion to proclaim that there was no real difference between the two major American parties. Many of the educated took pride in their failure to vote and scorned those who did. Franklin Delano Roosevelt showed how shallow this attitude was by the skillful use he made of the party structure and of political passions in fashioning a government that governed. Coolidge prosperity had dulled the sense of politics in the American people. The Democrats were slowly rallying from the Harding catastrophe and in men like Senator Walsh of Montana and some southern senators had spokesmen who kept alive the Bryan and. Wilson tradition. In the North, Al Smith was giving an example of how a man could be both a progressive governor and the idol of the city machines. Roosevelt succeeded Al Smith as governor of New York in 1928. For the next four years he built on Al Smith's progressive record as governor, gathered about him the nucleus of the brain trust, and through Jim Farley, an Elk and a Catholic, developed a tremendous following among professionals all over the country. When the depression struck and Herbert Hoover lived futilely in the White House, Roosevelt was ready. He came to Washington in 1933 supported by the hungry professionals and the enthusiastic progressives. His leadership combined the drive of both groups. With abundant patronage to keep the professionals loyal, he was able to move on the unfinished business of Teddy Roosevelt and Wilson. The Wagner Act put the labor unions beyond the reach of union-busters, the Reciprocal Trade Act began undoing the Smout-Hawley Tariff, the Securities and Exchange Act, the Holding Company Act, and many others were applauded for cleaning up the mess that "normalcy" had made. More important still, the CCC, W.P.A., HOLC, Social Security, and -other acts established the principle that the Federal government had a responsibility for the economic health of the country. The "Hundred Days" of 1933 set the pattern that is now firmly established. The people wanted what Roosevelt was doing. They began to understand better the function of government as the agent of the people. This year's election is the proof of Roosevelt's success in reviving the art of politics among the American people. This result outweighs what is to my mind the disastrous nature of the political choice of the people. Party defeat is not irreparable. What is everlastingly important is that the party of Roosevelt has found in Adlai Stevenson a new leader with the intellect and eloquence of Woodrow Wilson. He will, moveover, lead a party purged of its shame: ful corruptionists and crypto-Republicans. -The historic mission of the party (I write this eloquent phrase on purpose) has been to be the imagination, the weapon of the earthy majority of the people. It has always existed to shatter Bourbon complacency. For this reason, incidentally, the theme song "Don't Let 'Em Take It Away" was contradictory. Many people may have felt that the Republicans have more experience in the protection of vested interests. The Democrats anticipate the certainty of control of the Congress in 1954, the probability of The Presidency in 1956. The program set forth in Governor Stevenson's campaign speeches gives us confidence that when this return to power comes we will be prepared to use it well. The liberal-artist, especially if he is a first voter, may be discouraged by the discovery that practical politics is conducted by the passions of the Agora rather than the reason of the Academy. His discouragement will be increased as he observes the new power that radio and television give to the voice of the demagogue. A Cleon or an Alcibiades, after all, had to fight Nicias face to face in the assembly. They had no cloak of congressional immunity or protective coloration of soap opera mentality. Nevertheless the history of American politics _shows that demagogy has never yet turned the people for long from their deepest purposes. The success of Stevenson in reaching the minds of millions of the people is an omen of hope. It should not be surprising that "nous" is less respected in the Agora than in the Academy. Socrates knew this but it did not keep him from the Agora; it brought him back into it every day. We must expect assaults on the Academy-from McCarthy and from all the modern sophists. Yet, if we follow Socrates into the Agora, it is to drink our hemlock-ultimately-in triumph. JOHN KIEFFER �TORMENT Thinking back on the experience of seeing TORMENT, a RAM presentation of a few weeks ago, I was struck by a singular difference betweeri my reaction to that film and my reaction to almost any other. And that was that I seemed to be without any feeling about it one way or another. I call that peculiar because in almost every other instance that I can recall I have been left with something. Usually, I suppose, it is a definite opinion, probably one of rejection; but at least the rejection results from a formulated opinion, which, in turn, follows upon some thought about the picture : more or less as the film warrants. Some pictures are great or nearly great--or at least memorable for some particular reason, and so I have some residual thought or .feeling left about it after having seen it, however long ago. In the case of mediocre pictures I find that I am still sufficiently enchanted by the mere mechanical fact of movies to glean something from the experience; and as often as not perhaps, see a new relationship between elements of life that are already seen as interrelated. And even otherwise bad films like The Quiet Man, leave an impression for the striking fidelity of color and the few compositions that occur that stand head and shoulders above the run of the mill product. Or possibly, as in the case of a musical, the conception in terms of sheer size and tenacious adherence to the tenets of bad taste have a stunning and humorous aspect that leaves material for anecdotes or clever disparagement. The experience of TORMENT was like none of these. I didn't think much about the picture after seeing it, I recalled no clearly defined after-taste, and I referred to it little or not at all in conversations about sin and evil and the themes the picture touched upon. However, it finally came about (perhaps because I was approached to write this) I was forced to face this vacuum and try to understand it. * * * I think the reason for the lack of thought about TORMENT is that it stated a position and a view so clearly and powerfully, and the view was somehow so distasteful, that I "chose" not to think about it, chose without being particularly aware of choosing. The story purported to be a study of evil; the horror wrought in the lives of the innocent and the not~ so-irinocent by an embodied evil-the Tormentor. But if it were merely this: that unexpected evil can change the course of our lives or destroy them, that evil is terrible and perhaps inescapable-then I doubt that I would have so fled thought about it. I think the picture was either saying or implying something more; and that something more is that in the face of evil we are helpless. The first communication of the picture's mood and theme was in the opening sequence, the episode of the little boy who was late for class. Anxious over possible apprehension by the truant officer he scurries through the big, sterile halls of the building, like a frightened mouse. He looks furtively about the building and the immense halls-the world-for his antagonist, the truant officer. And when he sees him--or is seen and hailed by him-he runs and hides, trying to escape, not by a feat of moral or physical strength-he has neither- but by pathetically futile ingenuity, futile because eventually he is caught, and led by the ear to whatever terrible fate . The film seems to be saying, by analogy, that here is man's condition. Helpless before his tormentor, unable to elude him, almost destined to defeat. 'l;'he first sequence, then, is one of helplessness. With this prologue, the film moves on to the classroom of the protagonists. The boys ·are typically boys, that is to say ineffectual rebels against a figure of oppression, . and somehow unaware of the anatomy of the oppressor. Except, of course for Vergren, who has no formulated hostility-nor even unformulated: it later becomes clear that he is sorry for his tormentor. And when :finally the sequence moves into the introduction of the tormentor and his torments, the mood of helplessness in the face of remorseless persecution is intensified. And when the tormentor's .hostility is focused upon Vergren, we see Vergren's hopeless inability to cope with the oppression. Birdie, the almost unpalatably lovable old codger who is the friend of the boys and is about to retire, talks to the Tormentor and :finally breaks out into cold and impotent fury. He sees the profession to which he has given his life being perverted into an instrument of torture, and is helpless to do anything about it but rail-and here a hint of the denoument is given, the tormentor protests that he has been ill, that he is doing his best despite it. In an almost .immediately subsequent sequence we are moved into. the tobacconist, and the girl is introduced. And there is something eery in her slavishly preparing and lighting .a. cigar for the man before whom she is so manifestly cringing. She too is helpless, and her helplessness comes to a climaxing din of futility and frustration as the story unfolds and she is seen to cower at _ the very thought of her tormentor. She is completely unable to escape him, and even in his absence helpless to forget-present or absent he is always there and hours away from him are hours of conscious escape from the inescapable presence. And in the midst of Vergren's love affair with her, when his most masculine traits and tendencies are to the fore, he is not only unable to do anything about his own torment, but is helpless to do anything about hers. And after he has, with frightened resoluteness, denounced her, and in some measure comes to grips with his fear, it is too late-he returns to her flat and she is dead, consumed by her fearful helplessness. The death of the girl is the beginning of the denoument, and occasion to introduce the other characters and have their helplessness contribute to the grotesquerie that ,has been delineated. The Headmaster at school is helpless; he must adhere to the forms, and, even knowing the monster for what he is, must yet expel the boy. The boy's father is helpless in the face of the catastrophe. He is a stern and resolute man ; but his sternness and resolution are devices to conceal helplessness from himself and his family. To be less than stern, to be approachable and conciliatory in this crisis would be to relinquish his adjustment to helplessness, and that is something he cannot do. And when somehow he contrives to do it, the inclination is too late, the boy has left, and he is again helpless. The mother is almost a characature of helplessness. Incapable of prevailing upon her child not to leave home, unable to approach her husband to stop the boy, she flutters like a moth trapped between a window and an insecticide. �In every scene of the .film, even in his physical absence, the presence of the tormentor is hideously and oppressively felt. All are, in varying degrees of directness, effected by him. Most cower; the wisest and most courageous would follow in his wake and try to undo his evil-evils which they were helpless but to aid in perpetration; and yet it is significant that the film has them follow and undo, not prevent. The .film having built to this climax; the pathetic death of the girl, the nightmare of the boy, the crushing of the father, the wastedness of the mother, the scarring of the students, having reached this point of nervous carnage the camera turns to the Tormentor and he is shown for the pathetic and broken figure that he is. He is closer to the horror than any, he is moved more violently than the others by it, he is tormented the most; for him there is no readjustment, no healing of the wounds; no concern of others; he is alone . . . alone with his evil. He is the most helpless of all-helplessness is presented as being the essence of evil. * * * In delineating the character and characteristics of . the Tormentor, the picture . makes it clear that he too is a frightened personality. And it does this long before the final breakdown on the stairs in the deceased girl's apartment house. The Tormentor is shown as being strikingly insecure. This, at least is the reading I give to such idiosyncrasies as the overly-neat desk, on which even a book that is ·-needed for immediate use (the one in which he notes attendance and demerits) is kept inside the desk, his pens kept neatly in their slots. He demands, on a stifling summer day, that:the windows be closed, so that he can have the feeling of containment and . its concommitant security. When he walks down the street it is with a measured and even pace; he places his cane precisely before him, never casually . . . always precisely. And though it is midsummer and high noon he wears his high celluloid collar close to his chin and he is safely buttoned into his overcoat, his hands are wrapped in gloves and his head covered. His most immediate environment (his clothing) is close around him and he is snug and secure. Any such excessive need for snugness or security evidences, I think, profound · insecurity. Only twice does he appear not so rigidly enswathed in clothing. The first time is in the girl's flat when he is drinking and tormenting her with his reminiscenses about his past, wallowing in his sick memories of his hurts and his frustrations and his dubious triumphs (as with the cat) . Here he doesn't need the clothing, because his security is implicit in his total mastery of the girl who, though in terror and revulsion, is unable to leave. · The other occasion is when he is detained in the police station; and here the whole fa<;:ade is stripped away, there is no containment, no security, no control, he is a convulsive mass of fear and apprehension . . . there is no pretending now. And when finally he is being released, he is unable to look at the faces around him, despite their evident sympathy and professional noncommitalness . · He is ashamed at the vision of his insides that they have had, and he is ashamed of the reminder it was to him. The next day he appears at the Headmaster's ·office to make his accusations against the boy and he is as smug and unctuous as ever; the fa<;:ade has been regained. We ·recall that when he was being threatened or questioned, he pleads that he is not understood, that he was sick and still is, and that he is not to be blamed for the evil he wreaks. The evil of this man seems to have been born of the eviis he· was helpless against, and that at the root of his evil-the very essence of it-is helplessness. * * * It seems to me that TORMENT makes three major points. The first that the evil one-the Tormentor-is one possessed . Vergren, the only one who really survives in any satisfactory sense does not hate the tormentor as do his schoolmates. He feels pity for the man, and at worst-and this later-an unfeeling removal. But not hate. · He thinks the man is sick and he is genuinely sorry. This is an important point for the film. It states the thesis that even the most evil do not choose to be so but are possessed by evil and in the end suffer the most. It is important because it trys to bridge the gap between a Christian view of evil and the part that the will plays in evilness, and the mechanistic view of evil and the notion that evil-or even good-are not: a matter of choice but circumstances, external and internal, that are determined and therefore beyond moral judgment. It says, as will be pointed out below, that faith saves. Vergren, but it is not a lack of faith that condemns the Tormentor. There is much to be said about the success or failure. with whieh it accomplishes this conciliation. The second point I think the film makes is. that faith is the critical quantity in the boy Vergren's salvation. It ·is faith that finally reclaims him from his bog of despair and emptiness. He awakens in the morning, having fallen into a cathartic sleep, probably hungry (it seems that hunger usually follows a particularly acute attack of weltschmertz), gratefully he reaches for the banknote left by the headmaster and walks out into a clear and sunny day, and hopefully surveys the rooftops of his city-life and reality await him, he is back home, home from the world. Whether it be faith in God or faith only in the intuited goodness of life, God or no God, to see something else in the world, something -that makes life worthwhile despite the Torment, is to have faith, because it is riot, insofar as I know, demonstrable. I think the picture says that there is that other thing. The picture's third major point, as I see it, is that a certain naivete is essential to survival. Sandman, the boy's close friend, who shook his fist by calling the Tormentor a swine when he graduated, does not I think, survive. - He is- cynical and · defiant. But to be cynical is to believe in the evil of people. He says early in the picture something to the effect that men are beastly and there are no virtuous women. He lives in a world of mistrust and hate and suspicion; he sells life, and consequently himself, short---...:and if that is survival, it is little more than just that. In contrast to him is Vergren who believes in the virtuousness of women, in the felicity of marriage, and who is so naive as not to hate his tormentor but to me merely confused . by the evil. And when finally he does lash out and hit him, it is not for the outrages committed against himself' but because of the misery .that he inflicted on the girl in - which she lived and died. He doesn't understand evil, - he trusts people. To be trustful of people and to see the good in them is to deny them as evil. It makes possible a brush with death the evening of one day and the walking out into the clear light of a n'ew and hopeful day the next. · · And so having been prevailed upon to think about it and having belabored the reader with my musings I find that, though it is true that the notion: of helplessness in- the face of evil is repugnant, and that this is said in the film, more is being said. And that is that the evil is the very essence of helplessness, and so is even more helpless than LAWREN CE SAND EK ~3 I �OPUS I I have just returned from a polity meeting, at which two motions were passed in what I am told is a democratic fashion. It cannot be denied that in the true democratic tradition "ayes" and hands were counted, recorded, and assigned some significance. But I should like to question the validity of such a procedure, considered in itself, with regard to ascertaining the "will" of the people. I do not here condemn the action of the polity as a group; for, personally I am in accord with the view expressed by the motion. (I speak now of the "reaffirmation" motion.) My real quarrel is with what might have been, and I think was, a misuse of the democratic system as a mode of operation. I understand the assumptions behind a democratically constituted polity (if not generally, at least in the case of St. John's) to be the following: 1. That the political aspect of the people here is essentially a rational one. That is, that where there , is a community problem the solution is to be found in a group dialectic, in which the two sides of the issue are presented, and their merits discussed with respect to the community. 2. That this dialectic can and will result in a leveling out of differences through persuasion, and not .only that from this will rise an expression of the will of the group, but further, that this will can make the best possible choice. I A necessary corollary -to this-second is, l think, the-l!nderstanding that there is no disgrace, or indication of a lack of personai integrity or ability in being persuaded of the fallacies and shortcomings .of one's view. I think the inference is not unjustified that few people leave a polity meeting having been persuaded of their mistake, not from any lack in the opposing argument, but from a notion , that to admit "defeat" is somehow shameful, or at least a sign of weakness. But if this mistaken understanding constitues a part of the political make-up of -enough individuals, this group dialectics loses any meaning outside of becoming an instrument for waving convictions. If two people holding opposing views come together for the sake of a dialectic, and part with precisely those same views, the dialectic has failed in purpose, no matter how pleasant it may have been. For . certainly the purpose of dialectic is something more than simply an airing of one's view-point, and that purpose is persuasion. Neither participant will claim to. know, yet each has accepted one conviction over the other. Clearly something is amiss. Both cannot be correct. Either both will be wrong, in which case this will be demonstrated in the course of a successful dialectic, or each has in his thesis an element of truth, in which case the dialectic will point out what they are. In any case reason cannot be responsible for both attitudes, but there must .be in one or both a pr.ejudice working, which prevents him from seeing the fallacy of his argument. This group dialectic, of which I speak, and which I think is an essential part of the successful working of the student government here, is purposed to break down this prejudice, and in so doing make a synthesis of ideas , possible. But in the situation described above no such synthesis takes place, and such is, I believe, the case with discussions I have witnessed in the great hall and in the gym last night. Concerning that meeting, I must confess to a genuine dissatisfaction, to say the least, with its general tone. I saw the motion of closure of the "reaffirmation" motion as nothing other than an inadvertent slip, which a few people spontaneously considered to be a formal motion, and which the speaker himself apparently agreed to as an afterthought. As I said, the system of operation of the polity is such that thesis and antithesis need be presented, followed by discussion designed to convince or dissuade, on rational grounds, the opposing factions. Aside from the well-made objection that the antithesis was not clearly put forth, the process of persuasion was not given sufficient time to work its effect. It is highly probable that there were many people there who were not yet convinced by one or the other side-who had arguments of their own not yet heard- who, given a fair amount of time, might have voted otherwise. This, I think, is the fault with most polity activity. Namely, an attitude expressed by, "This is what I think, now let me see how many people agree with me." Instead of presenting view-points to be tested in the crucible dialectic, we are prone to voice them for the sake of discovering their quantitative worth. The probability of their revision, the necessity of which human foible seems to dictate, becomes a remote one. But while the will of a group is expressed by a number, embodied in that numerical expression must be a thoughtful choice on the part of the individuals; and this presupposes an awareness of both sides of an issue, and of the consequences of each. The subject of ridicule as a political instrument deserves some consideration. Ridicule, while perhaps being one of the most effective attacks, is, nonetheless, intolerable, in a society where honesty, if nothing else, is supposed to be a virtue. For ridicule is a form of dishonesty, in that it is designed to cloud the pertinent and serious problems of a motion such as this one. Fortunately the attempt to laugh the problem into oblivion failed. However, that the attempt was made is indication that it may be used again. The inferences of what I have said may now be drawn. Clearly, if the group dialectic and its subsequent synthesis of ideas is not possible, the democratic form is only a front for a kind of anarchy, in which those who happen to have the numerical advantage rule, and the result of the meeting does in no way express the will of the group; the likelihood of best possible choices being made is in the hands of chance; we should be in a far better position being ruled by such a benevolent despot as is available. On the other hand, if the group dialectic can obtain in our polity activity, we should be most unwise to discard self-government since, aside from its instruCtional value, it has an intrinsic worth, namely a condition of greater freedom, and an awareness of our own abilities. The question for us to answer then, is whether such a dialectic process (of which thoughtful and objective choice is a necessary part) is probable where political action is the issue. The honest answer to this question, whatever it may be, should be a comment not only on our political activity, but on our academic training as well. CHARLES LERNER [5-3 I �n 11~: _,.-- · ··.~--... . ,.-- . /' / t : ' I ' ' ............... _. _ ... ·'' / : I i l '-·-1 ! ___ _ t_~ _____ . / j 1 'i l, I l , ' '1' / \ / 1 .' ;"~ /L_ \ ! ! :- - \ ~ ', ~\ ~ ! II ! . I ! ~ ( /~~ .\ ·~ -~ -- .., .--, \ - ~~ ,; . ~---------------------~~~--~------·------------------~--~---~--~~-----------5-3-Dv orak & Sinclair Gearing. Edi tors Annapolis Md.________ May 19__ __ 1 2 CONTENTS THE POLITY & THE RESIGNATIONS Sandek MR BUCHANAN & THE PARAMETERS Razo TW ICE INJURED QUEEN Brown McGhee Lerner Heineman THO POEMS POEM THE FAMIIJAR RYTHYM THE POLill ~ND Cover 7 14 17 18 19 TEE BESIGNAfiOJNS . Among the issues raised ,by the recent resignations from the Executive Committee, the most urgent is to clarify the position of the Polity , and to do that in the light of the resignations. "The duties of the Executive Committee shall be ••• to maintain relations between the Administration and the polity." (Art .v, Sect 5, Para . f; Polity Constitution) i I Whatever the relations between the Administration and the Polity had been before, they suffered a severe strain by the recent action of the Administration in resuming the formulation and enforcement of the Rules of Residence . The fact that they were thus tried made it incumbent, almost by definition, upon the Executive Committee to "maintain relations". Five members chose not to . (continued on page t wo) . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 16 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian 1952, November Title A name given to the resource The St. John's Collegian, November 1952 Date A point or period of time associated with an event in the lifecycle of the resource 1952-11 Description An account of the resource Issue of The St. John's Collegian. Published in November 1952. Creator An entity primarily responsible for making the resource Gearing, Sinclair (Editor) Dvorak, Barbara (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4c7a43a73e75726496445292ce1df5c9.pdf 432077b35e5b013c3a6e3032d40dfb14 PDF Text Text ?' ~ ST. I JOHN'S / :~~~.----. ,.· ./ ' // ... ·• . \\ \ ._ I \,· \,. . i · ~ ; 'i , I 11 ·~ ' : 7 f , '· ·-. ... _/1 _ · -. / /~iJ ; I I ·"' ! ; · ~,\ /, I I. ,' ,:=:: \ I I I ; .. ~~ :.<··. ,, _,'__':=-_j 1 . Dvorak & Sinclair Gearin : I j I ' l j i \ \ ~IiI " I \ f I /.~ ~ Editors ~ ~-:...-; I I ,)_~ ~- POEM Tiill FAMIIJAR RYTHYM Hazo Brown McGhee Lerner Heineman Cover 7 14 17 18 19 THE POLifi .iND THE BESIGNATIOlJS Among the issues raised .by the recent resignations from the Executive Committee, the most urgent is to clarify the position of the Polity, and to do that in the light of the resignations. SPAf\'E."niEO "-fH~Al(~aP'ot..IJ f,AHTR~l>AY J.-/~R. rY -(R.U Olor,.E~ yo!Xhl ~KE ~AY fof\ f.Wt/l:t/J(\rf'IQ.'f• "The duties of the Executive Committee shall be ••• to maintain relations between the Administration and the polity. 11 (Art.v, Sect 5, Para. f; Polity Constitution) Whatever the relations between the Administration and the Polity had been before, they suffered a severe strain by the recent action of the Administration in resuming the fonnulation and enforcement of the Rules of Residence. The fact that they were thus tried made it incumbent, almost by definition, upon the Executive Committee to "maintain relations". Five members chose not t 0 • (continued on page two) - ! .1 May,_!_9..5-3 Anna olis 1 Md. Sandek i . l ' CONTENTS THE POLITY & THE RESIGNATIONS MR BUCHANAN & THE PARAMETERS TWICE INJURED QUEEN THO POEMS I �• • • _... • • •- - · ~- ' •• •F>~ . .. _ . , . . -lo •• - • , .,. . . . • - • ... • • O . - .. -. «• • • • • ,6 . • • • ' When these former members of the Executive Committee joined that • body, they did so with certain preconceived notions about what the Polity was, what the Administration was, and what their duties would be. They were presumably elected to office because the e- lectors respected these notions and possibly shared them. And so the responsibility for the latest eventuality is not solely theirs; . - . ~ _. the electorate shares it. What then was the polity and how did the fact of what the Polity was conform to the notion of the electorate and . .; . : . . ·. ed? 'f : . ~""/r . the elect- Comparing , from personal experience and oral history, what the Polity is now and what it was in the past, the differences l' ; appear to be of degree and not of kind. - !- The Polity has always derived it s authority from the Administration --- it still does. The Polity has at various times been faced startling as this one or less. with apathy. •. • ~ , ,! as The Polity has always been plagued But throughout despondency and crises and apathy the •. Polity has survived, and inthe view of many matured. This is what the Polity is and was. . '':; .; . . . t .. : ~ ; be? The Preamble to the Polity Constitution pronounces: . 1 .· . ,·-:f · . .. ~ - ~ - : ~ ·. ~ . ' .. . . . . . . . : · :· " ; ... . ·· :···· -· :· ! . .. .. "' i - · 1 • · .l • • : ·r • . ..' ·i - . :: ~ .: ~ • .... ; .' : •• ; !" What was it supposed to ~ '. • . . {. with crises --- '. • . . ··- ......... St. John's College is a community united by common aims and common problems. Such problems presuppose no absolute division of responsibility. Therefore Administration, faculty and students can work together only so long as each deals with the other in a spirit of reason and good will. The Polity is the instrument whereby the student body assumes the proper share of responsibility for the welfare of the community.' And this is, perforce, in conformity with the purposes outlined ~- ·-- - by the Administration in the Catalogue; the most significant article in that outline being the first: 'The Student Polity••• was instituted for the purpose (I) to promote a consciousness in the student body of political and communal responsibilities. to both the College and the civic communities, ••• �- - - - - - - - - - - - T H E COLLEGIAN There is a significant small difference in the views presen ted .. -·-·- -···· by each of the quotations. The first looks upon the Polity as a going concern, the Administration and the Polity being equal part_ ·4 ners in an idealistic enterprise. ~. ·~ . . '· • I The second quotation bears over- tones of a pedagogical character ••• that the Polity is a device to . promote social consciousness. It does not seem to assume, as does the first, that the consciousness is already in a matured state of being. It seeks to promote it. The tutorials do not assume that students are mathematicians ••• they seek to promote it. If the Polity is indeed a pedagogical device; many of the recent events fall into a meaningful pattern. Questions concern- ing the existence of the College must be solved by those most directly responsible for the college's existence; . \ ~., and since that ..; :· ~ ·1~-' existence .is a necessary condition for all pedagogy (as far as St. John's is concerned), it itself must not be made a pedagogical del- '.· ; vice. :- .: '"'. . 1 • • Hence women are admitted after the Board and the Adminis- tration have considered the problem. And they are admitted with- .--·.·:- l.:' out reference to the tutorials or the Polity. The Rules of Resi- dence are taken back by the Administration because it is too dangerous an issue to rerp.ain ~ pedagogical device. But it .is signifi- .•. cant that in revoking the Rules the Administration expressed the hope that they would again be given into the hands of the Politypresumably when the question is no longer the explosive thing it \ is now. ·. So that even the act of revokation appears as a pedagogi- cal device. The announcement of revocation was planned to have the greatest possible dramatic impact. vfuy else than that the drama would serve to drive home the lesson? •' ' to teach? And why a lesson if not The onerous hour- of the eu,r.few is admittedly unreason- .· ..... - 3 �- - - - - - -- - ----THE COLLEGIAN ·' But these are reasonable men• •• why unreasonable in this? able. :, : Again, as a pedagogical device, and, in conformity with the plan to dramatize the action, something necessary in kind but unreasonable in degree was introduced. But back to the resignation&. cal If the Polity is a pedagogi- device, that is, an organ intended to teach, it must be pre- supposed that those who are being taught do not yet know that which they will know after being taught. It must be assumed that that which is to promote a consciousness is to promote it in those who only have it imperfectly. But if they have it imperfectly, they do not now comprise a smoothly-running organ - they are not a going concern. But what is it which keeps any political group from sue- cess?There are many possible things but surely among them are imma• . • ·. l ~ turity and apathy ; and chief among these is apathy. The Polity then becomes ' a means of teaching those who are to become citizens of the Republic the responsibilities of cit.izenship and the dangers of apathy. :. : '. ' ., .: :... Now it appears that I have painfully made what is, after all a perfectly obvious point . But I do that in order to supply myself ~. t a reference point by which I might evaluate ~ .. and understand the re- signation of five members of the community from their responsibilities. . ·1 .... . .· .. :; . , . ' • By the above reasoning , the Polity appears to be an . organization whose chief value lies in the fact that it is in a posi) tion where it must fight against immaturity and apathy. To do that . ' ~ , ' I ' . ' it must be plagued with immaturity and apathy, for how can a body ~ fight a disease it hasn ' t got? The leaders of an organization are supposed, a fortiori, to fight these things. r, < ,., . .:. 4 �- - - - - - - - - - T H E COLLEGIAN-·· Now it may very well be that they thought they could best .' ·'' fight these things by resigning, in which case they are only guilty of poor judgement, because one doesn't fight indifference with ' . . . ·,: l ...~ 1 _; " further indifference. est, by persuasion. . : I .. iq .. ' . . • ected. .' " ·, One fights indifference by arousing interThese things are easier prescribed than eff- But forty members, one third of the Polity, were present . at the last meeting. . !. Of these at least twenty-five were suffi- ciently interested to remain throughout the sometimes embarrassing proceedings. '. . . . .. - ~ These twenty-five to whom the resigned members should have r emained loyal represent a nucleus of re-vivification, .' B~yond that, an~ to reach the rest of the Polity, open letters and COLLEGIAN articles could be used to arouse interest. _·;: ." r i ·/ I : ','.• But whatever dbvices are thought of, cutting off the head of a sick man is not the way to cure him. If the members of the Polity are sometimes, or even usually, slothful, this should not be interpreted by the offi cers as a re- . ..:, ~ .-. . · ...: pudiation and disillusion; but a s an indication of the magnitude ,·' . 'I . .:·· , { .. ',:·· :,- t'~ ,.r of their task and as a challenge to their constancy and ability• j If the Polity is not the peer of the Administration, it .' \ ' ' . • ; . . "1 ~ : .~· ~ • . r ..:t .•. .. , :·. . can at least be the ·• embodiment of the most enlightened aspira- tions of the student body. None of this is intended to excuse the members of tue Poli- '. ) ty from their share of the blame in what culminated in a bad decision by the five resigned committeemen. of the resignations. : :~ . .I . .. .. . : 4 • ' .. • ·:·' ~ ..... ·:: · If a solution to the present dilenuna is to be found in a better understanding ,,,. .. ' ' h '. ~ It is for them to distinguish be- - 5. f : ,, ,' . i . by the officers of the Polity of their duties and responsibilities, certainly the same applies to the members of the Polity. . They were still a direct cause �- - - - - - . _ _ _ , - - - - T H E COLLEGIAN--· -.. .. , . ,, ,: .~ "" .. ...... .,,. r :· :( : ·j ,. ' tween aspirations and r i ghts , between hopes and f acts . self-rule is ·not a right - it is an aspiration. ~ •, ..... . ... f ' •• I ·, ~· ,·..i ' :~ .. ...,~..•:," :,,..... ~.J ' to cope with the problems of admini ster ing the social life of the . community is a hope - not a fact . . ) : ' ' '~ . . . ·'· l •~ i ~ .:. .. ·. · . . J. I The ultimate realization of hopes and aspirations does not lie in the extremes of resignation or . . ' Suff icient abili ty 1'' ,,· .. Jr : ~ · · •I Polity r ,, . . - -- -- 1 ' l'f ..(/ .. ,I' ---.-...-- . apathy, and indignation or petulance. The way is through an enlightened and realistic attitude of willingness and cooperation • 1' ·: ..\ . j and finnness, so that disappointments are not shattering nor set- . ... . i • ~ f • backs demoralizing • . • r: I' ;• ! ' ' I , • ~·. ' ~ ( , ; :• : I It is not below the dignity of tyros i n government .to ad- ' - .. ;' : ·: ~ '.: : · "). 1 ... I\ '' .. . ~ . ~ :· . . ~ .~ ':r ··. ' ' ·(. ~ .t ;. ' .,. ,./. .'i .. minister janitorial functions. But be that as it may, the grant~ . ing of charters and allotments of funds may be unglamorou s, but · · ·~ · :. j~··:, J. -'· · ·~ . ~ . :. .. \ I : ., ' f .' ' ;,-j ·. • ' i ·v" . :. '. they are not altogether janitorial. Nor can responsibility for ~ l ,f . administering the unrevoked Rule rl of the Rules be considered menial. ~ .. . . '. . , , .· i· . .. 1 • sibility '1' { Rule IV is the General Welfare clause: it places responfo~ the general welfare in the hands of the Polity. It was the corpus of moral authority which the Polity enjoyed before . r .l. :· .,. l- . > -:: ~ ti'· .' .. . l ·T.\ . '. :; · . .· i. : ; the advent of VK)men when there were no other rules of residence, : { .: : • :' : . . [ and so the Polity, in this regard, is substantially as it was up ~.. f. '. :. .' ' ' , ~ .. to two years ago. •. The Polity can still form itself into an effective body and one eventually capable of administering the Rules of Residence. But again, this cannot be done through acts of petulance or be apathy. If so much of the unique quality of St . John's consists in a greater equality between Polity and Administration, those who despair that ', 1.' the school is in ominous transition might better serve their con• ',! victions and fight their fears by prepar ing the way to greater equal..-. ity. The way is through awareness of communal responsibility and concerted politic effort . The organ is the Polity. - 6- -SANDEK �' \. ~ ' ...... I ' I ~ • ' ~ I •. :.:. :·· .J , ; • • .~ . ; - - - - - - - - - - T H E COLLEGIAN - . .. . \ . . 1 - . . ·· ' l t MR. BUCHANHAN AND THE PARANETEBS . ·" · '· I 11 Possibility is the regulative idea for the analysis of' wholes into parts.ii A formal, unattached principle of possibility that allowed for an indefinite number of ways in which something could be understood, would seem not to be a regulative idea. · ··r • J. The essence of such a principle is the indefiniteness of what a given whole _ ,. could be ' unde~stood regulation. ' to be, and thereforG the apparent lack of any In order to make possibility a regulative idea it must regulate on a different level than that of direct analysis or synthesis, i . e. it must embody a definite pattern or method, , ,.. ; . by virtue of ' i which a particular analysis or synthesis can be under- stood to be formally identical, but specifically different. The setting up of such a mathod is the attempt to give unity and rela--': tionship to the widely differing products of the free play of the intellectual imagination. If one is restricted in the number of ways in which one can analyze or ~ynthesize a given whole, the intellectual imagination is governed by the regulative idea of potentiality. is possibility with restrictions . - . ·. 2.i .~ : •. '. . Potentiality It is difficult if not imposs- ible to impose restriction restriction on the intellectual imagination. How then is one to understand and regulate the acti- vity of that imagination? Mr. Buchannan has offered an answer to this question by set• _I,: ; / .... . ting up a supra-general pattern (which structurally may be identical with intellectual imagination) the use of ·which will allou us to organize and clarify imaginative thinking, and the beauty of which is the freedom under law that it will give to the bas- . ' : :. ;:: : • .· ,. . ~· -.:. "I~-.(· : .. ~·. ! . ..... . f tard faculty, intellectual imagination, that prior to this had ~"; , . ·, :. .: ;; .. ~ only license . - 7 - �• . . .. f .. - ~ . . . , ~ .. .- :_ ..- i. .' ... _~ .'. .. --~--------THE '1 . . . COLLEGIAN--...----- - - - - - - -· It could be said that the system itself is nothing more than a complicated exercise in intellectual imagination, and that Mr. ,\ 1_ Buchannan is just being ironic with the academic mind. ·· . ... · ·~ · . . ' I - . ~ .. ;,_; one who has spent time trying to 1-mdcrstand 'tpossibility 11 and the other works, which deal with the sctm.e subject, this is hard to re- t- . fute. .. . c. tfr. Buchannan never nttempts to demonstrate tho necessity for postula ting the system. - - .{ ' : For any- . : 1\ . Ho appeals to maL 1 s inner experience of rebirth, the passage from ono possible world into another. ~ In so far as his appea l is confirmed by one's innor experience of a .."-·: r~ .1 • ,. __ ; ~ • • • •• ·, . .. ; ·. ~ -... .. -. . . ' . .. . i :· ~ -- - , ... . . . ... · .. . :. : -~ J -·' . ' t ' , .. change intelligible, I think Hr. Buchannan is deadly sorious. ; · ~ ( complete qualitative changG, and insofar as this system makes that He represents himself as a confused individual seeking an intollectual - ~~ way of life and using o. new methodology to achieve clarificati on. . ·: Let us hope that it is only paradoxical that his clarification is· .. . . . . 1.: ·. itself bewildering. .:. ; : ... . ·.:, .._· .: i .(' ... ,_ -. Even, however, if his clarifica tion does succeed, there still : .. #1 ""T remains tho problem t hat tho formal principle of possibility is a dangerous one . .;. _ ... Although it uses the intellectual imagination and forc es a dovclopmont upon it, the principle is easily misused. Symbols as o.ymbols, distant or otherwise, havo no me::tning in themselves . Mr . Buchannan saw that the older criteria of corre spondence of sign ··• .. t. to thing signified was in intellectual disrepute, but ho also real- ' izod tho necessity for intolloctual resppnsibility. '. : . i ,1 --·.: ~ -_ ;· '~ • ' .. ' . ' :: II ~ _ ;:~~-.~ -Vi ,.- his book a s an attempt to find moaning on .another level . :, ,· 1\ I • . t> .. .•' .. ;· The paramotor is tho unit of possibility ap a rcgulativo idoa . ' .•- .i . It is a relationship and nothing more·, which allows one to differ-. ontia tc a givon iJholc in a certain wo.y . . ... ... . I understand _ ..1.. . .. - · 8 - The choices of parameters �- - - - - - - - - - - - - - - T H E COLLEGIAt':l-;- - - - - - - - - - - - - - · to ::-.110..lyzo o.. givo : ~ u}iolo is m1lim t;::;d but not o..rbi tro..ry.. .i unlilnitod h._: c -·.usc t lw rn.ttl b C I' It is of rolcttionships thnt c::-.n lx:J sot up is infini to, bv.t it is not c.rbitr:J.ry boc2..uso tho m.1;;i1Jor of role.- tionships thc..t c r'.11 be s ot up to n nnlyzo a givon uholc in a 9£§._~ i.t£.<i io poTfDctly dc fi , ·ito. urw Gi vcm whc~t you wish to ;J.ccom- plish in o..nQlyzing ~,_ gi von uholc, tho uso of c1iffuront pcz,• .motors to · nccrnnplish this ond is tho uso of possibility ::l S c. rogulo.tivc id o.:>.• The us e of p:-'~ro.motors requires :J. .IT1:"~trix. mz.t trix: is f.i. ::?. form, or 1 .x-.ckg:cound, or hoirnrchy on uhich tl10 po.rwJo tors rmst bo imposed. 1 ho choic..:: of :~'- .E1 ~.tl.'ix is not strictly spo .: J :inG 1 bility since each gi vcn 1.rholo nctuo..1, not possiblo. it 111c.y but ·' .,: ~JC ht'cS :::i. problem of possi- 2 ri10..t1·ix of olm.~.an-cs th:--.t .:i.ro ti. H..-:1trix is not ._. p2r::-:.m0 tor. somo c o.s os I11 possible to find more -'clr.n one mr.trix for c givon uholo, ,_ ultin~'.t o ly t ho freedom of movcn±e nt horo is vory rostrictod. 1 · . .. Thoro is h:-.rdly enough froo dom to justify s.:::i. ying thC':t .. . 1!10.trix is ··:. only ci. possibili;ty. For cx:..i.Dplo, .<., : n1.,_trix thnt nllous us to intorpr ut Cl book is ono tho:i:, comos from gro.Ellilo.r i ts olf. tontions. \.l ords hci_vo impositions o.nd in- Tho s e i mpositions nnd inte ntions fon11 onc o in uhich r. g:co ci,t ;1~;:111y possible l'olc~tionsllipo succoss of thu intorp:cot·1.tion doo s not do po~1d /2 f r •,i110 of rofur- subsist. Tho on tho coi. . ::t'ospon- don.ca of t ho rolo.tionships set up uith tho r:mtbor 's i ntentions• It dopoDds :cc.thor on the ingcnui ty 2.nd f '.'.cili ty of tho intolloc- '. f tuo.l i.1-:.w. gino..tion of the one i;uldng tho intorproto..tion. not intoTprct.'1.tion in t ho oI'dino.r y sonsc. It is tho kind of lysis t h ..,.t :_.,_llmrs t he: pros '.1 ic to h:; comc poetic. ' J~ I ·.· .· - 9 - This is .'.1112.- By o.llmring tho �· -----------THE COLLEGIAJJ------------ . . · . .- .. by tho intorprotor 1 s ~- .. ' . intorprotor. intontion 1 it pl~cos only ono burden on that It requires him to cone out of tho arrci.y of fragnonts with a whole possibo meaning. The possible moaning nood only hnvo n wholcmoss ['_ nd solf-sufficioncy of which tho toxt is noroly tho r:10.torio.l c<J.uso. Used this wo..y, possibility sooms to bo tho logica.l oxcuso to I no.kc o. book s~y o..nything ycu wo.nt. This is procisoly who.t it doss, but in doing so it doos not DQko tho, result nny loss subject to a difforont kind of cri ticisn, no.riicly of how much worth is tho possible moo.ning? Tho possible mocming cci.n only h::wo worth if it is boo..utiful, useful, or true. Tho beauty of 2. possible Ho<J.ning re- quires o. criterion of o.osthotics thQt Hr. Bucho.nna.n too ndoquntoly •. Tho usofulncss of J.. possible moaning is the usefulness of ::my of tho physicci.l scioncos, whor.J hypoth Jsis plnys truth of ::, possible Boo.ning is '.1.. ri. 111.'.l.j or rolo. m.uch noro difficult mnttor. Tho A possible manning co..n only be snid to bo true whon it occupies o. position in n possible world th:--.t occupies a position in n sys- ton of Totnl, Ido~l, or Universal possibility. covery of tho lnttor is wh~t groundwork for, but until romc.in noroly CL I think tho dis- i'ir. Buch<'.'..nnan is trying to sot tho it is nchiovod, .'.'1.. possible moo.ning must possible truth. Tho o.nalogy with Euclid is uno.voidClble. wholo c::.n bo c.n::U.yzod in ·- nunbor of W:J.ys. " A given goonotricc.l Ea ch u:i..y to ~.11::..lyzo it is th -:; ir1posing of c. relation bctwoon tho wholo c..nd difforont kinds of pc.rts. Ifaving chosen o. kind of po.rt, ono is bound by roo.son to mrlyzo only \. in o. very lini tod nunbor of wo.ys. parts tlnt ono ccm choose, howovor, is unlinitod. - II - Tho kind of �- - - - - - - - - - -'THE COLLEGIAN-----------\ Ench kind of pa.rt ·., bo~rs to the wholo n difforont kind of rc- . ~ -- .r lation. Ench kind of rolo..tion is n pnrrunctor. Tho relations of rola.tions in n givon whole is a pnrnmotric sorios. of parnm.otric series is n possiblo ' menning. Tho nggrognto Tho nosthotic npp- ' . rocintion, tho prncticnl application, or the inclusion by uso of a supor-parnr,1otor into a possible world mnko it Euclids geometry. Tho System is not, howovor, this simple. A pnro.motor, itself, cnn bo understood to imply nn nggrcgntc of sub-pnrnmetors, nnd nlso to be n sub-pnrri,motor of n supGr-pnrrunotor. system there: o.rc co1· ta.in rules. Further within tho Doducti vc inference is the bnsis for discovory of sub-:pnraruotors, n.nd inductive inforonco is the be.sis for discovery of supor-pc.r:-llnotors. must be cnrofully restricted. bo th0 l aw of substitution. Inference in Tho basis for ~ny ca.so nny · i~plic~tion raust To substitute one r:mst have tho lnw .3 .• of contra.diction. In "Possibility 11 tho acccptnnco of this b.w is nn nbsoluto necessity. ibility for ~ It is tho systoTI of possibility. prima~y condition of poss- Thero is no possible world .1 . which cnn exclude it. Tho syston cnn a.lso be nndo fl0xiblo by introducing tho notion of vario.bility. By use of this notion it cnn oxtond its range of npplicr..tion fro11 idoo.o to physical objects. All thc..t is nocos- snry to unify both nndor its breadth is tho use of constci.nt nnd A systom of possibility thnt is ns olnstic, npplicnblo, nnd highly formnlizod ns this one presents n vory strong tomptQ tion to tho libcrnl nrtist. Continually searching for, nnd not find- ing, unity within tho specific subjoct nnttor, this jump to nbstrnct formality becomes very seductive. - 12 - Succunbing to method- �·- --...._........_________ THE COLLSGIA.H - - - - - - - - - - - - - orogy oxclusi voly, hm.rovoi"', roquiros him to r.i.b3.ndon dialoctic turn to tho building of pc.ttorn upon p, _ttorn. 1 er. so, ".1. S Whoro such is tho it is in n:.? ossibility 11 , somo co.ution is in order• - HAZO - ~ .' . :,· ' . . ' ~ I - 13 - ; ' ... r· ~nd �--------------·-THE COLLEGIAN---------------- TWICE-INJURED QUEEN What delightful parts of a play there are in THE WINTER'S TALE eare alone could have so peopled Sicilia ~nd Z Shakesp- Bohemia under the Greek pantheon with ladies and gentlemen of the English Renaissance and thrown in the best of all country scenes bar Master Shallow•s, the sheep-shearing festival right out of Warwickshire - gold, all gold. But, alas, a few magic episodes do not make a play1 and even if we extend every reasonable courtesy of faith to the fairy gold, and the fool's gold too,their pieced fabric comes far short of concealing the unprepossessing bones of an actiou that no Greek (indeed no careful gentleman) would have stooped to. If only Shakespeare could have written THE WINTER'S TALE, only Shakespeare among the great dramatists v~ould have. It is an illumination of things as they are that the most gifted dramatic poet wrote this little item soon after ANTONY AND CLEOPATRA, and just before THE TEMPEST,. Compared with such plays it inevitably reminds us of Antony 1 s comment on the Megarian senate-house: small (I translate for seniors) but rotten. As there is no use at this point getting exersised about this matter, and particularly as I wish to make this comment factual, thus non-controversial, I quickly add a note of affirmation and a note of interrogation. I.THE 'WINTER'S TALE was not meant to be any more than it is,.a. working piece for a stock company whose public had t~red of heavy tragedy and were taken with the rom- antic unrealities of Beaumont and Fletcher. 2. Maybe people should take it as it is and not make us torture it into a noble document of the liberal arts? Romantic unrealities can be charming and much more (sec THE TEMPEST), or beautiful though absurd {see CYMBELINE). They can also be demented. THE WINT~l-< ER'S TALE is demented , and it is not demented in a nice way but in a dement-. ed way. It is true, as they say, that Shakespeare touched nothing without ad-orning it; but enough fatal defects in a dramatic skeleton can make even the adorrunents of so prodigious a magician unillusory, and so much the more cer- 14 - �--------------THE COLLEGIAN-------~~----------- tainly as the magician has less real interest in what he is doing. There is an element of a play called the action. As Buchanan is the great master ,' • , , J • . ~ • , ~ ... of the impositions and intentions, so Aristotle is the great master I : of ~_.the act- f ion. Thus, in addition to our knowledge of the impositions and intentions (al·n." one among american students ), we fortunately by our nature possess the apo- .. deictic knowledge thatnif the action of a play is no good neither is the play. ' f, . • !. 11 •• That this is true (rrrutatis mutandtis) even with romantic unreali~ies, we are helped to see by CY.MBELINE,the action of which is preposterous but not ) '' .' demented. In THE WINTER'S TALE Shakespeare wrested into 1 comedy' an action that when he got it was properly tragic, and to the ensuing teratism applied an old stale nostrom, the living statue, which, to say the truth, even in its , -·i.. best days had never amounted to much~ An expedient of despair and effrontery , ._' in an ordinary writer, that trick in Shakespeare was merely one more expression of the serene indifference to artistic scruplousness, the golden care" ... . . . ' ' ' ~ lessness about assured integration , integrity and harmony, that is only •'' : . ;: . ~· too likely to show up anytime in him as an opportunist satisfaction of the ., . , ., : immediate need. It cannot have escaped anyone's notice that in that final scene of 're; conciliation', Hermione says not one word to the man with whom she is'recon- + ". r· i, ,.. , · .·· ciled. 1 This is for cause. As no grown normal woman would wish to be recon- ciled with that fearful bounder or for one instant entertain the idea, the . : J, problem of having this queenly automaton say anything at all without appearing to gibber was a difficult one. .• ,'1" I ; .\ ..l ~. ( i ... ...:. ·•' ,' ' what could she say? Was it not insoluble? Are we not on soli d ground in asking (no answer needed), ~ if Shakespeare cnuld not think of anything, who could? : ~ .. i.. •• '~ ~ . ' J ·, •• •• . ; ; :· ' that, ' .. ' ' . ·l , .. ~ t . Having established I will, though diffidently, suggest something myself, probably on a d.i£ferent level. . t r· In other words, Hermione _ .should haire . s aid ~ 'The .. . - I5 - r e n e wal .. o.f cy .a.t...!"":>c.ious. m:i.s- �. ~ .!:.~. THE COLLEGIAN ·i ' · .. ·., ,"" ,". · 1 I t ". treatment now proposed by that officious goddess what more than I plan to bear.' . l,. I '> •• ly. -·· 1 Paulina is some- She would not say 'goddess' probab- I have been tormented plenty. I know that I am only a poor plot-ridden woman, but really, my years as a secret statue were the ... · :. :i: happiest of my life, and if it's all the same to everybody, I am continuing on with them and good-day to you.' That certain practical difficulties thereby brought into the - .. -.- .-...-, -:; action may possibly be 41 .. ~J .r :: .~ l . . ·.. !'"' , · beyond my powers I grant (though Shakespeare would not turn a hair) . . . ; As a matter of fact , however, they are not I think very great . .i.'. :~ ;· Indeed, it is obvious that Hermione and Autoly- cus flee the mad scene together, seeking , as they set out arm in arm , • .. .! ·. singing and dancing , .) . ! ·.... . ~ ! ... .·~ .. .~ .,,, • ' "' ' ' .' ,;. .! .' some place where men and women act like sane pe~- '~ sons ( though it may not be obvious that naturally they take with them •• • t • • the little prince , who has been these long years a concealed statue " .... . too) ; and I do not think that too much credit is due for the com. : • • .. 'i ~},.. • man- sense suggestion that Paulina be eaten by that useful Bohemian bear . ( ...3. ·. . , ,. . , . ',.. . .;·. i:· ,·" ., ·· . . - FORD K. BROWN �I ; . ± think I'll go home through the ,Joods today. Trees look ~o nice, ~Iasjestic, alone, respected. .·~ ·. : . Kindly sheltering. Solidity. You say the tallest blmv down in ~terms and scrub oak survive? 3adist1 Majestic, alone, respected. Look at those wild berries, see How they grQW under the spreading Limbs of that Mighty t!ree 0 Majestic. Blackberries. I'm hungry. Muddy here. Ocou Berries are sour. Damn mude . ·. ! ! : ' ••••• Maybe ssmeone will come along And help me. As Long as I don't move I'll be Safe. Sunts going down. Slobs From the factory going home will Help me. They don't go by the wodds. The sun sets early in December. Is that a voice? Flapping wings. Red Neck. Smells awful. Limb of that big tree hangs Grab it. Hand of providence• It crumbles in my hands. The sun is setting, Majestic, alone, respected. Whatdo you do?' 'I work on the railroad as my father did. We work on the eighty Mile stretch between the mountains of Nevada.' 'What's your job?' 'I, as did my father, pick the termites out of the railnoad ties . ' 1 How do you like it ?' r It's fine but pretty soon there will be no more job. My son vJill be The last. They put cresote on the ties and the tremites can't get in. 1 'Tell me about it.• 'Not much to tell. It's slow work and pretty routine. Like any other Job I guess. Takes time and patience, and is rewarding.' 'Trains bother you?' 'They used to .Every seven hours they used to pass. They were good in some ways. They made the termites active and we could find Them quicker. Bad sometimes. P~ple used to .fl.ush the tr0:i.let.s and it Vfa,s sloppy. ' - 17 1 �---------~-------THE COLLEGIAN--------------------. 'What about the trains nmv? ,They don't use these rails anymore. No bother now.t 'Whore are you going novv? ' 'To bury my father.J 1 .. •. ' ,. ' • '. _ f .<-~ . ', _j ' ·~: .t ~ • •• ~ l, : PETER :MCGHEE • (_- •• POEM :• Higi·i ceilings and stone hearthsPaneled doors with brass knobsFaded lamps vdth close, friendly circles of lightBookshelves 1 ancient leather and crackling parchmentGood win@. I Sunlight singing through the windows, A nirn.ble breeze that gently prods my brovi1, And for a moment bids me turn my head from paper. Sidewalks, gnarled and twisted out of shape B,'/ the soft persistance of an old oakCluttered, 0~derless shop windows, Fascinating in their confusion~ 1'Yarm rain. _ Fr(;sh snovi1, clinging to every branch of every tree, And to all else that offers a resting place, Creating a white illusion I dare not disdain. Music. Mozart's lace and linen And Lhe unfaltering strido of Be ~tl-:.oven •• • Ancl Autwnn, and love, And each mystery that seems to beckon with shadowy finger, and say, nHere is ·a secret goodJ" t :, · ' - ... l: . '.~ .: ·.-· ) -.·: _·.' · · •'~ . I,· '. ',i . I ;:-:. ·:.J .. ~·I ~ :..c A . ~- , ~ .. ·: · ~_;.. . .. ~ ·. "·~n ~~ L.:i'".': .. ~ .' _ c: .. ~~ n·] ..;:.: :~\ .. .. ,. ·. ' .~. \~ ~. · , ,- ':: , -. t .... ··~1 : . ... ... - .. ..;,. ' ~. . . ' .+ .:. . ,. · 1 .• •.•: ;:· -~ i__ :t_;,';; ii', •• . ~·, • ' .. ; !:- '. ' ..'· :·~ : .. ' - I8 - - CB..ARLES LERNER �-··· .... ·- ........ _~ . " . ..... - - .. . .. . THE COLLEGIAN· .... ·; ._ , ;_ THE FANILH_ RHYTHM R .. .. i 1 .. · . .. .. ' ~ ·--- ; i - ..,.... ...···.·· . . . . . .. ; · . .) ' • '. ... . ... . . . _ ____ .. __ .., -- ----- . ... An apt locturo, ~nd ovon a. plcn.snnt locturc, doscrvos some .... sort of record for th-:; purpose of more nnd bettor tald latJr on. Mr. Barber's lecture deserves record for reasons of pioasuro and aptness and for at lonst one other; that he a.pponrcd to bo one .. . _[·./'; #'. . ; of the most earnest of our Friday night guests to have visited us ·. · : ; ;">-: . ~ .. : • ' - - • .l .. .. . "' . l: - .. ~: ";.: ... . ::, L ' ·: -~ .. recently - having loodod ovor the . - and introduced himself cnt~log .., : to the coL1uuni ty boforo to.lking with us C'.S lecturer. Somo parts of his lecture woro illuch underlined and lntor even ; , , '· ;-- : .; · :.:. .··.r -'-'· . . ropeo.tod : it is worth while to sot then down a.gain. . -~ ~ ..' . .... ... ~ - . . · ·. .., ,_ ... ::-: . ginning it wo.s n~.de From the be- clear tho.t the study of li ter. 1ry forms nnd " spocios is o.n invostigntion of somo inportnnco to tho render nnd tho thinker • ... - ... ,~ . . .. ..:· ,···. . .. . . . . i. .·- r ~ : .!. . ~ . <·.'i liniting 11nd J: :·. In no.king order out of tho rclo.ting jlll~blc of oxporionco, tho power of uords is supplomontod by tho or- daring o.nd judgeraont-procipito.ting power of litGro.ry . ... • ~ ~ ~----: · _ .. ' •. •: . ~ : .. ··.. '--. . - ~· .:._; ~ .' .... . .- • .:.~ .. ·: "1 ; :. • - - • - - ono .. .. . - ·• ~ -. - - --·...... -, .. . · . · ": ,· '- h~nd by uhich form. On individual words nro largely linitod to providing Sbfillbols tho nystcrious things we snll cxtorno.l objects nnd in- tGrnnl fe elings c::..n be propnrod for ord~ring, but that thing cnllod tho form of discourse performs the noro inti.no.to, more sophisticated function of prop.~.ring us for certain judgements. It wn.s e.t aqout this point in tho lecture thn_t Mr. Bnrbor sot up n thesis which ho hoped we, the listeners, would sot our minds to '.T ork on c.s n test of whether tho thesis could bo mnint-. n.ined - a straw horse of s orts. Mr. Barber clnimcd thnt trn.gody o.nd comedy c.ro forms which mould some of our c.ttonpts to think about our disorderly oxporionccs, o.nd he clo.imod thnt these two forms ho..vo one ir;iprt...,_nt thi ng in corw.'lon, nnnoly n singlo theme -19- �THE COLL E G I A N - - - - - - - - - - - - - which cnn bo found by n c~roful looR nt tho oxaraplos wo hnvo of tr~godios and conodios. For ~n hour WJ loaded through Shakes- poG.rc, Swift, SoJ.J hoclos and a bnllo..d or two. so.:ircl: . ···"' " . -· , \ W.'.'\S Ono result of this tho forr:mlo.tion of nn hypothesis thnt both drn.r.m.tic ... forms ri.ro tho rcsul t of o.n interplay botwmm convention J.nd rnw ~ nction: couody being . .. . ·'·· ' {: .... . hunnnoness of nature; · ·' the use of conventi on to shou up tho intragedy being the uso of th~ unfriendly n.spocts of ncm 1 s surroundings to show up his unsuccc ssful .'J.t tempts to no.kc order • .' •• 1 ~ - ' .- ...., .: r ' · .t... .:~ ' .... , r, This thesis did not nppo ttr too sto.rtling in tho lecture, in & ' · _.· J fnct wo shouod every sign of ho.ving sw..,llowod r~thor than ques- . ;'J ,. ·.;r; f 1 ' tionod the ch1.llcng0; but tho :mplificntions Hr. Bnrbor n.~.da in . · c:,·--,- ' ( ~ ·• j . .... tho libr~ry, and tho lllustr..,tions he chose, .i. n more provacci.tivo_ n2-turo. ·, !' '. ~· -. : : • I ( .· . · ' ·~ . gnvo his position For inst .~nco, tho question poriod .. soon settled dowrt to tho old OEdipus story. :• Tho lecturer cl~imod th~t tho fr"'.tcrnity thom.e best illustr'.ltod tho conflict of con. . ~ ... vontion :lnd indi viduci.l , lction - in this instance tho thono of ' pntricido o.nd incest in OEdipus. . ( trn.nsln. tad ns tho fo.Dily thane, or as Aristotle 1 s J? OLITICS would .. expnnd it, tho t hono of nnn a nd sociotyi since tho fnnily is tho """ \ r: pa.rndigr.i of all greater sociotios. I . '! . 1 : __ ;. .- • • . _! _. · ~:r . i But tho point whore this ono •· . .I . .. ·; ... . .. -< The thono of fr r_tornity ho thcr10 of frat e rnity - noro coranonly recognized .; · .'!.. ; 'l. S the sox ::i.nd . - .: . ~- -~ . society thoBo of pi-·esont d"..y psychology and critic ism - took ovor . .: tho discussion ww tho point nt which tho question poriod split ··, -~ " ~ I ', . .-·.i. , .. 1 , .' '.'.·.· .' . ··• ~~~ ~ - .-:t • •• ! • ·i· . '• ... 1- · . : f ~ up •· " . .' ·, ·'' ' ...' ' . ~ ' ~: ." . " ~. I ' ... ... ...... . ~ ·~ ,;·•.; ) .t • • ··~· =· .. .. :• 1 :.trgument, o.nd th<) f ew who :.:.ccoptod tho uncloa king of tho loct_ ; . 1;: .. . : ·. ,·.. ~"' into tho rmny .rho tired of honrign the s .~ mo old (20th century) {, .. , , . :_ ; J .: uror ~s o. cho.llongo to our curront colloctivc mistrust of -20- 11 uni- �. ... ' . ~ TEF : c01.;r.:iir.rrrAN l versal themes" and the reduction of the arts to psychology. Barber proceeded to support his choice of an ordering form by gathering examples that fitted it. ; · : .• : l ' . Most had been mentioned in the lecture but they were more pointed in his newly-broached thesis. ~ j ;I You Li.k;e . ' .' ~- .. · -· . , : ~ .... .. certain inhibiting social forms which eventually result in the free- :,.' ~' ' .. became an exercise in the confusion and destruction of '"':. ,~··· ._, -:_: ' I1 . ing of the individual. .. . Additional examples ran through ~' Electra, ii ; .. ~' .. Barleycorn and others. Oedipus was included, of course, since .:.' - that play, when investigated in this way, is the problem of family ties and incest, which is really the fraternal theme, again magnified to say: Man vs Society. ~ ~ ' .• ( - .:. ' . i . . . By ' •~ . . ' •, ~ • I ·~ : .I.. . ' · ~ .1 . i• •• : •• .. I " .: . the time this stage of the discussion was underway, not many • • in the community had chosen to stick around to hear the end. True, ..... { .· r ._!· .· ._',:: this particular line of argument had been heard before, and some mem. :. ~ .. .' : • .: ~ ' bers of the faculty have the reputation of being able to argue well ! , . ·.· .·· . against it, but this does not seem to justify the action of most of the juniors and seniors who left the room as if to say, "Thi's fellow is . : .-r .. ~ ... ~.- t -· .: -- -~ : .: j '. ' !· • ; • only pretending to ask us a question about themes in poetry--he already .. • . r' knows what his answer is and I know mine. I · ..... . . . . . ~· · .. ' ~ ~: Therefore, what reason can '. . we have for talking any more? 11 This left only the less sophisticated and perhaps more combative underclass listeners to be baffled by the j. . ') . . '\~ position of Mr Barber . Was his position one of a man trying to find -... . .'.. : .· " some unity to tragedy and comedy? ' ,.' ·"·; . •Y .· ;- - · • ' - ·· ;·, ; ' ; !_ ;· '• ;' _ . ... :_-~·· .J. . .. ~- \, ' . ' .··· ...... : . , ·· · . ... · ·i• .. . .-~- .. . .. ~ 'J. Or was it one of sneaking the social �THE COLLEGIAN " ·~. : sciences into St John's? ',' )1.'\1 I do not think that Mr Barber was carried away by his own argument at this Clearly he set up the thesis in the be- po~nt. ginning as a ·s tructure for us to argue against. ... . .. · • · . ') :) r{ J • • • ·• .i . -~ ; . • •: 1f J .~ . : ' ~ ·~:.~; - ~ ··- . His familiarity with the sociological theme does not necessarily mean that he is happy with it. If we take his words at face value, he came to St John's to be saved from this view! Of course, we have no direct - -..-:-·- - .. .. .. ... . . ·---.:: . . ' .. J. . :..: : . way of knowing if this is true ••• it almost sounds too decent to believe. ~. r. 1..::: . Will a man who is confused by his ideas--some of them : .,. ··.z'.J ideas by which he makes his living--allow them to be chopped up and rearranged and corrected by a group of students who may be eq.. ::z.i: . ·. ::_. . ;{,-; ', . · : :.. "' 1,: . - -..·'._.. '""" . .~ ually confused? Even if he was not confused, a pretended naivite regarding a big subject like Barber's does not seem the best rhetoric, no matter how well it might have worked for Socrates in short ". ' I .~ C) t1 <; .t;! ~ > c investigations lasting ten minutes or so. :Jr[j But poor rhetoric aside, it is not impossible that Barber was genuinely looking for an alt.. .. ~· . ernative to Freud and Frazer and that he was intent on defending that company only until a formidable counter was offered. Alternatives were forthcoming. !1 -, ,- ··.. : ..., .-~> . ·,:. :-. ~~ ·: r r.·.'..r·.:· ·:·.-· ,· ',· 1 . ~. t ". ~• ~·.[.J•. ;: • -~ .. ~. ··. :-) 1,/ .2~-·~ ·.::·, ~} ,·; ~ ·.-:. ' .' .\ ~... . "'':"·.· : Since Oedipus was being used, Mr Bart recalled the struggle of Oedipus with his fate, which could be expanded to form a Man & Nature t.heme. This Man & Nature theme '"'' can be just as good a "universal theme" for poetry as the Man & .S oc'.~.;.; iety problem, he said. • Plato explained the manufacture of the world �- --- . -~----~---·- ·--- -·---- - THE COLLEGIAN ·-- ... · · ··- ·-·-· ~. - . .- .. . .~ --~ --...----. as the combining of intelligence with necessity; and at another time he explained its genesis in.. terms of a father-mother-child analogy. Mr Klein added to ...Mr Barts example with a recollection of the curiosity !Df Oedipus. This suggested still another theme, that. of man himself, or Man & His Self-knowledge. Can other terms be suggested from Oedipus or from some other drama? How about Man& God? State & God?--good old theological themes; or State & Fate?--an l\istorical one. It may be that Mr Barber's thesis cannot be destroyed, at ieast not by merely offering alternative themes, thoµgh would admit to ·that so easily. few of us But GVen if it cannot be destroyed, have hot several other equally important themes been suggested? And could not these themes be traced through Sophocles, Shakespeare, Swift and some ballads? There remains then the need for some method of testing themes to see which one may be read most often into poetry with the idea of some benefir to the reader. I seem to recall a conversation I ha 0 the pleasure of listening in on once. The conversation covered roughly the same area as the problem Mr. Barber talked to lem of method and form. us about. In addition it was a prob- But the differences were most important, for while Mr. Bnrber was trying to find a single form to comprehend a multitude of examples of human thinking, the people I remember were more concerned with seeing the various ways a single principle could be imagined to exist in a lot of particular cases. like The attempt ran something this~ 'Now let us have a more definite understanding and astablish thB principles on which the argument rests . ' 'What principle?' �·-··- ----~·--·-· ·~ ·--· I: ~ • • THE COLLEGIAN · ·---~---------·-~--··-~· 'A principle about which men are always in difficulty and : some men sometimes against their will.' .t •. t Speak plainer• t 'The principle which has just turned up which is a marvel of nature. For that one should be many, or many one, arc wonderful propositions, and he who affirms either is very open to attack when the one does not belong to the cause of things which are born and perish, as, for instance, when I say that man is one, or beauty one, or the good one. unities The interest which attaches to these and similar ,and the. attmnpt<Yh±crh is made to divide them gives birth to a controversy. tQf what nature?' tin the first place, as whether these unities have a real existence, and then, how each individual unity, being always the same and incapable of either generation or or destruction, but retaining a per• manent individuality, cnn be conceived either as dispersed and multiplied, or as sti l l entire and yet divided from itself. These are real difficulties and this is the one nnd many to which they relate. They are the sources of great perplexity if ill-decided. 'There neither is nor ever will be a better method than my own favorite way,' 'Tell me what that is . r 'One which may easily be pointed out, but is by no means easy of application. It is tho parent of all discoveries in the arts.' 'Tell me what it is, will you?' .~· '•. L. 'A gift of heaven, by which, whenever we investigate things that are said to be composed of one and many, and which have the finite and the infinite implanted in them, we ought in each inquiry -!.~ •t-1- - �THE COLLEGIAN to begin by laying down one idea of the thing which is of inquiry. the subject Having found this unity we then proceed to look for two, or, if not, then for three or some other number, subdividing each of these units until at lnst th8 unity wlth which we begin is seen to be not only ono and many and infinite, but also a definite number. ,,• : But the wise men of our time are either too quick or too slow concealing plurality in unity. in Having no method, they make their one and :mnny anyhow, and from unity pass at once to infinity. mediate steps never occus to them. The inter- And this is what rn.Elkes the differ- ence between the mere art of disputation and true dialectic as cri.r ried on at st. Johnts.t Perhaps mere directionless multiplication of possible forms for the ordering of experience is not the method to be followed.With some plan in mind an answer to the formal problem af any hUI!k:'Ul activity - say the making of a play - Might be got at by proceeding from some principle which cannot be escaped in talking about man or nature. An example of such a principle ~~ght be any analytic proposition about man or nature: perhaps, 'Man is a social a.nirnal', or tNnture is the work of God', if indeed these predicntes are actually so essential to the subjects that they may be considered as contained in them. Such an inquiry, proceeding 1downwnrdt_ from a priori principles to the level of Mr. Barber's thesis, might prove more satisfactory than the attempt to choose one theme as essential from the multitude of possible themes in a multitude of possible attempts at play-making. Any attempt to abstract a themo by a sort os undisciplined induction is bound to give birth to numberless ill-conceived monsters- certainly ..; : ·· ·, · not the legitimate offppring of mature wielders of the liberal - and �therefore to sorno degreo m thomatical - arts. a . i .. It appears thot :Mr. Barber and St. John's are starting a t oppositG ends of tlmt subterranean connection that is supposed to exist between Amherst and Annapolis. ; . . -· - TOM HEI N AN EM ... , ;· ·' ,. ... '. t '' - . . ..+ ·~. ~ ,, . . .. . .·r · ·I· . • ~t • • ; '' ··"t"' �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 36 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian 1953, May Title A name given to the resource The St. John's Collegian, May 1953 Date A point or period of time associated with an event in the lifecycle of the resource 1953-05 Description An account of the resource Issue of The St. John's Collegian. Published in May 1953. Creator An entity primarily responsible for making the resource Gearing, Sinclair (Editor) Dvorak, Barbara (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c5c088c217d759369f14b65562cf652e.jpg f39d4ded89664248356d8d963cf5eb28 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 black-and-white 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-2154 Title A name given to the resource Copy print of a lithograph of Annapolis, Maryland, from the State House and the east Description An account of the resource Copy print of a lithograph of Annapolis, Maryland, from the State House and the east The original lithograph is in the collection of the Maryland State Archives and dates from circa 1850. Versions of the image were used in the book, "A Complete & Generous Education" 300 Years of Liberal Arts, St. John's College, Annapolis (Annapolis: St. John's College Press, 1996). Creator An entity primarily responsible for making the resource E. Sachse & Co. 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 No known copyright. Date A point or period of time associated with an event in the lifecycle of the resource circa 1996 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/77ed148a57de8b802345d83f53758d6d.mp3 e3c8bd30d8cba3d49dd3b337ac3792e5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:54:49 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 Discernment of the good : on Michelangelo and Kierkegaard Description An account of the resource Audio recording of a lecture given on July 18, 2018 by Anthony Eagan as part of the Graduate Institute Summer Lecture Series. Creator An entity primarily responsible for making the resource Eagan, Anthony Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2018-07-18 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Michelangelo Buonarroti, 1475-1564. David Kierkegaard, Søren, 1813-1855 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Eagan, 2018-07 Graduate Institute Summer lecture series https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a3af31ed1c3d28319ad445c86cefed0b.mp3 e45b80267c616bd6e6daf5aa516f9545 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:55:46 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 Does the Declaration of Independence speak to us today? Description An account of the resource Audio recording of a lecture given on July 4, 2018 by Elizabeth Eastman as part of the Graduate Institute Summer Lecture Series. Creator An entity primarily responsible for making the resource Eastman, Elizabeth C'de Baca Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2018-07-04 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource United States. Declaration of Independence Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Eastman, 2018-07 Graduate Institute Summer lecture series https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e4eed640060ec97f170601cc63607355.mp3 82cf646ea10595f7e87131136baf2ff9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:48:20 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource What kind of political community does the U.S. Constitution form? Description An account of the resource Audio recording of a lecture given on July 23, 2019 by Elizabeth C'de Baca Eastman as part of the Graduate Institute Summer Lecture Series. Creator An entity primarily responsible for making the resource Eastman, Elizabeth C'de Baca Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2019-07-23 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Aristotle. Politics United States. Constitution Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_EastmanE_What_Kind_of_Political_Community_Does_the_US_Constitution_Form_2019-07-23 Graduate Institute Summer lecture series https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/01726a00386e3d52abe40473e0ed738d.mp3 0c3c1dc82f1c2353cf2b1a6efd302478 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:01:22 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Reflections on the Bill of Rights Description An account of the resource Audio recording of a lecture given by Elizabeth C'de Baca Eastman on June 30, 2020, hosted by Edward Walpin as part of the Graduate Institute Summer Lecture Series. The Graduate Institute provided this description of the event: "Debate about including a bill of rights, the first ten Amendments of the United States Constitution, began in earnest during the ratification debates of the Constitution. The first ten amendments to the Constitution, called the Bill of Rights, was ratified on December 15, 1791. In contrast to the tradition of celebrating two famous documents in the history of the United States-- the 4th of July, the day that the Declaration of Independence was adopted in 1776, and September 17, the day that the members of the Constitutional Convention signed the Constitution in Philadelphia in 1787--there is little public commemoration of December 15. Yet, of the three documents, it is perhaps the most invoked by citizens and advocates in day-to-day life. What is the relation of the Bill of Rights to the other seminal documents of the founding era? Has its role changed since ratification? How does it contribute to forming a political community? Elizabeth Eastman holds a PhD in Political Science from Claremont Graduate School, an MA in Liberal Education from St. John’s College, and a BA in French Literature and Civilization from Scripps College. She has taught in the Political Science and History Departments at Chapman University and Azusa Pacific University, and in the Liberal Studies Programs at Roosevelt University in Chicago and at California State University at Fullerton. She is the 2020-21 Senior Scholar in Residence at the Benson Center for the Study of Western Civilization in Boulder, Colorado." Creator An entity primarily responsible for making the resource Eastman, Elizabeth C'de Baca Walpin, Edward Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-06-30 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Constitutional amendments--United States Relation A related resource <p>A video of this lecture is available on the St. John's College YouTube channel: <a href="https://youtu.be/AFljQseWAHI">https://youtu.be/AFljQseWAHI</a></p> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_EastmanE_Reflections_on_the_Bill_of_Rights_2020-06-30 Graduate Institute Summer lecture series https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3e2329a8c6e58de8504f543279892990.pdf 38f0654da71b00f85052fc532e70daf0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1940_11_1 Title A name given to the resource St. John's Collegian, November 1, 1940 Date A point or period of time associated with an event in the lifecycle of the resource 1940-11-01 Description An account of the resource Vol. LVI, No. 3 of the St. John's Collegian. Published on November 1, 1940. Creator An entity primarily responsible for making the resource Eckhart, Alan (Co-Editor) Eustice, John (Co-Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4c6b4700bdfcb01b9c128af11eff66a1.pdf 843c48752c3e7983d9f46de59cee3c7d PDF Text Text 8.3.17 SJC talk 1 I. I’m really glad to share this day with you, to be back at my alma mater – literally, “nourishing mother.” As David said, it was right here that I matriculated – another term derived from the Latin for mother. As you can see, I appreciate how these terms gesture towards the ways in which you and I have been nourished and formed by our education here. I feel this deeply walking around again the last few days, seeing the familiar tables and chairs, the pinons, juniper, and sagebrush; I have such gratitude for my time in this beautiful place. I’m particularly glad to be speaking to those of you who have been exploring what we call the Eastern Classics, together with graduates of a program in Western Classics. That these traditions are taught here together and on equal footing is not to be taken for granted. Some years ago I taught Western philosophy to Tibetan monks at the Institute of Buddhist Dialectics. This is an ecumenical institute, started by the Dalai Lama and located in his compound in Dharamsala, in the foothills of the Himalaya. It is essentially a Great Books program; it’s a fourteen year curriculum in Buddhist thought structured around classic texts. And they spend a few hours debating every day. My students, almost all monks, were excited to integrate Western philosophy into their studies, and the administration was happy to have me teaching there for a few semesters. But I remember drinking tea once with an elderly monk who worked in the administrative office who told me he didn’t see the point in studying Western thought. Either some parts were true, in which case they were in agreement with Tibetan philosophy, and it would take a lot of work to figure out which parts were true; or it was false— in which case it may be interesting, but was probably harmful. In his view, Western thought was an object of curiosity; it was for him the way Hegel thought of Spanish poetry, chemistry, and music, interesting things to learn about but essentially a distraction. I think I laughed out loud, because what this monk said was so similar to a view I had heard from some Western philosophers, who believed that philosophy from India and Tibet, for example, should be taught in a religious studies department, or an area studies program. Somehow they believed both in the universality of reason, and also seemed to think that this universal reason only arises, or is only accessible, in particular locations, or by particular people. The Graduate Institute is a welcome alternative to such parochialism. II. �8.3.17 SJC talk 2 To prepare today, I printed out the reading lists that constitute a map, of sorts, of your education. My comments largely reflect what arose for me as I was contemplating those lists. While much of what I am about to say will engage Western texts, you will see that I am framing my main point by drawing on Nāgārjuna, the third century Indian Buddhist thinker; I have heard that some of you are quite fond of his work. Looking at these lists of texts, I was thinking of how powerful they are. Some of these works exhibit the power of texts internally. Think of Augustine, in the garden, who hears the words that he should take up the book and read, and his reading radically transforms him. Or consider the Platform Sūtra, in which Huineng, the illiterate woodcutter who became the Sixth Zen Patriarch, overheard a recitation of the Diamond Sūtra in the market, and was awakened. While not quite as spectacular as the encounters with texts that led to Augustine’s conversion, or Huineng’s awakening, in my own life, these texts have, cumulatively, led to a kind of conversion. When I came to St. John’s, as a high school drop out—another reason I am grateful to St. John’s, that they accepted me—I had been living in Europe, and was very opinionated. I imagine my tutors can attest to that. Over time, reading all these texts, entering into these different, sometimes incompatible, and yet compelling worlds, loosened my grasp on my own opinions. And they unsettled the sometimes overwhelming force of the present as it appears in my own thinking. For me, this has been liberating. I will illustrate what I mean with the example of something I have been writing about recently, namely how we talk about happiness, and then come back to Nāgārjuna. In the industrialized West, we are in what some scholars have characterized as a “happiness turn.” This turn is evident in the work of positive psychologists, and their fellow-travelers in economics, epidemiology, and political science—what is sometimes called “the new science of happiness.” It’s evident in the more than 70,000 results that came up when I did a search for happiness under books on Amazon this past weekend. And it’s manifest in the ways that governments, corporations, and institutions are drawing on happiness research to inform their policies. �8.3.17 SJC talk 3 The vast majority of research in the new science of happiness uses two instruments to measure happiness: life satisfaction questionnaires, and, to a lesser extent, random experience sampling, which basically means smart phones that prompt research subjects to respond to questions at random times about how they are feeling. Thus, while headlines announcing the results of happiness research seem to have the precision, authority, and objective sound of statements of fact— for example, that keeping a gratitude journal will make you happier, or that joining a group that meets just once a month produces the same happiness gain as doubling your income— all this research depends on an implicit philosophical conception of happiness as being satisfied with one’s life or a conception of happiness as a positive hedonic state, as a good feeling measured by its duration and intensity. III. But, if you were in the history tutorial, you might remember Book I of Herodotus, when Solon, the wise man, visits Croesus, King of Lydia, the most powerful and wealthiest man in Greece, who therefore believes he’s the happiest. After Solon has been shown his great riches, to the king’s surprise, Solon doesn’t include him among the most happy. According to Solon, you can’t say you’re happy until your life is over because life is largely determined by luck and you never know what might happen to you. And, indeed, soon after Solon’s visit, the King’s son is killed in a freak accident, he misinterprets an oracle at Delphi, and is lured into a disastrous war and he and his family are taken prisoner while his kingdom is destroyed by the Persian armies. Or think of Oedipus, unknowingly killing his father in a moment of self-defense and marrying his mother, through no fault of his own, just bad luck. Here we see an understanding of happiness very different from our own. Happiness is understood not as a feeling or subjective state but a characteristic of life as a whole, determined by luck. There’s another, very different, view of happiness, familiar to all of you graduates, that appears in most classical philosophers in India and in Greece. For these thinkers, even the Epicureans who regard pleasure as the highest good, happiness is achieved by conforming to nature, reality, or the Divine through understanding, contemplation, and virtue. Thus, happiness, or human flourishing, may still be rare, but for the most part, it’s in our control; it’s no longer understood simply as the gift of the gods. To be happy is to be aligned with something larger than ourselves. We see this in Augustine as well, whose first book after his conversion was on the happy life, in which he argues that pleasures of the body or soul, wealth, honor, and knowledge �8.3.17 SJC talk 4 are insufficient; only wisdom of God, because it has its source in God, can fully satisfy us. Our contemporary views of happiness could hardly be more different from the views of these classical thinkers. In the 17th century, Hobbes, in the Leviathan, is representative of a change in how we think about happiness. For Hobbes, happiness is the satisfaction of desire. Thus, he argues, the more power we have, the more desires we can satisfy, and the happier we will be. It’s this idea—that happiness is the satisfaction of desires—that is fundamental to modern views of happiness. And this is why so many 18th century French and British thinkers were so optimistic: if happiness is the satisfaction of desires, because everyone has desires, everyone could be happy. And this should inform how we structure our societies. My interest here is not to present a systematic review of the intellectual history of happiness, though I find it fascinating. I imagine that doing so would require moving beyond the St. John’s curriculum to understand more about the formation of contemporary views of happiness, and how they are influenced by the rise of consumerism and the loss of transcendent meaning that has often left a desire for well-being triumphant over other values. Rather, I want to say that my own experience of engaging with the texts I have been referencing is that they help me see how contingent our contemporary thinking about happiness is and it could be otherwise. With Aristotle, we might ask, is being satisfied really a measure of a good life? To be happy, in this way, might suggest that one is not overburdened by the sufferings of others, that one is satisfied with the way things are. And with Sophocles or Herodotus, we might ask, are we really responsible for our own happiness? Can we simply choose to be happy, as we are often told, and if we are not happy enough is it really our own fault because we’re not living in the right way? If Oedipus spent more time with friends, or got more exercise, or more sleep, or was more optimistic or kept a gratitude journal, or went to a regular monthly meeting, would he have been happy? Or, is happiness, as Kant says, something that we may desire, but it’s hard to say exactly what we’re wishing for, �8.3.17 SJC talk 5 that even if we might feel positive affects and be satisfied with our lives, we still somehow desire the mysterious and indefinite state that is always elsewhere? What I am saying, I suppose, is that being receptive to such a wide variety of texts, subverts a kind of facile dogmatism about particular claims. When there is always another, deeply compelling way to think about things, it is hard to cling to our own opinions. IV. For those of you in the Eastern Classics program, when you hear me talking about not clinging to opinions you may hear echoes of Nāgārjuna, and the many traditions inspired by his texts. Nāgārjuna’s project is precisely to loosen our grasp, to stop clinging to ideas, views, and assertions. With compelling and persuasive reason, Nāgārjuna systematically argues against the idea that any thing—time; space; motion; even the basic doctrines of Buddhism: dependent origination, impermanence, suffering, liberation; and even the Buddha—that none of these exist inherently. Yes, we can talk about these things; but if we think that they refer to some ultimate reality that is accessible beyond convention, our awareness will be constrained. Nāgārjuna’s analyses, then, disclose a wondrous and astonishing and inexplicable world. As Sandy Huntington describes it, Nāgārjuna’s project is to invite us into an experience of intense wonder and openness. For Nāgārjuna, this wonder and openness is a kind of wisdom; holding our opinions too tightly, then, is an obstacle to wisdom. Indeed, clinging to our opinions, Nāgārjuna thinks, is an obstacle to compassion as well, as it entangles us in ourselves, making it harder for us to understand and appreciate the experience of others. For Nāgārjuna, doing philosophy is a transformative practice because it leads to an openness and attention to the wondrousness of our world. Thus, going back to the reading lists I was looking at this weekend, taken together, one can understand the study of all these different compelling texts, as a kind of transformative practice. It is what Pierre Hadot describes as a “spiritual exercise,” an aspect of what Foucault calls “care of the self.” It is to see the whole of humanistic education as Aristotle sees the study of ethics: not merely to acquire knowledge but to change who we are. �8.3.17 SJC talk 6 One of the aspects I love about the education you and I share is how this care of the self, is very much a social practice, with conversation at its core. What counts most, then, is not what information we have learned, or how many different authors we can cite at a party or in a commencement address-Though, as you can see, this can come in handy sometimes— but how we have cultivated a practice that reveals the world in all its inexplicability and wondrousness, a world which upon closer inspection always defies facile explanations. And, of course, this is not just a practice that takes place at St. John’s; it is, I think, at the core of humanities education anywhere that students are learning how to engage deeply with many texts, and especially, how to ask questions about what is generally taken for granted. V. There’s a lot of talk these days about the crisis of the humanities and humanistic education. When I was at St. John’s the big debates in the humanities were concerned with questions such as whether and in what ways the canon should reflect the voices of women and people of color? whether the canon was Eurocentric and if this was a bad thing? whether there should be a canon at all? And I vaguely understood other arguments about how to read literature, for example, whether we should draw on the resources of theory when interpreting novels and poems. I think these are really important questions. But the point I want to make is that everyone engaged in those debates agreed that the humanities made important contributions to our lives, our culture, and our political society. They were not debates about the value of the humanities, but about how best to pursue humanistic inquiry and education in a pluralistic society. The fights today are over the very value of reading literature or studying history and philosophy. The current administration has proposed a budget that eliminates the National Endowment for the Humanities. And, according to a recent poll, two thirds of the voters in his party believe colleges and universities have a negative impact on the United States. My intuition is that they are not thinking of business schools, or nursing schools, or programs in accounting or physics or computer science. But, as much as anything, it seems, in this political climate we need more people who practice the humanities, who cultivate a comfort weighing and engaging with a multiplicity of views, who think deeply but with openness to others. People who may have both Nāgārjuna’s openness and wonder about the world and his attention and care for the sufferings of others. �8.3.17 SJC talk 7 Sometimes we are tempted to use a rhetoric of exceptionalism about St. John’s, but I trust you will find these people, that the conversations you have had here can be continued with new friends. Some of these will be St. John’s alumni—I have encountered them regularly, in unexpected places; there was an alumnus studying at the Institute of Buddhist Dialectics when I was there. Indeed, I find it remarkable what St. John’s alumni do. When I read the alumni news I am often a little jealous of the lives described there. Our alumni are doing such endlessly fascinating work: making movies, working for social justice, teaching in all kinds of contexts, farming, making art and writing novels and poetry, building institutions, falling in love with intriguing people and places. I look forward to reading what you are up to some day, how you continue to answer the question for yourself of what a good life is. One final comment: There are a number of my former tutors here, and some who are no longer with us. For me, these include Mr. Swentzell, Mr. Darkey, Mr. Cave, Mr. Bart, Mr. Venable, and Mr. Steadman; perhaps there are others I don’t know about. Preparing to come, and then being on campus, I have thinking about you all a lot. When I look back at all the seminars in which you allowed us to flail about, as we became more adept at reading and listening and asking questions, I have such immense respect for your patience and good will. Much more than my faculty in graduate school, you inspired and nourished my intellectual life. It’s been fifteen years since I was in Sante Fe and I’m not sure when I will get another opportunity, so, let me end by expressing my gratitude. Thank you. � 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Word doc Page numeration Number of pages in the original item. 7 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 Santa Fe Commencement Address, Graduate Institute, Summer 2017 Description An account of the resource Transcript of the Graduate Institute commencement address given on August 4, 2017 by William Edelglass in Santa Fe, NM. Creator An entity primarily responsible for making the resource Edelglass, William Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-04 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Edelglass, W. 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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 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1725 Title A name given to the resource Students Seated outside Francis Scott Key Lobby with Tree Wrappeed in Crepe Paper, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Creator An entity primarily responsible for making the resource Edhal, Edward J. Subject The topic of the resource St. John's College (Annapolis, Md.). -- Students. 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. Francis Scott Key Lobby https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f899aade1b33313ec296c7aa31dfaf92.pdf 5a175e1fcff67045ae8934a26a5d44ac PDF Text Text / THE STt:DENT WEEKLY OF ST.JOHN'S COLLEGE ANNAPOLIS, MARYLAND To the College Community: When the school year began, I knew that I soon needed to pass on the editorship of THE COLLEGIAN to someone else. I hoped to complete the transfer of the editorship without interrupting the publication of the paper. This transfer did not happen, however, and it appeared that the paper might cease publication. •, . Tt-\E. GOLLE.GIAfl -.~ Fortunately, Mr. Joseph Edozien has agreed to assume the position of editor. As he has just recently undertaken the position, he will not be able to immediately continue 1 THE COLLEDIAN s publication. He will resume publication as soon as he finds that it is possible; this will probably be within a few weeks. I enjoyed working on THE COLLEGIAN, and I am sorry for the interruption of its publication.. I hope everyone will offer Mr. Edozien support in his effort to continue THE COLLEGIAN .. ~\LL t!!.,-'f St Po6L\SME0 t-\E~T lit1''1 (DITl(JI/: THE COLLEGIAN St John'e College Annapolis, MD 214o4 Sincerely, 'tJ!.&, I<··. Oc,To(Jt/f 2111 Sean Ball Former Editor �j I I �heard John s, to say, "Jeez, I'd love to go to St John but I'm damned if I' 11 be a fre sbman againo" Christopher Bolle A D.. C. Minutes: October 16, 1979 Pre sent: , Roa.ch, )Ioffrna.n, Schoener, DeMartini Letor,' Bolle, and 'a bunch of .people vrhose µa.in.es, alas, l catcho visiting_: vat+. 'Doren Moe Mr. Moeck, the Keeper of the Polity Stereo, reported that the Polity spealcers will be fixed by Tha.nksgivingo Ile is also in t::..e process of finding a new amp and maybe a tapedeck. It was decided, in this and previous meetings, that since we are spending big bucks on a stereo this yea:r, and since the ~revious Polity stereo tended to get smashed and/ or stolen, that a new policy regarding the use of the stereo will be implementeu, to wit: People ·wishing to use the stereo will have to sign it out and those \7ho aign will have to~ if they don't br.iJ;lg it back in good condition, (or at le'as·t; in as good condi tian as it was in vrhen they signed it out). By the way any-. body wishing to buy the old Polity amp (which is old, but very powerful) should contact Bill Moeck. Mr. Bovender (who actually was at the meeting, though I only now remembered his name) reported that the Student Health Committee had a meeting. When asked what his committee did, he replied that they were going to try and get a school gynecologist (which we already have) and that they would try and deal with any health hazards that they discovero So, if you have a health hazard, or are one, go to them, and they Vlill get rid of it or you, v1hichever is appropriate Anyone who wishes to be a part of thi:::; much needed organization should come to the next D.. C.. meeting.. l'i.r .. Coss, our President said that the work of the Committee was very important because 's quite obvious that health a hazard," as he most succinctly it., Mr., Coss then reported on the trip I thouc;ht that they were to some conference on the value but it seems to turned out in the end to have been some sort of cash Said Er .. who there kind of screwy .. DiMart ini wasn t said that : " 1 is more the word .. "I think Elections for President, Secretary, and Treasurer of the Delegate Council will be held Tuesday, November 13. Candidates for President must (1) have l!reen in residence at the College for at least one year prior to this election, &nd (2) submit a petition signed by at least twenty members of the student polity. Candidates for Secretary and Treasurer must (1) have been in residence for a full semester prior to the election, (20 submit a petition signed only by ten members of the student polity. Off-campus residents are invited to vote immediately after seminar Monday from 10:00 p.m .. to 12:00 p .. m. The ballot box will be open Tuesday from 8:30 a.m. to 12:00 p.m. in the Coffee Shop, 12:00 to 1:00 p.m. outside the Dining Hall, 1:00 to 5:30 p .. m in the Coffee Shop, and 5:30 to 7:00 p.m. ou~side the dining Hall .. Petitions for the candidates must if of opposing candidat.es, not have any signatures the same, and (2) be sub- · mitted to o.nd validated by one oi the Polity Court Justices ( David Auerbach1 a .. k .. a Johnny Moron; Chris Banta; Evan ~anter; Matt Hartzell; David Nau; AndY Steed; or Patty Sowa) before Friday, November 8 There shall be no electionerring wi in the room of the ballot box or with. 25 feet If someone wishes to contes the election~ an appeal in writing should be made to one of the election ballot box is opene T~1i0 ic a new edition o.f , COLLT.'('I qT . . an old C;.,:I.IT;G IAF I1TT:i' _,v .ti.11 OHC(' 11Tlnted all . ,... , . -L- e -U.:. si·--re-1 Und ;~ p1-eces vUOmJ.. -.tea and - ~ , ...... er · .r. Ball thi"'" n i · T~:'.E CQT_,IEGI \F . ..., "o icy \'.'as changed. '.'ien rwr r 11 t once • r.1as a '"eekly • Un d er Mr.. Eclo', 1 _•.Sl_ ~ c ,1eir and edi tor-desi t i COLLCGIAN' .~ r·ubli t. r.;na e, TJE , - ,_· ca ion would have been int rupteCJ for t1:ree weeks at 1 t er.t f eas "' Once ""'er>UJ11 d l ::::: ornat '.7onld hav e b een a b1·.-1ee:r1,, l' t ... e ' . ·. -magazine.. .\11 GlJ_cl _ . "--J l e1 ary One ed.+ '~ .L-._,. _1 efforts in the past failed . lvor o s0r1vings for li+Prar~ • reduced hi·.~ Ollt ;)Ut t.,o t'nree ed · t · Y,... excellence . ·-· ·T~-..e l:.:wt of t'"ose ed-; t. .~ ·w.., l ~02:...o l i l t'iiO yearso " "t : .- __ ion"" "LJ.'-' u0ec to st11fr- t'.m._. e ::>a::i.t~ v3 QJ.1'::1 car'let the f - -. c 11e ~2~.,m.. -'100r~ '.:if' the ·.:;af:Lee- _._, .,. ' J; • l•l L .._, - v- J_ _._ .L ~T I 1 - .3.uL~roj.L.;·, I clon't exrc:ct •ieno}e I ~).:_~oauce. But tl- t - ,;_- , ~ + vO f rarae an_-rthina TiTlE "coL- o ~ a+- ·:>ervice' not a product., I w d like ,. "_, 1-1.J.c..ulne i. or -:/ ourse 1 ve c a 1~ "' . J ou ~> . ._.,--re, o ev1 ...,cenarJ. OS of ""L•i_,'-' a"" ti:i_ey would have '.:_1ecoue if cert . ( . I :,_,::J.n a vor-r f .,,) f "-' a.in arnl , b1.; ~~ J e,, o 01:,.ese articles had no-'- b , J?U· _,_...._0aecl r1 ov; -· 1.1 een ·rnr'J ~" . -~...J .ill.' l(""'l +'. " ~ - . ._, r " ~ Cl ia may be t~1e • po::..nt... ' Matt ::::;J:~ tor �On Words of Content liberal, would wish to rash action nor obedience to mere whim.. Obviously the One of the earmarks of ignorance is a only admirable liberality is bound to the kind of cheery which efa of precepts of charity and prudence some of faces the distinguishing characteristics of must be in error due to Similarly, the only defensible conservaabout which it seems to think. So, an , . of grounds They tive mentality would seek to hold fast to for example, one might be told by such a can t all be right, lest they b~ all the best of what we have received from our "broad-minded" person that "all eastern rewro~g... Neither can we simply proclaim forbears.. It would bs cautionary and reverligion and speculation is, finally, the their truth or error, without demonential, but also critical and vigorous in thus implying, hear them speak strating the insufficiency of their its sifting of the tradition and applica~ of neastern philosophy saying 'such . . and/or arguing an opposing tion of traditional values to our present and such~ Even a casually earne~t stuviewpoint which can establish to situation Of course we cannot hope, nor t· , our . f dent of eastern thought, however, is as imsa t is ac ion, its truth or likelihood. do we wish, simply not to change. However, its diversity as anything else, We empty words of content when we do liberal and conservative motives unite in a diversity both theoretical and practical~ not take seriously the labor of thinkingthe ambition to prosecute the demands of Buddhism, for example, as reprethrough the key words which we use. A justice ~d the common good to the best of sented in the · rather more our means within our society.. Conservatism Cl_1r~stian is one who believes in the salin common with the of must always remember the duty of promptivific character of Christ's death and re£ur·tu.a than with the "Upanishads, n and the tude in the correction of injustice; liber- ; rection; anyone who does not is not a and practice of a~ism must always recall that human affairs Ghristian. A Jew is one who is born of cally-inspired yoga differs exceedingly must be dealt with through due deli-beration.1 or initiated into the tribe of Israel from the near Epicureanism of Chuang-tzu. and a respect for human feelings and and who believes in the liberation ' U~ta is even rather different than . ' ings.. Only thus may a sound intent be cho~s~ng, an~ formation of Israel by ~Utl.J'!la ·-though both work within Hindu traformed within the arena of republican deGod s authority and power, pre-eminently dition. mocracy ... through the Exodus and Sinaitic TheoSo it is often that failure to distinphany.. A pagan is one who acknowledges guish leads to a muddle. Broad-mindedness ',gods other than the God of Abraham , I saac, may lead to a fat-head. It may, properly The critique of terms employed above is ~n~ Jacob, or none at all, though justconceived, lead to an admirable scope, as principally by way of example in the larger ifiably perhaps. Words either have a one sympathetically attends to and seeks to discussion. Yet, how often dows such a consistent usage and irreducible content 9 understand diverse phenomena, and thus cellack of sober reflection as is implied by o~ there is n~ point to speech. And, ebrate them in their particular character a bandying of terms affect even our ability l~ce spee~h ~s pre-eminently the way in and savour.. This may, indeed, be most what to read the books on our program? It is hich w~ signify thought, laxity in speech we mean by "knowledge"; to see a thing instructive to watch with what swift eo~ardiz~s thought and~ hence, purposive uniquely as it itself, is .. agreement or disagreement a particular aution, since actions are after all There a.re various ways, however, that we •t ' i thor will be read, and then to query the . her responses to an assessed situation thwart the process of education. One of 1th a deliberate course and goal in mind student in order to see how many epithe is thrmigh the uncritical r they are random. Consequently, adher-' thets spring to tongue in defense of the acceptance and use of terms both common and ce to the ordinary rules of discourse truth or falsity of that author. (By "high-falutin." For example, in current .g. that a belief must have arguable the term "student" I include tutors, political discourse one generally hears ounds), and a concern for meaningful who are surely students--i.,e .. "persons employed the terms "liberal" and "conserveech are ultimately practical matters engaged in study") How often have I ative .. " These are associated, often, with th in the sense of morally regulative heard, or heard of the bold assertion the terms "progressive" and "reactionary" d technically (i .. e .. , "craftily") relevant. some1 tha;t some author-in the mind.. Now, it is a matter of words of content surely leads to one such as Plotinus or , foreign historic fact that a liberal once was a humanity to most of our beliefs and sensibilicapitalist, a staunch def ender ties-- is sheerly nonsensical It is --michael david blume of laissez-faire.. Now he defends a someshameful that some of our tutors do what policy of things prior to a first seminar on such intervention in economic affairs But such authors thus denying the possibility an observation is not precisely to the of fruitful study It is one thing to Rather one must ask what the quali- view something as wrong on arguable of liberality might be and lead to. and another to fling curses , it might either lead to licenwere to analyze the term tiousness or it lead to graciousness we would find that it to the unrestrained surrender to passing of of the free and una to the benefit such a to none of the books on the ~rml i ALERT 'IC::: All those in the battle against agoraphobiae ORDERS: At 1200 hrs,. on Nov. 3rd you will proceed to parking lot where, upon the of you will board transport vehicle ~school bus) for conveyance to the ~ngton D.C. Mall. Chief objectives during your 4 hours on site shall be the various elements of the Smithsonian Museum. EQUIPM.t!."'NT :; Money' cameras' and money• Signed, Bruce Dempster P .. S ... Chairman- Student Activities We should be back by 6 PM. STAFF Rick Campbell Matt Hartzell Howard Chris Mark Jim Melcher, editor David Nau Dill Ney �WELT GEIST TODAY Marsha: Mary, you will never believe what happened to me in the coffee-shop yesterday. Mary: What, Marsha? Do tell. Marsha: Well, Mary, you know that big tall freshman with the blonde hair (all freshmen this year have blonde hair) came up to me and spilled a big plate of french fries in my lap!! Mary: What then, Marsha? Do tell. Marsha: What else could I do but stand up and have it all disappear. He left with a hungry look on his face. Mary: Good idea. (Mary adverts her eyes from Marsha, and Marsha disappears. Mary is staring at a blackboard notice about paraplegic Lisa; she feels sorry for her and escapes by not thinking about herself. Lisa is left dragging herself across the bricks of Annapolis until she meets, who else but, Marsha and Mary Marsha: Well, Mary did you finish your Regal reading for tonight? Mary: Marsha, that's H-E-G-E-L. And you know very well that I'm only a sophomore. Marsha: Oh yes, of course, I forget. We alw..ays have lunch together in the dining hall, so I naturally assumed you were a senior like myself. Mary: Did you hear about Lisa? It's so sad. Marsha: It's all Michelle's fault. She was the one driving the car. And she took so long doing it, too. Mary: Perverse acts always take a long time. Why, I remember once when Bruce and I were tied up and •••• (Fades to oblivion to insure good taste. After all things that taste good only have value as noff's potential only comes after it's passed on be an inspiration but taste is all that counts ) today? wasn t lunch really He s ate a thing Bruce too thin What? too thin. Lisa Thin so, too It s so sad about Lisa Marsha It s all 's fault. She shouldn't even be allowed on the road. Mary: Want something from the line? Marsha: French fries. Mary: Then sit down so I'll have somewhere to put them. (Seconds later~in line.) David: Lots of peo~le think that Tesla should have been a pawnbroker. That's just a myth. After all, eternal life may have marketable potential, but in· the long run soap is a much more enduring product. Mary: French fries, please. David: Whoops!! Sorry. Ma1': You jerk! ! ! All over my new dress! Ketchup never comes out! Oh!! Marsha: What happened!?! Mary: That blonde freshman again!! Marsha: Which one? Mary: The blonde. Talking about Tolsto or soap or something. Marsha: Don't worry. Smirnoff takes ketchup right out. Mary: I'll have to remember that. Marsha: Remember what? Mary: That Smirnoff takes ketchup out. Marsha: Oh ••• out where? Mary: Out of my dress. Marsha: Oh .... but doesn't that um, ah, •••• leave you, ah •••• Mary: No, because •••• Marsha: Oh, but ••• Mary: No ••.• but •••• (Woron man nicht sprechen mu~ man schweigen.) Perhaps we shouldn't have bothered. TH.AT GOODBY LOOK She sailed past as I stood by the Harbor b The ocean's breeze had .· _ . eacon. And filled the 8ail~ bctaug..tt,l1t lb1er hair and flicked mine, "T 1.::i, u 1e reeze was not th f t· i. or LJ1e pmver which had told p th t e unc ion m~ a she'd be gone. ~ert' ly -'-·.',·i th sure courae;e ~.nd cow: tena:nce 0he cas 1,, a gloncf~ o!..' nei th U. , _ quite fair, I i · .1 . er anat,e nor renair mp ieu., t.t.1.0ugh, '."ms when we'd oft ~... ak... " About truths r·-· . en .::ipe honestly ' propo..,i tion.s and how life should be .. At once_ I was wrap~.ed up i11 one vast memor . Y' At I 1.. ::as a mr->~'.ory ···.r·~n ·-1ed L, ~. i·l l :·:ar:x; -. ,, u.,_ once' twice. thrice~~ ~.Jor. -r~;any· a . . . -'- . I ' ' ... - "· ~ uory t s too long, too t:.edious to tell to' any. 1 At tha~r·instant, when we troke our ti.Ineless stare I realiued, Gnd :.;'1e too I · :1 · ' At th"'t . - -1- t • ' once .1c.:.i. a r:;ore complex care· a. lGS i..8Jl ' ··:hen :~J he.:J.r+ S'nnk ana i i.c.1bs shook .. , · ' I 1 u cw. rea ized 31'.te had it, a... 1d UJGe.LL toe, That Goodby Look. ..,, l-{' ' D. K. S111i th DIRECTORY CHANGES A gold-tins-ed leaf Downs. '2he last southern zephyr '.'lhirls A gold leaf Armmd,. Eri~ Wei~stein to 305 Campbell. Daniel Higgins to 101 Paca Andrew Steed- 267 ... 7735 Geoffrey Henebry- u m George Iannacone- n " Frederick Wildfoerster- 303 Cha St M" k p se one iyo o orter- 124 Prince George ST,. . Apt. 4 267-9614 Richard Cahall- 2o4 Randall Martha Kearsley- 209 Campbell W Moeck R Werner I should be listed in section of the you can think of 11 ge section., �I HELP CONCERT Friday Evening October 26, 1979 8 :15 p .. m.. FSK Auditorium .· Reynaldo Reyes, pianist, will perform .Debussy's 24 Preludes .. Elizabeth Bolotin Music Librarian THE HEALTH CEtTTER BLOOD is the word! The date is the thursday of November first. Our younger students, those 17 or under are also eligible to meet Dracula, but they must have parental consent.. Forms for which mRy be picked up at the Health ~enter or on the Randall Reception Board .. Appointments can be made by calling or sending a note through campus mail .. The blood drive will be from 10:30 to 4:00. Marilyn B. Mylander Ext. 53 THE GARDEN CLUB such as it is will be potting about. DIG IN! Betimes the fruits and flowers will take health for the Garden Club meeting Tuesday every at 7:00 p .. m. in McDowell with info about digging and planting growing and learning Nursery-schools and gardens The Liberty Tree Project and A KUNGLE for the Chloroplasts m.. Gardeners, tutors, cleaning contractors, sitters with mind and/ or muscle; your own hours; Gbod Pay; No experience necessary for many positions. Call Messers. Bolduc Carsiotis, Finner, and Ney at ext. 62 or drop a note,saying what you'd like to do,in the Campus Mail. In particular ••• Mrs. Good lives in Eastport and will drive you to and from her home ' . wh ich needs about four or five hours of cleaning a week. Nice and convenient. Call her at 268-3628. Dr. Byles wants a Johnnie, and only a Johnnie, to pick up and supervise his son after school on Tuesdays, Thursdays, and Fridays., The hours would be 4:30 to 6:00, or so. A car is needed. The pay is probably very good. Contact the doctor at 268-7282. Yours in service, The Student E.:i:J?lc~r;:;::e:.-i t Office 3 24 267-7257@ save you time ar;d 1i10ney costs., ~~-~~~-~ Subr::li t Editor, Room 1 - 4 p .. m.. 6 p .. m.. 9 p.m~ 6'THURSDAY, OCTOBER Dance Conversation Room All Day Caritas Show - All Music Library Conversation Room Mrs Starr the wife of our Mr .. Starr a babysitter to cover the from 12 30 to 3:00. A:re there any students or students! spous out there who are already sitting dur' that time, and who would like some ex money? If no one can be found to cove the afternoons, she would like to have a person who could be on call to sit mornings and early afternoons on days when her child might be sick. You can contact Mrs. Starr at 268-7511 d~ ing the day, and 263-9372 Mrs. Roth has twd.n six-month old boys. She wants to get out of the h every so often, and would like someo to babysit a few hours on odd a.ays• is flexible concerning h She lives a mile from Church Circlet the bridge into Eastport. Call het p.m. Caritas Needlework Show All Day Auditorium _ Day 9 A.M. - 10 P.H. 10: Music Library Concert p.m .. Room 8:15 p.m. p .. m. 28 u~iue~sr11a~ : 30 �. 2 SPORTS 0 shot Cronin either team much less ie Kiss Kurs, or the kicker herself that the ball would drop in so neatly just under the goal post. One more in the fourth quarter by Miss Groff, and the game ended, 3-0 Amazons l - D.C.'s 0 Playing the la.at game of September in the alternating mist, and the was a bit on seemed to be feet for 1011.g, so it was of surprising that the Amazons against the army of D.C .. 's arrayed on the field .. But Miss Nogales did in the third quarter and the score remained 1-0. SPORTS were Miss and Miss Hahn with two. The last one bounced off Miss Buck, one of the Amazons dear departed graduates I 9 - D C 0s l Poor D.C. goalie Steph Chmiel! The goddess of mudholes was with her today. In a soggy, soggy field Miss Ironside started the overthrow with a penalty shot. Miss Harvey and Miss Kim continued the scoring in the second quarter with one apiece, while D C. sack nudged one in from two feet out .. Four in the third quarter for the Nymphs, three Miss Ironside and one by Miss Krafft. Two more in the last quarter by Miss Krafft and Miss Ironside and the game was over. Oct .. 9 Hustlers-a The Druids had quite a few shots goal, but Mr .. Kates, and the goal s~6pped them all .... except one by Edoz~en following a corner kick, . sailed a little too high. Spartans-! Greenwavea-0 Anotker typ:i.·c a 1 1 ow-scoring game . Waves almost pulled off a score 1 ess • But late in the game i·u·.. spee t or Utl hus ed some defenders and m d th goal. ' a e e . Its . not often that we h ave t u t ors ing l l l soccer, a game well adapt d oung p~rs~ns in the peak of cond~• So it is surprising, if not start.to see two such antique types playm the same game' and on the same Mr. DeGrazia and Mr .. Guaspari for . So far, they seem to be g like two Spring Chickens S Gu d. • o far. ar ians-3 Alumni-2 What can I say? It was a nice game oldsters were 4efinitely in it .. a..:formed nobly, if not heroically .. ' possessed a tragic flawe been born too soon. Nymphs - Amazons Maenads 4 - D.C.'s 1 Once again the Maenads showed up in full force, although this time the D.C.'s were close to having as many. Miss Craven scored the first goal for the Maenads. In the second quarter it was a D.C. heyday when Miss Ginsberg shot one with a vengeance past the Maenad goal. Miss did an outstanding job for the D.C.'s the second and two penalty shots and Dornich .. the D.C.'s were in score tied 1-1.. was too much. , Both Miss Hahn and Groff scored; Another in the fourth by Miss Dornich and the score at the final was 4-1 Maenads. The team captains agreed to play the game two Sundays hence, since they could not face the prospect of another cold, wet game. Instead, most of the players struck up a friendly game of volleyball in the gym .. FroCT tl~e Dean's Ofiice Thc~~e :1ill l;c; a fr0e sl:i.o'.:i~·~:; of 1 French comuercial filr:'., I.ie Crab Tar1 JO aL the IJaval Acaderr:y, at 7:45 ~.:.n .. in Nimitz Rall 44 on tuescl\3-Y, October The !".lovie lasts two hours and concern the life of a French ~Javal officer fi in Algeria and then in Inda-China film is on a politicnl theme and inV the "attraction of the orient" which Americans might not be famili with because of the Vietnamese expe ence .. 1 was masterminded ! The big stars this FOOTBALL Hustlers Spartans Guardians Druids Greenwaves WON TIED LOST 5 3 3 ¢ l 0 2 0 0 l POINTS 0 2 19 13 3 '+ 4 12 10 6 SOCCER Druids Guardian.s Hustlers Spartans Greenwaves 3 0 l 10 2 1 ' 1 l 1 0 0 2 0 0 3 8 6 5 3 l WOMEN SOCCER Maena.ds Nymphs Amazons D.. Camillia WON TIED LOST 6 5 2 0 2 0 2 0 POINTS 23 1 2 2 12 8 8 17 but much happened, for moments ~oing into the ame ' the only highlight of the g was a Greenwave pass th t k nk one of th · a o ed of eir own guys smack in the the head! It was that kind f On the final 1 o game .. Ney passed to ap·aydanof t~e game, . ior o in the d Mr • Giordano caught the ball en zone,. The Spartans and the referees was a touchdown, and the They were Hustlers-18 the bomb works the GuardiansThen on first �pack the11 v.'"i thin a one hm1dred for mic.royour conv~nience from mile filming. any time, seven da;ys a week, 24 hours a day. age 0750 The pay is hourly, plus ~~leCall I1li1Ti.X, LTD .. at 301-267- Also contact the Student Em- ployment Office if you do al'l::,r work for these people.. Cai:rpus T.Tail. We re at ext Thanks., G2 r::;r � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 1, 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context The Collegian 22 October 1979 Date A point or period of time associated with an event in the lifecycle of the resource 1979-10-22 Title A name given to the resource The Collegian, October 22, 1979 Description An account of the resource [Number 300] of The Collegian. Published on October 22, 1979. Creator An entity primarily responsible for making the resource Edozien, Joseph (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0856b28a8fd0869a452bd9a335bbff72.pdf 6118647e357ab3924c4ae06cdefb0cb6 PDF Text Text �������������������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 30 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context The Collegian 2 December 1979 Date A point or period of time associated with an event in the lifecycle of the resource 1979-12-02 Title A name given to the resource The St. John's College Collegian, December 02, 1979 Description An account of the resource Vol. 1, No. 5 of The St. John's College Collegian, Weekly Supplement. Published on December 2, 1979. Creator An entity primarily responsible for making the resource Edozien, Joseph (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a7657970333a334d094ba67a88fc5d7e.pdf c86f138a0088b99f7e77b38883e0f06f PDF Text Text �THE COLLEGIAN says hello to a new decade and goodcoming of the and the passing of the sombre to mind, about meaning, about of the manifestation of dreams and particularly about the between the ideal and the 11 real 11 St. John's. of us, the St. John's of our dreams is quite unlike the John 5 of earth, brick ~nd mortar we tread upon each day. The iogue 11 and the "place itself" are almost two separate and only alY connected existences, two entities with quite different modes ing. one exists in the mind, in the clouds, in our dreams, the e is a location in space and time and a pale reflection of the r The question then arises: "Which one is the more REAL and the more to be REALIZED, the Same that is a beautiful form or the that is the locus of some sweetness and much sourness?" It may at Forms are best-left in the mind so that matter may be formed ach according to his visions, or it may the more be that the Form t tenaciously to be materialized so that all may share in a common of a realized ideal. e fly amongst the blazing superstars of the checquered ascent of western spirit, the high points, the demigods who showed the way, it seems, then, that i t ought to be our duty to, at least, catch int from the constellation of the greats. It matters little to what a great so and so said if one shares nothing in the spirit moved him, the spirit of revolution, imagination, innovation, and nsely personal creativity within the bounds of a tradition. It st seems as if the great weight of the great books hangs over St. 's like a smothering cloud, a smog in which neurosis is exponenly magnified. Whereas, on the contrary, they should be an irrient ether through which we glide above our littleness and find thing of our best selves. at we are suggesting is that there is a gap between the "ideal" the ureal" St. John's, the St. John's that "ought to be" and the John's that "is." The beginning of a new decade, we hope, will us a wonderful excuse to rethink and redo the "real" St. John's at there might be a bridge on which we may walk across the chasm. t is many years after we have left that we will understand why we here, what it means to us, and how much what is is what ought. By , St. John's may be a shimmering dreamlike memory; but still we probably say "Ah! If I only knew then what I know now~ Why did so little with so much during my halcyon college days?" St. 's is not the only place that preserves the great books, so maybe hould leave slavish allegiance to letters to talmudists, graduate ol brahmins and other scholars in the dank, obscure dungeons of world s great libraries. The possibility for greatness is here e only learn how to tap more the spirit and less the letter of the ts. e hope you have a merry Christmas and a prosperous new decade of ily realized dreams. The Bditor 1 �4 Bill 16 of Socialism 17 24 Senior Lab Manual ... 27 30 31 33 35 37 e New COLLEGIAN-~One Ram's 47 48 otograph by Lauren Crigler • 56 3 �• 11 .them that and silver of a divine -- sort from the have in· their souls and have no further need of the human sort .. n Bk .. 3, 416e I God, I reckon not ""'"-''..!...u.'1.4 to tell, and I sure wonlit hold that it it , I never ' let alone twice in the same that it's true or not doesn•t matter a tad see, the itself, know I mean? I guess I'll sense and tell i t the way it sort of was. II o~ir.c.~~Tt'V'V~u was crazy, and · he make up my mind about him.. there was, in a kind o~ way. He .wasn't all th.at crazy_, but then he not have been with what you call a full deck Most of the time he would act real and he would rattle on in one he would say not caOO.IJLec::tJ way with the next and the rest of could scarce believe he even knew how to like a like a child. were these other times that I'm to.tell you and I were alone and we talked and he was as as as any man I've ever know.n--even did that one was crazier than hell. a that on that campus tha-t didn • t know about he had ears in a thousand different-places at once. He also knew all about the plants and trees at He could tell you every detail there was to from A to Israel, about every green on that campus. I tell you, he kne~ about nature, and he have a way with roses. loved roses. You see, he was the at He had been for many years.. I kind of think the of was created for and the about how he it also explains a little more what you about people thinking was mad and alL 4 it all , I'll have to go back a ways. It seems from one of those families, from New York I believe, that had scads of money, so much money were able to it and that's what 's father did for a 0f · · · soma you call a He was the chairman o f that gave money to charities and you had gone to and he had sent 's to school came, and I bet there too.. I reckon i t was like them swallows r 1 ve see friends with the money to the the teachers one haooen.ed, he Now I don't know what Cum was going to See, the there had ever had. sunnna cum Laude' s. It was a sort of tradiThat was, until came along and some of the their minds about it.. Other teachers didn't want to about it at their receive it he examination.. He had re.to go to some He was there for a year and medecine where his admittance a year.. See, he out. the time he 1 s this thesis of his, he and he finds out his Mom and Dad and his brother d sister an airplane crash.. They had been ori eir way to some function in the small private plane his ad owned and loved to all over the place and somehow he got to too low and just like that, right into the side of a untain.. The goes that there and then Edgar lost it .. w I bet Edgar has been of a delicate nature, you can see i t ust at and the he would never see his too much inside him broke, just It sort of reminds me of one of those belts on the 5 �swa tiler my Dad owned Man, were so much stress put on them in so many broke the rest of the machine wouldn' could fix.. It took some and i t but ·could do it.. In what broke on his came out 6 campus III t.he floor, even So I Itas all collected or not But ~t:i:mes I overheard when I was at talk such foolishness about each other go there to know there won' even know you, if th.at 1 s all no one was on guess from that kind of person you are behind your back friend for and did know it, too, 0 that itself it s because Or was you would pass as you hi would stare at look at you., I don't think at least the way I see it. there were kids still about what it was like-when the funeral tried to finish It seems li_e had up in bell tower what bell with a hammer and also had this record of windows·ana turn the stereo up real loud t..lie so·md of I can ..L.Wba.~ ...1...1.J~c was crazy and all for to I to find there* I suppose the did beeause I was just them I would hazard that :m.ost of the from t..he East and were from upper middle class and upper class I a man out of in until someone it. would have turned He he never ate .i.lOl..u.u,cu his in his was crazy too I . so no said about Folks there said about me. to classes and never able to felt sorry and I guess he , see he too.. He decided to take care of him at school and that way he could his eye him, look after know what I :mea.q_? He called into his office one and asked him what he wanted to do when left ·school and said he wanted to 'WOrk with roses.. The President about it grew up in the suburbs or in the big gone to college too and . Their were white way or another. Funny thing was I sometimes got to the students there looked alike; from out sq to speak. up on the scrabbiest of land in Goshen Hole, died young and my father had to drop out of over t..ne ranch. The first he did was to ange the place a farm.he was nuts. No ne had ever raised pigs in those parts before, at least not on· a big my Dad had his reasons. He hated horses and he told me 7 �to was an he was my own Dad, and that's about ideas, almc>st t a man in my life, lot, know what of the man he never went to that the the stories loved ta talk about would come in the shop in the morning and from memory and we would think about i t out what i t meant all the he recovered I had, i t was bound to turn up knew then that I'd better settle i t once to the State I wanted to go school to avoid dried up so I couldn't continue had a deferment and my nuniber you one I didnst so ~ enlisted real I was in It wasn t too bad there. the time and ........".. Cll'-""'''-A to do what I had to do. I When I got out, I went home to and corop°'?y .. I did that for that in a the same stand that .. to I' :m· not very don•t know it's nature or But I found a cabinet an old guy named Dan. You talk about Jesus, was that old man clever with his hands. He was a craftsman from· the old school and he was a real master of jigs, all sorts of He was me he too. read a lot more stuff and ceratin.. authors who about the I had.. I also had to go could talk a lot of the .same about them and Bill, so I to find the had this ex. your classes weren't lectures like I'd been classes and seminars with the and and I decided to go I was a little touched in the head. I reckon their natures are difBut I think Dan kind of My last to me, 'Now I don't know what I said to A..nd I'm sorry for i t .. But you just be careful, you understand me? What you're is like to it alone up in the mountains. I tell you, the exp.erienced ive, and that's the God awful truth .. • As you can see now, I wasn't your of the fresh.man lass. has to at the , no matter here or how educated you are. Tha.t • s all part of there. I scared a lot of there at first benever really knew me to get a handle on where I was 9· �from.. I lived off campus I I never talked about at a:i:l.. Outside of cl.ass, time in the WC)0(:1SJtlOP , too, because it was a most scared that I never talked That way, could never see what I was make a about me.. It wasn't to say, that wasn't it at all. It was saying i t for me. It was like watching a of your soul ·are to each other. But when you come down to brass tacks, I discovered I wasn•t able to talk in One one was fine, like with old Dan; I think it Mom and Dad were not much for talk 1 to me, · Better to remain and and remove all doubt. • Then ·f11Jj · liked to say, 'There was an old owl that lived in an oak saw, less he , the less he , the more. he can• t we like that old bird .. • You know that one? I kind of get a ki.ck L did -.z ~.ww. e of mu ~1.-.~and I think that made liked me all much .. Then,. before class one day, when most was there r the teacher out of the blue asked me what the hell I was at anyway. And I told him point blank, without After that was convinced that I was a crazy.. I'm sure i t was all over that be.cause I 1 d never met staJ:::t.ed at me real ever asked me.any again either. The first time I talked with was one day the Thanksvacation. Most everybody else had gone home the campus was real peaceful and quiet for a change without lots of around every which way, and mari, was i t ever warm .. remember that year because it was "the warmest fall I've ever seen. People on the radio said it was the warmest it had been in God knows how long.. It was nice and all, but damn; once all the leaves were off the trees, it felt unnatural to be around in shirt sleeves as if it was spring or know what I mean? But I kind of knew i t wouldn't last so I tried to enjoy it. I had been on a project in the the Friday and at noon I decided to head on home. I crossed and walked through the large square fanned by Darden, I passed by the large rose garden there. in it.. He was in faded blue overalls and he wore pads knees. He had on big leather gloves like an engineer's, and hat with a tiny hole in its crown.. He knelt on the ground handfuls of soil in around a small rose bush he had job as gardener, the square was just old cannon from The first Edgar did was crew to move the cannon to over in front of He didn • t have , but he i t anyway. a ruckus.. i t was because the cannon and nobody wanted to take the chance that it like·that. I they kept I mean i t and all, its bore up with concrete and stuff. then built a twin~rail fence around the some roses and grow first year he also planted two dozen rose bushes in a single along the side closest to Mcintire.. Year after year, buying bushes and taking cuttings from those p~ants, he started ther row or two. but he was the whole but rose bushes.. The damndest thing about i t was that roses were white,. There wasn et a red or or or whole kit • n kaboodle .. Up to that time I could that one· out, I mean, Jesus, could t think that he had noticed me and I was walk I never paid Edgar any mind. If he was didn't want to talk with I mean, there's no sense a crazy man, now is there? Then I heard him shout: Ha, ha~ Have you found it? Hah, surely you shall the newly planted area. I stopped and looked and Edgar was looked like he hadn 1 t said a thing. "What did you say, pal?" He laughed real loud and then faced me and pointed at me. "You heard me ..... pal," he said .. He imitated my voice real good, , I have to give him that .. 11 �hose and filled the filled then ran over more soil around the up and walked over and turned ·the water and laid them on the He took off his , as if there was still the of his are l.i.ke that He took out old his elbow. I couldn't see his All's I could see was this big beard He turned and back to bis work .. was, don't started another hole.. A filled with some and leafless Seven fresh mounds with cane a row up to where he stood. For some reason, I felt like walked the for roots with this and stood next to him " he said he looked up at me.. seen him up close~ He had a Like a child's "What?n. smiled to himself Then he said, hGrab one of those bushes will you for me sir?n He r .................. 'I; and did what he asked .. · He took the bush and looked at He a broken root from it and then held the bush out toward me .. meet n he ~aid to the dormant plant, very formal like.. He addressed me, meet n He laid t...~e roots of the ~ush over the cone o·f dirt in the hole and he held the bush with one hand, -and the other, buried the roots with soil.. He stood up and stamped around the plant .. me that hose, will you sir?" he said .. I did so. I kind of laughed again. I wasn't with he was with me. I had the funny right then that this was no crazy man at all. it did he? own voice "And what Then he said in re.different?" t.h.e same but almost. It almost is I believe. I "How do you know?n I with him. He didn• look at me, but I could see him and knelt down on the dirt back into the hole and fo:z:med it looked like soil, matter in it Then he He offered to me. "I do not well understand... Will upon this he said .. It was face. then sat down next to him. tobacco?" I asked. and took out a I took some cigarette papers from and rolled a smoke. I never was much for handed him back his is nuts about roses too,'' I nI don't know her head, but one she decided she was to She had my old man make her a little where the in and had him fetch some cow manure from a tons of shit all over the place, but no, she wanted w manure. She had read in some book about how it was the best rtilizer for roses and all It had to be a little rotten, too .. , my old man went and it for her. I tell you, she is real about it. She goes to shows and stuff. She 1 s even won a dream is to breed her own rose. She's even a name for it .. " "What is "She won't tell But she says she has one, and I believe I sort of hope she finds her new breed, so I can find out 13 �the name is.. Now this time of year, she is I guess you don't to bundle up her bushes for the winter.. 11 said .. "The winter's here are not , you•ve done a love to see your ~I have not done a rost.s. sheltered from all winds. ~~~ ....... ~-, see how it There 1 s sun, and not too much in the late afternoon.. The sun blocked off Mcintire.. All that I have done is water them and them a little kindness. But you wait.. You wait about ten years. your mother here. You haven't seen I am close to finished.. I'm to cover this entire square with roses and in the middle I'm to build a small trellissed ro$eS to cover that. the middle I shall put when the flowers If you one are We were silent for a time and then he said: 11 Meanwhile the less withdraws into its The where each kind Does own resemblance find, Yet it and other Seas; that's made in a green Shade .. • " "Where s that from?n I asked. Ke just shook his head and was silent. I looked at him for a while. nTell me, Edgar," I said, "when you going to stop play acting?" "How ar_e you so sure I 'm acting? ~l 11 Come on, man.H Edgar sat up. He pulled at a blade of grass. He looked at it and then broke i t in two and threw i t back on the ground. I did go off the deep end there for a while after my 11 he said. "When I recovered, I latitude were giving me, and I liked that. All of a sudden, some great feat from the child prodigy, no achievement 1 That s the it had been for me. I . someday I could do something want to d o a 11 th a t . But playing mad, I'm free from all that refor one m~ .. that was put on riie 11 don't you think that's a tad bit foolish? 11 more foolish than you are your matriculation at this College? · me,· I believe you are the fool I've ever met .. how do you so much I'm here?" 11 ... I don 1 t .. n you like you can t even add 1 + 1 when everyand with me, now you're to have a civilized discussion every now and then. that said yes, indeed: 'The most fruitful exercise of the mind is discussion. I find i t sweeter than other action of our life. I think that s true I think we alike in a certain way .. 11 e "How do you mean? 11 kn ow. 11· He s t oo d up. n I don t . . ......,.,,. "Well. break t"'.,.,..e is over. I must t back to my roses 0 "Well I reckon I'd better be getting too." I stood up. held out his hand .. "It was good talking to you, friend." hands. "It was 11 I said. we can talk some more ______ ,,"he said. He turned and walked over to turn the started to walk away. Then I heard him shout Read all.therea" 11 I Just read it. shook my head and walked away. END OF PART I - TO BE CONTINUED Geor:ge Willard �E Stevenson of account, economic of the socialists and of , the achievement of and human brotherhood. Yet to and socialism has failure in its efforts to the geneMarxists, Fabians, or OWen- failures all will that a the whole of benefit from the 16 after m:>re than half 17 �is still unable to feed and cloth her literate, if this group of moral decided that desired What would be done with who if was decided to be the desired ti.me, the educational standards be a class of non-literates? Should than intellectual skills? Should be if any of these were telos? These are all that she has The~_- are many that a. man or a woman can have Let us ask: "What is the nature does it take? in a ·state which claims form that the social Another freedom.. One However, I teach mankind about the nature of In a socialist state he exists in must be able to choose his Values and actions that the to exist for his to seek values from. others force .. T.he word ' • in the stract since i t denies woman to differentiate among various the abstractness of the word denies the and that he must do the s advance , or is the idea of and Let's suppose that such a state of would be the nature of Alexis de achieved .. wrote:: nThe foremost or indeed sole condition in order to succeed in centrathe supreme power in a democratic is to to men to believe you love has is powers of the must be created to force the that all mankind done with those in ..., ...,._. . . c 18 enmade that of choice, or even discussion • to , man himself has a can a man attain a state of full ch. state? Should the state be allowed the. should there be some restraint made on the state, that individual to pursue his own interest, interest does not upon those of his -~~--~ the If anyone the essential claim of the absolute power· to and the lives of the I submit as evidence another of ...... ,,.., .... ,. ., . , ,. socialists: 11 we have to confess it: more detestable Class hatred is not a mere matter the the dread on the of the Both rich poor are in themselves .. For , r hate the poor and look forward to their exterminaI rich a little, but am bent on exterm:ination.. The classes, business classes, the professional .......... .,,.._._.,...M.:::. . state has a a 19 �classes, the odious than the if I to differAfrican dictator can call contradiction .. it is an emotional even need Their books are Socialism is are men criticism "outside the to that is leftto a state.which Alexander "Hilli~n nature is full of riddles I than .the sheer nevertheless find and crave Or that an alternative before any Shafarevich, socialistic +. -1-.,, ..... ...._ , made up the ancient East, in China, and of Reformation. As for has shown that have two thousand 1 to the to rise up and free themselves, while those who soar confused and lost almost A.r<;;;;'-4..il.Ji.JI. benumbed for half a find t.~emselves a certain in their events; whereas societies a access to every into a kind has been hastened socialism. Socialism has created t.,.~e of s thirst for has lulled their consciences that the steamroller which is about to flatten them is And more than any-> has enabled on its very borders .. 'Ihere a definition that is all we have is a sort of shudder as It is.about time we called say socialism "Is this that social ideal for which to sacrifice the lives of countless others and even to -sacrifice their own? It is to note that the West is in decline, not because of a failure because of an uncritical of socialistic the claims socialism will overtake has been tried before �w.el.fare of man .. Should we with a and movements? retum to Bernard democratic governments: would real involves increased tion of the sGry national service in civil as in means the state that if the state so ordains i t can take a man, c~ to erect a monument to some , tax that man him if he refuses. to work.. In another age, would ; in this· age we call it socialism. Rome, one of the earliest welfare states bureaucratic ors built works France taxed his gence the of :m.cmarchs to en"\i'Y'.. The Russian Commissars are unable to with food rations, but are able to build most fearsome armies ever assembled and a state war for over 50 years& Mussolini and Hitler led their nations to ruin in the erection the Ge:rmano-Ro:man twentieth and creation of the moral superman, the istic :man born out of the mundi .. Some.may argue that an absolute differs from the 1 democratic Mussolini were not socialists or even Tita, , Castro, and Amin do even more . the emperors should be: nrs there any and results of and those of any of the absolute monarchies?" Are works of the socialist built on the bones of starved, emaciated men and women like the and the coliseums of the When we and look at the statues of , shotil.d we not discover the skull and skeleton under the rUined superstructure is · socialism? !Jet me �say, I love those shoes. her shoes into By this next table removed her dentures was of efferdent and Perrier. rose to off as if on air. A siren shrieked. A gun out of her wits, which were ran out of the ladies pow- God, you'd think a would at least have the Whitehall Van Der seated beside measured well over six nent ItEre than made up of humor. He dined that with his closest friends and flatterers: Stockton, Manhattan Ken scarred his a television Tad Burns, a one liked ma.lice and of noted for its haute cuisine as well as the children al:- the seventies .. smells a deal like-a de whore- detect the faint ....................... " concurred " flicking that met with his disfavor. "Here, let me smell,n said Ken, resemblance to I'll help you," into the Greek like a well-bred goose. Her enonnous Calvin from her button nose, and became midriff and the table. Huge funnels of air from nostrils scattered ashes the table& affable of ,n he "That was a "Ha, ha." what a mess!" said a waitress, one Carol O' an student whose father was the Irish ambassador to Iran. She was tubular with coarse hair and claws. greeting her frien~, "what •-s the matter, isn 1 t the Your facial hair is 11 Xof like the deadly and voice trailed off. As usual, out over Terry's 'balls the cause of her most urgent distress. Damp was acute as he swung open the door to He The his own inner memory of the that Adonis Tomatis, his out to the -lavatory, was, in fact~ his own her in Zocchi At the next table or at least a over how to tell handsome, had reached fruition in her. with a snide calm, out in a daze, s red and goes He struck a tragic pose. Tomatis has been "Handsome, torn to bits violent, ly 11 head and shoulders! Mr. commenced to wheeze an-rass-an could've done it?" on his , before n he said. and most inhumanblows about the �"I'didn't see anyone," said but it 1 s true' I did see it! A-s. I came in a in a s-egg-blue down· window .. " ·Celia· • s dead?" Adam his gaze on.his apron srnattered with scarlet. "Oh, welL I guess· it' 11 all come out in 8 2 wash. 11 and Tad out of their cab, driver had just told. understood a word, as the driver a dialect form for the in it, while Tad the driver. "Ki ki ki, H "Poo chi para kwa. 11 -- To be continued -- Submitted ·navid Auerbach is the electron towards Mecca. and the arrows If we sum we get to travelers .. electrons back from results in Work done.. We can express "Work" as This us to Leibniz's definition of Work. his Mother, Leibniz wrote II In a letter to 'd) �where "B" is a and nan is the is connection is still missing, a connection which was the French Physicist Bob Smith. It was Smith who between a and 's electron orbit. of the electron as this: 1929, Smith's Nobel Prize ceremonies.) a was awarded 11 Honorable Smith then thought to in the diagram electron's outward movement, and inward movement, the problem is to account for We can solve the problem using the 11 I am a cosine .. " This identity not it was greatly ignored by-Frenchmen in it has gained quite a following recently, espec~ally after its appearance in the March 1977 issue of Scientific If we set it is immediately clear that So is the time taken ~or the electron's movement, which movement is usually estimated at about 2 minutes; hence, the "2° in equation (1) .. Note: The other terms of the equations are tao difficult to explain here. S .. Ball �Old Arab. targuman, tarjuman, a man who acts as a guide and inArabic, or Persian is spoken. introduce Fred Drake, one of the three on West Street. As to he is referred aaom:an, Mr. Drake was rather cryptic.. "It's applied sympoetical1y$" So l~ simply to visit Circle West and let Mr. Drake_ guide you through the dark and musty aisles some 150,000 assorted books. It will be three years in May since Fred Drake~ Gerrit Lansing, and Gordon came to form Circle West, 11 out of a love of have diverse ; none bookdealers Mr. Drake was trained in library has worked at Ft. Mr. Gordon is a lawyer by least, and Mr. Lansing is a Alof the three who admitted to to talk about his render the information in a future interview li'-'lil'WllJli.ll.W!I(;;., You How and how numb to B. walking into Circle West, one is at once deterred and enticed confusing array of books. The entire front left wall is taken to the right are reference books covering wine and geogbooks are piled up all about, and somewhere in the of sci-fi novels. Circle West's specialty is no It has everything--great books, rare books, cookt.:f'avel books, religious books, -mystery books,. children's books, sports, books, new and used. Anyone who hasn't visited Circle West yet should treat him.self to an afternoon of browsing. unexpected pop up all the time; it 1 s too easy to spend money there. if you are looking for something particular, you only have to ask. of the men can usually cite the edition, and its place on the shelf, the top of his head. The rare books in the store include Samuel Johnson's Dictionary, John Chesterfield's Letters, and a favorite of Mr~ Drake's, Quintus Curtius--Life of Alexander the Great, published by Tottel in 15534 Tottel's Miscellany, published in 1551, was the first anthology of modern English poetry, "modern as opposed to Middle English and Anglo Saxon." The store has sold about 200 such "old" books--old being before 1600, according to Mr. Drake--and ha.s about 100 still. There are many limited editions and fine leather-bound editions of poetry and literature. �The 10, TEST deadline on ~».J'UY·Q then .. to enter these taurna:inents in in the world There is still Street closed It 10-5 an need to work unforced errors. at 38 West Druids..:.3 .. Griff in beat the waves " the power incessant, three games, and the match. s from last The Druids lost .. Messrs .. , Lisa . . and Kolman. 3-1, after had them of In Waves~ won the We teams of a few years one of those in their future? Did we witness the THE COLLEGIAN will let us know BASKETBALL: game was of it. The Hustbecause of 26 47-45, Hustlers Then, in , pourThis game, like 100st close games, was won and lost at the foul line. '!he netted 65\ of their free throws, which is Mr. Hoff was 7 for 8, Mr. Putnam 6 for 9, and 33 �Mr. 7 for 10 The Hustlers, meanwhile the , in you are still there were '. 29 fouls called the Hustlers, and Guardians. some of the guys • shot .. .. and fan Mr .. · Ficco Gordon name for their.team. In of them had fouled ou~a contend with Maenad AL:ey to and until l Even more trivia: inch of Maenad? a) High scorer • • . Putnam (24 points) b) Best final period perfonnance • . . Wall (4 points) c) The Guardians lost 3 players through fouls . . . the Hustlers, 2. d) In the final period, when the chips were down, the Guardians shot 68% of their free throws! Spartans-53, Greenwaves-45. This game stayed just about even until the final period. Mr. Giordano got his 6 fields in the first period • • • and his 6 in the last one. But the difference was in his teammates, who contributed only 2 points in the first period . . . but 17 in the last one. This was too much for the Waves to bear. Their two-point lead ended up as an eight-point loss. Highlights of the game were: 34 Mr. Schoener's first goal . . . triggering some noisy fan reaction .. game! 4 December: . see comments on There isn't much to say about ::11 15 g~e ~i~ ~ith high scores, d , " by Miss Groff, Miss Athey above . The Maenad ladies don t to the screams of "slow own. which may be due but it pays off. are t under the basket, a chance to ge · t may take a a basket each time (though i almost omising standing, • tly the Maenads are 4 a nd o--quite a pr Presen , ' t far behind. the Nymphs aren 35 �I attended a conference at the Fairlie House in former de.an, Mr. Goldwin. I t.h.at what I have a certain interest is invited. November 16 1979 Mr. Robert A. -Goldwin Dear Bob: want to thank you again for me to the conference on "How is the Constitution?" Of course, tP.- talk round about the was , but I your hope came true, and the sessions themselves were the profitable What happens to me on these to , I should think--is that the main effort goes into a kind of strenuous internal comm..entary which takes off from the discussion as it falls into of com.plication and rises, now and to peaks of clarity. I 37 �system is in some sense antithere are different kinds of as remote from the people who called for the most eneranti-democratic; however, produced was in time, federalist far It had the enthusiastic of divided and democratic ~~uu~u whether the founders conservatives" for their with many checks on direct y It was observed in the reference, of course, to the vil , the nnion has tended to be more to cratic sentiments thai~ the states, although at its remoteness due to sheer size and its intrusiveness due to reguactivi ties unforeseen in the the locus of demohave to be in can refer to the enforcement which is not in votes but Or i t can be applied·to the over against the majority, where 11 minori ties" Madisonian factions, the and ori whose conflicts he counted for treatment. Or demodemands for cracy may mean populism, or liberalism. In this regard questions were raised about the Court: is its latitudinarian which both anti-majoritorian and poss unconstitutional , actually anti-democratic? And in general a tacit but of the conference was the clouded relaof ------ economic equality. the ~onstitution appears to be an instrument designed for the protection of property and therefore �bounds, and, it might be added, in a liberal direction x x x x x '!'here is always a certain exhilaration in cmning together to talk out .the political bases of one's life - it is like assisting at a a:ll second fouilding. But for that very reason, I kept asking myself what the palpable superiority of the founders lay. I think one rt of the answer came to me: they had a genius for passing very aturallY and masterfully back and forth between theoretical principle and political devices such as we lack - which is only a way of saying t,hat they were more genuinely educated than we are. This first conference connected with the "Decade of study of the Constitution" seemed to restore a little that broken continuity between reflective ;ind political thought - and that effect, however small, seems to me invaluable. Yours, Eva T. H. Brann the Editor: As I approach the end of my time at st. John's, I stop to reflect upon the moments that I have experienced in these past three and a half years. sometimes, while walking under the Ginko tree, the moments that I have spent here have seemed worthless and bleak. Is there any happiness here, I wonder, any truth? But then the clouds on my countenance subside and the sun comes out again. I see the players on the soccer fields, light beads of sweat clinging to their bodies, .and the darkness and smokiness that collected in my soul is ; under to observe what interi t cleared. known the feeling of being right in seminar. I have known I have the gratifications of academic excellence. I strongly anticipate the rigours to come• But I will always feel a twinge of despair not only at leaving st. John's but at leaving Annapolis and its tourist town bustle and antique character. Thank you for the experience of my intellectual life, St. John 1 s. . George Willard This letter was submitted on the author's behalf by Randy.White Editor's Note: This letter has evidently been submitted by Mr. Randy White on th~ behalf of a ~. ·George Willard. 41 its �To the· Edi tor: let s this one not to never dreamed how this Ste Johnas that my such a last statement. ANYTtlING the time. I never Ma.rxism. would would be candidates cc:um::>oe.1...1:.. i' one cannot 'Sl '" Jamie Whalen my . be that you, who c la un have let the gross errors in Mr. for of THE . This, sir,. is ll. bel ! , Mr • Whalen was . were we must, in ma.ny ways. I'm woman ( arms enable him to throw a endurance when it comes to to Mr. Salter's. You see, of course But I am sure Mr. I should be treated Cd..U'.\.L..L.\..A ......... _._ however, because. ter the rules r am not McKeee s have refused Mi· But it is your , to see that the , too, as an editor and as a Many it comes to the law Ms. Leslie S. Smith at all deand to of Mr .. Mr. me to Mrs. Stevenson But it is in most women, married women with respect to econow2c law. I will Stevensonws to be as from men as she wishes as long as she is treated under the law with as much as men are as a full citizen. with respect to the silliness of Janelle Stevenson is Mrs. Stevenson and Ms. Stevenson can be Mrs~ Stevenson Ford, a is still Mrs. etc never want to be a Mrs. So-and-So. This not mean I am a , a etc believe it is a never anyone to be Mr. Leslie my marital status is as to my title as a man's marital status is to his, so I sign myself, Yours sincerely, .r.tr. Coss, It B.J. Sisson From the Editor: . entation of history the unfortunate misrepres k Apparently, Mr McKee last wee • . letter from . d'd te for Polity Presithat.took Whalen was not a can i.a Chief Justice of the as you have h e ar d at that tJ..me 1978 elections. He was a certain Karen Anderson, dent in the . . was · vesCourt. The candidate in thought to pursue an in on whose behalf Mr. Whalen THE �This Speaks for Itself: (October) issue of "The College," p.l: reports that grades and grading procedures were a subject debate during the year. Much of this was stimulated who withdrew from the College because she felt she had treated by the Fellowships Committee and that she should an interview about her application for a Democracy sought to express student opinion. -Committee on d~bated the entire matter of procedures~. The final decision of this Committee and of Council was that current policies and practices were and that no in these or in the transcript need be the Dean and the Instruction Committee. issue of , p. 4: following proposal from the Stud~nt Committee on Instruction before the Faculty Instruction Committee at their meeting 17. It is the final work of this year's SCI on the at the request of the Delegate Council, the Student 'Instruction began considering St. Jo_hn's grading policy. we posed for ourselves were these: What does a at St. ·John's What recourse does a student have if feels that.he has unfairly? Should grades be St. John's? If not, can the present grading policy be was a new transcript introduced? Since then, we've held many meetwith many students and many tutors, and read many articles on the issue, published both in the Collegian and in our own bulletin, ~~~~~Wall. Having discussed so long and heard so many opinions, have not agreed on any proposal to change the present policy. We do, however, feel that the present policy must be stated clearly in some official, College publication, most likely, the Student Manual. Such a statement should answer the first two ·of the questions enumerated above, namely, l}_ What does a grade at St .. John's represent? .and What recourse does a student have if he feels that he has been graded unfairly? While we know of no official policy statements on the latter, the Catalog says this about the former: "The tutor's appraisals of a student are based ••. on the student's total performance as a member of the 45 �• The tutor's comprehensive judgement of a to the Dean each semester as a conventional letter 34-36}. These statements, although misleading, They cannot, however, be we seek would have the benefit, by the inevitable questions about grades at St. John's, of de-mystifying here, and some of , undue have received during the past months from in the future. the College article that no ~ SCI; Sincerely, James M. Melcher SCI the signatures of the members of the SCI and the The signed after an unanimous approval of D.C. at their meeting of 10.) I t is and that the in the official magazine of the College has declared the discussion on dead when neither the faculty nor the tion EVER answered of the questions which were raised. that the cause of the discussion be terized as sour grapes of a drop-out. I am the only one who resents this insult to my the ~ the ~~ Kristina M. Risen from·the dead .. From beyond the grave . • • TO WHOM IT OUGHT TO CONCERN: I find the administration's dismissal of the "discussion" of grades utt~rly objectionable. At the very least, it is tactless and unprofessional to regard such_an essential matter as a triviality. Furtnerm~r·e, it is an insult to the intelligence of the students. The _statement in the College suggests that there is an established policy concerning grades. Presently, there is neither a written nor . any established policy; and, so far as I there never has been. Therefore, the statement in the College is no~ only degrading but outrightly false. In addition, the SCI and D ... c. never reached a con- 47 �What ·- White and Jim Stout matches outdoor a Lust. own bone? It was lust lust which from on Chris White and Jim f inn and :member·s P .. O. Box 467R, scares you, and your academic skills to use. All you need do is share the same luist with White and lust fur for travel, for Chris White is a biologist from from the University of since the age of of mutual anthroAscen t. Lisa �art forms sold that reitl Woolens, Textile Arts, Baskets, Folk Toys Ornaments & Other Craft 198 Main St., �wishes to extend its heartfelt to Mr • Edwin J. of St. John's much to his nice to have a scholar reins, it one for the for us all, himseH. the we say "WELCCHE" I don't know how many here in for a World Harvest.. The food service made a donation of per person for each of 25 of three who live offcampus who fasted and The total I handled were • 65 on campus • The contained two Checks and a money order The kind and amount of commitment to the _fasters. I the fast raise funds for Oxfam but also as a way ness about in the world and their in it .. If you would like to see this repeated next i t would idea to write to the person who spproved Marriott's year eo tell him how wonderful you think it is that were to sponsor this program. Such letters will make future gene-rous agreements seem like'· a good idea. Since far more fasters up than either I or our anonymous donor expected, that person's resources were overextended, and we cannot expect such an offer in the future.. Since _few people on campus were- willing to donate money, a generous agreement with the food service is to the success of any future so I would to write the lines of a nice letter. it to: Marriott Corp., Food Service Management, , D.C. 20058 .. Lucy Oppenheim in last week's two-volume set which covers a Please come in for summer from Yellowstone at the end of career of areas of interest to you. to have all of our books before Marianne Director about - see will be January?, 1980 • Thomas Parran, Jr. Director College 53 �\· \ wishes to extend its heartfelt to Mr .. Edwin J. -the new President of St. Jolm • s forward much to his SQ nice to have a scholar at the reins, and it be a . one for the for us all, and for himself. the of we say "WELCCHE" .. \ \ I don't know .how many here in ·the Fast for a World Harvest.. The food service made a donation of per person for each of 25 I know of three who live offcampus who fasted and donated what 's food. The total I handled were people and . $ 26 • 65 on campus . The to Oxfam America contained two Checks and a money order . 65. The kind and a:moWlt of commitment this project varied among the _fasters. I the fast raise funds for Oxfam but also as a way ness about the world and their in it .. If you would like to see this repeated next it would idea to write to the person who spproved Marriott's donation year ea tell him how wonderful you think it is that they were to sponsor this program. Such letters will make future gene-rous agreements seem like'-a idea. Since far more fasters up than either I or otir anonymous donor expected, that person's resources and we cannot expect such an offer in the future. on campus wereto donate money, a generous agreement with the food service is to the success of any future so I would to write the lines of a nice letter .. Food Service , D.C. 20058. Lucy Oppenheim Thanks, John Director of Admissions in last week's two-volume set which covers a Please come in for summer from Yellowstone at the end of career of areas of interest to you. before to have all of our books Marianne Director of Placement Parents' 25-26a you see me or Ingrid will be January 7 , 1980 • Thomas Parran, Jr. Director College 53 �47 WEST STREET ANNAPOLIS, MO 21401 LOST AND FOUND jlJ 1-LO'Y- I I Seminar Notes and Questions sweater sweater Maroon sweater ('V'-neck Black hat Blue 1 scarf Tennis racket 2 1 CB radio LOST: One maroon, ring-binder note•book, and one freshman lab book. by Merrill Ahrens 209 Randall, Ext. 45 jJ Give a great gift or a great gift certificate from THE ATHLETE'S FOOT where you'll find over 200 styles of athletic and lei3ure footwear in all sizes and colors. W alk.-ins Welcomed ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 58 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context The Collegian 9 December 1979 Date A point or period of time associated with an event in the lifecycle of the resource 1979-12-09 Title A name given to the resource The St. John's College Collegian, December 09, 1979 Description An account of the resource Vol. 1, No. 6 of The St. John's College Collegian, Weekly Supplement. Published on December 9, 1979. Creator An entity primarily responsible for making the resource Edozien, Joseph (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2ea57f3787ecbd2ec10da62430e7d9c3.pdf 7c3749be8081df5fd855c41df9b15f2c PDF Text Text �Adjutant Production �is a place that is often hostile, its very nature to the intricate of these towers, these powers in an way show us only what to think but also how to create our patterns for us and are so , so enthat they spare us the chance to create our own 11 lesser11 patterns for ourselves. Continual contact with their awesome works can have a effect on a nascent We lay aside all our presently original so that we can learn all we can from these masters, to pick up our threads after have built up enough intellectual on their to be able to break fresh ground The problem is we never do. These men for all time If wait to be ourselves, to say that have never been better said before we will wait forever. Those of us have caught a vague and fleeting of the tremendous peaks of true greatness come and just don t seem imand hide our efforts be' so have also seen those will laugh at cause we fear that our attempts. Need this ever be the case? I think THE COLLEGIAN to some of these ill-effects of St John s. as a medium for individualistic selfso that in its pages our minds resonate The 1 �4 . OWN--AND WORDS The Analysis of a Problem . . . . • . • . . . . • . . . • . • . . .. . • • . • • • • . • • • . . • • • 14 • • • 17 • • • • • 19 CASE OF EUCLID'S I.47, II.12 and 13 , and VI . 31 • . CREATION STORY . . . . . . . • • . • . • . • . . . . • • • • • • 23 . . . . . . • . . . . • . . . . . . • • • 28 • • • • • .. • • 30 \ • • . . . \ THE WEEK IN THE LIBRARY . • . . . • . • • • . .. • . • • . • • • • • • 31 • • • . • • • • 35 • 36 .. 37 • • • • • • • • 39 • • • • • • • 47 • • • • • • • 54 2 3 �•ve written We 11 go from there. When Jason left the professor s office plus c'est la meme chose, plus 9a change I Jason Murdock left Anburey College some years ago and had never retu He thought he had no desire to. If he had only been honest with Jason would have recognized his need to return; he needed to return same reason people need to keep touching a sore spot on their bodies remind themselves of the pain. But Jason had not the courage to He was afraid of being seen by anyone who knew him as an undergraduate and would consider him the same person he had been. Jason also feared inevitable question that would be asked by everyone he would meet what are you doing?" He never wanted to talk about what he was cause he didn't know. Since he left Anburey, Jason had not discovered that career, as he he must, to which he could devote his energies and be fulfilled. Any j Jason took he performed somnolently, simply going through the motions; · was a mere way station where he could wait indefinitely until that the revelation would hit him and he could begin his life's work. Jason never wanted to face the question because he did not know the answer he was ashamed. Jason recalled those last months leading up to graduation. anxious he been to leave the school and its dessicated intellectual to the self-cePt,ered and cynical students who went there--one of w he considered Jason thought that by leaving the school he could flee what he had become. of course he wanted to forget that nasty business at the end. II After college Jason had been in a hospital, and then in a sanitarium Upon his release he went to Richmond and found a part-time job as a salesman in a women 1 s shoe store Jason thought that he wanted to be writer, and would have the time He went immediately to a college and introduced himself to an English professor asked the professor if he would help him with his writing. The professo hesitated and then looked at Jason closely and said, "Okay Show me wha 4 it occurred to him ing to show the professor Certainly he had his journal t he called .'little doodles ; but Jason had never polished anything he Then when he tried to, he came to dread the act of had neither the energy nor discipline, nor patience to a serious attempt at becoming a writer. He had only the being one He liked to play with the idea that he was another at novelist. He fancied himself another Hemingway. But he could never rcome his fear of actually sitting down to write. 'But maybe someday,' thought. 'Someday I will be able to.' And after that first meeting, on never talked to the professor again. After several years Jason tired of living in the city. He came to beve that virtue was to be found in manual labor. When he was caught aling a small sum of money out of the shoe store's cash register, he t Richmond and hitch-hiked through the Shenandoah Valley and found a as a hired hand on a farm outside Staunton. Jason was intrigued by the people there. He saw them as simple people. didn't talk about Aristotle's ethics or Shakespeare's view of nature. had never heard of Aristotle; a few might have read Julius Caesar in school. They had no need to talk about ethics or nature. They knew od hard worker when they saw one; they could tell the good years from bad. They talked instead about the weather the crops, the price of and of beef the best time to cut the hay. They were completely une of the ideas that so interested him, the doubts that plagued him. 'r company was soothing and Jason was happy. For a time early that winter while mending a fence, Jason was caught in storm and his ears and fingertips were frostbitten. The next morning idn t get out of bed to go to work. The day after that he left, withgoodbye to the man he had worked for. But the farmer had seen from the day he hired Jason 11 my Daddy told me, he said to his wife, "when I weren t no bigger ant never to hire no man that weren t wearing no hat. Now there weren't wearing one the day I took him on. But damn if I 't feel sorry for that boy Them eyes of his. I tell you Meg there's that s bound to be satisfied with what can get out of this here Then there s others that never be satisfied with what they got. there s one of them others. �Jason ended up in in a station There least, it was warm all year. As he washed the windshields of the and Porsches driven the moviemakers Jason decided to become an He had been in several in school and college and called him a natural-born actor; his step-cousin, a director had even come down once to see him , at the Jason's mother, and had told Jason to call him if he was ever in New York. taking acting classes. He joined the Extra 1 s Guild. He appeared several times in crowds or as a dead body on a battlefield. But the break never came and Jason decided that acting wasn't a life suited for a real man. Then, a woman he had been seeing claimed she was pregnant him. She wanted Jason to pay for an abortion. So, when the opportunity arose for him to crew on a sailboat traveling south through the Panama Canal, up the eastern seaboard, and then over to England, Jason took it •. III It was a warm, humid evening in midsummer. The sailboats in the rocked easily with the slight swells and tugged gently at their anchor chains. It was calm and quiet, and now and the.n a halyard slapped against a mast. The moon made a white path across the black surface of the water and there were the red streaking reflections of the anchor lights. Jason sat alone in the cockpit of the 11 Jane•s First." The rest of the crew had rowed the into town and gone to a bar. They tried to get Jason to go said he wasn't feeling we11. They laughed and :alled him He Jason him that The smiled looked toward the town. He could see the He the street which ran down to it and he was an , as if he was about to see an old friend that he for years a friend who would demand an account of him. Then Jason knew. He must see the school. He must walk the grounds. His his time there had become diffused, their distinctness blurred years, and were soft and brown and like an old the he had entertained as gone. He must return a younger man about He locker under the portside seat Jason stood up and filled the lifted the into the the of small since he had had had been settled in the mid-seventeenth century, it had town The fishermen of each generation had risen and gone out in their boats the fog and dark of and returned in the afternoon to the dock, and from their boats It had still been that way when a.son was in school. The names of the fishermen's boats had always fascited him. Names like Susan Ruth and Beth and Melinda Kay. The boats e saw now were cabin cruisers and sailboats. The boats of the fishermen ad been banished to the back creeks and were gone. The main business of was now tourism and recreational boating. Jason moored the dinghy and got out and walked up Main Street through e center of town toward the college. The market house, where local had once sold their fresh fish and and fruit, was gone ved over and marked with parking spaces. The fishermen 1 s bars were gone, Now there were single's bars or restaurants or novelty shops. Main 0 • reet was jammed with cars; the sidewalks were filled with window shoppers. son had never seen Queenston so busy and noisy. turned off Main Street into an He walked the dark Bencham Avenue street �made us walk in the street remembered. Laura had The trees leaned over the street and it was dark, but he could see the restoration that been done to the blocks of old row houses Jason had been in school the houses had been inhabited poor black people, and most of the houses had been in disrepair. Now the houses were renovated. From the appearance of the street and the pensive cars parked the curb, Jason surmised that the poor had pushed out and the had moved in. Jason turned onto Rutledge Street from.Bencham. Rutledge ran into Markum Street at a right angle and came to an end. Markum r.an along the front of Anburey College. Jason crossed the street and stood at the front entrance to the school. An old boxwood hedge, high and thick and carefully trimmed, ran along the front of the campus. Jason looked down it. This hedge had not only marked the physical boundary between the college and the town surrounding Jason thought, but it had also defined a more abstract boundary, an iron curtain of sorts, though not between political east and west, but between an east and west of human life, the active and the comtemplative, the daily concerns on the one side, and the seeming timeless questions of philosophy on the other. Somehow, the people on one side of the hedge, the , never really knew what was going on on the other side. They never understood. 'They thought we were all strange. Perhaps were though.' On the other side of the boxwood hedge was a large lawn which the buildings of the lawn was lined with the dark shapes of trees up the brick that led to Darde Hall the small campus. Sidewalks radiated the other now ~& their entrances The walks were lined with round lamps on thin black poles The could not be seen from distance, and the lamps looked like whi luminous balls in mid-air. Illumined by these lights and the mo a brilliant dark green world highlighted the sidewalks which divided the lawn poplar and stopped recalled. Charlie a pair of shoes underlook as if someone had been crushed and then hid was three stories the adminiarchitecture ; its were noble its profiles and was constructed out of brick in the flemish bond There was a columned porch in front. In the center of the high-pitched slate roof was a where the bell hung which tolled the beginning and end of classes. Because of Darden Hall 0 s , many tourists came to the campus to see it, to the dismay the students who abhorred their noise and questions and their disof the peace and of little academic The never understood the Perhaps it was belooked �Creek, the far The entire grounds quiet, still, and ordered Just as it's Jason thought. Nothing has changed here place is like an by the world around its trying to penetrate the boxwood hedge but unable to, like water lapping against a rocky shore. The grass, the bricks, the trees, the buildings--everything around him-s·eemed the same as when he had been a student, and they exuded a significan like a fragrance. Jason breathed it deeply into his lungs as he had once ce breathed in the thin air scented with pine high in the Blue Ridge Mountains He was filled with a vague feeling. It was not nostalgia, not melancholy, · but a bittersweet emotion involving both, as if he had just barely heard an intimation of a motif from a piece of music he loved and had not heard for ·years, and the motif was all he could remember. He wanted to hear the entir piece again. But not just again. Jason wanted to relive hearing it for thee first time. But that could never be • • • n o, never again . • . . · his arms were bent at the stood this way back because convinced himself that a man of and The remarked how McDonald's would straighten and his arms his side when he talked to the Dean or President of Anburey. seemed to take so much pleasure in his job, Jason remembered when he closed the library at night. He would walk through the ckS his belt creaking and jiggling, and shout, "Closing up! 11 student who did not move immediately was poked in the arm with a bony ex finger. "Hear me Bud?" he would say Jason laughed involuntarily. "Something funny, Bud?" Jason shook his head and smiled. "No, sir." "Can I help you with something? We don't usually allow visitors here 11 er dark . hesitated. He looked closely at Jason and his eyes narrowed prided himself on knowing all the faces of the students who attended Anburey, his memory was accurate He thought he recognized this face but he ldn t be sure. The beard you Murdock? Jay Murdock?" . aren t you You must be me for somebody Jason said without 11 IV "Can I help you, Bud?" Jason was sitting down on a stone bench facing Darden. A security guard had seen him enter the campus and followed him. He had been standing next to but Jason hadn't noticed. Jason now looked up at the guard. Sam McDonald! Still here! Jason thought, and he tried to conceal his surprise. McDonald had been the chief security guard at Anburey for years. He had been there even before Jason had attended the college and was something of a legend among the s_tudents. His face looked a little thinner under his office. hat and he now wore glasses.. Otherwise, he looked the same as when Jason had first seen him as a freshman. McDonald still wore a dark blue uniform and around his waist was a black leather utility belt with a holster from it and handcuffs a club, and a walkie-talkie. His pant still cut too short and Jason could see his thin ankles. His shoes were and McDonald stood as he had always with the frowned You sure look like- this fellow who he added 11 Poor guy Lost his noodle j here before he someone else isn t it? I think to be? Jason said with an alarm in his voice he had not intended you mean? 11 said "School was forced to close. Plant s up "Went bankrupt is thinking about buying itG sale. State How? when did it closed this But it was a long drawn-out affair are you Began several years ago Never understood it really. Had 11 �do with the See, he didn't want to leave. to get rid of know what I mean? he was no money. There was a lot of Lines drawn and sides ta.ken you know, like a civil war. Faculty people that once friends stopped to each other. Hell, they 1 d cross the just to avoid saying hello. But I don't know too much about it, Bud. none of my business, are you with me? McDonald actually knew all the details of Anburey's collapse, but that he had already said too much. He enjoyed knowing things others know. "I think you'd better move on, Bud. Like I said, no visitors after dark .. Don't want to start bending the rules." Jason rose and walked slowly away from McDonald without saying goodnight He walked around Darden Hall and down the front_path. McDonald watched him to make sure he was going. When Jason reached the street, he turned and looked back up at the large hall. Jason was shocked by McDonald's news. He had always thought that he loathed the college, but now, he realized that Anburey was dear to him. He recalled the vivid and intense joys as his mind had been wonderstruck repeatedly by new ideas profound and beautiful as if they had been delights found by a young western traveler first time through a Middle Eastern Bazaa Something special had happened at Anburey; everyone who had gone to the college had sensed a kind of magic. Those who had not been to the school, who had not participated in the experiment, never understood the students' enchantment with their education. But now, i t was over, and Jason found himself to return to the beginning, to relive it yes, even the madness because somehow then he had been most alive, and the world had been rich with and was not the closed, meaningless, hurly-burly that Jason now saw. Then Jason thought of Laura. Where was she now? And Marc? I thought he was nry friend. Were still together? No, they couldn't be. had it happened? Jason turned and ran down Rutledge Street. He turned onto Thomas severa blocks down. He ran on the sidewalk, then in the street to avoid a strolli , then back up on the sidewalk again. He finally turned onto another street, the name of which he had forgotten. Jason stopped running and walked quickly down the street. He was breathing hard, in huge gasps at the numbers the town houses s see It 43 Yes 3 he said front of one of the narrow Redwood filled with The downstairs was dark A to himself was under the window an 11 Just as it was he said "It was here Right here. I came here and knocked on the door She wouldn't let me in. She she would call the police. Then I stepped out here. Right here, under the street so she could see and I shouted, 'See, Laura~ see how much~' And then when she came to the window I raised the gun 11 to my chest and . Jason crouched in the street in the light of the street lamp and closely at the worn cobblestones and ran his hands frantically over them and felt colg and jagged. here," he said. 11 ! know it was. Right here. But it 1 s chest heaved He coughed. His body shook violently as crying, but no tears came. He fell to his knees and bent ·over, his head on the street. His fists pounded the cobblestones. "Yes, that,· too, is gone." George Willard 3 �House, York, 197~ . · Dennison•s work is important because he knows himseif. as an artist, because he knows how to make things and how to let things happen. He knows how to live with his mistakes; he knows what he can do and when the works he fashions call for things he cannot do. This means his faults strengthen his work rather than distort it, as they would if he tried to hide them--or worse still, pretend they were not there. His work has the intelligent ambition of restraint, not the stupid ambition that takes recklessness for freedom. Because his stories do not give false assurances, they make you love the world, and hate things worthy of hate: There was cne human intelligence, one human pride, one human integrity and giving-forth. How wonderful mankind was, that monster! Tears were standing in his eyes, though he was filled with rejoicing. These four stories and a "Vaudeville Play," which together make up a whole that is all the more one because unplanned, could appear in a newspaper, if our newspapers employed reporters who could see. Dennison's accounts tell "news" that The New York Times looks desperately for in its "human interest stories 11 - - 11 stories 11 which tell of no city on heaven or earth and make the Victorians look worldly because, in contrast to many of us, they knew when they were afraid and when they were embarrassed, and knew that there were things that were rightly embarrassing. Of Dennison's accounts, the strongest are "Oilers and Sweepers," which deals with looking, but with a remoteness that approaches coldness; "The Author of Caryatids," which addresses itself to creation, a creation good enough to remind you of the creation of Michelangelo's God touching Adam or Rodin's hand opening with a man and a woman unfolding like an embryo within it--but with daring laughter; and "The 'Smiles of Kona.rak, which tells of success in love and art and their relation, in 11 14 peace nor The one the other makes you proud He that trusts to you where he should find you lions, finds you hares; where foxes qeese. vaudeville play "The Service for Axminster, 11 wants the and solace of the rites of death and burial is somehow because it needs a audience rather than silent readers. set somewhat in a France too familiar to be recognizable, the France of the American expatriates in the 20's, "Larbaud, A Tale of Pierrot" tells of the ravages of superior powers of intelligence on those who struggle to let them come to something. All of these accounts have real subjects and real content, because Dennison hardly ever tries to instruct, but simply surprises without appearing When he contrives, it is with the assurance of , of a convention he does not always acknowledge. The clarity with which he sees New York, with which he can distinguish the few murderous from the many fearfully to come to life owes something to distance, the distance of a in Russia in the 19th century who could leave the city for the country. Without breaking into a smile he can describe a man in his late thirties living off a trust fund on the lower East Side going to Sixth Avenue for "greens" and University Place butchers for steaks. But the revolution he remembers is the Mexican, which, ten years before the Bolsheviks seized power in Russia, took its own course without ideology and without the lust to its sufferings (one million dead)--and is, therefore, now largely forgotten. He can describe death with enough compassion to make you weep. There is a place for children in his work, unobtrusive but unmistakable. He can describe the , the sun on the trees. He can make you hear The He does not Moliere or even Shakespeare but le~ The test of all that has gone before in 11 The Author of the capacity to describe the dawn at' the end without of forced ) just so �receives like an Dennison is like the the Cubists the Futurists, so on He is like a man can return to his eyes and see, because he has been all the cations without them silence that tells of hard passages. He does not restore the surface but discovers it anew: he comes upon the simple because he has gone through all the complicated brilliance and been left with the things almost self-evident before his eyes. Dennison's capacity to alternate between real thought and seeing and not to confuse one with the other shows that this love of surface does not come of a fear of depth. Dennison's thought reaffirms the world and leads you into it. It makes you capable of seeing, just as his seeing encourages you to think. He knows, in the way few people dare know·, that a work of art 11 • • • is a large, bold, dizzlingly energetic manifestation of self in which intelligence and feeling (support) each other." In all this Dennison owes something to Goethe, who never thought anything he could not see. But he would not have been able to learn from such a master had he not been smart enough to take Paul Goodman as a teacher. For in this Goodman (in his stories, poems, plays, and novels) was great without qualification, in that he could learn from the masters and teach you to learn from them--and, thereby, put naturalism in perspective, the naturalism many writers rebel against but cannot get rid of. Like Goodman's style, Dennison's is classic; that is, it respect~ facts, knows the difference between words and action (and their relation), between and brooding, between imagination and fantasy and it does not flatter. Without Goodman's learning, Dennison is also without his coldness, which in Goodman was a fear of feeling, a fear that he 'W'Ould tear up the world if he got too close to it. You cannot have intelligence, surface, and depth, in short, content as well as feeling, thought as well as sight, without experience of art, which will guide you when you are fashioning a work. Without an apparent esthetic theory, Dennison has an artisan's practical esthetic awareness, rare these days, that at other times might have been called taste. This awareness allows him to discover instead of "experiment." More importantly, its clarity of outline and the excitement it occasions awaken the reader to active attention. Every one of these stories shows for reader and knows his presence in give and take. head of the the new chief department trainees in the Reactor Division present in the propulsion plants, in training at watchstations, very late at I was leading petty officer of the Reactor Training Division at the time the new program was instituted, and several weeks later I wrote the following memorandum evaluating the training watch program to the chief engineer: FROM: TO: DATE: SUBJ: ET! Hergenrother Chief Engineer via 64 and 641 5 November 1978 An evaluation of RT Division training watch program My observation has been that RT Division trainees were outraged 1 when they were required to stand a four-hour training watch in the from 2000 to 0400 hours (8 p.m.- 4 a.m.) and that this resulted in disastrous consequences for the overall effectiveness of the trainprogram. The main reason given for instituting night training watches was: to be fair to the qualified watchstanders in the parent divisions who had to stand watches in addition to their regular workload. The above reasoning does not seem in accord with the mainstream of Western intellectual tradition in ~wo ways: ( Paraphrasing the Greek philosopher, Aristotle speaking on the young: 11 would always rather do noble deeds than useful ones; their lives are regulated more than II this observation of Aristotle to the situation concerning here Public executive people not under an action taken in the �to desire than be the case in unnecessary hardship on qualified personnel and serving as an underlying cause of incidents (2) The procedure for solving problems is often profoundly influenced by what we specifically want to accomplish; in the case of training watches, why force trainees to do in the middle of the night what they can do at a better time, when they are relatively fresh and alert? Assuredly, it is necessary to man watchstations continuously around the clock; however, since many hours of training watch time are available at most watchstations from 0800 to 2000 (8 a.m. - 8 p.m.) ·, it is clearly unnecessary to require training watches be stood at night. Unfortunately, trainees are probably more aware of this than anyone else . . . . Keep qualified watchstanders awake? An effective training program will foster better watch-rotation so that qualified watchstanders will be able to get adequate rest, eliminating the absurd situation in which a trainee is needed to keep the watchstander awake. Let us suppose a case for a moment. Let us say that the trainee gladly accepts night watches because it makes things fair. Fine, I say; that will make the training program all the more effective because the trainee will sense that the command has taken notice of the brutal workload sustained by the parent divisions. _But does our supposition harmonize with man's constitution; does our premise accurately reflect man's nature? If it were true that trainees are morally sensitive to our doctrine of fairness, then they would not have reacted as they did when the night watch rotation was installed several weeks ago. So we find that we have returned to Aristotle: again, we choose between what is effective and what is fair. No matter how man's nature is constituted, our policy should always be to do what we, to the best of our ability, judge to be effective and useful, and not what is immediately fair. An enlightened view will recognize that an effective training program leads to decent duty rotation, safe watchstanders, more time at home, a lighter workload, fewer incidents, a happier crew, higher retention, increased experience and skill levels, safer operation, less expense, a strengthened defense posture. These achievements which an effective program brings about constitute fairness, not only to the crew of the CGN 36 but also to liberty-loving people everywhere. 18 "He who fights masters should be careful lest he thereby become a monster And if thou gaze long into an abyss, the abyss will also gaze into thee." Nietzsche, Beyond Good and Evil The phrase "Great Books" recognizes that the books read at St. John's have exerted a great influence, that they possess magnificent beauty, and that they continue to present powerful challenges to our own vision of what is, as well as what should be. Some of the books are great because of the great danger they offer, such as Marx or Nietzsche. We read these books as well, not only because we believe they can teach lessons we need in order to avoid their danger, but also because we sense that, beyond the fear which quakes us in the presence of such thoughts, there may lie an important, necessary truth. But there are books considered so dangerous that even St. John's may be afraid to read them. My suggestion is simple: St. John's, sometime in the near future, should-have a preceptorial on Mein Kampf. I know of no book with a more dangerous reputation. It contains Adolf Hitler's personal account of the development of his folkish philosophy; tells what this philosophy is, including its metaphysics; describes the most effective techniques for propagating it, and records his own history and the ultimate goals of the National Socialist German Worker's Party. The success of this philosophy in the early half of this century should make us curious about the mind which produced it. Hitler was a man intensely aware of certain brutal political truths which are hard to see and harder to face in our era of illusory peace. There are lies in the book, too. They are artfully woven into its fabric, gaining credence and respectability alongside the realities. This is where part of the danger lies. Hitler's anti-Semitism and the horrifying crimes committed in its name are the reasons this book is greeted with revulsion. It is why most cannot bear the thought of reading it, and why so few attempt to read it. At this , any sincere attempt at philosophy requires enough courage to overcome this fearful rejection of so important a book One cannot effectively take arm Hitler today without reading his words. �One may not even legitimately judge him. Hitler's enemy is now the major enemy of the American government--Marxism--and he claims to offer the· only effective (one which can work even without an anti-Semitic element to exploit) for the destruction of Marxist philosophy--the Fascist State. Hitler paints the picture of this "wager" between either Marxism or Fascism as no other book that is read at St. John's can do Hitler forces us to reexamine our deepest assumptions about the value and effectiveness of Western Democracy in the face of the steadily increasing success of Marxist philosophy. He claims, in fact, that Democracy is a breeding ground for Marxist sympathies. Feminism, social democracy, the power of European Communist parties are indications that he is right. Democracy allows the freedom of thought and political action needed to bring about Marxist reformations peacefully. Finally, according to Hitler, this democratic freedom disconnects citizens from the duties and experience of "nationalist passion." This last assertion is the reason Hitler should be read. Since the ~oal of Marxist philosophy is internationalism, it attempts to repudiate nationalism, all nationalism. lt believes it can achieve this by employing all of science and its mastery of nature for internationalist goals. Hitler says, quite legitimately, that the only way one can defeat internationalism is by intensifying one's nationalism so much that all military and moral decisions fall into its service. Western Democracy, Hitler states very powerfully, stands in the way of accomplishing this necessary task. It must go. Hitler forces us also to answer the question, "Is Marxism true?". If Marxism is the legitimate claimant of man's future consciousness and if it is the only genuine rational politics, then it is easy to understand why-ii'itler's reaction to it necessarily appears fanatical, perverse, and cruel. But it may also mean that even an American nationalism, when driven to the ultimate brink of confrontation with Marxist militarism, would also become fanatical, perverse, and cruel. It would not seem so to us--our moral conscience will have been shaped by our military needs to accomodate our crimes--but we would certainly look like Nazis to the rest of the world. Can Democracy withstand the philosophical onslaught of Marxism? Is is possible that Democracy itself could be used by a powerful nationalist surge in order to impose and justify a tyranny? What is propaganda? What is "mass suggestion?" Where is the potential for Fascism lurking today? Is another Hitlerian phenomenon preventable? (Cont'd) 20 in and condemns them to death If any institution in the world is Mein Kampf, it should be St. John's James Silver �General Case I II and_ VI 31 Of The ELEMENTS OF EUCLID and VI 31 are all similar in that on the sides In order to derive a general proposition them all there are several intermediate steps which are necessary. I 47 deals with squares on the sides of right triangles and is expanded to cover obtuse and acute triangles in II.12 and 13 The first step toward a general solution is to extend VI.31 to obtuse and then to acute triangles. This may be done by following a pattern similar to that of II.12 and 13. First of all, any set of similar figures may be simplified to a more easily-managed situation. If each of the three similar figures on the sides of the triangle are replaced by a rectangle of the same size (I.44 and 45) then the rectangles will also be similar to one another, for both they and the original figures are in the duplicate ratio of their corresponding sides. Therefore, a demonstration using similar rectangles is sufficient, for all other cases of similar figures may be reduced to a case of similar rectangles. It may also be noted that the figure on the side opposite an obtuse angle is clearly greater than the sum of similar figures on the other two sides and that a. . opposite an acute angle is less than the sum. This may be demonstrated by stretching a right triangle into an obtuse triangle. If only the hypotenuse is stretched, the figure on the hypotenuse necessarily becomes greater than the sum of the figures on the sides, which remained constant. In the following proof, similar figures will be used analogously to squares in II. 12 and 13. 22 �Let ABC be an obtuse having the BAC obtuse and the E, F, G be similar rectangles described on the sides (see fig. la). And let BD be drawn from the point B perpendicular to CA produced. It is required to show how much greater G i·s than the sum of E and F. On the sides BD and DC let there be constructed rectangles DH and DJ, similar to G. Let the diameter IC be drawn and the figure be completed N (fig. lb). The rectangles J E, F, G, DH, DJ, KN, AM are all similar and are analogous to the squares on AB, AC, BC, DC, DA, AC respectively (F is equal to AM) . DJ is equal to AM and KN twice DL (for DL is equal to LJ) . Let DH be added to both; therefore, DJ and DH are equal to KN, AM, DH, and twice DL. But G is equal to DJ and DH, for the angle at D is right; and E is equal to KN and DH (since AD is equal to KL); therefore, G is equal to E and AM (or F) and twice DL; so that G is greater than E and F by twice DL. The same may be done for an acute triangle, following the pattern of Q 24 to P and BS BU to the squares on AB BC {Q is equal to BS) TV is to DW so that the gnomon BUSR is equal the gnomon BUSC. Let BV be added to both so that twice BV added to US is equal to BS and BU. Let DX be added to both so that US, DX, and twice BV are equal to BS BU, and DX. But P is equal to US and DX (since UW equals DC) and O is equal to DX and BU for the angle at D is right. Therefore, P added to twice BV is equal to O and BS (or Q) so that P alone is less than 0 an~ Q by twice BV. Are there any similarities between the case of the obtuse triangle and the acute triangle? In both cases the difference between the figure on the side opposite the. angle and the similar figures on the other sides is twice some rectangle. Is there any similarity between the rectangles? The rectanA gles which represent the difference, DL and BV, are both situated on the line-between the vertex of the angle and the foot of the perpendicular. What is the other side of these rectangles? The other sides AL and BR, are the _heights of the original similar triangles constructed on the sides AC (in the case of the obtuse ) and BD 5 �(in the acute case) Therefore the difference is twice the rectangle contained the line between the vertex of the and the foot of the to one of the sides the angle and the on that side, similar to the rectangle on the side opposite Does this generalization apply to similar rectangles on any side of any triangle? In right triangle ABC (fig. 3) we know from Proposition VI.31 that the difference between the rectangle on AC and those on BC and AB is nothing, for they are equal. The generalization does work here, for the line between the vertex of the angle (B) and the foot of the perpendicular (B) has no length, and so the rectangle representing the difference has no area. We know about the side opposite an obtuse angle, a right angle, and an acute angle in an acute triangle. There remain two more cases: an acute angle in an obtuse triangle and in a right triangle. Consider rectangle E on the side opposite an acute angle in an obtuse triangle (fig.la and lb). We already know that G is greater than E and F by twice DL. Therefore, G and F together are greater than E alone by twice F and twice DL, so that E is less by twice the sum of F and DL, or by twice DM. DM is the rectangle contained by the line {DC) between the vertex of the angle in question (C) and the foot of the perpendicular (D), and by the height (CM) of the original rectangle on the side, which agrees with the generalization. Consider rectangle BD (fig. 4) in the right triangle ABC, opposite the ·acute angle C. We already know from VI.31 that AF equals BD and CE; therefore, AF exceeds BD by CE. BD is less than AF and CE by twice CE. CE is the rectangle contained by the line (CB) the foot of the of and on the side which also agrees with the Now all possible cases have been shown to agree with the statement that the rectangle on any side of a triangle differs (either exceeding or falling short) from the sum of similar rectangles on the other two sides by twice a rectangle contained by the line joining the vertex of the opposite angle and the foot of the perpendicular to one of t.~e sides containing the angle, and by the height of the similar rectangle on that side; therefore, it is true. The case of other similar figures can be simplified to a case of similar rectangles. Peter Norton 3 E ' 27 �J \..\ \ \ J I I I '' L.-C \ '\"\etl.t - Bt L-\ (r\\\1 ,,,. - !,. \ l \. ' ' g I / I ~ /'- '- 'i/irN~ n v1 ~s : 6--0DIA . ~~~ ~~I - - - \~ Dn£l D~S : I .I I \ .... " \ ' \ \ . ._ , l t : G-ooo: ' l..l l I \ I ( ( ( - \ ...Mt> (,~f)\~~ ! .... l J \ j I \ \ ' \ 'l \ 1 ~ANC>\lll\~Ni ..:'." ~J I \\, ~, I ( \ \ \ '-. ~ L f 1 J \ ~ l : iµ.Jt, LFT T\1€ i ~Qt\--\ ./.tJ I ~ /.11 1 1 ._ V€,~ _. ,.. 28 ,\, G-(H iti .--.... \ ,'- J J C f I :. 8Lf"SS €fj ' I I l \ l I ( _: f2:,t \ - : f>\)\ i,. Id~ ./ I f l\.A-4' i..I t I t 1 ' [(.rA2.ow£.£ I l I '· 'toVlt. 1<1tJ () I I I f I ~ �Governor announced that will fund the rehabilitation Baltimore s Memorial Stadium as part of a effort to keep the Orioles and the Colts from their franchises to other cities THE by.THE COLLEGIAN News Staff International South Korean President Park Chung Hee was shot and killed "accidentally" by the chief of the Korean Central Intelligence Agency. Choi Kyu Hah is acting President until a new president can be chosen by the electoral college, which must select a successor within three months. Six other men were killed at the private dinner party along with Park. S~me curiosity was expressed at the ability of a six-round revolver to kill six men besides the President, who was shot twice. Ex-Shah Mohammed Reza Pavlavi was granted a special entry visa to the United ·states for the purpose of medical treatment. Iran's deposed Monarch, once a central ally of the U.S. in the Middle East, has cancer and is thought to be dying. Outside the New York hospital where he is being treated, dem:mstrators shouted "Death to the Shah." Israeli Foreign Minister Moshe Dayan resigned as a result of discord with the Begin Government on the issues of the degree of autonomy the Palestinians should enjoy and the seizure of Arab-owned land for more Israeli settlements. Coincidentally, on the same day, the Israeli High Court ordered the dismantling of a West Bank Jewish settlement on confiscated Arab land. National Senator Howard Baker (R. Tennessee) announced his candidacy for the Presidency and.promised a "constructive campaign." His remarks centered on the "failure of the Carter Administration to meet with this country's problems." President Carter lost valuable support when Chicago Mayor Jane Byrne endorsed Massachusetts Senator Kennedy. Byrne had expressed support for the President two weeks earlier. Senator Kennedy and Calif Gov. Jerry Brown are expected to announce their candidacies very soon. 31 CONCERNING POLITY ELECTIONS Jonathan Adams To those who plan to vote in the upcoming polity elections: It would be wise to keep in mind the main purpose of the council, as stated in the present constitution of the polity under Article II, §A, paragraph 7, entitled, "The Work of the Delegate Council," clauses a-e: "The responsibilities and authorities of the Delegate Council shall include the following: a. The management of funds available to the Student Polity. b. The sanctioning of all student clubs, organizations, and activities, and their regulation, if necessary. c. The representation of the students of the College to the community outside the College. d. The establishment and maintenance of formal channels of communication between the students and the spokesmen of the faculty on matters of curricula. A primary instrument for fulfilling this responsibility shall be a standing Student Committee on Instruction, whose members shall be appointed by the Delegate Council · (not necessarily from among the members of the Delegate Council). e. The regulation and governance of non-curricular aspects of student life. In this regard, the Delegate Council shall ·appoint (not necessarily from among its own members) the members of a standing Committee on Student Life, whose purpose shall be to develop and propose legislation to the Delegate Council: in particular, the Delegate Council shall establish, if necessary, a criminal code (Polity Law) for the Student J?olity." ATTENTION The Deadline for all submissions to COLLEGIAN will be 5:00 on the before the weekend on which the submission is to be printed. We reserve the to choose which submissions will be in which issues; however if concern to the com' we will it 31 �of its purpose led to become the to be, f mids for --·----~ , in to vote for me on November 13. Jonathan~ My name is Daniel Van Doren and I am announcing my candidacy for Polity President. The Polity is the student body, and the Polity Government, the government of that student body. It is the primary function of this to manage well the affairs and interests of the students, but,with as little and regulation as possible. This means that the office.of President is an important and responsible position As Chairman Council, it is the President's job to ·ensure that the Council work as a careful reasoning body. He must do all he can to make sure that the budget, supplied to t.he students the College, is wisely and fairly. This means that the President must work hard to balance the different interests on the Council in order to make it work effectively. In this, the procedures of the D.C. should follow the method of a seminar, and that requires a leader who at the same time hears all views and guides the discussion to a specific resolution. As I see it, the parliamentary that is used in other student governments has no place in ours, since it stifles free and creative discussion. 32 But of the Delegate Council, I see the President as the the students, not to the faculty and administration, but also to other colleges nationwide. Therefore, it is that the President be a good reflection of student ideas and attitudes. When he does his job well, others outside our student body see us in a good light; if the job is done poorly, our reputation suffers. In the past, the Polity Government has managed, but has not managed well, the affairs and activities of the students. Long ago, respect for the Polity Governmen~ fell through the roof. We have come now to the point where even the students have little care for their own government. I think that in the future, it will be the job of the President to raise up that lost respect by making the Polity Government an organization that solves problems instead of creating them. By no means is the task I propose easy. To be done right, it requires, I think, a lot of time, effort, and dedication. I am willing to work as hard as need be to bring the Polity Government's act together. The current President, Michael Coss, has done a fair job; but I think that what the Polity now needs is a new President with a fresh approach to our problems. I think I am that man. Please vote for me on November 13. My name is Martj_n Miller and I am the current Polity Treasurer. When I took on the office of Treasurer last March, the Polity check book was not balanced, the Polity account book consisted of 16 looseleaf pages, and the accounts were short by $430. By April I had balanced the checking account, transferred the 16 pages of the Polity account book to an actual bound book, and traced the wayward $430. At the end of the school year I was able to get Farmer's National Bank to reimburse us over $80 for overcharging our account monthly since December of 1970. It is election time, and I am running for re-election. If the above story about what I have done as Treasurer does not ·convince you to vote for me, l urge you to do either of two things: 1) come examine the Polity accounts and talk to me about how I do my job; I live in 106 Chase-Stone; or, 2) ask the people on First Floor West ~u•A.11.JL~,, like Mrs. Sutphin, Mrs Neumann, or Mrs. Mann. I have with them as Treasurer, and know me well. Thank you for your vote. �E MOVIE OF THE WEEK I would like to endorse Dan Van Doren fer Polity President. I was Dan's core group Freshman year and was his roommate last year This should qualify me to talk about him to you. I always thought Dan :was a sane, sober gent. He always had reasonable things to say in classes. He listened carefully to other members of the class. He answered intelligently. He worked hard. You will agree that these are the marks of a sane man. But then Dan started showing up at Delegate Council meetings. He wasn't a dorm delegate (Lord knows they never attend if they can help it), and he rarely asked for anything. He just came to sort of, "pray to the goddess; and, at the same time, observe how they would put on the festival." Now, if sane D.C. members don't go to D.C. meetings, then a non-D.C. member who does go to D.C. meetings must be insane. Not only that, but Dan started volunteering for connnittee work. He worked on/is working on: the S.C.I., Democracy Wall, the Constitutional Reform Committee, the Waltz Committee, and probably others that I can't recall offhand. He is certainly a committed individual (and I intend the word "committed" to be taken at least three ways). Now, I'm really worried about Dan's health. He wants to be President of the D.C. No sane man would want to be President. It is not just a title (though some have treated it that way). It is not an easy job. To leave the presidency and the D.C. after one or even two terms better off than when one came to the off ice takes tremendous skill and devotion. (Hell, some past Presidents I know have needed to take three terms to even leave the office in the same mess it was when they came.) Dan has certainly shown his devotion and skill in previous capacities. I guess what I'm trying to say is that I can't think of a better, more rational man insane enough to take the job. Martin Miller Polity Treasurer The Wild Child, directed by Francois Truffaut, starring Jean-Pierre Leaud and Francois Truffaut. 8:15 p.m. Saturday and Sunday FREE A true story: in 18th century France, a boy of 10 or 11 was found living naked in the woods. He could not speak nor did he walk upright. Apparently, he had been left for dead when he was a mere infant. The boy was given into the custody of a Dr. Itard, who attempted to "civilize" him. Children have always been important to Truffaut. He himself was in and out of the reformatory in his youth. The children in his films are often sly and unafraid of adults, such as the boy in Shoot the Piano Player. Though they are often overpowered, they are never defeated. Truffaut•s· children only suffer when they are not loved. What makes The Wild Child interesting is the bond that grows between the boy and the doctor. The boy becomes less of an experiment,· a phenomenon, and more of a child, that is, a thing to love and not to frame hypotheses about, as the film progresses. It is the affection he receives that makes the boy learn. But see for yourself. It's a very beautiful film, shot in black and white, and with a wonderful score by Vivaldi, Bach, and others. It is in French with English subtitles; and if all goes well, it will be shown on the NEW PROJECTION SYSTEM. (Everybody pray hard~) Jim Sorrentino �READING ..!_ Remember the Spartans mind when you choose We have just received Bolotin's book, Plato's Dialogue on Friendship. This is the first book-length interpretation in English of the Lysis, the dialogue on friendship, a theme rarely treated in books of modern thought. A new translation of the Lysis by Mr. Bolotin is included. If you are not able to read Pushkin's Eugene Onegin in Russian, try the new translation by Charles Johnston (Viking Press, 1979). It tells the story of Tatyana and Onegin, star-crossed lovers, in rollicking English verse. The poet's world-weary and romantic comments, his jokes and epigrams are clearly stated, and with a snap in the final couplets of the verse. A new book in a very different mood is The Farthest Thunder: A Comparison of Emily Dickinson and St. John of the Cross, by Martha Lindblum O'Keefe. With parallel texts she compares 19th century Emily Dickinson's themes with those of St. John of the Cross. The book introduces an entirely new reading of the former's tight verse with its paradoxes and precise metaphors. It will interest readers who are curious about the spiritual which John of the Cross called "the dark night of the soul; 11 it quotes passages in Dickinson's work which describe a similar journey. The author is the mother of Rachel O'Keefe, Junior. In the 1920's and 30's a group of artists known as the 11 Group of Seven, 11 produced paintings which were the first acclaimed works of a Canadian-i~spired art. Tom Thomson, Franklin Carmichael and J.E.H. MacDonald were the best-known, perhaps they were later joined Carr. Their work landscapes mostly, were painted during weekends in the wilderness near Toronto Their color is bold the subjects all Canadian in feeling. in the McMichael Canadian Collection in the museum as its title you the us After having seen the KWP Cabaret, some of you may be wondering what has happened to the "Spartans." For those of you who thought that that band with mostly ex-"Spartan" personnel was the said St. John's legend, may I point out first that it was not the "Spartans," nor was it intended to be anything like them. The "Spartans" have always referred to themselves, quite seriously, as "the best rock and roll band around." Surely no one will be saying this about "Cannibal Lady." I would like to embark upon a threatening sea, by trying to explain my impressions of the "Spartan" mystique, by means of my understanding of music. If it turns out that music had very little to do with what was exciting about the "Spartans," I leave it to others to explain; e.g., I don't have a grasp on the more dramatic "mise en scene. 11 Hearing symphonies as a child is an experience that requires more attention than most children are capable of, yet they don't worry that they don•t "enjoy" it or "understand." When I realize how music has often become boring and incomprehensible, especially very contemporary music, and because my musical training doesn't allow me to accept and learn like I used to, I resolve to remove these obstacles to my appreciation by being aware of them and thinking around them. Those of us who were exposed to art music by Disney's Fantasia often get the idea in our heads that all music needs visualization. We engage in a kind of guided day-dreaming, which simply misses the point. We also forget that the composer is attempting to address our minds, and move our emotions only indirectly. I prefer not to worry about whether I 11 like" the music or not, because that "liking" depends on so many things extraneous to the intention of the performance. Finally, it is the idea in the music, not any intellectualizing about the music, that I wish to perceive. What do the "Spartans" have to offer in this realm? Attempts at the creation of disturbing abysses, and making things that are the antithesis of boredom. That they almost always fail_ed at this attempt merely shows the level of skill that the true psychedelic artist or avant-garde performer must attain. It is a challenge to create compelling chaos. For example, someone who does not know piano-playing sits down at a and makes piano-sounds with it. The result is boring. It is not chaotic, however, because one expects a certain randonmess (you don't expect Bach, for example which to me would be scary coming from this contribute on a Charlotte Fletcher For the 37 �When you hear ss then your belief in the order even in aimless But there is a ing on instruments, which you can demonstrate to to listen to one note for a period of time, say, fifteen minutes. But there is something in us which wishes to be entertained or compelled to listen. Skilled composers make a language out of sound, and use a bit of the rhetoric in tone to make you listen to what they are saying. (This is not to say that music is in essence expressive or representative, however. The primary meaning will always be the performance itself.) Isn't there a yawning abyss of a sort, that Bach points to with each dissonance contained in his contexts . . . e.g., the emptiness of the final cadence of the St. Matthew Passion? Similarly, Mozart opens up a musical abyss for the fate of Don Giovanni in that opera, the hand of the Stone Guest. Due to the questionable status of rock and roll qua music, I must qualify this to be a statement about the "Spartans." I reacted to them, not emotionally, but in an intellectual vision of disorder which renews my fascination with sound and the world. This comes from having sound turned around on its side and put back again. Ironically, though rock requires discipline to be at all artful, too much makes i t third-rate bar music, the epitome of the expected. That is, if one hopes for more than anesthesia, then all concerned must start paying attention to the sounds we can make. HazeB. Hammel In Great Hall 3 p.m. the 11 of the OPERA COMPANY Brass Duo: French Horn Peter Norton, Trombone Mozart, Di Lasso, Horn Concerto, and Trombone Solos of Tickets Football: MEN~S SPO?J;RTS Spartans-35; Greenwaves-0 Druids-28; Greenwaves-6 . 1/-'-J VGuardians-13; Greenwaves-6 ./ ' Thus ended our football season, with three more Greenwave losses. The first was a slaughter, the second a little lop-sided, and the third was rather close. No telling how the Waves would have done in November if we had football then . . . which we don't. Looking back over the season, we notice that the Hustlers did better than most people had predicted, winning six and tieing two. The Guardians did well, as usual, with Mr. Whalen replacing the unforgettable, incredible Johnnie Harris. The Waves were the sorriest team, with seven losses and a tie. The departure of MVP Barton was keeply felt, as was that of Mr. LaFeve, their #2 draft pick this fall. In addition, they led the league in embarrassments . . • . in pass completions to the wrong team, and in inflexible defenses that :mysteriously left pass receivers standing all alone in a sea of green grass. This happened in the last game to Mr. Ball, who then easily scored the winning touchdown. t FINAL STANDINGS Hustlers Guardians Spartans Druids Greenwaves WON TIED 6 5 4 3 0 0 1 0 1 2 LOST 0 3 3 5 7 POINTS BONUS 22 8 6 4 2 0 18 17 14 9 �for poor Mr. Cox. This leaves the Guardians still undefeated but now tied with the Druids for the league lead. Most of our games have been very close like this one. The second half of the season will bear or better yet, playing. Greenwaves-2; Hustlers-!: Yes, Dear Readers, it is well known that cannot forever keep a good team down . . talent will out . . . blood will tell . . . cream will rise to the top . . • freedom will break her chains • . • and every dog will have his day. And what does it matter if the Waves were helped by four "auxiliaries," Messrs. Bowers, Glass, Goldstein and Plaut[ Or.that Mr. Goldstein accounted for the first goal, and Mr. Plaut f~r the winning one, in overtime? It matters not one whit. Nor what does it matter that there were Cresswells playing all over the field, everywhere you looked? Brothers, fathers, sons, uncles, nephews, etc. Nor what does it matter that one of these the littlest outmaneuvered the Hustler halfbacks and fullbacks to make the assist to Mr Plaut that won the None of these not Greenwaves all? Certainly utilized their alumni and kinfolk more than any other team over the years. But in this game, the tables were dramaturned. So, after ten losses and a tie, the Waves finally won a game! Ah, how sweet it was for them. Their rapture knew no bounds. They floated away after the game. couldn't believe that a little could have And the Hustlers? made them look so foolish. SOCCER Guardians Druids Hustlers Greenw~ves OON TIED 2 2 0 3 1 1 1 1 0 LOST 0 1 2 2 3 POINTS 10 10 7 7 6 MEN'S SOCCER Mon. Wed. Thurs. Sat. 11 II 4:00 4:00 2:30 1:30 3:00 Guardians-Greenwaves Spartans-Druids Guardians-Druids Spartans-Greenwaves Hustlers-Druids WOMEN'S SOCCER(please note change) Tues. 4:00 Thurs. 4:00 Fri. 4:00 Nymphs vs. Amazons Nymphs vs. D.C.'s Amazons vs. Maenads BASKETBALL IS NEXT I I �Gordon October 11: Maenads-6 C •s-0 the D.C. 1 s left the field The Maenads on the the first half when all six goals were scored. Miss Hahn led off in the first with numero uno, followed in the second by Miss Dornich's fine penalty shot. Miss Hahn came with a numbers four and five Miss and Miss Cronin shot a penalty shot of the best . . . And so the score remained: 6-0. I must say, however, that the D.C. defense closed its ranks the second half and even to get close to several times. Miss and friend Oggins had a fine time on front line! October 16 Amazons-0; Maenads-0 A scoreless tie, folks, and nobody to blame but the fine job of the What but lots of yelling and screaming for passes and inefficient offensive plays. October 18: Krafft ever-present) scored; and somewhere to score another, and October 19: Maenads-5 in this game, or shall I say Maenad. The Maenads blitzed the Miss Hahn scored five~ Miss Ironside seemed to spend too much shin, which indicates a bit of roughness; nevertheless she to score one for the Nymphs. Does in the second for this poor girl? have some effective shin another a little October 23: Amazons-1 D.C s-1 With scores of D.C.'s out it looked like had to win, especially when Miss Oosterhout scored the first The Amazons were aching to tie it up and by the fourth quarter, they were hungry. So they sent Miss Nogales straight in for a goal. Yay! It was Sudden Death OT. But nobody scored, so it remained 1-1. October 25: Nymphs-2; Amazons-! Miss Harvey scored for the Nymphs on a great passing drive down the field. Miss Welch tied it up in the third quarter, leaving the Nymphs behind in a sudden surge of Blue. Ever-ready and eager, Miss Krafft scored on a penalty shot to win the game. October 26: Maenads-2; D.C.'s-0 The Maenads were in control the first first goal by Miss Hahn. But the D.C. 1 s trol and several shots on the goal. Too Then, oh my God(!), the goal seemed wide in to end the game with a final goal. and second quarters, with the came back with good ball conbad none of them went in. open when Miss Groff charged October 30: Maenads-2; Nymphs-! The most exciting game of the year!! The two teams kept the ball on the field with seemingly little effort. With excellent ball control and fine defense, the game was tied 1-1 with scores by Groff and Kim. Mr. Bowers on the sidelines giving (yelling) instructions to the Nymphs, and everybody else screaming and cheering brought the game to a feverish pitch. Sudden Death, however, brought a quick goal for the Maenads when Miss Groff scored on a penalty. COLLEGIAN GAME OF THE WEEK ~~~~~ ~~ ~ ~- -~- Highlights of the Nymph-Maenad Soccer Match by Abe Schoene:: In a game of universally individual contribution last Tuesday afternoon, the swift-striking Maenads out-dueled the deft-passing Nymphs in nerve-wracking overtime to win the game and the Soccer Championship. Control, in this week's analysis, was the key word of the game. Because of the steady control of each team, the game seesawed only through offensive and counter-offensive during the first three quar- 43 �ters, the score the ball had gone out lead. Until this third in their own terr black-shrouded Raiders the staunchest defense force a weak pass and shunt the halfback. And then the classic two-man : one down an open field at the speed of a cat water, another circling somewhere behind, inhibiting any pass. Without support, the Nymph would 1 the ball to one of the Nad defenders, which time Black Raiders would sweep in reinforcements, ready to slice back upfield into the unshakable purple horde of defenders. Typical of this might have been the series in the second quarter where Krafft, ~~.~•~u~, charged into Maenad defender , who booted the ball to waiting Raider wing Craven. Craven passed to fierce Maenad sticker Groff, who shredded the maroon stalling deep in the backfield. A pass to Hahn went awry, and Nymph Holm the ball back upfield to , who dashed downfield, chased Raiders, but unaccompanied by Nymphs. Soon, Cooper scampered up in support only to lose the ball in an center to Kim. The "ubiquitous foot of Oggins" (--s. Chmiel) fed the ball to the Raiders, and the story started over with Hahn driving into defense Such, indeed was the the third Miss Kim had a fast break was all alone in Black a on Polk, undaunted, charged and stopped the shot. This play the in the game to threaten a score went: The in the 'Nads cheered with relief and the crowd felt the tense excitement grow. But there was a downf ield this time Miss the She made it all the way to the where she waited for someone to pass to So patient was she and so alone that she could her shoe laces to make sure her kick went well, pat her hair in of photographers, and rehearse various ways to celebrate the success. And she was rewarded. For most of the players on the field arrived in front of the Black goal. Miss Mandy, unaffected by the covey of Black Raiders waiting to devour her pass, calmly lifted the ball to a spot directly in front of the goal where Miss Kim whirled around in excitement and knocked the ball in. This first scor·ing play went: But how ephemeral a lead! How short the fans' respite from the stomach-burning tension of the scoreless seesawing! For no sooner had everybody stopped discussing the play when Miss' Groff and all the other terrifying Black Raiders were slashing at the Nymph defense. And suddenly, with a few deft darts, Miss Groff had a shot, which she stabbed in for a score. Fans are still being carried from the stands as time runs out minutes later. The tension is unbearable as new lineups are inserted for the overtime period. The Nymphs substitute Jago at half-back for Cooper, favoring defensive tenacity over offensive punch. The Black Raiders look grim and determined. There is no noise on the field. And then, in a passing attack engineered by Dornich, Craven, Hahn and Groff, Groff is fed the ball and shoots. A Nymph hand flies up, Mr. J. lines up the penalty shot, Miss Kurs quakes, Miss Groff kicks. The fans -scream: some in agony, others in ecstasy. The players slowly fall off the field, sighing. In a game so pervaded by tension, it is no wonder why, in this week's commentary, "everybody looked like frayed rope. 11 Post-game interviews highlight that tension: 45 �A B I have a sore throat keds call a lot of fouls (Obscured the comments? A (The same) --Q: U. --Q: Any comments? A Crisp game. comments? A Who won? P. Giordano (Spartan --Q: Ask the , struggling Was the game worth all this Ask the COLLEGIAN on the field~ Ask the fans, space. T. To the Readers of the COLLEGIAN: In the course of a coffee shop conversation concerning the COLLEGIAN, something I had not understood previously was brought home to me; namely, that the COLLEGIAN is not, in fact, a college newspaper, but that, although it goes regularly to every member of the community, it is a private publication, and in large part privately funded. This means that it is not responsible to any college authority, student_or non-student. Partl~v ,' I imagine, tO counteract this anomalous situation, the 'editors have--in perfectly good faith, I think--established the policy that any contribution which is submitted will be printed. But such open policies usually turn out to have an effect opposite to their intention. Perhaps it would be too harsh to say that it is a case of bad money driving out good. Nevertheless, if a member of the community has a deeply felt grief or grievance about the ways of the College, or a well-considered observation about the ways of the world, it is unlikely that he would wish his formulation of it to appear side by side with hastily written or trivially conceived articles. The consequence is that such people refrain from contributing, so that the field is left to the small number of those who do not feel uncomfortable in such a setting. It is, in fact, the case that the COLLEGIAN contains a preponderance of articles by a small number of people. I do not wish to say that their writings are always inferior stuff, but they do suffer from not having the containment and correction of competing views. There is also one respect in which the editorial policy seems to me to be at fault in its own terms. If the columns of the COLLEGIAN are to be really open, then the editor should be very careful not to show contributions to, or invite responses from, particular people_ before these contributions have been made public. A perfectly open editorial policy seems to be to a neutral editor. For those not satisfied with the contents of the COLLEGIAN, two to be open One, hostile and not much to my likforce the COLLEGIAN of which are matter, the �nonsensical mean to that and Marx are beyond criticism--which would render each respective philosopher nonbecause each is foreign to our beliefs and sensibilities? Couldn t it be the case that Marx and Plotinus are each our rational capacity to accept their assertions that the world and the nature of the world is composed in that manner which each sets forth in their respective philosophical treatises; that their initial premises are self-contradictory; that their arguments are specious, or dependent on some timeworn rhetorical device, like the ad hominem invective, or argumentum ad populum, which lie outside the proper province and usage of rational criticism; that once these timeworn devices are uncovered and announced that that is the tool which would render Plotinus and Marx nonsensical? Did Mr. Blume mean to imply that when we attend a seminar, we should put aside our logical criticism and accept any assertion, no matter how bold and inaccurate, made in the course of the night? Was Mr. Blume serious when he claimed that the term 'nonsensical' ought not to apply to any of the program books lest some error on the part of the faculty has been made? Did he mean that all the books on the program make sense, even those which are in direct and obvious conflict with one another, and that we as students and scholars should not attempt at least to determine and ascertain which books do make sense and which don't? Isn't this the proper course of study, and exercise of critical thought? Does it necessarily and logically follow that some 'dire error' has been m.aiie by placing some cleverly and craftily written nonsensical book on the program which challenges us as students to awake from our sleeper's den to think and refute that which has been argued asserted, and espoused? Should we accept the assertion by any philosopher, no matter how esteemed in the annals of time and popular mind, that his philosophy is criticism, because it is the true one, and that all attempts to criticize it or critique it are beyond our sensibilities, or are to our traditions our beliefs, and our modalities of thought? Did Mr Blume mean to argue this? Should we accept the assertions or of anyone who claims that is obvious when it is not; that his definitions of words are those which are in common usage or are those which are upon that his logic is that his critics are uninformed to differentiate that fail find 11 1972 I t In Mr. of it, two weeks ago, which advocated the and intellectual discussion, he failed to address of the words which we use and the is within the of rationis without Hobbes definition of should we Hobbes and leave any criticism or objecdefinition outside of the course of reasoning over the nature of truth? Or of Ploand sensibilities--is s �FOR A WORLD This year's Fast for a World Harvest is 15th. this means is that for thousands of people in thisJcountry, the Thursday before will be a day spent in facing the existence of in the world. One of how they do this is to take the off from eating and send the money thus saved to a group called OxfamAmerica. But there is much more than that to this Fast Day. In many places people put together educational programs consisting of posters pamphlets, slides, books, speakers, movies, etc. However, the most important aspect of the Fast Day is its function of encouraging thoughtfulness about hunger and providing an opportunity for people to develop and strengthen their own commitment to try to affect the circumstances which permit hunger to exist in our time. I say "permit" because, unlike any other time in which people have lived, this is a time when it is no longer necessary for any person in the world to starve. The reason that hunger persists is a complex network of a variety of causes, and effectively changing that is not simple The question of how to move from our present situation to a world in which we exercise our to live in sane societies where people are well-fed healthy and comfortable is enormous. Although a part of the answer for each person can come from learning about things like the circumstances surrounding the persistence of hunger, the biggest part of to address that is thinking about it for ourselves upon and the problems of the persistence of hunger to decide that world are these problems is so small that it is not one person s each one of us decide for worth the effort. that enough people to have an efourselves to change. So, the taking of a day to feet can begin to affect, and to think about how this consider hunger as symbolic act; it can be one which can be done, can be far more helps to strengthen a person's commitment to make real and useful conworld into a more humane one. tributions to role in this is by keeping the for a day need not are not related to food interfere with normal causes the reason for missing those meals to rethe fact not the exp~rience of up again and turn to like that of but that does not concern about the condition of the world more to people as a way of of world , reading and talking about any our lives that we may conclude are impor(Specifically, I like to recorranend a book which does a trejob of placing in its perspective as a part of a of The book, called is long. Fortunately, there also exists a pamphlet, are People Hungry?", which gives enough of an idea of the contents of the book to really make you want to read it. Look for the pamphlet around campus.) But there are things which can be done to try to relieve specific incidences of hunger, and it is important to try to help the people who are hungry while we are exploring how to change the larger conditions which have caused that hunger I think that the programs funded by Oxfam realistically address the needs of the impoverished people they assist. Oxfam-America is an independent affiliate of a British group which began in 1942 as Oxford Famine There are several other Oxfams--U.K., Canada, Quebec, Belgium, which Oxfam-America sometimes collaborates on projects. The projects funded by the American branch are located in Asia, Africa and Latin America. When a committee examines a project to determine whether Oxfam-America will make a grant to it, am:mg the questions they explore are: Will rural, low-income people benefit most from this grant, and will it lead to increased income or income potential for them? Will. this grant result in unintended negative effects on existing social, cultural or environmental patterns? The projects to be funded with donations from this year s fast are: a fish farming project in Peru, a project helpto create village industries in Tanzania, a farm project in Zimbabwe, a general community development project in Sri Lanka, an emergency relief project for boat people of Southeast Asia, a farm project in South Africa and a womens development program in Bolivia. Oxfam-America 1 s projects do not address the needs of all the people who are hungry or even the question of why there are so many hungry people But money sent to Oxfam does go to help some people become more self-sufficient. Therefore I encourage people to in this fast on November 15th both as a way to contribute to Oxfam and as an occasion on which to and the conditions which cause it. Many colleges with their food services to set an and universities 53 �amount of money, for each person on food service be to a Fast organizer to send to Oxfam. However, we a few dozen fasters to make it worthwhile to I will be willing to an intention to fast. can send to Oxfam, or arrange to have me add theirs to the money will send. People who are on food service and intend to fast should contact me soon. Right now, I have one newsletter which people may read. Sometime in the next I should be receiving IOC>re of their literature and some I'd be happy to talk to people about this and share what information I can. For those interested, the address of Oxfam-America is: 302 Columbus Avenue, Boston, MA 02116. Lucy Oppenheim Mota bene: There are lots of opportunities for good deeds and potting about.. See Steve Edwards, Leanne Johnson, Noah and Co. for directions. for Mother Earth and the Liberty Tree in the be the you are· prothe students see me for Braun Di.rector of This Tuesday, November 6, at 8 p.m., a seminar on alcohol and drug dependence will be held in the Chesapeake Room on the ground floor of Anne Arundel General Hospital over on Franklin Street. The seminar will consist of a half-hour film followed by a one-hour panel discussion. The panel will include physicians and psychologists from around the country, members of General's staff, and representatives of The Open Door, drug and alcohol center, and the Raft House, shelter, here in Annapolis. 54 Jim Melcher DRILL The fire drill of October 31 was, by all accotmts, undistinguished. failed to report to those uonitoring the drill; windows were open; the buddy system was nowhere in evidence; many students left the buildings without towels; and one student was observed rwmi.nq into Hall. -There will be, accordingly, other drills for the dormitories. The fire drill for McDowell Hall, on October 29, was somewhat :more successful--the building was emptied in four minutes--although some left way of the stairs rather than the fire-escape. Assistant Deans• Off ice A .. :Kungle grDl of. the etudenta Robert Taylor of the Raft House, the coordinator of this seminar, informs me that if enough of the St. John's community are interested, he could arrange to have the seminar repeat~d. If you are interested and can't make it to the seminar on Tuesday, please contact me, and I will speak to Mr. Taylor about repeating the seminar. In the Gorgias (451A-C), Socrates says "Arithmetic belongs to that which deals with the even and the odd, with reference to how much either to be • . . Logistic deals with the same thing, ,.Hill<............. :1 , the even and the odd; but it differs insofar as it studies the odd and the even with respect to the multitude which they make both with themselves and each other." On night, the 6th of November, at 8 p .m., in the Great Hall, from the Mathematics Institute of Warwick University in , ·will propose a reconstruction of pre-Euclidean ma.thematics that will show what was meant by logistic. His lecture is entitled: Plato's Logistic?. FOR SALE United Airlines 50%-off coupon. Only good on round-trip flights completed before December 15, 1979. $50. Contact Rick at 203 East Pinkney or through campus mail 5 �one to do housework each week. She s a nice & lives within easy distance. 'What more could you ask? Call at 263-6608. Mrs. Lynch needs a housecleaner as well We need housecleaners, folks! Come on! Her number is 647-2095. She will provide it a shot. way to fill in WEEKLY CALENDAR Monday, November 5 - Sunday, November 11, 1979 Monday, Nov. 5 7:15 p.rn. King Wm. Rm. Tuesday, Nov. 6 7:10-10:00 Art Gallery 8:00 p.m. McDowell 21 8:00-10 00 Mellon 146 Wednesday, Nov. 7 4:00 p.m. 7:00-10:00 7:00 p.m. 8:00-10 00 & afternoons. Mrs. Clark needs someone to tutor her 8 & Mon thru Thurs Call 263-6026 McDowell 23 Art Gallery Great Hall McDowell 23 8 00-10:00 Thursday, Nov. 8 By noon 7:30 p.m. 202-225- McDowell 24 Fin. Aid King Wm. Rm. business Friday, Nov. 9 12 Noon 8:15 p.rn. , about mi. from campus. Call 841-6535 56 to cover on We told her that this is a difficult period, but she would like us to give it a try anyway. If you can manage the hours and would like a nice steady give her a call at 263-0369 Saturday, Nov. 10 9:00 a.m. 1:00-4:00 8 15 p.m. Srmday, Nov. 11 1 00-4 00 7 00-10 00 8 15 p.m. Conversation Room FSK Audit'm Art Gallery Art Gallery FSK Audit m Art Gallery Art Gallery FSK Audit m � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 57 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context The Collegian 4 November 1979 Date A point or period of time associated with an event in the lifecycle of the resource 1979-11-04 Title A name given to the resource The St. John's College Collegian, November 04, 1979 Description An account of the resource Vol. 1, No. 2 of The St. John's College Collegian, Weekly Supplement. Published on November 4, 1979. Creator An entity primarily responsible for making the resource Edozien, Joseph (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3ef76a2303748c18f8e92c93a762d04d.pdf cdd92e8e9bf2ecf8bd0f3f44c0938490 PDF Text Text �Lisa Simeone It is all over, the sedition is quelled, and now THE COLLEGIAN is peace and at one again. we apologize for the theatre of the absurd, and we are quite ernbarassed by the unfortunate and mysterious goings-on of the past few days. There is a very dark and puzzling and disturbing side to what happened, a vicious side.· But it is not altogether without a certain charm and a silly, harmless humour: secret meetings, strategy sessions, phone calls in the dark of night--little boys fighting over lollipops. We have all learned from this experience, and this, I guess, is the .signal value of rebellion. The opposing faction based their surge for power upon what they believed were principles in the best interests of the community_, and to protect all students from the "flaky and spacey tyranny of Ml;:". Edozien .. 11 We thank them. Now, to address a few points of concern to some important members of the community: a) We are not a spacey, head-in-the-clouds, bi-weekly literary magazine; neither are we an exclusivistic, aristocratic cabal, even though we are determined to maintain a standard of taste and excelour information~transfer service to the community very It is the ground on which any COLLEGIAN is built; therefore there will be something informative out regularly every Sunday morning under the banner of COLLEGIAN. We clearly recognize that the COLLEGIAN is a multifaceted endeavor, with readers of many kinds and levels of taste. · d) It is a magazine not only for students, but for the whole community--that is, faculty, students and staff. e) Its relationship to the community is an organic one: of you, for you, by you. May I now point out that the COLLEGIAN is starting anew, an era has just passed, and we are now embarking upon a new one. Under my editorship, the password is "creative evolution." Our specific role in the community will be continually defined and re-defined by you as much as by me Learning is a process--that is, action through time we will all learn by doing. The St. John's COLLEGIAN as we envision it is basically these three things: newspaper/bulletin board, literary magazine, and open forum. We will insist upon a certain level of literacy and of rhetorical competence; but we will not edit away all spontaneity, 3 �superficiality, and controversy. Our main concern is to overall quality of this magazine so that we can put in your over a leisurely Sunday brunch, something that is worth the tion of intelligent, sophisticated and thoughtful readers. I words, we are seriously concerned with the ideal of st John n ideal of liberal artistry. This is why most of us are s As I said earlier, we will be out every week On a we will integrate our newspaper/bulletin board, THE WEEKLY OF THE ST. JOHN'S COLLEGIAN, with the full St. John's This means that the newspaper/bulletin board will be fused literary magazine, open-forum format every two weeks. Now that that has been said, let me say this. Each one of is concerned with the state and image of St. John's and the quai· 1 of communication and cooperative thinking at this college owes himself or herself to support this magazine vigorously. It only as high as you raise it. You've heard this before, I i t is simply true. You owe yourself a gift, you owe yourself res tability, you owe yourselves yourselves THE COLLEGIAN is you. I sincerely hope that you will perceive us differently and you will not feel embarrassed to submit your best efforts for cation. You will not be stooping to send to this COLLEGIAN The • • Suicide is a highly personal affair. As such, it is individual and embodies no un;iv@rsal reason. No conclusion can be drawn and thus, nothing can be said by THE COLLEGIAN, as a news reporting se vice, to illuminate an individual's decision. However, as a publi forum, we respect and welcome the thoughts of the members of the community on this tragic event. Statistic statistic. By the end of this year (according to my calculations), a}Jout 27,000 people will have committed suicide in the United States. ne quarter of these will be women, and about 3,000 of those women ~ill have died by poisoning themselves. I could have gone so far as figure out how many Maryland women between the ages of 18 and 20 to · · will have died from these same causes, but by this time I f e lt t oo sick to continue. Many of us were touched by the tragedy of Mr. Sparrow's son earlithis year, and recently the Angel of Death has paid another visit ~~ us. By the time you read this, Sherry Windt will be just another tatistic to many people here, and eventually, to most. s My encounters with her were few. I went with her to Shul on Yorn Kippur I taught her how to polka before the first waltz pa~ty. Maybe I should have made an extra effort to become friends with her. The Washington Post article said she had had few friends. Maybe if No. How could I have known? And now that I know how deep her still waters ran, I doubt if my chatting with her could have helped. I didn t get to dance with her at the party that night but I didn't dance with a lot of people I wanted to. Are we our brother's keeper? William Mahoney ( 1 79) last year said: "Every soul on this earth is bound together and is responsible to one another . . we are really quite delicate creatures . . and just as if we were aware that another person were in danger of losing his life and we were in a position to help him, our life, too, would be placed the line before him, and were we to walk away, something would die us as well. 11 This statement (akin to Donne's "No man is an Island") agrees with me and with everything I have been raised to believe. Yet, today, now, how can I touch someone? How shall I help? It s so easy to convince yourself to say such noble things but I'll be darned if I can think of a way to do them. Beside~ who am I to off er the help I need myself? The pain has passed. Windt is gone memories of her are now stored with those of my grandparents long-lost friends and others I am no longer with No guilt no tears. Statistic--damn Evan G. Canter 4 5 �AN EVENING ·OF E~IZABETI:IAN MUSICK played and sung by JONO STONE Sunday, October 28 at B PM in the Great Hall FREE ADMISSION MOVIE OF THE WEEK PERSONA, directed by Ingmar Bergman starring Liv Ullman and Bibi Anderson This is Bergman's most intense and mystifying film. He presents us with an actress who apparently went mad and stopped speaking in the middle of a performance, and who hasn't spoken since. The head of the psychiatric ward where the actress is staying decides that the actress needs a change of scene, so she sends her, with a young nurse, to a vacant house near the sea. The two women are isolated and alone. As the film progresses, the nurse and the actress seem to exchan9e personalities. If that doesn't strike you as mystifying, how about this: Bergman shows you again and again that you are watching ~ film. (The ~irst you see is the flame of an electric arc between two carbon rods. This was the light source in old-fashioned movie projectors.) Thus, you cannot simply be a passive observer; but you must admit over and over that you are being affected by a work of art. The film is 90 minutes, in black and white, and it DOES have subtitles. Jim Sorrentino Because of an enormous amount of encouraging feedback from the college community, the SCI is pleased to announce that it has decided that the second semester 1 s All-College Seminar will be on Marcel Carne's film "Les Enfants du Paradis," if the SCI will be able to come up with the funds necessary to rent this film. The SCI is considering having this very special and experimental seminar in February during the middle of senior essay writing period and would like feedback from Seniors on this idea. Also acting upon a suggestion from the community, the SCI is trying to locate copies of the film's script in French. English translations will definitely be made available The SCI would like any interested member of the college community to attend its next meeting on Wednesday evening at 8 15 in McDowell Hall Rm 23. Kevin Kraus SCI member �Dean Sparrow had his annual meeting with the Junior class in the King William Room this past Monday, October 22nd. The Dean holds these annual meetings to keep himself informed of the general mood of each class. Attendance at this meeting was limited to ten students, and the atmosphere was relaxed and informal. The Dean began the discussion by mentioning the importance of the differences in outlook between the authors of the first and last two years of the program. Mr Sparrow was subsequently asked if students had any influence in the selection of preceptorial topics. He said yes, and suggested that any student interested in a particular topic should find a tutor willing to present i t to the consideration of the Instruction Committee. Final decisions on the selections are made before spring vacation; therefore, any sophomores or juniors with specific should begin early to find a supporting tutor and form a group After this, Mr. Van Doren asked the Dean if he had any opinions on why there were so few juniors present. The Dean replied that it a seminar evening and they probably suspected that he had nothing new to report he returned the question to Mr Van Doren, who answered that the cause was a general feeling of apathy on the part of students The Dean supplied the meaning of the Greek root of the word apathy: "without passion." For most of the rest of t~e meeting, the conversation was dominated by this question of student apathy. Most agreed that there is much apathy at St. John's, and the possible causes of and solutions to this problem were discussed. The question of late papers, particularly annual essays arose. Last year, several sophomores were allowed until as late as August 15th to complete their enabling essays Some of the students present felt that such a lenient policy was unfair to those students who completed their essays on time. The question of grades briefly turned up and dissolved the meeting at the call of the damn old bell. D.C. MEETS THE ADMINISTRATION October 18, 1979 Attending: Bovender, Brintle, Coss, Cruciano, Hoffman, Maddocks, Miller, Roach, Rosen, Schoener & Sparrow. Miss Leonard announced that the Administration is in the process of appointing a new Polity President. This action comes in the wake of Mr. Coss' absence from the 11 October meeting with the Administration~ Miss Leonard promised that the new President would be appointed by 29 October. Miss Leonard wanted to know when she would receive the names of the Fire Marshalls of some dorms. She said the Assistant Deans will appoint them if necessary. Mr. Coss explained that the Polity Secretary, Mr Stein (who has since resigned), has been wayward lately. Miss Leonard announced that a fire drill has been scheduled for some inconvenient time. Mr. Coss reported that smokers are becoming restive, what with no and all. He asked if one solution might be to segregate classes with respect to preference (to this humble scrivner s mind, the suggestion smacks of Jim Crow & court-ordered busing) Someone suggested that proper seating could solve the problem. Mr. Sparrow told us that there is no solid evidence proving second-hand smoke harmful to non-smokers; but that smokers owe it to non-smokers, out of courtesy, not to smoke if they find it offensive. Miss Leonard and Mr. Milner have received some noise complaints, but they plan to give Mr. Bolle a chance before swinging into action themselves. J. Roach P.S. - Miss Leonard was only kidding about the new Pres. 8 9 �r .c. 2 Present: Coss, Belle, Dimartini Bovender, Maddox, Miller, Roach, Betor Hoffman, Rosen, Elliot. Moek The meeting managed to start off rather calmly. Mr. Coss announced that two positions on the Polity Court will be vacant so . on. Anyone wishing to be considered for one of these positions should contact Mike Coss soon (like within a week) . Mr. Stein has resigned as Polity Secretary. By some sort of rather nebulous concensus, Mr. Bolle , mom) was more or less appointed interim Secretary. Someone submitted a charter for a Senior Class Prank Committee Since it didn't involve us spending any more money, we approved The vote was 5 in favor, 4 against 1 abstaining. The D.C. is very concerned about the situation at THE While THE COLLEGIAN is not a Polity organization, and therefore the D.C. has no authority over it, THE COLLEGIAN's "problems" do have some importance to the college community. The D.C. being the representative of the student body, felt that it should in some way represent the interests of the said student body. So, anyway. The 11-in-all, a rather confused affair. There many answers most of which merely confused more. Bovender wondered whether the college was going to absorb the rather large debt that THE COLLEGIAN has managed to acquire. Mr. Roach suggested that the D.C. assume control of the paper. "We are the people!" said Mr. Rosen passionately. "I'm really getting confused," said Mr. Bovender. Moi, aussi. Mr. Coss gave forth ominous rumblings and grumblings about the staff of THE COLLEGIAN, and especially the editors, "not giving a damn about the opinion of the college community." But I digress . . . . We decided, at the suggestion of Mr. Hartzell, that we should make up some sort of statement as to what we thought of the by-thenmuch-over-discussed situation. The opinion expressed below is not meant to be binding on anyone; it is meant to be the opinion of the D.C. qua representative body of the Polity. 10 Mr. Miller proposed that our opinion be expressed as follows: RESOLVED, That the Delegate Council express its opinion on the resolution of the present problems of THE COLLEGIAN:. We ask that THE COLLEGIAN staff resolve its difficulties as or through some form of 500 n as possible, either on their own arbitration 2) That provision be made for continuation of weekly publication until the problems are finally .resolved. THE COLLEGIAN provides an important service to the college community. (a) That THE COLLEGIAN can best perform its function if it is published weekly, and (b) that it should be obliged to publish all notices submitted to it, particularly Polity ones. That provision be made in whatever form of charter that is finally adopted for (a) editorial succession in some workable form, and (b) some form of continuing editorial policy. It is also our opinion that the staff solicit public opinion regarding changes and formation of its policies as an aid to making changes. This resolution was passed, 8 for, 2 against, 1 abstaining. Mr. Schoener moved that we suggest that the editor of THE COLLEGIAN be made directly responsible in some way to the Polity. This motion was passed, though I forget the exact vote. Finally, I wish to apologize to the Health Committee for having represented its functions somewhat oddly in last week's minutes. It does have serious functions. Scandals can be a pain. Christopher Bolle Polity Something-or-Other. 11 �SOCCER Guardians Druids Hustlers Spartans Green waves MEN'S SPORTS It has been three weeks since we reported last . . . due to troubles" that THE COLLEGIAN experienced. We will try to catch up, as briefly as possible. Soccer: -Druids-1; Spartans-0. The second 1-0 win by the Druids. That is walking on pretty thin ice! Mr. Edozian saved their skins with a goal in the second half. The Spartans did very well Guardians-2; Greenwaves-0 Mr. Mulholland scored penalty kick The Waves suffered another shut-out. one goal, games. Looks like the with another in Mr. Hoff. Hustlers-1; A very close game, with the two defenses always equal to the task • . . ending in a scoreless tie. But in the overtime, the Hustlers had a throw-in deep in Spartan territory. ball was thrown towards the goal, and it kept rolling • . . and rolling . . . and rolling . . . untouched. Finally, right in front of the goal, Mr .. Maddocks punched it in. I guess the Spart<;ms are still asking themselves, "What happened?" Or, more likely, "What the Hell happened?" Guardians-!; Druids-0. The ice finally broke, and the Druids lost. It was a real squeaker. They had many shots at the Guardian goal the Guardian Angel of Mercy caused quite a few to hit the goal posts or to veer slightly awry. The others were all stopped by Mr. Hoff, who performed nobly in the goal. With time running out, Mr. Putnam, sorely pressed by some Druid fullbacks, made a beautiful center to Mr. Yamamura, the ubiquitous one, who deflected it into the goal. Looks like the Guardians, who won soccer last year, are headed that · way again. They are the only undefeated team now. 12 WON 2 3 1 1 0 TIED LOST POINTS 0 8 10 1 0 1 1 0 0 2 3 1 6 5 3 football: -- Druids-8; Greenwaves-0. Looked like another scoreless tie, until, on th.e next-to-last play, Mr. Dwyer passed to Mr Ahrens, who passed (tossed? . . . propelled? . . . heaved? . . . ) to Mr. Jennings, who then outran some Waves to score. The Waves have allowed only two TDs in their last three games . . . but scored nothing themselves! Spartans-20; Druids-6. Mr. Ney engineered three TDs, with various helpers. The Druids broke open Mr. Edozien for a long TD run but could nothing more. Hustlers-9; Spartans-7. I forgot who did the scoring in this game I did not make a note of it). What I do remember is Mr. Hartzell the winning field goal, on the next-to-last play of the game A nice dramatic finish, with a flourish. Guardians-18; Druids-6. Nice going Guardians. Too bad, Druids. Hustlers-20 Greenwaves-0. The Hustlers have only two TDs scored them in seven games! Holy Smokes! That's a lot of "tough D. Guardians-14; Spartans-13. The poor Spartans have been "snake bit" lately . . losing two football games in the waning moments on kicks, and two soccer games by 1-0, one in overtime. In this game, Messrs. Ney Guaspari, Giordano and Spector managed two scores, but so did Messrs. Zenone, Weinstein Whalen and Mulholland. But Mr. Hoff's soccer-style conversions were on the money, whereas one of Mr. Spector s went slightly astray. Hustlers-13; Druids-0 The Hustlers finished their season with yet another shut-out of their opponents . • . quite an impressive record, that. Six games out of eight, the other guys got exactiy nothing! Their final record was six wins and two ties, more than enough to clinch the title. Those Hustlers who accomplished all this are: Adams, Coss, Edwards, Hartzell, Hom, Houston Kates, Klipper Maddocks, Moynihan Nau, Newlin, Wall, Weitzel Wise, Wright and Zolkower. The Hustlers have not won a league title for a long, long time . . quite a few years, I believe Mr. Kungle will know exactly when: 11 �FOOTBALL WON Hustlers Guardians Spartans Druids Greenwaves 6 4 TIED 2 2 0 1 0 0 1 3 LOST 0 3 3 5 4 POINTS 22 15 14 11 6 THIS WEEK'S SCHEDULE:_. Football Soccer . Mon. 4:00 Wed. 4:00 Sat. 1:30 II II 3:00 Greenwaves-Druids Greenwaves-Guardians Bustlers-Guardians Greenwaves-Druids Bryce Jacobsen COllEGIAN GAME OF THE WEEK: Highlights of the Greenwave-Spartan Football Match by Abe In a game remarkable for surprises last team threw the loss. to the lead over the Greenwaves on on an oop, ump, pass to Giordano. 11 The strong Greenwaves off the stunning ease of the score and came back to mount their most aggressive drive of the game, staun.chly refusing to give up any tions. It was not plays) before the Spartans got the ball on downs and unusual: they didn't score. On their second Waves completed their first pass and also tackled the man who it--before he could score against them. Mr. Jacobsen, an official, pointed out: "The Greenwaves have a high completion record this game. 11 Left unmentioned was their low reception record. The story of the rest of the half was the inflexible Greenwave defense's determination not to leave the field no matter what the cost. The cost was Green quarterback Tim Ficco. In telling the story of their first half, Mr. Ficco might mention the of his offensive line, the supple fingers of his receivers, the penetration of the Spartans, the sharp judgements of his mature linebacking corps. The story of the second half is dominated by Trick Play born to the Spartans late in the first half. He was surely the key to the victory overwhelming the inflexible Greenwave defense (still determined not to leave the field) with his unerring intuition for the right reverse. The first such reverse came in the second quarter sly Ney going right to hand off to steaming Giordano, himself running left. Hot pursuit was given by Wave defender Schoener, who somehow failed to see speedy Guaspari trotting in from the left to take Giordano's ever-so-casual hand-off. With Guaspari facing him wide-eyed, Schoener went for the fake and Guaspari trotted into the end-zone. outstanding individual plays included Evan Canter's sack of substitute QB, Warren Spector, for 7 yards and two pairs of glasses; oave Neumann's interception of a Spartan pass, which he politely returned; and any one of Dave Guaspari's end runs. As Mr. White, another official, pointed out: "He sure is spry for a tutor." Interesting statistics include: .Greenwave offensive plays: 7 Spartan touchdowns: 5 One might think from these statistics that the strong Greenwaves pulled off the win. In fact, in this week's commentary, "they didn't." The highlight of this week's Highlights was the incisively perceptive remark of Spartan lineman Evan Joachim: "Football sure is a game of inches." Look next week for Bill Ney's "Spartan Playbook" in Sports Notebook, including several secret trick plays. The Bookstore is now carrying badminton & racquet-ball rackets for the convenience of our students. �WOMEN'S SPORTS (More Highlights by Abe Schoener) Women's sports were very interesting last week. Reports selected from news media around the world glitter with such vague as~ 11 All the teams won this week. 11 - Moscow. "Goalies make the difference." - Madrid. "Halfbacks make the difference. 11 - Zurich. "Penalty shots are disturbing for both teams." 11 Soccer weather is w Tangiers. Next news closer to home Mrs. Compton has been looking for a good yardworker since September. She is still very interested in getting someone. She pays $3.50/hr. Again, she lives four miles from campus, so you would need a bike or some other transportation. She has had a Johnnie working at her place for eight years, and this is the first time she has had any trouble getting someone. Come on, you're making us look bad. Give her a call at 268-2849. Mrs. Patton (266-5804) has been looking for someone to help with outdoor work since September, and is still looking, and still would rather have a Johnnie. Give her a call. If you are looking for regular housework (about five hours a week), call Mrs. Mitchell on Friday afternoons or on the weekends. she, too, is rather desperate. Call at 757-2000. Bennett Curtis, who will be a student here next year, wants a piano moved. The actual job will be done late in November, but he would like to arrange it now. If interested, contact him at 2249881, or at 32 Defense Street, Annapolis, 21401. If anyone is interested in doing some housecleaning, gardening, and other domestic duties during Thanksgiving or Christmas vacation, please contact Peter Griggs via campus mail or by calling extension 46 Finally, our own Mr. Stephenson wants some help with painting and other interior work. Drop him a line in campus mail if you would like to help him out and pick up a few dollars. COME ON NEEDS YOUR 16 When job notices from the Student Employme~t Off ice appear in THE COLLEGIAN, the is two weeks old This means that no one has responded to the employer's needs and that they are still looking for a worker. Give them a call. You may find them to adjust their demands (and maybe even their pay rates) because of the fact that they have been looking for someone for over two weeks, with no success. Mr. Chamberlain is looking for an odd-jobsman. He lives near Edgewater, so you will need transportation--borrow a bike if you have no way to get there on your own. Or, hire a driver We have people at the SEO who have signed up as drivers. There s a way around everything! You can call Mr. Chamberlain at 956-2835. URGENT; from Marilyn Mylander, College Nurse Our Annual Blood Drive will be held on Thursday, November 1, from 10 a.m. to 4 p.m. in F.S.K. Lobby. Your blood donations are urgently needed at this time. Our local Red Cross representative, Ms. Ricki Taylor, told me that there is a critical shortage in Type-0 blood locally and nationally. Call Ext. 53 for an appointment Quaker Meeting: each Sun. , 11: 30 at the YMCA. Everyone invited. DIRECTORY CHANGE, Oct. 23, 1979: Therissa Libby-Campbell Common Rm. �Kit Balle was Jeff Hume, Class of '79. at Oct. 22 to Ms. Hume to attend ding will be on June Va. The following is something I ess I should put in because a and called ~~~~~~., etc. So it. Last week's cover was drawn a photograph on a Southside Note was saying so. Bill John's before The seafood elihood is g and and general terested in 28) McDowell 24. info.) contact E Tuesday, Oct. 7:00-10:00 8:00 p.m. Oct. 31 4:00 p.m. 7:00-10:00 7:00 p.m. 8:00-10:00 Class New Testament-J.W. Smith *Student Aid Iliad Life Small Chorus Group I: The Poetic Lao Tzu--Robert Zelenka �8 The Soul Tutor Santa Fe 10 00 a Film 7 00-10 00 8 15 p .m *Students --------- Persona Film: Class Persona Please be advised to read the passage on the Divided Line Eastern Standard goes into effect on October 2 00 a.m. Please remember to turn your clocks back 1 hour on s College , MD 21404 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 20 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context The Collegian 28 October 1979 Date A point or period of time associated with an event in the lifecycle of the resource 1979-10-28 Title A name given to the resource The First Weekly Supplement of the St. John's College Collegian, October 28, 1979 Description An account of the resource Vol. 1, No. 1 of The First Weekly Supplement of the St. John's College Collegian. Published on October 28, 1979. Creator An entity primarily responsible for making the resource Edozien, Joseph (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6ca9df91e19ecfb283232f9f9f4b1c5a.pdf 1f9211bbc4037c92605f15bea2cb96a3 PDF Text Text �A question often asked at St. John's is whether or not we should e interested in the rnotionings of the outside world, and if so, ow much so. In a mild sort of way, this issue of THE COLLEGIAN onfronts this question. That we are concerned ·with the outside orld is, in some ways, indisputable; after all, we eat from Mariott, drink from Anheuser-Busch, and-boogie to the psychedelics. And, we are very much a part of the outside world before we come here, after we leave here, and in between, during our holidays. We may completely be an ivory tower. In some ways we certainly are; and it is therefore right that we keep our eyes away from the temporal, ever-changing world of Becoming and keep them fixed, as we are able, on the intemporal, never-changing world of In other words, some ignorance of world affairs is both necessary and good for thinkers in the realm of timeless thoughts. After all, the looming questions of the moment dissipate into insignificance over the expanse of scholarly time. But how much ignorance is both nec-essary and good? Not too much. THE COLLEGIAN will try in its own meager way, to keep its readers informed on the happenings of the outside world. We hope it will be a worthwhile service; if not, let us know. The Editor ��come more the conservative one of the about a man don t Mr Stassen is is Stassen to in candidate--it wouldn •·t surI candidates: defeated �of Iran The the Shah State Department proRamsey Clark to mediate refused to meet with him or any of Massachussetts his Presidential it last in Boston. He "malaise" both in the Administration He further suggested that under his be better able to face its was soon followed that of Governor who is stomping for a balanced budget more environment and the of nuclear power. Carter is elected President a time On the other ~~~~~~y - The leads in Senate. Committee one of the more over the years he has worked on many programs, the of a National Heal th Insurance ago he was tabbed for the in 1969 came. This is a major reason he did not in either 1972 or 1976. The Senator has just recently begun to up state so i t is too soon to tell how they it is known that he is some of the top the The Senator seems to be very may erode when the in recent years sees stands Joel Wendell Finner 6 7 �8:30 12:00 1:00 5:30 - Coffee - 12 00 p. a. Outside :00 p .. m. p.m. 5:30 p.m. - Coffee Shop p.m. p.m. - 7:00 p.m. - Outside - - Hall Hall JUST A REMINDER: There will be no within the room of the ballot or within 25 feet If someone wishes to contest the election an appeal in should be made to an election judge of whom will at the box at before the ballot box is at 7:30 p.m. Matt Hartzell Chairman, Election voted in a more than the boundaries of write up the meetings in verse as my other hand I will not cop out on my French translations will be available upon ·Smith for grass roots movement: November 13. Thank you, I �D. are Present: Bovender, CUmmins, Rosen, Maddox, Moek, Miller, Balle. If shouldn't the student the school. Dave Nau you think con- Visiting: Adams, Ste in, Finner The Student Activities Committee submitted a charter for and we approved it. Just when we thought that the· .meeting was going to be over anyone could fall the Archbishop of Canterbury walked told us that Mi:' .. Coss' mother was sick and that we would on without our Pres. Mr. Finner submitted a as to where the club was and just as The Assistant Deans wish to remind your room will 5 fine. .. Coss and Mr order for the • Miller 't I to these minutes a seems that few of the know what all of you become not exhaustive, but somewhat , or his to lose all of the club charters. all of you clubs out there would either subyour old.ones if you have a copy. If and not you any money. with the November 1 Miller seemed somewhat Hoffman Bovender at our fire ��Gordon several went wrong. Balls in control of the but go in the nit was uncanny But Mr. Duvoisin knew what to do when late in the game. Let Mr. Cresswell take it of the shot, but it rebounded about a foot too far for Mr. to get his toe on it and score Druids-2; The Spartans have scored three in five ga.mes .•. which is not quite enough for a winning record. seem to move the ball the field well, but seldom off the good shots that add up to goals. headed in a corner-kick very Mr. ~~~~......... ~, broke behind the Spartan fullbacks while Poor Mr. was in a rather fault of his own. I doubt if time life. started from the The Druids entrenched in first to the Guardians would tie it up Then all their final games ••• the Druids against the Hustlers di ans the Standings Druids Guardians Spartans Hustlers Green waves s SCHEDULE Thurs. Sat. 2:30 1 3 00 Won Tied 5 3 0 l 1 2 1 1 0 2 Lost Points l 1 16 3 8 8 3 4 14 10 15 0 ��himself, he lines for ceremony, his beloved birth certificate from four years off her age, case he borrows his brother's birth months. No matter. on with it. to embody most gloriThe couple's love theme on the sound When Bonaparte has left, she it to Time moves. A change in the temper of the period. The dandie·s d dolls of the post-Revolutionary era, with their fun about a game ey call Guillotine, are not suited to the austerity of Bonaparte. ir waste of does not invite him. He needs adversity. OncQ he creates a victorious army out of bedraggled and outnumbered wins Piedmont. Before the battle, Gance shows us a lost out of a cannon. Why anything is happening no one knows but the soldiers are ready to die for this great notices them. The people of France have found an just as has found an emblem in the of the multilayered images that are one 's great cinematic innovations. While the undersized milithinks of the globe that he means to make his exhausted soldiers are having to fight in the most hectic, dy battle scene in any film I know of, apart from the one in Orson les' Falstaff. The young general, sleepless with ambition, has lked the camp the night before the battle. But, in the military iew before that, a little drummer boy without such drive has fallen o his drum with fatigue and fright. "Our enthusiasm and the 'Marseillaise' make up the difference," aparte has said to his outnumbered troops. Gance's about that once he has decided to act, he feels no need to that he is he believes that results vinbecause of his world Gance of ��zone, 0 0 better than this eo 0 that one Greenwave is to ten of any in numbers that 'W'e find our downfall, i e. , us should cover As for the second it is evident in Mr Cressin last game that it· is a workable �matter not my in discourse. Thus, 19 9 Glad Green wave the exclusiveness of my essay is intentional 11 The two headed 11 Did Mr. Blume . . are silly. No, I did not mean to imply any such , as Mr. Stevenson would've had he read what I said. I said that tutors shouldn •·t prejudice the examination of a work by it "nonsense" from the start; and I said that the peremptory use of that was inex, since such an that made the are Thus Mr. Stevenson rhetoric, has me saying the precise opposite of what I said. It will be obvious that the paragraph ending "Did Mr. Blume mean to argue this?" is a complete misreading of my essay I said that the grounds of belief must be stated, and the of criticism also be stated in order to determine truth and error, rather in careless attack because strikes one the It s too bad Mr. Stevenson did not take my advice. is most It is one one said, in a reasonable fashion· and another to be insulted.because the made in one's work and and parI never asserted I suppose it was imbut so what? That wasn't a of uninformed . . . and to addressing critics I think a gadget in Mr. Stevenson's cerebral cortex at this As to terms one is to define every term conversation, not even he. As to the last queserstwhile Stevenson: no John you need not criticism; make sure you what was defame the author said Michael David Blume �coverage. the Anne Arundel General Blood is' located on Franklin St St John's Blood Bank donors between off Church is needed; but if you would like to call 7 p m. No their number is 267-1455 Dr. Thomas Stubbs will be the school Call or see me for an ABOUT THE CABARET First of all it was. the evenhave another Cabaret sometime next KWP entertainment, s as a fund-raiser so unlike any other KWP procharged and drinks were sold with an eye in effect the Cabaret was successful in two time (you didn 1 t run into your tutors all helped to make KWP stronger f inan, which specifically contributes to the overall of the drama we will have this year. Moreover, each and every person who came to the Cabaret can credit themselves with the floors in FSK waxed once Peter Norton we rented the 50 lbs of popcorn that should remember of course technical assistants waitresses to Sean Shock Rousseau for the for KWP �to grow in our comin the world around us are talk about them and recommend continues radioactive and stored in the TMI-2 reac- as their reserLocal officials and voiced protests AS A SECONDARY RESERVOIR. of �Contact: Ms Gunnel Wrede tel 212 734-8340 arts and At the Seminar s to discuss the and to review individual progress and a focus for an interest. On the basis of written evaluation of their work, most college students academic credit for their year. tuition room, board, and all course-connected , is 900. Interest-free loans are of need, as are a few information write to the above address. 111!111111 of these books were , who attended St. John's in the 'SO's. Mr. enough to lend me these books for my freshman year. He before she came here was a friend of hers); and of her decision to attend St. John s, he me to pass on to her those books which needed. These editions the of He for �Eva is looking for a to as many nights as possible at her home. She requires no nursing or special care, only someone to be there. She also wants someone (not necessarily the same person) to come over in the late mornings or early afternoons a few days a week as a daytime companion. Call at 841-6535. Mrs. Pearce is paying $4/hr. for housework. The catch is that she lives ten miles from campus, so you need a car. If interested, call her at 261-7385. DIRECTORY Reverdy Johnson 306 Humphreys Hall 63 Franklin St. 268-3910. East Pinkney Common Room 105 Humphreys Hall 4 Randall Court, #2 Annapolis, MD 21401 263-0598 106 Humphreys Hall Marjorie Allison Elizabeth Colmant Rebecca Fine Hazen Hammel Sara Marcy Kathleen Piotrzkowski Gloria Williams HELP! A ride is needed to N.Y.C. and back for the Thanksgiving holiday. I will share all expenses and driving (if you want) . If you can offer a seat in your car, please let me know soon, either through campus mail or at ext. 70. Alison Athey �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 34 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context The Collegian 11 November 1979 Date A point or period of time associated with an event in the lifecycle of the resource 1979-11-11 Title A name given to the resource The St. John's College Collegian, November 11, 1979 Description An account of the resource [Vol. 1, No. 3] of The St. John's College Collegian, Weekly Supplement. Published on November 11, 1979. Creator An entity primarily responsible for making the resource Edozien, Joseph (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication