45 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/94203676809bda73716a9548f86a9777.pdf 28b01f9220e772ffc61aac1d0137b113 PDF Text Text t. John's Coll Vol. XXV-No. 4 ANNAPOLIS, FRIDAY. OCTOBER 23 . 1942 Music Mr. Nabokov's plans for music this year are divided, like all Gaul, into chree parts . The purpose of the whole will be coordinated with the program. First. there are the concerts, some to be given by m ore or less famous people from outside and others by our own chorus, made up as you kn ow partly of Annap olitans, partly of students at the college. The mu sic as a whole, says Mr. Nabokov. will be more serious than chat of last year and more appropriate t o our other 0 cudies. An attempt will be made t o resent works of crucial significance to he period in which they were w ritten , ichcr as representing an important de elopment in the techniques of music (works of Bach in the well -tempered cale) or as relating co other conemporary arts and sciences ( early burch music or the later w ork of eethoven) . Ralph Kirkpatrick. the arpsichordist, is to be first in this eries of concerts. playing Bach' s oLdberg Variations and several fugues rom the Well-Tempered Clavicord. fter him, we are t o hear the choir of he Church of the Blessed Sacrament n New York. an all-male chorus with hildren to sing the soprano parts. the nstrument for which all early choral In pursuit of vorks were written. eriousness Mr. Nabokov has selected a ass of Palestrina, to be performed in entirety, while madrigals and rench chansons will fill out the ighter part of the program. The other coups to appear in the series have not et all been found. but it is fairly cerain that we will hear the Budapest uartet in one of the late Beethoven ompositions. The St. John's chorus nd orchestra this year are going to be mailer and better. They will spend ore of their time on polyphonic orks, though the Beethoven First Ymphony will be played by the rchestra. as well as the D m inor conerto of Vivaldi and one of Bach's randenburg concertos. Mr. Standon. ncidentally , is going to help with the ! chorus . both as singer and conductor; he has had a good deal of experience in Engla nd w ith madrigals. T he second part of Mr. Nabok ov's three-fold p rogram will bring to us , at the beginning of the second semes ter. th e Music Seminar. This will be experimental. meeting once a week. probably on Saturdays, as an extracurricular activity. The purpose of the experiment will be t o determine in what way music can be integrated with our other sciences. rather than to in tegrate it then and there; so a number of tut ors are expected to take part in the discussi ons, in the hope of tak ing back what they learn into our regular classrooms next year. Ivir. Buchanan and Mr. Nabokov were not satisfied with the way in which the music seminars turned out last spring, and the y hope to return from this experiment with some new ideas for making us ·understand the art at something between a purely mathematical and a purely technical level. Mr. Nabokov himself feels that we have leaned way over ba ckwards in con To sidering music as mathematics. him ratio appears to be the form of sound rather than of whatever it is that m oves us in it; sound would ap pear t o be no more than the physical condition of music. particul arl y as musicians can hear a symphon y in their heads . More generally . Mr. Nabokov feels that our purely m athematical approach to music represents a tenden cy at St. John ' s to overemphasize the scie n t ific app ro ach and to defame the passions. which , he says . can be human as well as animal. He h opes , then, to arrive at an understanding of some things about music, in the progress of the seminar, by means other than those of our labora tories; though at the same time he would beware of aesthetics or psychology. F or it is in reaction to the sentimental criticism in vogue today (indeed, with the exception of certain m odern experiments. n o one has pre. se nted a new mathematical insight • P rice: 1Oc about music within the past hundred years). in reaction to the average music appreciation course. that St. John 's has returned to the laboratory . The work of the seminar will include the study of several " great books of music" and some great books about it. The course will beg in with a reading of some homophonic w o rk . probabl y a Gregorian chant ; then t he re wi ll be something in polyphony and someth ing in harmonic pol y phony ( Bach ). A Haydn symphon y will represent the classical harmonic school. A Beethoven quartet, La Mer of DebusH. and works by Stravinsky and Schoenberg ( the "new -tonal" and the atonal) will complete the list of scores. Parallel to these texts will be books on music as art and science: the De Musica of Augustine, the Easy Introduction to Counterpoint of Thomas Morley. Rameau's Treatise on Harmony, parts of Rousseau ' s Musical Encyclopedia ( Rousseau w as a composer. · by the way , in the b est eighteenth centur y tradition). a book about orchestration by either Berlioz or Rimsky-Korsakov , and finally the Treatise 011 Musical C omposition of Paul Hindemith. Parts of Aristoxenus, to o, may prove worth reading. The third part of Mr. Nabokov ' s program is the music laboratory, for , despite his objection to a too great concern w ith the mathematicals, he is far from fee ling that the labs are not a n!:' cessa ry part of any thorough musical study. Indeed he hopes to expand th m this y a . by th ad dit io n of J unior ex periments in the principles of tone color and orchestral timbre . The books b y Berl ioz and Rimsk y -Kors:ikov will be relevant to these exercises. This has to do with music only in part, but it might be appropriate to say th at the music seminar is being postponed until next semester because, with the production of Oedipus Rex, Mr. Nabak ov ' s schedule is already crowded. The play will be produced more simply than was planned last year, on the smalJ stage in the third fl oor of Humphrey ' s. �Page 2 ST. JOHN'S co ST. J 0 H N ·-'=-s-=c-=o=-=-=LL:.......E_G_I_A_N_ _ _ _ _ _-;-----r War Discussion Mr. Hammond's talk began with the premise that we are fighting this war, among other reasons, to preserve democracy. Winning the war, however, would only remove an impediment to the survival of democracy, and by no means provide a guarantee of its preservation. Plato, Mr. Hammond sajd, would hold that the present difficulties are results of these four causes: shortsicrhtedness as to ultimate aims, workin~ toward secular (temporal) rather than theological aims, false separation between individual and state morals, and the failure to recognize the necessity of theology to a state. And indeed, since the time of Machiavelli, politics has been far removed from theology. Science has given us a manifold picture of man, ranging from a mass of protons and electrons to the man psychoanalysis has discovered-but always the theological aspect is omitted. The proper state of affairs, however, is quite the reverse of this. Christianity should dominate every day's acti~ns and not just Sunday's. Mr. Hammond enunciated these principles of Christianity: God created everything. Man's destiny lies beyond this world and transcends time. Further, God is the archtype, and man's government should be an image of God's created order. Creating implies not only "the lifting out of non-being," but also the providing of individual forms, or natures. which determine proper modes of behavior. Thus creation is simultaneous with the creation of order. Scientists and philosophers, when they investigate and discover various phenomena, are all dealing with manifestations of Divine Providence. The created world is divided between rational and irrational creatures. The activity of irrational creatures is fixed by their natures so as to allow no choice. But rational creatures possess reason and will, and thus may order themselves. Though the rational animal has no choice in what his proper destiny is, nevertheless he may reject it as his destiny, and further, he may choose what means he will to acco mplish his end. Thus man has a part in shaping his destiny, and it is this principle upon which democracy is based. The democratic principle of selfrule is thus grounded in a theological basis, so that any effort at the separation of democracy from theology is a wrong one. Man's temporal life should be viewed as a pilgrimage, a means, toward his eternal life. Thus there are three orders of goods: the material good, which is the concern of economics, the rational good, which stands as the aim and end of the temporal state, and the theological good-the eternal life. From the ;enaissance onward men have lost interest in the third as an ordering principle of government, and as a consequence have fallen into one or the other of two errors. Either the material good gains ascendancy, and competition for profit gains sway, or the individual is completely subordinated to the common good, as occurs in totalitarian states. So to preserve democracy the peapie must gain faith in the third order of good, the good which is the eternal life. In the discussion period the problem was raised , how is the majority to gain such faith. Mr. Hammond w::is unwilling to be convinced that a world state could either substitute for faith in the after life. or necessarily bring it about. He suggested that a saintly president might succeed: a saint-president instead of a pbilosopher-king. BOB SNOWER. Tonight A few freshmen are still puzzled by the title of this evening's lecture"Mythologicus." This is the 25th century of Western Philosophy's search into the meanings of Mythos and Logos. Two years ago Mr. Kieffer lectured on "Mythos and Logos." Tonight he will attempt to apply some of the contentions of that lecture to the study of grammar and literature. In the last two weeks Mr. Kieff er has found so many new meanings of Mythologicus, that he has wanted to postpone tonight's lecture. He bas been spending all of his time for the last three days m organizing bis inspirations. Spat E is born an Arist o t elia very man Or a Platonist. I do not think it po sible that anyone born an Aristotelia can become a Platonist; and I am su . . no born Platomst can ever change int · 1· Th the t an Anstote ian. . ey ~re . . .w classes of men, beside which it is 1lll th. d C I . possible to conceive a a .- 0 1 . rrdge. On The Lecture A significant perspective on Kant is . ed by considering him as resto ring gain d d · t he liberal arts from the . egra. a.t ion h ·nro which they had fa 1lea Ill 1s time. l M H d Th is was the thesis that r. ammon d for his lecture last Friday. propose The degradation into which the libts had fallen co nsisted in a false era 1 ar . between empiricism and rarens1on tional ism which itself foll o wed from LEGIAN thetic judgments by which we explain what is given in experience, if experience itself, as Hume seems to have shown, was not sufficient to make them possible? His answer lies in an exploration of the proposition that if there is to be any a priori knowledge, the intellect in knowing must also be making. The principles by which any body of sc.ience is made derive from the intellect itself. These principles are the catego ries or concepts of the understanding under which are synthesized the percepts derived from the manifold of experience and ordered under a priori intuitions of space and time. The a priori categories or concepts of the understanding are no t fi ctions. Their objective validity is guaranteed Hi that they are always exhibited in experience. Aristotle_ ___ led experience abou a fals e antithesis between the intellect · maklike a captive in a procession.-Bacor. as kno wmg a nd the intellect as . . . . ing. In kn o wmg the startmg po int 1s Plato is a bore-Nietzsche. rhe object given. The form in the in tellect comes from the object and develops the inteUect from p o ten cy to The form in the intellect is act. posterion to the object. I~ maki~g, o~ I saw you once, rhe other hand, the startmg p o int 1s Water front wasn't it? the fo rm in the intellect. The form (Split probably, but no matter) When the intellect, which is an artin the thing is transmitted to the thing Yes, you still sit and chatter, ist in its own right, tries to take upon rom the intellect. The form in the Fingering water glasses aimlessly, itself God's art and create knowledge and the thing is Wondering why we' re all here osterio r. ex nihilo, it falls into paradoxes. way. The empiricists failed to recognize These. paradoxes result from the at(Think we'll know some day?) hat the intellect in knowing is also tempt t o operate ~ith the Ideas of That's wrong, not so deep, akin g. For them. the intellect is a Reas on for which no content is given It was-how superior we were lank tablet. merely passive, on which in experience. It is not that the Ideas To those Europeans, the thought from the objects impress of Reason necessarily have no objective Behind those blue blue eyes. With Locke these forms validity; it is o nly that their obThen the new's better re sensible ·qualities, and finally Hume jective validity is not guaranteed in Than the old, and that dress raws the conclusion that all we have the same way as chat in which the obBetter than last summer a sequence of sense-impressions. not jective validity of the concepts of the The But I don't know that line, ausall y connected in any way and, understanding 1s guaranteed. And it's your dress not mine. herefo re, that science is impossible. immortality of the soul, the totality of Old story, old versus new. he ra tionalists of Kant's day. o n the phen omena. and God are not themTo me the old good' s pleasant. rher hand, failed to recognize that the selves phenomena; and so cannot enter And the new? Well. it's through at ntellect in making is limited by sense- into experience. If man had a higher present. xperience which alone gives content to mode of knowing. he might resolve the paradoxes to which he is led in specuSpilt wine didn't look much he co ncepts of science. lation based on the Ideas of Reason. Like blood then, but he spilt his o wn. It was at this point that Kant enMonth later, that drunk officer over ered th e picture. Kant did not raise As it is. h owever. he is limited in his intellectual making to the production there. he qu estion whether or not there is Last analysis put her on the map, ense-experience. It was obvious to of kn o wledge grounded in the conAnd though you laughed im that there is; sense-experience is cepts of the understanding and posAt her being fat, she ___ _ omething immediately given. Nor sessing phenomenal content. Poem At least one mark of a good lecture is that it leaves one with the desire for further investigation of the same subject. Perhaps there could be another ere numerous examples of such a lecture which would carryy inquiry riori synthetic judgment in the science into the question whether or not Kant f the time and especially in that succeeded in resolving the empiricistience as,. developed by the admirable rationalist tensi o n and what kind of r. Newton. further exploration of the paradoxes The questi o n he was asking and at - inv olved in the Ideas of Reason might mptin g to answer was: What is it be possible. But I don't know, id he raise the question whether or not I wasn't there so, ere are a priori synthetic judgments, So what? Laugh, go ahead. e., judgments which belong to But I'm here and there's one thing I now ledge prior to experience. There do know: Instead of China blue There'll be Turkey red If you don't stop fondling That damn water glass and drain it To a nation that we knew On a continent that's dead! WALTER CABOT PAINE. at ma kes possible these a priori syn - J. WINFREE SMITH. Page 3 Arts (Dubious, isn't it?) Everybody, simply everybody, 1s m Tales of Manhattan. This is all about a tail-coat that runs the gamut of backs from Boyer to Paul Robeson. including such beautiful people as E. G . Robinson, G inger Rogers (who doesn't wear the coat but hangs around), and Laughton. There is such an amount of talent involved that we are devastated. There is too much of a good thing; then again, there's not enough of it. At the Capitol on Sunday and later at the Circle. There is another thrilling film that haven't been to the Republic in a long time and would sort of like to visit it again before we leave for the wars. The picture is called Counter Espionage, takes place in England, and has its quota of misguided accents. To which we says, "All in a golden afternoon, do bats eat cits?" The glamorous Gertie, as she 1s known to those who love her, finally arrives next Tuesday at Ford's in Lady in the Dark. Miss Lawrence brings with her four revolving stages for the occasion . The praises sung to this play have been many and hollow. The Weill-Gershwin score, however. and Miss Lawren ce's peculiar voice (in addition to all that scenery) more than compensate. -~--,-..-+--~~~ Sports It seems to this individual that the athletic end of the military program is overdue. Infantry drill is becoming dull and calisthenics do not completely fulfill our needs for bodily recreation. The interspersing of intramural comre'.itlon at drill period would not only lend appeal to the program-which is not its end.-but also do better to build and maintain healthy bodieswhich is. Meanwhile the athletic members of college become bored with drill and the absence of intramurals. while the u.nathletic members are just b0rcd. Rain on Saturday caused the scheduled games to be postponed. The schedule will remain the same for tom o rro w. 9 :30 Seniors vs. Sophomores. 10: 3 0 Freshmen vs. Junio rs. J. s. �ST. JOH Page 4 'S COLLEGIAN College Meeting Mr. Brooks Jackson proposed a defense job for students which would be of immediate importance. Many citizens have no facilities to carry their scrap to collection centers. With the college truck we can meet this need. A number of volunteers would · be needed for a few hours each week. There are some who would have us pledge allegiance to the flag before each Assuming that we college meeting. could understand each other's patriotism without such a declaration, Dean Buchanan continued a discussion of the rel ations of our college t o the natio n at war. We are finding that Total War makes its demands of every citizen. Never before have men been commanded to get an education. Over one-half of the students are already under orders to remain here until further orders. It is quite . natural that we should ask ourselves what we are really doing here, since our program has met the requirements of the army and navy. Many are confused by the conflic t which arises betw een the military discipline of the drill field and the apparently undisciplined m ethods of the classroom. Some, convin ced that the war and education are equally important, w ould like to bring the efficiency of the drill field into the classroom. But perhaps the arts can only be acquired by the loose, genial method of old. But we can perhaps learn from the drill that there are things which we must do · that are not to be questioned. Nevertheless the problem remains: " What justifies my being here? " We wonder if it really is possible in these Perhaps the liberal times to study. arts colleges sho uld close. T her will be a student forum on these questions at this Sunday's War Meeting. The Dean feels increasingly that these are great days. They have the marks of greatness, and out of them great men will arise. Calendar St. John's College Friday, October 23: 8 :30 A . M. 2:00-3:15 P. M. 5 :00 P. M. 7 :00-8 :00 P. M. 8:00 P. M. Chapel Service Infantry Drill Chorus Rehearsal Bible Class Formal Lecture-Mythologicus - John S. Kieffer Great Hail Back Campus Humphreys Hall McDowell 21 Great Hall Chapel Service Athletics Great Hall Gymnasium Recorded Concert Revolution: War and Peace. Series I, No. 5-Speaker to be announced Humphreys Hall King William R m. Woodward Hall Chapel Service Infantry Drill Chorus Rehearsal Great Hall Back Campus Humphreys Hall Chapel Service Inf an try Drill Recorded Music Bible Class Great Hall Back Campus Humphrey's Hall McDowell 21 Chapel Service Infantry Drill Meeting of Cotillion Board Orchestra Rehearsal Great Hall Back Campus Paca-Carroll Soc. Room Humphreys Hall Chapel Service Infantry Drill Recorded Music College Meeting-Attendance Voluntary. Great Hall Back Campus Humphreys Hall Great Hall Chapel Service Infantry Drill Chorus Rehearsal Bible Class Formal LectureM achiavelli Leo Strauss, New School for Social Research Great Hall Back Campus Humphreys Hall McDowell 21 Great Hall Chapel Service Athletics Costume Dance Great Hall Gymnasium Iglehart Hall Saturday, October 24: 8:30 A. M. 9 : 3 O A. M. - 12 : 0 0 M. Sunday, October 25: 3 :00-5 : 00 P. M. 8:00 P. M. Monday, October 26: 8:30 A. M. 2 : O0-3 : 15 P. M. 5 :00 P. M. Tuesday, October 27: 8:30 A. M. 2 :00-3 : 15 P. M. 5 :00-6 :00 P. M. 7 :00-8 :00 P. M. Wednesday, October 28: 8:30 A. M. 2:00-3:15 P. M. 7:30 P. M. 8 :00 P. M. Thursday, October 29: 8:30 A. M . 2 : 0 O-3 : 1 5 P . M. 5 :00-6 :00 P. M. 7 :30 P. M. Friday, October 30: 8:30 A. M. 2:00-3:15 P . M. 5 :00 P. M. 7 :00-8 :00 P. M. 8:00 P. M . HENRY MACK. T !Hl ~ ·r J OH N'S COLLID GI A !'i i s tlt e official n e" :s organ of St. John' s College, irnblisll ecl every Friday during the academ ic y en r. Ent er ed ns seco nd cla ss m a tter Oct ob er 15, 1!)1!), at the Post Offk<' at Annar>oli s, Maryland , und er th e A<'t err l\Iarcll R, 1879. Fri., Oct. 23-Sat., Oct. 31, 194 Saturday, October 31: 8:30 A. M. 9:30 A. M . -12:00 M. 1 O :00 P. M .-2 : 00 A. 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. 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 Vol. XXV No. 04 Title A name given to the resource St. John's Collegian, October 23, 1942 Date A point or period of time associated with an event in the lifecycle of the resource 1942-10-23 Description An account of the resource Vol. XXV, No. 4 of the St. John's Collegian. Published on October 23, 1942. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/93ab0804182eb5187ea730b4c5ff8141.pdf b19b26af1a5303a47afc057819a69536 PDF Text Text t. John's Collegian Vol. XXV-No. 5 ANNAPOLIS. FRIDAY. OCTOBER 30. 1942 War Meeting Sunday night, instead of the usual hou r-long speech followed by discussion, four students each gave ten-minute talks on different aspects of the question: "Should Liberal Arts Colleges Close During the War?" In in- troducing the speakers Dean Buchanan expanded the topic into "Liberal Arts Colleges in Revolution, War, and Peace." It is perhaps significant that in the group discussions preceding the meeting two of the eight students expressed their belief that nothing could be said on the subject. Knowing that there are always some members of the community who feel slighted by not being selected for such discussions, the Dean explained that there were other convinced that their Liberal Arts Colleges were accomplishing two functions which justify their existence in wartime. Though it followed from Mr. Witwer's talk that better men make better soldiers and officers, Mr. Mack couldn't see why two years of officer training and field experience wouldn't produce a better officer than would two years of Liberal Arts training. Secondly, Mr. Mack doubted whether we are getting an understanding of the world which will be necessary to citizenship in the post-war world and he wondered why we couldn't get it after the war as well. Though he admitted that the colleges might be performing these two functions successfully, he charged educators with the responsibility to convince students of the fact. Though it might or might not be wise for colleges to remain open, Mr. Nelson explained some of the argu- Price: I Oc In the question period, several wondered what the immediate jmportance of our education will be, since students will not help to plan the peace. Mr. Goldsmith answered this by stating that a state is only as just as the citizens within it. It was not surprising that the question of drill came up. It was main,tained that when it becomes necessary to introduce such extra activities as military drill, it is time for Liberal Arts Colleges to close. This assumed that there was something in taking orders on a drill field which contradicts everything which a Liberal Arts Program is trying to do. The Dean had to get down the table of contradictions to settle this dispute. By the time the drill question was settled there was little time left to search into the more relevant questions which the speakers had r:aised. A lot of people would like to see students that should have been in the ments which might lead the individual students leading these meetings more student to enlist. He contended that f Th · group and that the evening's discus. o ten. ere are other topics which though the soldier whose sole motive are just as alive for student discussion. sion would show whether all of the was to avenge Pearl Harbor might Participation certainly would make speakers should have been chosen or fight as well as the citizen whose purWar Meetings of more interest to not. He invited any other group of pose was based on a deeper understand- students. students which were interested in some ing of the conflicts involved in this problem relevant to the War Meetings war, it was better for the citizen with to present their views to the group. noble motives to fight. Mr. Nelson The first talk was on "The Fune- suggested that there were further reaCome Saturday, there are to be big tions of Liberal Arts Colleges in War- sons which might lead a student to re- doings in the gymnasium, in the shape time." Mr. Witwer stated that the main in college. Even were there no primary function of a Liberal Arts such reasons, Mr. Nelson defended the of a Hall owe' en dance which is exCou rse was to give students a working existence of the Liberal Arts College pected to surpass in gaiety and picgrammar which would enable them to in wartime; for, he argued, without it torial charm any given affair of its make right decisions; in other words, there would soon be no soldiers with kind since l 9 23. An appropriately to teach students to think and give generous motives based on any real ghostly decor has been designed by the them a foundation for their decisions. understanding of the war. ever-resourceful Mr. Landau, and it is But since man's decisions are always Mr. Goldsmith believed that the war relative, something like Christian Faith is only one phase of a social revolution. urged that those who come come en Dance is needed to act upon one's decisions. Mr. Witwer was not quite clear as to whether it was the duty of the college to give this faith or not. Mr. Mack had difficulty in defining the conditions which would answer his topic question: "When Should Liberal Arts Colleges Close?" He felt that students would leave college to fill the increasing manpower shortage unless Education will be of paramount importance after the war, if the revolution is to result in an international situation just enough to give prospect of anything more than a twenty-year peace. Though we must not minimize the necessity of our winning the war, colleges must remain open, lest men forget for what they are fighting, and the world be lost again in confusion. costume. Cider and doughnuts will add the homey touch. Fifty-five cents for Cotillion Club members and eighty cents for the great unwashed. Also a firmly enforced stag tax of one dine. A hangover is a small price to pay for an evening of such proportions as this one promises; all able bodied members of the community are exhorted to attend. �~ ­ !II -- ST. JOHN'S COLLEGIAN Page 2 ST. JOHN'S COLLEGIAN noun is a symbol for some existing thing. (At thi~ point we are not interested in what kind of existence the thing has.) This signification of noun is, however, not sufficient since noun also refers to the thing which the symbol signifies. Here we are involved in the problem of the intentions. Mythos appears when we try to give a definition of ome object. In any definition we are finally reduced to using terms which we can not define. With the help of mythos we can explain these terms. As au example for this use of myth, Mr. Kieffer pointed out that basic English IS confronted with the problem of definition. Since in basic English our vocabulary is limited it is necessary to employ metaphor, one of the devices of myth. Predication is the next part of our grammatical-logical problem. A new goddess, ousia, enters the scene. This goddess, however, turns to be one of many faces. Ousia is used in reference to the existence of a thing in itself, and then in reference to a thing existThe mythological ing in another. power of grammar enables us at this point to separate the different aspects of ousia by setting up categories; mythos brings forth logos. The final problem of the evening was the manifestations of m ythos and logos in philosophy, poetry, and history. At this point the progression of our understanding may be illuminated by the introduction of the terms set forth by Aristotle in the Poetics-Beginning, middle and end. Logos analogous to history gives us a basis of our understanding through syllogistic reasoning. Mythos using analogy and metaphor helps us to further understanding; and understanding is finally attained in philosophy through dialectic. The danger of poetry is that it often is mistaken for an end rather than apkn uses. The power of myth can be preciated as a mean. Dialectic superDear Sir: has a light touch to it. Perhaps you Mr. Leo Strauss, of the faculty " J~alized from the fact that a logos ~s cedes logos and mythos, leading us to In my time I have read many a dull might try getting some syndicated book and many, many an overwritten comic features, which, I know, is what the New School for Social Researc' tu~er true or false but a myth IS the relation of ideas. . article, but in both of these I think some college newspapers do. 1n N ew y or k , WI.11 1ec t ure on MachI'a neither true nor false. ARTHUR HYMAN. your publication is excessive. In the And again, I don't like to seem curi- velli. Three years ago he lectured her " Panta diautou elegeto" was the Though Xenophornext statement that the lecturer exfirst place it would be nice if you would OUS, but What is that poetry you print? on Xenophon. include just one or two things designed By dint of spending a half hour pour- wrote about Sparta, Mr. Strauss sh ow Plained. The term elegeto has two for the simple-minded to understand ing over each one of the poems I man- ed that his writings were directei aspects : one referring to language in He fi nd ts grammatical reference, the other to Tonight Mr. Barr is attending a without having to run for the diction- aged to get the meaning-or what I critically at Athens. ary. There are some things, I agree, took for the meaning-out of them. ironies in many men, such as H obbes 0 mpos ition. The first term confront- Boston Tea Party. He speaks to the like Mr. Kahn's recent review of the but it seems you might print something which m ost readers are quite unawar ng us in a grammatical consideration is Middlesex Teachers' Association on ''nou n." In its grammatical aspect a I "The Wave of the Future." lecture, which require long words, but a· little more simple. But perhaps it of. Coffee Shop Lecture Review The Porcupine As everybody knows, the Coffee though not mythical, merits Under the title of "Mythologicus," Shop is under new management. Phil that species of wonder Mr. Kieff er tonight explored further Camponeschi, class of '4 6, has, at the accorded to griff ons and philosophers, che meaning and relation of the terms invitation of the Dean, taken the old does not kowtow to his lllycbos and logos. As his text he place over, ·and intends to bring rational superiors. arapbrased St. John: "In the beginthoroughly up to date what was, in his His barbed complacency, ~ing was mythos and mythos was with words, "a remnant of the Middle the paradeigm of self-sufficiency, logos and mythos was logos." The Ages." Changes already in effect inrebuffs the gregarious and the predalast part of this statement was the crux clude an all-day schedule, a much extory. of ton ight's discussion. panded menu, and sundry sharp rises Mating in secret without joy, he Jn the first part of the lecture Mr. in price. This last, says the new perpetuates his proud kind, Kieffer gav'e a short resume of a lecture manager, may be taken up with embarrassed at the necessity of interwhich be had given two years ago and Adolph Hitler by the disgruntled. course. in which he tried t o explore the terms There will be a juke box, too, in Carnivoracity mytbos and logos in themselves. L ogos· the basement of McDowell, an innois beneath his dignity is derived from the Greek verb lego vation which should certainly remove which does not spring like that of which means to gather or collect. In the last trace of the medieval from the the hippopotamua this context it would refer t o the put• premises. Mozart for Mr. Buchanan, from the enforced calm of the obese. ting together of words. Mythos has Mr. Camponeschi promises, and Boogie Alice found it possible a similar meaning which can be transfor Mr. Barr. to take him for a croquet ball. llated as utterance • or saying. The Room service is also in the offing-His contemporaries maintain distinction between the two terms is breakfast in bed or midnight snacks, toward him that supercilious laissezthat logos is analytic while mythos is for a nominal extra charge. Ice and faire !synthetic. When we employ logos mixers are on sale at all times. The which animals adopt when presented o explain a situation, we treat the sitCoffee Shop will cater for faculty and with a species neither slavish nor uation as a whole which we try to unstudent parties if any should turn up. palatable. kierstand in terms of the relation of its Spaghetti dinners, cooked by Mr. CamThe Angles, from whom we have inparts. During this process we will, poneschi according to a secret formula herited !however, reach a point from which we or possibly two secret formulae, are the much in the way of vituperation Lan not proceed analytically. At this specialty of the house. had the impertinence to point we shift to mythos. A myth Moish Yussel's Institution of Supercall him a hedgehog. treats a situation as a whole rather ior Service, nee Coffee Shop, is having Anonymous. ltban as a set of parts. Since we can a Grand Opening tonight after lecture. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~u~ u en the sub~ct ~ ~s own Urms Free beer, slashed prices, and three it seems to me that in a simple report- is part of St. J ohn's trammg to w orllwe try to express it in mythological hostesses 'will contribute to the granding job you might restrain yourself to things out for the sake of w orkin lterms which allow us to express our eur of the occasion. bought more intelligibly. At this less than twelve syllables. That write- them out.) Also there are things you might d1point the speaker pointed out that even up of the last dance, for instance, was the most words for the least ideas I to your make-up to make it a little leslhough the liberal arts advance priTO The Editor have even seen, and whoever wro~e it hard to start reading the contents of th marily logically they can never rid ( Editor's Note: We do not think must have been plenty proud of him- paper. By what I know of colleg themselves of the mythological influnewspapers, the whole is too con rnce and even in the quadrivium that words are the means or this the self. knythos demonstrates her influence. place for a reply to what follows, but ... This isn't the only thing, though. <lensed. I hope you will take what I say t1 Mr. Kieffer next pointed out that a it pleasures us no end to remark that I think it's high time you included a myth is a narrative generated by memour correspondent misspells the word little something besides that hyper- heart. CRITIC. ory from historical events. Memory is epitome in the second sentence of his critical movie review column, an epiyours sincerely, lhe mother and Zeus the father of the second paragraph.) tame of the tired society woman, that Letter Tonight Faculty Page 3 K. W. P. The King William Players have found their Jocasta and are all ready to assume the other expression, in this case the tragic one. She is Miss Porter Smith. The other people, too, will be of interest and hope to carry off a simpie production of famed Oedipus with gusto a,nd Greek spareness. The king, for instance, will be played by Henry Mack; Rogers Albritton will be the Creon in the case. Others include Charles Baldwin as Teiresias; Duane Furbush as both the priest and the herdsman, and Chuck Nels on as all the messengers. William Spohn will lead the chorus in its lamentation. Little is known, even by some of those most intimately involved, about the kind of production we are to expect when this thing pans out in about January, but we are given to suppose that with limited materials and an awareness of war-time exigency its director will concentrate on economy of means and simplicity of ends. Various things are being meditated towards this-for one, a production in modern dress with masks to be carried. The meetings of the Players, who plan to read the play out loud together as a starter, the meeting which was scheduled and announced on the bulletin board for this coming Sunday, will be postponed till sometime later in the week. Auction The Book Store, in a flush of generosity, is planning to let you have a number of its books for as much as you will agree to pay. You have never had such an opportunity since they made the same offer last year, and people are still talking about the bargains they picked up when Mr. Poppiti sold to the highest bidder. When you come next Friday (exactly a week from today) at 4 P. M., you will have cakes and teas, not to mention that desirable text on the decline of grammar in contemporary rhetoric you've always had your eye on . At a mere fraction of the regular price! Anyway, these are days in which paper grows scarcer daily, and prices on the heads of the recherche go up and up. �Page 4 ST. JOHNtS COLLEGIAN Arts Calendar First frustration of the year goes to Bette Davis, as you might expect. The opus is called Now, Voyager. We won't venture to say what the picture is about because we're confused about more important matters now. With St. John's College Friday, October 30: 5:00 P. M. 7 :00-8 :00 P. M. 8:00 P. M. Miss Davis this time is Paul Henried. Brent, who used to be the source of all consternation. Aside from this Davis is one of the few serious actresses Chorus Rehearsal Bible Class Formal Lecture- Humphreys Hall McDowell 21 Great ·Hall M achiavelli L eo Strauss, New School • for Social Research He replaces the easily replacable George flippancy , we like to say that Miss Fri., Oct. 30 - Sat., Nov. 7, 19 Saturday, October 31 : 9 :30 A. M.-12 :00 M. 10:00 P. M.-2:00 A. M. Athletics Costume Dance Gymnasium Iglehart Hall Recorded Concert Revolution: War and Peace. Series I, No. 6-Helen Hill Miller, Executive Secretary of the National Policies Committee, Speaker Humphreys Hall King William R 111 Woodward Hall Chorus Rehearsal Humphreys Hall Recorded Music Bible Class Humphreys Hall McDowell 21 Meeting of Cotillion Board Orchestral Rehearsal Paca-Carroll Sor. Room Humphreys Hall in Hollywood and if she wants to be unhappy it's O. K. with us. At the Sunday, November 1: Capitol Sunday through Tuesday, and 3 :00-5 :00 P. M. later at the Circle. 8 :00 P. M. If you like music, and you should by now, we strongly urge you not to see Orchestra Wives. industry's idea of (Mad underlined.) This is the film a mad comedy. ·Noel Coward is obviously revolting at the thought. There are three things in this picture, i. e., Glenn Miller and company; a song called Kalamazoo, all about love and letters; and something called Serenade in Blue, which is as insidious as White Christmas. We must carefully delineate between the disciplines. At the Circle, come the day after the costume frolic. Monday, November 2: 5 :00 P. M. Tuesday, November 3: 5 :00-6 :00 P. M. 7 :00-8 :00 P. M. Wednesday, November 4: 7:30 P. M. 8:00 P. M. We feel duty bound to say a little more about the wonderful Lady in the Dack. Squeezed, by man's mechani- Thursday, November 5: cal genius, on Ford's little stage, the 5 :00-6 :00 P. M. Humphreys Hall Recorded Music super production will emanate magic 7:30 P. M. College Meeting - AtGreat Hall for one more week. Gertrude Lawtendance Voluntary rence was introduced to America by Noel Coward years ago. She is the Friday, November 6: only actress who can make the mean5:00 P. M. Humphreys Hall Chorus Rehearsal ingless dialogue of Private Lives, for 7 :00-8 :00 P. M. McDowell 21 Bible Class instance, amusing. Her one import8:00 P. M. Formal Lecture Cirant foray in the film was as the first cles, Spheres, - and wife in Laughton's Rembrandt. Just Geology-Edward previous to Lady in the Dark, Miss Kasner Lawrence appeared with Coward in To-Night at 8:30. Now as Liza Saturday, November 7: Elliott she is in for a long period of 9:30 A. M.-12:00 M. Gymnasium Athletics indecision, for nightly she sings the Saga of Jenny. In addition to the lyrics there are kicks, and twirls, and THE ST. JOHN'S COLLEGIAN is the official news organ of St. John's Colle some mighty naughty bumps that we published every Friday during the academic year. Entered as second class ma October 15, 1919, at the Post Office at Annapolis, Maryland, under the Act of Mar never suspected Gertie of. 3, 1879. � 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 Vol. XXV No. 05 Title A name given to the resource St. John's Collegian, October 30, 1942 Date A point or period of time associated with an event in the lifecycle of the resource 1942-10-30 Description An account of the resource Vol. XXV, No. 5 of the St. John's Collegian. Published on October 30, 1942. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/78ded45e39fb231636026fb5d663a691.pdf 3e100b65853cd339581e5d2b8d4a257f PDF Text Text t. John's Collegian Vol. XXV-No. 6 ---- ANNAPOLIS, FRIDAY, NOVEMBER 13, 1942 Price: 1 Oc II. Hence the administration of St. RESERVISTS: John's has acted freely and on its own The first part of yesterday's college responsibility in choosing to fulfill the As members of the enlisted reserves, meeting consisted of a couple of an- above conditions and thus make the they are also under the authority of the nouncements by the Dean. He re- students eligible for the enlisted reserve college, by the command of the armed That is, they are forces concerned. ported chat Bob Davis bad been called status. under orders from the military service to active duty by a mistake on the part Further, the college takes full rein which they are enlisted to remain of arm y officials. When they found sponsibility for fulfilling these condiin college, and to fulfill all requiretheir error they gave Bob bis choice of tions according to its own standards of ments both academic and physical of ~caying or returning to the inactive adequacy. That is, the college has this college, since St. John's requireearns. Bob stayed. To help avoid formulated its own minimum standards ments have been approved by the miliurtber troubles of this kind the Dean for its curricular requirements; it bas tary authorities. dvised us to come to him, or Mr. done so· now for its physical training Thus any student can freely accept Hammond, if we had doubts about any requirements. Hence the pre-military or reject the St. John's requirements; rmy orde rs. training course bas been planned ac- if he rejects them the consequence is As it seems now some tutorials are cording to St. J obn' s standards, namely that he is no longer eligible for the oon to be changed concerning compo- the best course that can be set up with rights and privileges of the St. John's 1uon. Mr. Buchanan said that four the means which are available. community. embers of the faculty would probably Ill. Rationale of the Administraeave before the end of the month. The tion's choice toLetter ·nstruction committee decided to solve (a) · Provide an opportunity for On November 17, 1939, 160 Czech be problem by doubling up tutorials. students to join the enlisted reserves; o don't be surprised if one of these students were brutally murdered by the Require pre-military training Cb) ays you discover a new instructor or Nazis. Until then few people realized of all students, except those specifically the important part which the students wenty in math. excused. of the world play in the forming of After th is. Mr. Hammond read the I. Since many students will soon governmental policy and action. The ollowing statement regarding our milibe in the armed forces, whether or not students of Czecheslovakia were the ary prog ram: they are now in the enlisted reserves, first of the world youth to use this I. Position of military authorities the course of pre-military training is a hitherto dormant power. Shortly oward all colleges : personal service rendered by the col- after Munich they staged a national In order for any college in the U. S. lege to these men. demonstration in an attempt to force 2. In war time, any educational their weak government to adopt an ago have its students eligible to join the nlisted reserves of the Army, Air program is subject to great strain, gressive attitude toward Nazi-Germany orps, Navy, or Marines, the follow- namely the pressure of daily events. and tpe terms of the Munich Pact. ·ng conditions must be fulfilled: This is specifically true of the St. They and the youth of the army alone ( l) Its curriculum must be ap- John's student body, and even of the had the courage and the foresight to faculty and other employees. Partici- object openly to the Nazi demands. roved. pation in pre-military training is cal- Though they could not undo the dam(Z) It must furnish a regular culated to provide a regular catharsis age already done at Munich, they did ourse of physical training for enlisted for this tension, and maintain the in- not discontinue their fight for freedom. res~rve students. tegrity of the educational program of After the complete occupation of their ( 3) le must take the responsibility St. John's. This contributes to the country and the closing of the unif recom mending students for the en- good of both the individual and the versities, a system of underground isted reserves. community. youth organizations came into being IV. Relation of the individual ~~~- and attacked the enemy whenever and Note that ( 1) and ( 2) make ( 3) ent to the authorities: wherever they could. It was in reossible and valid. taliation for one of these "riots" that the Nazis executed the martyred 16 0. Any college can freely accept or re- ALL STUDENTS: 'ect these conditions ; if it rejects them, As members of the college, they are Many students all over the world have he only consequence is that its stud- under the authority of the college, since been tortured and killed by the nts are not eligible for the several en- which requires the pre-military training Fascists. It is to the memory of those isted reserves. course for all students. dead, and as a salute to those alive and College Meeting �Page 2 ST. JOHN'S COLLEGIAN fighting now, that we celebrate International Students Day. The youth of America is still able to continue their education as members of a free and unoccupied country. As civilians we are not required, nor forced through necessity, to fight as our comrades in Europe and Asia must. We should remember, however, that it is only by the grace of the geography of the world that we are not in their position, and it would be horribly unfortunate if we continued our peace time existence simply because it is not over-running our own country. We must also realize that the time we h ;ive now. and will have in the future, is a most precious gift from the youtb of other countries. It is a gift paid for with their lives, and it is, therefore, our responsibility as the receivers of this gift to make the best possible use of it. Their job in this war is to annoy, binder, sabotage, and kill the enemy at every possible moment. That is the only thing they can do under the present circumstances. They have learned, through sad experience, the value of freedom and the importance of a free education. It is impossible for them to enjoy such freedom now, but realizing its value, they are fighting the best they can to regain and preserve that privilege. It might be harder for us to see its importance, for man usually learns best from experience, but learn we must. Our job is manifold. As a part of the world youth we must supply the armed forces with the men who are to As carry the fight to the enemy. civilians we must do all in our power to supply the money and materials necessary for the successful completion of the present struggle. As citizens of a free country we must always keep well informed on the history as well JS the day-to-day changes in the national and international news. As students we have a tremendous task. We must receive an education for ourselves a!- well as for those in the occopied and enemy countries to whom a fr~e education is not available. And, Most important of all, on the basis of the prrcedent established by the students of Czecheslovakia and of Yugoslavia, we must realize our power in the forming of governmental policy,"' and I pursue now an active part in the winning of the war. We must, as students, understand and criticize intelligently our own government's policy, in both national and international affairs, and also those of other nations, big and small. Above all, we must prepare ourselves, by our education received and by the experience gained in what we do today, to play an increasingly active part in securing a lasting peace and a free progressive world. And remember that, even in college, we are at war, not peace, and ' must act accordingly if we intend to win all these things for·ourselves. Only by doing all these things can we truly honor the 160 Czech students and the hundreds of others who have been killed by the Fascists, and salute those who are fighting them today. Only by doing all this can we attempt to justify the lives that have been lost <\_nd will be lost, ours as well as theirs, in chis, our fight for freedom. BROOKS JACKSON. On Tuesday. November I 7, there will be a meeting at 8 :00 P. M. in the King William Room of the library in connection with the celebration of International Students' Day. Mr. Alexander Meikeljohn is expected to read and discuss a paper on the organization of international education in the postwar world. V h a riety S OW One day the Variety Club rolled over in its sleep. muttered something, thought only once and decided to get up. It is now prepared to state the fact that it is wide awake and will show itself on the evening of December 12. Preceding the Christmas Cotillion, the hall on the third floor of Humphreys will reverberate with a peculiar kind of gaiety. All this because the specialists in libel and slander will be presenting "an intimate revue.'' The Variety Club is reluctant to state its name at this time, and would rather it burst as a surprise on the public. However, the COLLEGIAN bas been au1 tborized to advertise for actors, ingers, dancers, writers and scene-painters. No previous experience necessary. Come to Stone House at 10 o'clock tonight and apply. S-T- ST. JOHN'S COLLEGIAN War Meeting illl be a world community with the Page 3 1 liberation of Italy from the French and racy he considered impossible since it rocberhood of man as the guiding Spanish. Suc:b thinkers bold that meant the rule of t~e uneducated. His · Last Sunday night for the first ti rinciple. Machiavelli attacks morality only in the love of politiql liberty, then, led him this year, the "Revolution: War an A lively discussion of the purposes name of patriotism, not in the name of to prefer the religious oligarchy. From Peace" series took the form of a sernj d results of the Atlantic Charter re- truth. This view is unlikely in itRoman history, however, he knew well nar, led by Mr. Buchanan and M Iced from Mr. Willkie's question as self, untenable in the light of other of the feared incompatibility; during Barr. The topic for discussion w the extent of area in which the At- considerations. A further commonly the time of the Graccbi, the plebians Mr. Willkie's speech, made on his re ntic Charter applied. The i~sue was held interpretation sees Machiavelli as could not obtain social justice by exturn from a trip around the world. ised by Mr. Churchill when be said choosing to write on the same subject erting their political freedom, and it Mr. Buchanan began the discussio e Charter was originally aimed at the from opposite points of view merely was not until the time of Ceasar, when by offering ·Mr. Willkie' s own sum stitu tion of the conquered countries as an exercise of fine artistry practiced this freedom was gone, that they obmary of the speech. One of the state f Europe. Mr. Willkie's speech, on in politics. The maintenance of such tained social justice through the enments Mr. Willkie made concerned e other hand, resulted in a statement impartiality on the part of a man of forcement of the Agrarian Laws. "reservoir of good-will" for the Unit om President Roosevelt that the bis intelligence is difficult to accept. So through his dependence on hisStates which exists all around th barter was meant to be considered as To find a more adequate solution, globe, but seems to be "leaking in t plying universally. Two import- Mr. Strauss proposed an examination tory and rejection of the dialectic, it East because of our weakness in n c results seem to have come from the of Machiavelli's position on the rela- would seem that Machiavelli had no altaking a stand on the Indian questio barter: (a) People all over the ~orld t ionsbip between philosophy and bis- ternative but to choose what be knew and, in general, because we have n e questioning the document and in tory. Evidence is available of bis firm to be unsatisfactory. Mr. Strauss bad produced the goods we promised to de e process are formulating ideas for conviction that the validity or worth too many good things to say about the liver. The discussion sharply pointe peace; (b) The Charter has been a of a state could not be determined man, however, to allow this conclusion out that the good-will we have ac od morale builder on the continent. through dialectic; objects of wishing, to rest well. In view of Machiavelli's quired (according to Willkie) be question of whether the Cha rter su ch as Plato's Republic, be excluded intelligence and literary technique as we based on successful business deali n as to be considered as the ideas of two from consideration, since they bad understand it, one might ask whether without the accompanying political im dividuals or men representing their never been tested in action. Only in Machiavelli might not have wanted to perialism, and the popular moti untries was posed. Perhaps only history, in the record of constitutions demonstrate what happens through the sole use of, the pragmatic approach. picture. e can answer that question. The tried in practice, did he believe that the BOB DAVIS, The soundness of such friendsh i onroe Doctrine, which was never search for the best possible state should STEVE TERRY. was debated. with the following opin bm itted to Congress for approval, be conducted. Machiavelli thought the ions expressed: (a) Such frienships a t is a strong political document Roman Republic to be the most sucbased on false grounds if they have day. A. F. cessful state in man's experience; be basis at all. The more knowledg , assidiously studied Livy to understand ocher peoples of the world had of us ic. From the latter it is possible that The Moon and the Sixpence is on the less reason they would have for ad Once upon a time there was a very he acquired a respect for the rhetoric its last two days at the Capitol. We miring us; (b) Such feeling is so un ver man named Machiavelli who of om ission; the Prince being such as urge you to see this, if you go to movand is the true basis of friendship be rote what seemed to be two con- it is. with no deficiency of the moo- ies. because it's better than most. tween nations. As one person stat dictory books concerning the bet- arch mentioned, it is not difficult to Based on the life of Paul Gauguin. the the argument, "You want a friend yo fo rms of states. The weJry lay- imagine, when a few of the most com- film version of the Maugham novel, is can have tea with who will leave an a;i might suspect that Machiavelli mon of the same are understood, that unpretentious and satisfying. With not take the tea cups"; ( c) The peo as simply eager not to depart from the implied subject of the Prince is the the exception of a frightening lapse inpies of other countries realize ho c quaint philosophical tradition of ty rant, the object being a declamation. to tcchnicolor, the photography is senmuch farther we have advanced and d sc urity; but Mr. Leo Sera 1ss, of We are still not to conclude that the sitive and true. There are some phoney sire our friendship to help them e New School of Social Research, Discourses express his unreserved Gauguins that they show that can be our standard of life. ggested not only much better rea- op inion; such thought at the time was "ignored. Out of these differences of opinio ns for, but also a w onderful ex- dangerous and inviting of persecution. We cannot resist the temptation (it's came an attempt to find that cause fo anation of, the apparent paradox. Also, Machiavelli did bold that the been said before) to say that Sonja which all the United Nations coul any have tried and failed . Some say t ru th was best received only by those Henie is on ice again tbi week, doing fight. Russia has struggled for eco at the author of the Prince 'was the willing and able to discover it for the same old things. There is also nom1c freedom; the United States, fo icked teacher of the wicked doctrine themselves through devious means; so John Payne as the Marine who landed. political freedom; Great Britain h at virtue is ruin, that success is his choice may lie somewhere between Curiously enough, this is called /ceempire interests to preserve. The At hieved by the prudent use of vice the two books. The advantages of the land. At the Circle today. lantic Charter provides for self-deter well as virtue. Such a position, benevolent monarchy be sees as social For the price of a movie, you can mination of nations and yet Indi.l re wever, ignores the Discourse;;. justice and unity of state; the draw- see a movie as well as do some dancing mains bound. Many problems ari hers accept the Discourses and dis- backs, loss of political liberty and like- in picturesque Iglehart Hall this when an attempt is made to find a com im the Prince as simply a satire, an lihood of corruption of the ruler. The Saturday night. moo cause. This fact led to the con swer too obvious, to~ easy. Then advantages of the religious oligarchy he The movie is The Count of Montetention made later that a declaration ere are those that accept the Dis- sees as political liberty and balance of Cristo with Robert Donat and Elissa war aims might divide rather tba urses as Machiavelli's general thesis power; the drawbacks, lack of social Landi. A few years ago, this little epic unite the "United Nations." One pos d take the teachings of the Prince justice and likelihood of conflict be- played at least eight weeks at all selfsible solution was a suggestion that ou be a special case. necessary to the tween plebian and patrician. Democ- respecting theatres. Lots of good I Arts last We ' 's l ect1Are �Page 4 ST. JOHN'S COLLEGIAN sword play. Also Harry James blowing his brains out on records after the vengeance is done. Calendar S.t. John's College Fri., Nov. 13 - Sat., Nov. 21, 19 · ~~~~~~~~~~~~~~~~~~~--~~~~~-~~~~ Faculty Notes The International Student Service will hold a meeting in Washington on the College-War Question Friday and Saturday of this week, which Mr. Buchanan and Mr. Kyle Smith will attend. Bill Goldsmith is a student delegate. Mr. Barr led a forum on "International Government after the War" at the Annapolis Presbyterian Church Wednesday evening. Sports Friday, November 13: 8:30 A. M. 7 :00-8 :00 P. M. 8:00 P. M. Chapel Service Bible Class Formal Lecture--lntroductio:1 to Projt!cti..:e Geometry -:- Willard E. Stainback Great Hall McDowell 21 Great Hall Chapel Service Movie - C o u 11 t of Monte Cristo and sh o r t Informal Dance Great Hall Iglehart Hall Saturday, November 14: 8:30 A. M. 8:30 P. M. Sunday, November 15: Recorded Concert Humphreys H al The athletic department has, after 3 :00-5 :00 P. M. 8:00 P. M. Revolution: War and King William ~ some silence on the subject, announced Peace. Woodward a new program of intramural athletics. -Robert j_ Blakely, Ousted are the Saturday morning games Office of War Inforbetween classes, and taking their place mation, The Affirmais the daily combat of any two out of tive State as a12 Edua possible six teams immediately after cational Force drill. Regardless of future casualties from Archie's latest masterpiece, the Mon day, November 16: teams have been divided with a view to 8 : 3 0 A. M . Great Hall Chapel Service evening the athletic potentialities in5 :00 P. M. Humphreys Hall Chorus Rehearsal volved. They are: Frosh tutorials a, b. and c; Frosh tutorials d, e, and f; Tuesday, November 17: Soph tutorials b, c, and d; Soph tu8:30 A. M. Great Hall Chapel Service torials a. e, and f; the Junior class and 5 :00-6 :00 P. M. Humphreys Hal Recorded Music the Senior class. 7 :00-8 :00 P. M. McDowell 21 Bible Class Soccer is planned while weather perWednesday, November 18: mits; after the snows begin rivalries 8:30 A. M. Chapel Service Great Hall will be turned to basketball. Any up2:00-3:15 P. M. Back Campus Military Athletics perclassman can testify to the heat with 7:30 P. M. Meeting of Cotillion Pa:a-Carroll So which many such games were played Board Room last year. and with a freshman class as 8 :00 P. M. Humphreys Hal Orchestra Rehearsal a whole more interested in competitive sports than any of previous years, the Thursday, November 19: 8:30 A. M. Great Hall Chapel Service program promises sharp battles for 5 :00-6 :00 P. M. Humphreys H all school championship. Recorded Music 7:30 P. M . Great Hall College Meeting - AtIt is hoped that the team organizers tendance Voluntary will be rewarded for any efforts necessary with large turnouts for each game. Friday, November 20: The program is not set up to make the 8:30 A. M. Great Hall Chapel Service student body compete because it's 7 :00-8 :00 P. M. McDowell 21 Bible Class " good" for them, but to supply much 8:00 P. M. Great Hall Formal Lecture-Reveneeded experience in teamwork and to lation and Reasongive everyone the opportunity of learnWilliam Gorman ing to enJOY sports. Derision of and dislike for the gym too often arises Saturday, November 21: Chapel Service Great Hall from ignorance of its many interesting 8 :30 A. M. Faculty Meeting McDowell 24 facets. It would be fruitful for those 10 : 3 0 A. M. concerned to use this chance to invesTHE ST. JOHN'S OOLLEGIA.N is the official news organ of St . .John's Coll tigate. published every Friday during the academic year. Entered as second class ma E. C. October 15, 1919, at the Po11t Office at Annapolis, Maryland, under the Act of 3, 1879. � 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 Vol. XXV No. 06 Title A name given to the resource St. John's Collegian, November 13, 1942 Date A point or period of time associated with an event in the lifecycle of the resource 1942-11-13 Description An account of the resource Vol. XXV, No. 6 of the St. John's Collegian. Published on November 13, 1942. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/46dfa0691823f8834951a3597c71d168.pdf 2beba08a0b3da7f77b48116b83ef7f06 PDF Text Text t. John's Collegian -- Vol. XXV-No. 7 ANNAPOLIS, FRIDAY, NOVEMBER 20, 1942. PRICE: lOc a "federation of all nat.io1~s" or "end- ble the realization of the significant opless war"? While recognizing the portunities which clearly exist. In commemoration of the massa- great value for purposes of persuasion The last formal part of the meeting ere of 15 6 Czech studeni:s by the Nazi of stating alternatives so sharply that was a talk by Miss Monica Owens on government three years ago today, an only the desired alternative can possi- The Ends and Means of the /nterimportant meeting of the student body bly be considered by a reasonable national Student Service, an organizawas held tonight in which a theoretic- reader, it might be equally strategic to tion which she represents in an official ally well integrated trio of statements argue that almost anything can come capacity . Miss Owens reviewed the inwas presented in order to "initiate out of this war, and that it ·is there- cidents in Czechoslovakia in 19 3 9 students into their world responsibili- fore imperative that we concern our- which were the occal!ion for the obcies as members of the Republic of selves with evaluating every conceivable servence of a memorial celebration. Learning." outcome. Although it appears that She made clear that these facts, and The Declaration of the Federation there are just grounds for criticism of others like them, were an indication of the World, an eloquent document the declaration, believers in the princi- that the Axis powers are fully aware written by an inspired and inspiring pie advocated doubtless find it a valu- of the power of education. Freedom North Carolina oil man, and read to able statement which can do much to of thought is a potent weapon against Meeting the meeting by Mr. Barr, dzclares thal help achieve the end which it hold~ in civilization has created an exi!;ting common with the Streit proposal. commu nity of nations, that such a Alexander Meikle john's M emorancommu nity can no longer withstand dum: An Institute of Education for the disintegrating forces of ethnographic totalitarianism unless it establishes for itself a legally organized government as a bulwark of the rights of free man , and that it is therefore now necessary to build a fdcration of the world. Polit'.cal man is a citizen of the world. The author, as rhetoric ian and grammarian, successfully manages his task, because his persuasiveness and verbal ~gility make clear a sincere and ;.ppealing cause. As logician, his succes~ ._ epends upon one's willingncf;s to accl?~t as realistic the ciicbotom ic natun? of bis ;:n;dysis of po-.sible al. tern;ll. '; That .'S, is it t r:1c th al " If totalitarianism wins this conflict, the world will be ruled by tyrants, and individuals will be slaves. If democracy wins, the nations or thE earth will be united in a commonwi·alth of free peoples, and individuals, wherewr found , will be the sovereign units of the new world order"? While the results of the former would appear to be reasonably certain for a period of time, is there any certainty whatsoever that the results of the latter would by necessity be such as stated? Also, is it undeniable that "the present conflict will determine the survival of free institutions throughout the world"? And is it true that we must either bve International Citizenship was read in his absence by Henry Mack. This memorandum is a proposal for international adult education on the postulate that "educational factors are at least equally important with those of politics and economics." The argument of Mr. Meiklejohn's paper is: that educational planning on an international scale must be an organic element of any world organization ; that the problems of this new society must be studied by the citizens as well as the experts; that a planned education must include an integrated international program having a central Institute of Education to conduct studies of world · . d I d pro bl ems an d to d uect a u t e ucat1on, including the operation of some sort of teacher training program ; that the general method of teaching must rest upon confidence in free discussion and the ability of people to "think together." The memorandum also includes more specific information about totalitarianism, and therefore it is important for us to keep our own educational institutions free even during the war. An implication of this belief is that liberal arts must be kept alive. Miss Owens discussed the relation of the International Student Service to this war, and it appears that any direct effort on the part of this organization to aid the war effort is stunted by a desire to remain, so far as possible, "impartial." It was difficult to understand the consistency of this position with the remarks made previously, since it seems to be admitted that free education and totalitarian government cannot exist together. The discussion period following these three statements shed light on the , more particular aspects of each. The meaning of self-government for the members of the federation was discussed. Mr. Buchanan also attempted to fit the I. S. S. into the entire picture of education, during and after the war, pointing out that some such organizati on needs to .carry the important burden of educational planning for men in the methods to be used as a result of the armed forces. many years of experience in the field of adult education. Mr. Meiklejohn urges that plans for educating be built into all proposals for post-war adjustments. and that official .and . unofficial conferences be held, beginning immediately, in order to make possi- The meeting was certainly a significant initiation for the uninitiated ~nd a valuable discussion of ends and means for those alre~dy aware of their world responsibilities. etmcK NELSON. �ST Page 2 On The Lecture JOHN'S COLLEGIAN proof cannot be given for one plane without borrowing from plane geometry a concept which bas no place in projective geometry, or without introducing infinity as a definite point. This latter concept, while somewhat staggering, is admissible, and preserves the un1'ty of proJ'ect1've geometry ) • The lecturer then went through the actual process of drawing a projection, first dealing with orthographic. In this special case, the center of projection is taken as being at an indefinite distance-at infinity, if you like-and therefore, if the projected figure lies in a plane parallel to the plane of projection, there will be no distortion in the projected image. Moreover, true lengths of lines not parallel to the plane of projection can always be found by the method of revolution. The orthographic projection is always made onto planes called the Horizon, Profile and Vertical Planes of Projection-these planes being arbitrarily located in space, but at right angles to one another. Of course, three centers of projection are also chosen, one for each plane. These considerations led immedi- Projective Geometry is that branch of geometry which deals with the general truths of projection; that is, it deals with those elements of figures which remain constant when subjected to the transformations of proJ'ection. ( Plane geometry, for example, deals with the truths that arise from considering figures as undergoing the transformations only of rigid motions.) What is projection? This is the question that Mr. Willard S. Stainback posed and answered in his lecture of last Friday evening. It is the transformation of a figure, where figure is any assemblage of points, lines and/or planes, by projecting the figure point by point, from one center of projection to some other plane or curved surface. The mechanics of this transformation are simply those of selecting an arbitrary point as the center of projection, and joining that point to every point of the figure in straight lines. considering those lines to be of indefinite extent. Then the various lines through this center constitute a pencil of rays, and that pencil can be cut by any plane · You Please. Tb e m t ersec t'ion f th e ately to a discussion of perspective pro· · l ane 0 f proJeC t'10 n is th e jection; Mr. Stainback illustrating bow rays an d th e P ProJ.ected image,· the entire penc1·1 is we could progress from two orthothe projection. graphic projections to a perspective ° If we restrict ourselves to one plane, tben it is clear that a straight line will be indiscriminately the projected image of a straight line, a circle, an ellipse, and in some cases of a triangle. No general truths of great importance come to light here. When, however, tbe center of projection is in another plane than the figure projected, interesting results are obtained. projection where the center of projection is at a finite distance, and gradually dispensing with the orthographic projections entirely, as he added know!edge of other truths of projection. These other truths were evidenced as V ~nishing Points and Measuring Points. Any given set of parallel !in.es appear to meet in one point in the cutting, or picture plane. This point is The first theorem of projective their vanishing point, and measuring These geometry that comes to light is points are similarly found. ''Desargue's Theorem." which states, point are of great value . "If two triangles lie in such a way that Mr. Stainback concluded by saying the lines joining their corresponding that if the center of projection be taken vertices meet in a common point, then within a circle, then the projection of the corresponding sides of these tri- that circle in its own plane is the enangles, if produced, will intersect in tire plane. Obviously, if the center of points which lie along the same straight projection is within a solid body, then line." The converse of this theorem the projection of that body fills all is also true. Mr. Stainback did not space. Perhaps, he suggested, the sun, go into the full proof of Desargue' s which is the greatest projector of all, is theorem, although the figure he drew trying to do just that. What would made it obvious, with a little explana- happen if the sun succeeds, he left to tion, that it was true when the tri- the students. J. LOUIS HEDEMAN. angles lay iti different planes. (The ST. JOHN'S COLLEGIAN Notes Colle.ge Meeting Mr. Barr attended a dinner in Wash "Yes, I said; and there is another ington Saturday in honor of the Mai thing which is likely, or rather a necester of Balliol. Balliol is the colle1 sary inference from what has preceded, within the University of Oxfor that neither the uneducated and unwhich Mr. Barr attended. informed of the truth, nor yet those A former St. Johr.'s graduate, Capt who never make an end of their educaJeff Fields, is fighting with our troop tion, will be able ministers of State; not the former, because they have no on Guaciac;mal. single aiin of duty which is the rule of all their actions, private as well as public; nor the latter, because they will not act at all except upon compulsion, fancying that they are already Can the state persuade its citizens t dwelling apart in the islands of the accept meat rationing and at the sa111 blest. time teach them to think through prob Very true, he replied. lems of government clearly and justly. Mr. Blakely, a former journalist, as Then, I said, the business of us who sumed the affirmative and discussed th are the founders of the State will be to h . bl' compel the best minds to attain that means of educating t e votmg pu 11 knowledge which we have already using the Office of War Information shown to be the greatest of all-they with which he is now working, t1 must continue to ascend until th~y arillustrate. Its purpose is to give thi rive at the good; but when they have public problems to think about, anc ascended and seen enough we must not the information relevant to them. h allow them to do as they do now. most difficult task is to teach them ho~ to make the right decisions on thes What do you mean? problems. But what would happen t1 I mean that they remain in the upthe 0. W. I. if the public decided i1 per world: but this must not be a1a 0. W. I. seminar not to accept mea lowed ; t b ey must b e ma d e to d escen d War Meeting rationing? This means that though it purpose is to teach people to inquir after the truth, the 0 . W. I. must safe guard its existence by giving them th right information. · . If adult Semi oars and forums are ,n stituted now, Mr. Blakely believes tha . citizens will be more ready to act wm ly and justly in building a peace. H suggested that an office of information holding these purposes, should be permanent part of our governmen after the war. If the audience could have assu me1 with Mr. Blakely that contemporar1 problems could present as good semi nar material as do the Great Books fo learning to make just decisions, tbt means of presenting such problems rele vant to them could have been discussed But while his audience doubw whether Mr. Blakely realized the lirni tations of contemporary publicists Mr. Blakely took their questions to bi signs of intellectual snobbery. which he rematked, was as strong about hilll as the odor of a petun.ia. . again among the prisoners in the den, d h and partake of their labours an onours, whether they are worth having or not. But is not this unjust? he said; ought we to give them a worse life, when they might have a better? You have again forgotten, my friend, said, the intention of the .legislator. who did not aim at making any one class in the State happy above the rest; the happ iness was to be in the whole State, and he held the citizens together by persuasion and necessity, making them benefactors of the State, and therefore benefactors of one another; to this end he created them, not to please themselves, but to be his instruments in binding up the State. True, he said, I had forgotten. Page 3 not obliged to share in the toils of politics: and t~is is reasonable, for they grow at their own sweet will, and the government would rather not have them. Being self-taught, they cannot be expected to show any gratitude for a culture which they have never received. But we have brought you into the world to be rulers of the hive, kings of yourself and of the other citizens, and have educated you far better and more perfectly than they have been educated, and you are better able to share in the double duty. Wherefore each of you, when his turn comes, must go down to the general underground abode. and get the habit of seeing in the dark. When you have acquired the habit, you will see ten thousand times better than the inhabitants of the den, and you will know what the several images are, and what the Linsey-Crouse comedy at Ford is headed by . Margalo Gillmore, a reticent but talented actress, and Percy Warman. Everyone knows the theme of this play-the comfortable, humorous and gentle life of the Days in last century'ss New York. Life with Father ends its run tomorrow, and on Monday starts The Great Waltz, about which we will say nothing. they represent, because you have seen the beautiful and just and good in their truth. And thus our State which is a!So yours will be a reality, and not a dream only, and will be administered in a spirit unlike that. of other States, in which men fight with one another about shadows only and are distracted · · 1n the struggle for power. wbi'cb 1n tbei'r eyes 1 a great good. Whereas the ·s truth is that the State in which the If it's joie de vivre, as they say, you' re looking for-well, Annapolis is full of it this week. At the Circle on the same Sunday, Judy Garland and George Murphy will be prancing and singing all sorts of songs in a little opus __ you Were Never Lovelier-a title which appeals and gets our vote for best sentence to come out of the mouth of Hollywood-begins at the Capitol on Sunday. This is, of course, the new Astaire musical, and much to our disappointment we find that the title refers to Rita Hayworth and not us. We are insured a maximum of songs and gaiety and a lot of handsome dancing by the two mentioned. called For Me and My Gal. This is the latest M-G-M contribution to the war effort. In addition to Garland and Murphy, those producers have · tossed Gene Kel l y m-to get the carrulers are most reluctant to govern is riage trade. Mr. Kelly is as light on always the best and most quietly govhis feet as Zorina-a kind of combinaerned. and the State in which they are tion of . Draper and the aforesaid h t most eager, t e wors · Astaire. If you are theatre conscious Quite true, be replied. you will remember Kelly' as Joey, the h ee I , m P al J oey o f a f ew seasons . And will our pupils, when they back. Pal Joey ranks as one of the hear this, refuse to take their turn most urban musical shows in historyat the toils of State, when they are al- we' re not sure what that means-and lowed to spend the greater part of their Mr. Kelly is the man responsible for time with one another in the heavenly that adult quality. He is a dancer light? worth traveling far to see, and the CirImpossible, be answered; for they de isn't very far. are just men, and the commands which we impose upon them are just; there can be no doubt that every one of them will take office as a stern necessity, and not after the fashion of our present rulers of State." You Can't Escape Forever is the title of the Republic's offering for Sunday. One of the unique things about this picture-possibly the only unique thing about it-is the title. We can't make up our mind about how it's to be read. Arts Observe, Glaucon, that there will be no i nJ·u t'c · co pell1.ng our ph1'loso ' Since we neglected to mention .the s i e in m phers to have a care and .providence of._ local showing of Life with Father last others; we shall explain to them that Week. We feel Obll'ged to do so now. in other States, men of their class are The road company that is presenting Try it. George Brent blasts his way. through this with two fists, all more or less for Brenda Marshall who is-trying to do the escaping, Anyway it's something like· that: plot's a ·little obscure. rhe �ST. JOHN'S COLLEGIAN Page 4 Robin Hood Calendar St. John's College The St. John's Film Club presents the second program of the current series this Sunday afternoon at four o'clock. Friday, November 20: 8:30 A. M. The film is Robin Hood, produced by 5 :00 P. M. and starring Douglas Fairbanks, senior. 7 :00-8 :00 P. M. The date of this film is 1 9 2 2 and 8:00 P. M. marks a turning point in Fairbanks' career. His popularity guaranteed such box-offices that he could gamble on a production piece, one that ranks Saturday, November 21: with Griffith's films in magnitude and 8:30 A. M. splendor. As the hero, Fairbanks does 9 : 3 O A . M. - l 2: OO M. such tricks with swords as have never 1 3 been seen before or since. The NotO: O A. M. tingham castle that was built in 1922 Sunday, November 22: by union labor will put the walls of 3 :00-5 :00 P. M. Babylon to shame. You can come in 4 :00 P. M. free if you've paid your $2.50. If 8 :00 P . M. you haven't joined yet, do so, because you're missing pictures and the price will not go down. Patriotic Jingle Fri., Nov. 20 - Sat., Nov. 28, l Chapel Service Chorus Rehearsal Bible Class Formal Lecture-Revelation and ReasonWilliam Gorman Great Hall Humphreys Hall McDowell 21 Great Hall Chapel Service Athletics Faculty Meeting Great Hall Back Campus McDowell 24 Recorded Concert Film Club showing of Robin Hood Revolution: Wat and Peace. Series I, No. 9. Lessons of Italian Fascism - Stringfellow Barr Humphreys Hall Iglehart Hall Woodward Hall Chapel Service Chorus Rehearsal Great Hall Humphreys Hall Chapel Service Recorded Music Bible Class Great Hall Humphreys Hall MsDowell 21 Chapel Service Meeting of Cotillion Board Orchestra Rehearsal Great Hall Paca-Carroll Soc' Room Humphreys Hall Chapel Service Thanksgiving Dinner Recorded Music College Meeting - Attendance Voluntary Thanksgiving Party Great Hall Chapel Service Chorus Rehearsal Bible Class Formal Lecture - Herodotus - Mark Van Doren Great Hall Humphreys Hall McDowell 21 Great Hall Chapel Service Athletics Movie - Destty Ride& Again (Marlene Dietrich) and . Short -,Inform~} Dance Great Hall Back Campus Iglehart Hall Monday, November 23: Oh, while I slept, they've taken me 8:30 A. M. apart. 5 :00 P. M. My shadow is in Iceland, and my heart Tuesday, November 24: In Africa, the bright repast of flies. My wandering hands pad beneath 8 :30 A. M. tropic skies 5 :00-6 :00 P. M. The burning sands of Egypt, while my 7 :00-8 :00 P. M. feet Wednesday, November 25: Plod polynesia in the jungle heat. 8 :30 A. M. But, since my hands are tied, I can7:30 P. M. not find . I cannot put my finger on my mind. . 8 : 0 0 P. M. A squad o f f at ma l e nurses h eaves m sightThursday, November 26: "Hush, you ' re delerious, dear. Best 8 : 3 0 A. M . say good night. " 12 :3 0 P . M. Then takes my colon, furthering its designs, To forward Mines. to the Commissar of My parts below the waist swim under sea, While half my hair, estranged, storms Germany. But who remembers where they' ve put my mind, My little mind, so empty and so kind? But here it comes. tion. It's bad an opera- GOD DAMN THE JAPSl LIYE THE NATION! LONG BARTON BARBER. 5 :00-6 :00 P . M. 7:30 P. M. 10 :30 P . M. Humphreys Hall Great Hall Randall Hall Friday, November 27 : 8 : 30 A. M . 5 :00 P. M. 7 :00-8 :00 P . M . 8:00 P. M . Saturday, November 28: 8:30 A. M. 9 :30 A. M.-12:00 M. 8:30 P. 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. 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 Vol. XXV No. 07 Title A name given to the resource St. John's Collegian, November 20, 1942 Date A point or period of time associated with an event in the lifecycle of the resource 1942-11-20 Description An account of the resource Vol. XXV, No. 7 of the St. John's Collegian. Published on November 20, 1942. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1e363317297d83f37ddb5445d1621920.pdf a2c47e09b7177d597c88fd217102e176 PDF Text Text t. John's Collegian Vol. XXV-No. 8 ANNAPOLIS, FRIDAY, NOVEMBER 28, 1942. War Discussion Contrarily to widely held beliefs, last Sunday's war meeting was not prepared by local fifth column headquarters. It might also help to clear up matters to state . the fact that Mr. Barr bas no intention whatsoever of overbrowing the Roosevelt administra tion and establishing himself or Mussolini as · fascist dictator over the United States of America. He does, however, believe that there can be some truth in the words of a madman or criminill. which is quite a different thing. In other words, Mr. Barr's talk was a warning against crushing Italy without recognizing what she has to teach us. Many of us are forgetting that at the time of the March on Rome in 1922, fascismo was far more than the fascism we are ridiculing today in our cartoons, and we find it difficult to understand why the Italian peole so whole-heartedly supported a regime which seems to us to be noth' ng more than ruthless tyranny. Mr. arr offered several explanations: hen Mussolini came to power, Italy as tired of two things. In the first lace, it had been one of the main. upplies of cheap labor for the ruling ountries for many years. Furtherore, it was tired of being considred by the rest of the world as a kind f museum or showplace where everyody played a mandolin in a gondoa unde r a continuous moonlight. he fascists also felt-and the Italian them-that when the ourgeoisie crushed the remnants of eudal nobility in 178 9, it laid the oundation for a society in which the oney-class was supreme, and which as therefore not truly concerned ith justice and the common good. hey, on the other hand, were going 0 establish a go~ernment that would e rtrong and just, whose functions ould be more than those of an umire and which would, for instance, ssume complete responsibility for ducation. They called it the stato ettico; we would call it the affirmative state. Given this ideology, it is understandable that Plato has been called a disguised fascist, and why the fascists have been called misunderstood ("misunderstanding" might be more appropriate) Platonists. The Italians in 1922 were ready to accept these ideas, not only because of the material reasons already mentioned, but also b ecause, through their history, they were more concerned with justice, law, and discipline, than with the idol of the democ ratic society, the standard of living. They were. glad that the stato etbico was determined that politics should transcend economics. Furthermore, no small part in preparing the Italian people for fascism was played by Mazzini, the man who changed Italy from a geographical region into a state in the latter half of the 19th century. He believed that our society stressed the rights of man, while it overlooked bis duties, which are just as, if not more, important. He also accused us of considering liberty as an end in itself, instead of striving to achieve morality by means of freedom. The great stress Mazzini laid on the morality of the state is shown by the fact that be despised the Italy he himself had helped . to unify. He thought that the new Italy was weak, because the unification had n.ot been accomplished by her own people's fight, but by cheap means, with the help of her neighbors. . During the discussion period, it was violently protested that the deeds of fascism hav.e turned out to be entirely different from its words, a fact which hardly anyone contests, and which does not take any significance away from Mr. Barr's invitation to reflect upon these words, and take them into consideration when the proper time comes. We today invariably associate fascism with dictatorship. Yet Mazzini, the great exponent of the ideas propagated by the fascist intellectuals of 1 9 2 2, was a firm believer in the re- Price: 1 Oc publican form of government. Toda y Mussolini and his clique would probably look across the mare nostrum with less anxiety if they bad followed Mazzini all the way. PETER WEISS. I. s.s. The necessity for preserving the liberal arts in liberal arts colleges is apparent, for men trained thus are reasonable men, men who will secure a just peace and maintain an affirmative state after the war. The train ing of men and women for the armed forces and for industry is of the utmost importance, as the winning of the war is our immediate aim. This should not mean, however, that all liberal arts colleges should become vocational schools, for the ultimate end and the educational background that is necessary if we wish to reach that end successfully should not be sacrificed while we are attaining the immediate goal. At the International Students Service conference held in W asbington two weeks ago, student representatives from over twenty liberal arts colleges met to discuss the problem of bow liberal arts colleges can maintain themselves as such during the war, and at the same time co-opera~ to the limit of their ability with the war effort as a whole. It is quite probable that those colleges not already armed force training schools, will shortly be required to make the change. The majority of these colleges will be teaching men and women to produce, maintain, and operate those machines needed to fight this war, and also preparing others to fill desk jobs and the like. The need for trained manpower is both urgent and great. It is so overwhelming that those who are deciding the course to be followed have neglected the need for "training" reasonable men. The student representatives at the ISS <;onference failed to discuss this problem clearly. They also have lost sight of the end, for the immediate job, the training of technicians, the winning of I �ST. JOHN'S COLLEGIAN Page Z this phase of the revolution, bas blinded them in its immensity to beyond the end of the war. are pursuing this task to the of one equal in importance, ST. JOHN'S COLLEGIAN own backyard so to speak, flourish~ ~he a most disgraceful and flagrant exampI of that same Kulturbolscbewismus h Mr Gorman's lecture last Friday so justly deplores. e,;ening consisted in description of a Trusting that my letter will incj~ possible attitude with which to introthe students to take this matter int1 duce and consider the problems of revtheir own bands and vindicate the hon. elatio n and reason. This attitude he described as composed of two out of the college. analyses. Each analysis was supposed I remain, ~c., co acco mmodate the relationship of be used the M eiklejohn Memorandum. revelation and reas on in bodf the orOUTRAGED TRIVIALIST. Last night Mr. Barr joked with the ders of knowledge and practice. Hence l f l"b I nation again on t le state o 1 era chc alternative titles, Faith and Reason, education. The occasion was a Religion and Politics. "Town Hall" and the subject- "How The subject, as the speaker explaincan education keep pace with war Bad weather bas prevented any sori ed. is at present widely misunderstood. needs?" Dr. Studebaker sketched bis plan for a complete war-time conver- of outdoor athletics during the past Most people have a preconceived solus1on of kindergartens and colleges. few days, including the intramural soc. cion of the topic, their preconceptions M iss Gilson, an economics professor cer games hopefully scheduled by tbr springing from either sectarian or raat Chicago, accused high schools of not atbletic department. One or two con. cionalistic prejudice. posing real problems in their course- tests succeeded in their bid for pub. Averroes' treatise On the Agreement "Problems in Modern Democracy." lie interest and participation, but it has of Religion and Philosophy provided seemed that there is not much enthusi- rhe lectu re's first set of terms. Within asm over soccer as an after-drill activ. cbe order of knowledge, acZording to Faculty Notes On anything The Dean hasn't done any skiing And they since be left bis boyhood home in exclusion Vermont. But be has had plenty of which is opportunity for the past week while in Maine. One evening be led a preparing ourselves for working rea- seminar on the Phaedo with Colby sonably, now and later, toward a rea- College students. As the topic of an sonable peace and its maintenance. address to the student body at Colby, Although no decision was reached at the Co nference, for it is not the policy of the ISS to come to any dec~s ion, m ost of the students wanted some government agency to tell them definitely what to do. Until now the college ad- ministrators, the students, and the government agencies concerned, principally the War Manpower Commission, have been hopelessly confused. The agencies and the administrators have been asking each other what to do. Neither have taken a definite step to-· ward the solution of the problem, and Sports letter to the Editor (Note: The following comes to us the students have been tossed about in from the University of Chicago:) between. The WMC and the Selective Sir: I have long been a zealous partisan Service hope to solve the problem by of the New Program at St. John's, so drafting all men above 18, give them may conceive my dismay when 1 ou their basic training and send those they the following rule in the college catafeel intelligent enough back to college !ogue was brought to my attention by for a year or so. But as yet, there is ;in offensive Pragmatist of my acquaintance: "Students bringing women no indication that they might learn the into the dormitories are subject to sumliberal arts in this year. In the state mary expulsion. " the I. S. S. is now, it appears that the "Surely," be said, with feigned students would accept any sort of surprise, the students and faculty of "over-all" plan, if it was definite. Such St. John's cannot be ignorant of the a plan is what those at the conference Oxonian Decretal ! " The shining 'scutcheon of St. John's seemed to want, bur during the whole was smirched-what could I say to conference there was no mention of the him? The deer tal be ref erred to is, importance of retaining at least a few of course, No. 5 2 of the Decret. Conliberal arts colleges throughout the war. sist. Univ. Oxon., Anno 1579 , which states in part that "Universitie men, The training of techmnans will which keep whores in their chambers. continue to an even greater extent than may not be expeld for that, because it now, but at the same time the lib- ought to be presumed beforehand, that eral arts must be taught. We at St. scholars will not live without them." The discrepancy between the generJohn's, as a college group. are well ous common sense of the Decretal <lnd Unfortunately, we the cruel and unnatural ruling in the aware of that. seem to be the only ones. At least c~1talogue is just another example of that was the impression received at bow the wise laws and salutary maxims Washington. Bust just being aware is of our fathers have fallen into disuse and oblivion in these parlous times. not enough in itself. WELL? "We have lost our heritage!" cries Barr; yet in St. J obn' s, right in bis BROOKS JACKSON . . lee ure ity · Averroes. there are three kinds of reaTbis may be because people arr soning : demonstrative, probable and avoiding athletics as such, or again, persuasive. Roughly these correspond because they are unfamiliar with soccer, on the one hand to scientific, dialectias opposed to football for example. cal and rhetorical procedures. on the Or perhaps they suppose they have no other hand to kn owledge, opinion and time for sport, given our new and the assen t of the passions. These, in crowded schedules. but this matter is turn. Mr. Gorman analogized .to the not serious, since surely there will be 1asses of the Republic, philosophy, d time for soccer if we dispose our other narrative and myth. And though narbours with wisdom. tative is not characteristically dialectiWbatever the reason, for those who al. any more than the Guardians are do not like soccer there will be basket· !Primarily dialecticians, the analogy ball in the near future, at which th ey~erved to indicate the principle of the may show t b emse l ves to b e men. not Averro istic resolution-the types of . mice. With "By-the-numbers" D oh- ~udien ce. reer to spur us on and with the fi ne In the order of knowledge religious condition we will have been put inmyth is persuasive, and the truth of during the drill periods. it may be ex· mytli is an allegorical expression of first pected that the games will be fast ones. Principles and the natural law. In the The Juniors expect to win an easy prdcr of practice Averroes claimed for · victory f or t b e season over what op· eligio n remarkable political efficiency. · · position F res b man an d Sophomore There is. for · the commentator. no seminars may provide. Though the ~.uestion of the possibility of revelalower classes may produce some fa ir ion. players. they are kn own for their want Mr. Gorman pointed out a large of foresight in not having full teams illeasu re of agreement upon the issue, down for each game. which will, no t any rate in effect, between Averroes doubt, make it difficult for them to nd Pla to and Aristotle. The Averdevelop well-balanced teamwork. oistic view depends on the Organon The Seniors are not to be consid· nd the Rhetoric for its logical scheme. ~red . If we may judge by our experi· The Judaeo-Cbristian experience ence with other classes, they will prob· Uppl ied the second resolution of the ably give up intramural sports for the roblem. For the Hebrews, knowlmovies. ldge is subordinated to faith; in fact, Page 3 1 the very terms of the discussion alter. Knowledge of the first principles as well as of appropriate political action is in source revelation and in form doctrine. There is no analogue within the A verroistic story for the spiritual vocation of Abraham. The consequences of the Hebraic shift in the order of knowledge are two-fold: it is affirmed that man's highest achievement is to walk in the ways of God, and that suprarational powers exist. Further all secular activity is directed according to the imagery and ends of divine influence. The Christian view reaffirmed the Hebrew claims in the order of knowledge. However, Christ envisioned the secular states as possessing an authority and independence distinct from the supernatural order. He established a paralleleity of heavenly and earthly cities, of divine and civil law, of faith and reason, and of the theological and moral virtues. The tradition includes a burden of emphasis on the natural sciences and man's rational powers which is absent from Hebrew thought. Mr. Gorman suggested the particular adequacy of the Christian position by an elaboration of a saying of Pascal: the Greeks knew the misery and grandeur of man without kno w ing God; the Hebrews know God without knowing full well the misery and grandeur of man. Both the Averroistic and Judaeo- Christian interpretations were presented by Mr, Gorman as hypotheses. The major point of the comparison was an attempt to show the irrelevance of criticism of the J udaeo-Cbristian experience in Averroistic terms. More precisely, any rationalistic critique of revelation must ignore the nature of revelation. In the phrase of an antagonist the Christians refuse to allow their myth to be allegorized. The two contentions of the lecture were formally resolved by the piety of the speaker's concluding sentences; the clarity with which the analyses were opposed gave the argument• its unity. DAVID SACHS. Key, and this is one we want to recommend. There is nothing like a good murder to take your mind off the past holiday and the impending one. Hammett has a reputation that we need not speak of since our audience is composed of what it is composed of. Another incentive, we suppose, for seeing The Glass Key is the presence of Veronica Lake, best described as long in the hair and slim in the waist. At various intervals du ring the week, the local movie houses will change their attractions and there'll be shadows of all sorts of peopl~ doing all sorts 0f things. Such epics as Seven Days Leave with Victor Mature (sweater boy) and Lucille Ball; Thunder Birds with society's own Gene Tierney, and even a little agon called Henry Aldrich, Editor. On Saturday night you will please park your guns at the door of Iglehart Place. If you do that the Cotillion Board will, for a small fee, provide you with a real Western evening. For Destry Rices Again bas Marlene in side saddle but doing the guiding. The saying goes, you haven't lived until you've beard her sing (in her own baritone) See What the Boys in the Back Room Will Have and You With Your Eyes Across the Table Technique. If memory serves, this is a very funny picture. There is to be recorded music for them that likes dancin'. On Monday evening at the National in Washington, Kathrine Cornell will open her latest production. It is Cbekov's The Three Sisters. The three are, respectively, Miss Cornell, Judith Anderson, and Ruth Gordon. As for the two leading males, they are Edmund Gwenn and Dennis King. It will be staged as usual by husband Guthrie McCiinic. The pre~entation of Cbekov marks a high point in Cornell' s career as actress and producer. It is a rare thing these days when any important American actress undertakes to do the Russians. There are still bitter memories of Lynn Fontaine in The Sea Gull, when we sat in the dark and thought dark thoughts. Arts The first lady of the stage bas done well to wait this On Thursday and Friday of next long. We doubt neither her talent nor week, the Republic is showing the film her sincerity. We shall bide our time translation of Hammett's The Glass and see. �Page 4 ST. JOHN'S COLLEGIAN Music On the tenth and eleventh of the month Ralph Kirkpatrick, his clavichord and his harpsichord, paid the college their long announced visit. As the first item on his two-day program, Mr. Kirkpatrick gave an informal clavichord recital on Tuesday afternoon. He made a few introductory remarks, commenting on the various effects produced when we say the same thing through different mediums. Further he gave consideration to the unique properties of the clavichord which allow it to produce effects like those of no other instrument, the most important of which, beyond the instrument's limited size and dynamics, seems to be that a player can still maintain control of a string after striking it, thus producing a kind of tremolo. He then played some little preludes and fugues and some two-part inventions. To illustrate his previous remarks on the effects of different mediums, Mr. Kirkp.atrick also played some of these in the harpsichord. This instrument, though lacking the delicacy of the former, presents greater variety of pitch and dynamics. The recital was brought to a close with one of the French suites, again on the clavichord. That evening at nine o'clock, Mr. Kirkpatrick held a seminar on the Goldberg Variations in McDowell. He said the primary aim of an early eighteenth century composer was not to be original but to do a job better than anyone else could; and in the light of this he analyzed the variations. Finally the group retired to Humphreys to sing the ground base on which all the variations are imposed. They also sang some folk songs of the "quadlebet." The Goldberg Variations again served as subject matter in Wednesday's formal harpsichord recital. The variations were played twice, so that, apart from the appearance of small cats and the rustling of music paper, students and visitors could follow the explication with comparative ease. DOUGLAS GUY. '!'HE T .JOHN'S COLLEGIAN is the official ne,-Vs organ of St . .John's College, published every Friday during the aca1lemic year. Entered as second class matter October 15. 1919, at the Post Office at Annapolis, Maryland, under the Ac·t o E March 3, 1879. Calendar St. John's Col!ege Fri., Nov. 27 - Sat., Dec. 5, 194 Friday, November 27: 8:30 A. M. 2 : O0- 3 : 15 P. M. 5 :00 P. M. 7 :00-8 :00 P. M. 8:00 P. M. Chapel Service Military Athletics Chorus Rehearsal Bible Class Formal Lecture-Herodotus-Mark Van Doren Great Hall Back Campus Humphreys Hali McDowell 21 Great Hall Chapel Service Athletics Movie - Destry Rides Again (Marlene Dietrich) and shortInformal Dance Great Hall Back Campus Iglehart Hall Recorded Concert Revolution: Wat and Peace. Humphreys Hall Woodward Hall Chapel Service Military Athletics Chorus Rehearsal Great Hall Back Campus Humphreys Hall Chapel Service Military Athletics Recorded Music Bible Class Town Meeting-The Necessity for World Federation - Robert Lee Humber Great Hall Back Campus Humphreys Hall McDowell 21 Iglehart Hall Chapel Service Military Athletics Meeting of Cotillion Board Orchestra Rehearsal Great Hall Back Campus Paca-Carroll Soci Room Humphreys Hall Chapel Service Military Athletics Recorded Music College Meeting Great Hall Back Campus Humphreys Hall Great Hall Chapel Service Military Athletics Chorus Rehearsal Bible Class Formal Lecture-Rhetoric - Mortimer J. Adler Great Hall Back Campus Humphreys Hall McDowell 21 Great Hall Chapel Service Athletics Great Hall Back Campus Saturday, November 28: 8:30 A. M. 9 : 3 O A. M. -1 2 : 0 O M. 8:30 P. M. Sunday. November 29: 3 :00-5 :00 P. M. 8:00 P. M. Monday. November 30: 8:30 A. M. 2 : 0 0- 3 : 15 P. M. 5 :00 P. M. Tuesday. December 1: 8:30 A. M. 2 : O0- 3 : 15 P. M. 5 :00 -6.00 P. M. 7 :00 -8 :00 P. M. 8:30 A. M. Wednesday, December 2: 8:30 A. M. 2:00-3:15 P. M. 7:30 P. M. 8:00 P. M. Thursday, December 3: 8:00 A. M. 2 : 0 0- 3 : 15 P. M. 5 :00-6 :00 P. M. 7:30 P. M. Friday. December 4: 8:30 A. M. 2 : 0 0- 3 : 15 P. M. 5 :00 P. M. 7 :00-8 :00 P. M. 8:00 P. M. S·aturday, December 5: 8:30 P. M. 9:30 A. A.-12:00 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. 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 Vol. XXV No. 08 Title A name given to the resource St. John's Collegian, November 28, 1942 Date A point or period of time associated with an event in the lifecycle of the resource 1942-11-28 Description An account of the resource Vol. XXV, No. 8 of the St. John's Collegian. Published on November 28, 1942. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d2548ea072c423df0c28d35629e07b56.pdf f13cc7d91d20c104a282855c03e7b711 PDF Text Text t. John's Collegian l O· xxv-No. 10 ANNAPOLIS, FRIDAY, DECEMBER 11, 1942. College Meeting •ir. in w. Kyle Smith made these an- uncements : l . Will all students please leave eir addresses in his office prior to gohome for vacation. Important ~ Jta ry matters might come up which . J necessitate the college's getting in 1 ay instead we try to say at length what such grade, if we gave them, would indicate about the successes and failures to learn. · In these conferences the student also is encouraged to give us his judgment of himself. All this is to insure the kind of mutual understanding which will get recognition and acceptance of responsibility by both teacher and student. Our best judgment at present is to leave responsibility with the student and t? let him invite his parents to consult with him on the basis of the information he has thus gained. In most cases we assume that his own interpre<::ition will make cooperation closer to fact and more sympathetic than it would be if we made separate and less detailed reports to parents directly. There will be exceptions, of course. We therefore are not making any regular reports of grades to parents, but rather we invite them to take the initiative and to make inquiries and discuss their son's college affairs with him. On the other hand we would welcome any additional · inquiry or discussion between parents and teachers, and we shall always stand ready to make general or specific reports on request. In exceptional cases we shall take the liberty of initiating such teacher -parent discussions. We welcome visits from parents at the College, during which such conversations may easily take place. uch with you. z. Paca -Carroll has been designated dormitory for students staying here ring Ch ristmas. Room arrangements e left co the students. All moving use be done by 6 P. M. Wednesday, chis time the other buildings will be eked. Anybody who desires to stay d bas not yet informed his dormitory anager please do so. Mr. Buchanan is sending his annual n-rag letter to all parents. So that rental inquiries may not come as a ock to you we print it below: This is the time of year when parts expect to hear from their children's achers how the children have done in eir schoolwork. Parents sometimes ceive report cards indicating in algeaic symbols the grades that have been bieved in various subjects. This is a natural arrangement which s been encouraged by schools and lieges for the greater cooperation beeen teachers and parents in the comon educational enterprise. I think I ould let the parents know how we St. John's College hope to rength-en such cooperation. We are interested in the educational Our methods of instruction and our value of individual responsibility in tual subject-matters are as various d comprehensive as we can make young men; they should at this age be em, but we are concerned that both learning to take charge of themselves. ethods and subjects shall fit and work We on our part should and do stand gecher to produce independent and ready to give aid in any way we can. nderstand ing minds. We try to let I am hoping that parents will agree We is aim determine the details of our with teachers in this strategy. rganization. One device, which we shal) be glad to learn to improve our ink of great importance, is the so- performance of this strategy in any way iled Don Rag, a confer-ence at the end we can. Because of the war this has been a each term between each student and is immediate instructors. In these difficult term. Students have been disnferences we act in consultation to curbed by the news and uncertainties of agnose and prescribe for each individ- the military arrangements for the,...colal case. We do not report grades, but . leges. They are at all times free to Price: 10 cents such grades, if we g!ve them, would information and advice. The office of the Assistant Dean makes it its business to keep information on file and to make regular connections with the military authorities. Our concern is that the students shall make good choices and decisions with as much information and understanding of their problems as possible. We are ready at all times to consult with parents about this aspect of the students' life and education. Rumors are the worst enemies of education as well as of morale. It is hoped and expected that the recent settlement of the manpower problem by the government will protect us from some of the uncertainties that give free play to such rumors. We have at present no reason to suppose that the College will not continue to provide its share of the liberal education which is judged necrssary for the duration of the war. (Signed: SCOTT BUCHANAN, Dean. Facuity Notes The seniors are the dinner guests of Mr. Bau tonight. The Guild of Scholar!' of the Episcopal Church meets in Washington the week-end of the 1 Or!1. Mr. Barr is a member and will ;.in·md. A former St. John's graduate, Major-General Hartle, is in command of U. S. troop~ in Britain. Another St. Johnny, Capt. Cassin Young, was blown from the deck of the flagship he was commanding at Pearl Harbor. Next Sunday Sunday evening, the Revolution: War and Peace series wil feature Lieutenant Richard Miles of the British Imperial (?) Army, who will talk on the status of .education in war-time ! England. �ST. JOHN'S COLLEGIAN ST. JOHN'S COLLEGIAN Page 2 War Meeting radio has taken time out to snipe and sneer at it as a pluto-democratic dodge. No matter what action is taken, the consequences cannot be but far-reaching. British labor is behind the plan ; British conservatives cannot afford to lose labor's support in the war effort. What happens from the Beveridge report on depends on the calibre and moral fibre of the people. Significantly, long before the end of the war, the foundations of post- war Britain are being poured. Whether Britain' s old liberal capitalistic democracy will become social democracy or fas cism will depend on what the British people want or think , and what means exist to get it. The Beveridge plan is one such means. You can take it or leave it . One of the most exciting schemes in many moons to come out of Britain's anguished soul-searching is the Beveridge report on post-war economic reform. It is natural. therefore, that our S11nday war-meetings should attempt an analysis of the plan. It is also an unfortunate necessity that such analysis be confined to a report of reports about the report , since we are not in position to view it first band. In brief, the proposal outlines a system of social insurance as a public service. covering unemployment, sickness, accident, death, medical attention, and allied services. Altogether it com prises some 150,000 words, a longish book, and is fathered by Sir William .Severidge, who was authorized to do it by the Reconstruction Minister. The Sunday discussion was in the form of a student seminar led by Mr. The Choir of the Church of the Buchanan and Mr. Hammond. The Blessed Sacrament of New York City, meeting was hardly more than a few under the direction of Mr. Warren A. minutes old when the familiar Marxian Foley, was heard in a c lncert in Humbattlecries rang out-a sop to the phreys Hall, last Saturday, December working class, a complete failure to fifth. The choir presented an interesting erase the inherent evils in the present social set-up, a mere easing of pressure program, and , to those who did not from the left, an evasion of the revo- attend, we can say that they missed an lution. The protagonists of these unusual concert. The program difalarums throughout the meeting re- fered from that previously announced, mained unconvinced that the plan was and consisted, in main, of an exposianything more than appeasement, al- tion of the Catholic Mass and various though it was just as stubbornly madrigals and carols . maintained by the majority of the The first three-fourths of the progroup that this was an immense evo- gram Mr. Foley devoted to the Mass. lutionary step toward the fulfillment Using selections from various masses of the mood summed up in the At- of various composers, be traced the !antic Charter, of translating words in- steps of the Mass that are normally to action. sung . The choir sang brief selections, One of the speakers pointed out in spaced with comments by Mr. Foley. good Marxist terminology that the Our only regret is that he found this an plan would greatly tend to remove the occasion deserving more of comment worker from bis present status as a than of song. After the Mass, we "surp lus." and give him a position bea rd a Mag nifica t of P ales tri na as never before held inasmuch as under well as several madrigals and carols. the plan be is assured subsistence, reIn general. the choir sang well. moving the imperative of taking what The blending of the voices was not all be can get by way of a job. Also, the we bad been led to expect by Mr. employer is squarely faced with a new Nabokov, but there were several moresponsibility for the welfare of the men ts. as. for example, in the Agnus workers. and a man's job is something Dei, when the choir achieved a real more than an item on the cost side of beauty of tone. the ledgers. There is one lesson we can learn It is worth noting that the plan is from this concert: Thougq we may be receiving world-wide attention, and a great "speaking" school, when we go not only because of British position in to concerts we prefer to listen to music. the world of trade. And the German ALVIN EPSTEIN. Concert Sports Basketball bas got off to a fair this year; there have been no forfeited or cancelled for lack of team . Most of the contests have interesting and evenly matched, ing of course several unfortu nate sodes involving the Juniors. group bas scored 205 points in games, as against 5 1 for th eir nents-which certainly .is not an cation of their physical superiori does show up the predicted diff in organization between the Jo and the lower classes. T here potentially good teams rep res the Frosh and Sophomores, and explosions could be set off if the terial were properly handled. At present the standings are as lows: Frosh DEF Frosh ABC Soph BCD Sopb AEF Juniors Won 0 0 1 3 Seniors 2 The ten high scorers: Games Po 3 6 Krol 2 W itwer 3 Usilton 3 Bauder 2 Van Doren 2 Camponeschi 3 Dobreer 2 Slafkosky The coming Junior-Senior promises to be a dogfight, and u one or the other goes to pieces moves and counter-moves of the teams under the basket are goin g 1 well worth watching. The Se seem to have more scrap than fin but U ilto n an d Slaf kosk y are well to hold their own where move Jen Juniors Bauder and Krol. and tbert be far fewer set-ups for these two The issue may well be decided by efficiency of a Senior quick passing tack against the Junior zone def ens The Freshmen are urged to inc their efforts at having good tu rn· for each game; the results are prolll to be encouraging and quite interes A talk with the members of last Y Frosh GH might help put over point. E. ' Page J. �Page 4 ST. JOHN'S COLLEGIAN Theology Club on the Apostles' Creed As an introduction to the Theology Club's discussion of the first article of the Apostles' Creed, Mr. Smith offered an analysis of some of the basic ideas and problems arising froin St. Thomas' Commentaries on the First Article. In connection with the first word of the creed, "credo," Mr. Smith pointed out that we commonly think of belief in two senses; one kind is a belief which is an opinion, the truth or falsity of which can be established in the light of discoverable knowledge ; the other is a belief which • we call " faith," the object not being known clearly, nor is it possible to demonstrate the truth of the belief, and yet it is always true. Faith, according to Aquinas. makes it possible to ( 1) lead a good life, ( 2) overcome temptation, ( 3) begin to know God, ( 4) unite with God finally. St. Thomas, in developing the doctrine of creation , argues that there are three errors commonly made, and offers replies. The first error is that of the Manichaeans, who argue that since evil is either made or not made by God, and since God by His very nature could not have cr~ated evil. therefore God is not the Creator of all IJ ll that it is consistent to believe that God created evil ( being the Crea tor of all things ) since all evils are ultimate! y good. That is, in nature the apparent evils existing in certain of its aspects actually work to the final good of all of nature. The second error, he says, is the argument that the world is eternal. But this is not the same as saying that the world exists " always," for the world and time are co-existent ; the world exists in all of time. But the co-existence of the world and time mdicates that the world is not eternal. Thirdly, it is argued that the m atter prior to the form out of which the forms were made, is not made by God. But all existence must depend on God for its being. Even so, the world depmds on God for its being (in connectio n w ith t h e second argument). The argument that changeable things Calendar St. John's College Friday, Dec. 11 - Tuesday, Dec. 15, 1942 Friday, December 11: 8:30 A. M. 5:00 P. M. 7 :00-8 :00 P. M. 8:00 P. M. Chapel Service Chorus Rehearsal Bible Class Formal Lecture-Dialectic - Scott Buchanan Great Hall Humphreys Hall McDowell 21 Great Hall Chapel Service Athletics The Variety. Club Presents: It's All Yours Christmas Cotillion Great Hall Gymnasium Humphreys Hall Saturday, December 12: 8:30 A. M. 9:30 A. M.-12:00 M. 8 : 00P.M. 10 :00 P. M .-2 :00 A. M . ' Iglehart Hall Sunday, December 13: 3 :00- 5 :OO P. M. 6 : 30 P. M. 8:00 P. M. Recorded Concert Christmas Dinner Revolution: War and Peace. Series I, No. Humphreys Hall Randall Hall Woodward Hall 12 Monday, December 14: 8:30 A . M . 2:00-3 :15 P . M. 5 :00 P . M . Chapel Service Military Athletics Chorus Rehearsal Great H all Gymnasium Humphreys Hall Chapel Service Military Athletics Recorded Musi c Bible Class Great Hall Gymnas ium Hu m ph reys Hall McDowell 21 Tuesday, December 15: 8 : 3 0 ,\. M. 2 :00-3:15 P . M . 5 : 00 - 6 :00 P. M. 7 : 00-8 :00 P . M . =======================================-===-all things changeable and unchangeable do exist. and their existence depends upon God. God ' s nature can be spoken of. analogically . as having different aspects ; thus God is Creator in so far as He is that upon which all things depend for their existence ; He is Father in so far as His providence perpetuates the things which are. Other nouns and adjectives can be used in talking about the nature of God in order to reach some kind of an understanding of what He is, but His nature must in realit y be entirel y simple and one. Using this analysis, the group discussed some of the crucial issues suggested . Since it is difficult , and perhaps impossible, to properly digest and report a seminar, it might be more advantageous to state some of the questions asked ; and the problems which they raise and the answers which the foregoing statement suggests should constitute a provocative, though inadequate, report of the meeting. These are some of the questions which arose: Is not creation an eternal act? In what way does the Greek conception of God differ from the Christian? How much can one know about God, both in the Greek and Christian senses, without " faith?" Wha t doe the cosm ological argument say about the nature of God? Does it not only concern itself wi th the manifestations of God' s providence? Was the incarnation necessary ?-and many others. Students interested in these problems and others which will likewise be en· countered in the study of the Apostles' Creed w.ill find it profitable to attend future meetings of the T heology Clu~ pre-suppose changeable matter, and THE ST. JOH N 'S COLLEGIAN is the official n ews orga n of St. John ' s College, changeable matter cannot come from publish ed every l!.,riday during the academic year. Enter ed a ;; sec ond class matter October 15, 1919, at the Post Office at Annapolis, Maryland, under the A ct of M arch God, is answered by understanding that 3 , 1879 . � 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 Vol. XXV No. 10 Title A name given to the resource St. John's Collegian, December 11, 1942 Date A point or period of time associated with an event in the lifecycle of the resource 1942-12-11 Description An account of the resource Vol. XXV, No. 10 of the St. John's Collegian. Published on December 11, 1942. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9a8304211fd4db528ce2406842402040.pdf fab915c93f6220032fb0e95e79f849d1 PDF Text Text december 12, 1942 humphrey's hall st. john's college the variety club presents it's all yours or a priorities of 1943 I. seven sleepers. 2. it's all yours. kellogg•smith, kellogg•smith, mayer, atterbury 3. formal lecture-the audience will please rise when the lee• turer enters. bauder, blaker, mckay, abbott, holle, prout 4. barr amoung the nightingales; pumpbrey, hewitt, mason, gilbert, hedeman 5. at a st. john's cotillion. baldwin, hunter, marshall, kelso, Iobell the queen anne players present oedipus rex with analysis by mr. albrittonov oedipus _ _______ _ ______ mr. marshall jocasta ---------- mr. maikoffske creon -------------------- mr. abbottl oracles --------------- mr. landau messenger __ ____ _ mr. Iobell ________ 7. chorus-mckay, gilbert, pumpbrey, hedeman, hewitt finale mayer and chorus switchboard-landau music-albritton chorography-hedeman gowns-fearnow stage manager-maikoffske decor-landau business manager-j. mack make-up-alexander, thorne communally written and and gorman directed crew-arner, simmons, usilton, £ross (sorry, no smoking in humphrey's ball) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 1 page Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource It's All Yours or A Priorities of 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1942-12-12 Identifier An unambiguous reference to the resource within a given context Bx1-32 Description An account of the resource The program of "It's All Yours or A Priorities of 1943" put on by The Variety Club. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/af5d1fbf473fd37b863698f16b6cc9cc.jpg affaf4426ae8d828148edbe5dca7537b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 7.5 x 10 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0599 Title A name given to the resource Portrait of Robert T. Everett, Jr. Description An account of the resource 1 photographic print : b&w Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1942-1943 [circa] Creator An entity primarily responsible for making the resource Unknown Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty Portraits Everett, Robert T., Jr. Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ca6e9fd312cf07a390edad4c8bc3d540.pdf 40e6a3840dd6ddc3e36c8bc16372b8c1 PDF Text Text �For~word IN 1941 The United States Government declared war. In the second year of this war the citizens and, more particularly, the members of St. John's College, responded to the declaration. In order to preserve the moving picture of this action for posterity, the Junior Class undertook the job of writing a book of this year. If this moving picture is cloudy, it is probably due to the stormy nature of the subject matter; an image can never exceed in clarity or beauty that from which it takes its form. For the students who witnessed all of these things, this book can only serve as a reminder. To the other readers, it attempts a reconstruction of all that we, who witnessed, saw. ��St. John's College Y~arhook Anna polis, Md. [ontents for Year 1943 First Term .................... .. .... .. .............. ... .. ... .... .... ..... ..... .... .... ... .... .. .. .. ........ ... .. ... . 3 Second Term .. .... ..... .. ... .. ...... ... .............. .. ..... ... .. .. ..... .. ....... .. ... .... ........... ... ... .. ... 13 Third Term ...... ... ........ ........ .. ... ... ..... ....... ..... ... ...... ... .... ... .... .,.. .. .. ... ... .... ........ .. ... 22 Faculty ··· ······ ·· ······ ·········· ·· ····· ···· ·· ···· ······ ······ ···· ·········· ······ ·· ····· ······· ···· ·· ···· ·· ·· ·· ···· 31 Seniors ··· ····· ····· ···· ·· ···· ······ ··· ·· ··· ··· ·· ·· ··· ······ ······· ··· ········ ··· ···· ···· ··· ···· ·········· ···· ·· ··· ·· 32 Class Pictures .................................................................................................. 37 Editor-in-Chief: Thaddeus Prout; Associate Editor: Peter Wolff; Art Editor: Jack Landau; Advertising Manager: Earl Bauder; Contributors: Carl Hammen, Henry Mack, Harrison Saccer, John Smedley, Robert Bunting, Adrian Mayer, William Chenoweth, Collegian. Formal photos by Mitchell Studio, Baltimore. This Yearbook 1s published by the Junior Class of St. John's College; Stringfellow Barr, President; Scott Buchanan, Dean; Lewis M. Hammond, Assistant to President; William Kyle Smith, Assistant Dean; Walter R. Peabody, Treasurer; Miriam Strange, Registrar; Lulu Viola Ebaugh, Librarian; Olga Law Plunder, Director of Adult Education; Marian E. Alexander, Dietitian; J. Oliver Purvis, College Physician; Archibald McCourt, Superintendent of Buildings and Grounds; Seward and Monde, Auditor. BOARD OF VISITORS AND GOVERNORS Chairman, Dr. Thomas Farran, Surgeon General U. S. Public Health Service; Vice-Chairman, Francis Pickens Miller; Secretary, Richard F. Cleveland; Dr. Amos F. Hutchins, Mr. Edwin Warfield, Mr. Paul L. Banfield, Mr. Robert 0. Bonnell, Dr. Robert M. Hutchins, Mr. Stringfellow Barr, Mr. Clarence W. Stryker, Mr. Colby M. Chester, Mr. Harold F. Linder, Dr. Scott Buchanan, Mr. Beardsley Ruml, Mr. Hervey Allen, Dr. William J. French, Mr. Henry F. Sturdy. �First Term: " ... a manpower problem" nessed for the first time the symbolical joining of the outside of the building that had held their attention and the inside to which they had taken a casual glance. The procession filed to Iglehart Hall to hear President Barr outline the relations that the College, collectively and individually, holds to the time in which we find ourselves and to suggest our obligations as students in such times. He concluded with the pronouncement of, "Convocaturn Est." It was interesting to watch the new class as they mounted the platform, met the President and Dean and signed the College Register. For the first time in many years, a group of boys was entering an American college among w horn were some who had left secondary schools, without graduating, to spend their younger years more profitably in higher education. For the last six years St. John's had consciously bowed to the last of the old school conventions. Now, at a time when the country stood in need of this last step and the College was well enough established to make it possible, it was a pleasure to demonstrate to a society that had forgotten that it was a great deal more the thing, that one uses as a basis for education, than the age at which that right thing is begun, that goes to formulate the intelligence of men. McDowell Convocation There carne a day, finally, in the middle of September, when McDowell once again looked down with a steady all-encompassing gaze on the beginning of a new school year at St. John's. For sometime people that understood the gaze had been corning back to acknowledge it and to live with it once again over them. They met others who had lived under it and were happy to be back. Examinations and discussions made them realize that much more had happened during vacation than they had thought was possible and they were now ready to continue their studies. It was doubtlessly true that many would not stay for the entire year, but such a situation was not difficult to face. More recently other people had come to look ti.p at McDowell for the first time and unconsciously acknowledge the gaze that others had found so reassuring. Later they were introduced inside to the classrooms, the President's office, the Dean's and Registrar's office, the Business office and to the other buildings. The time had come for the convocation. On a bright Sunday afternoon the entire College congregated in front of McDowell and stood ready to proceed to the official opening of school. The Seniors carne last; each class preceded by its junior and all were led by the College Marshall, Mr. Kieffer, and the rest of the Faculty. When the procession passed from the walk, up the steps and through McDowell, the younger classrnen wit- Impressions on Returning At the beginning of this year, we were treated to the spectacle of a lot of new faces with old clothes and some old faces with new clothes. The first group was, of course, the body of entering freshmen. They may have left their homes neatly and conservatively attired but, after little or no time at the college, they joined, almost unanimously the ranks of those campus stylists who favor the ensemble of red, green or bright plaid shirts and worn denim pants. There were variations on this theme, to be sure, but always tending toward the rude and old rather than the new and genteel. It may be added, at the risk of being called a "footnote writer," that the dirty white saddle shoe led in the choice of footwear with the unpolished brown a widely favored alternate. Contrasting with these liberal artists were the old familiar faces of our friends who had become subjects of a new discipline since we had last seen them. They did not appear en masse but singly and over an interval of time. Their dress was for the most part drab and they were distinguished only by their faces and whatever bars or stripes they might have been awarded. Some of these men were: Edward "Ned" Lathrop, a Lieutenant in the Navy; Ensigns T. Lansdale Hill, Ernest Reinmuller and Joseph Hoffman; Lieutenants James 4 �Clark and John Ainsworth; L. A. C. Edward Freeburger of the R. C. A. F.; and those mainstays of the U.S. Army, Rod Whetstone, Vernon Derr, Alex Koukly, Vernon Smith and William Brubeck. New clothes are becoming more and more popular. Dobreer, who completed similar training during the summer at the Academy, have appointed Smedley, Thompson, Keane, Daffer, Hutchins, Lobell and Camponeschi to aid in instruction. This phase is to be followed by more interesting things. Soon an obstacle course will be built and run through. Football and soccer will give way to winter and the trainees will be exposed to the elements of selfdefense, as we now know it; i.e., boxing and wrestling. This will be followed by elements of self-defense as the service would have us know it. It would seem that this later training is an attempt in the direction of a scientific approach to a process of overcoming a treacherous enemy with a minimum of ethical consideration. It might also be called a short course in the "Development and Exercise of a War Mind." Spring should find us outside once again with the obstacle course and lacrosse stick work. Later, swimming might even find its way into the program. Meantime the intra-mural sports, that have come to be so much a part of the St. John's program, have had to take a back seat. However, it is a back seat only if the students choose to make it so. The directors have foreseen the undesirability of an athletic program without voluntary sports and have announced a sort of piecemeal substitute. Each Saturday morning four teams that represent the four classes will meet. These games will follow the usual football-basketball-soccer-lacrosse schedule and will terminate with the track and swimming meet as in former years. It should be an interesting research trying to find time for two hours of exercise every day. The balances are going to be hard to stabilize this year. The Freshman Smoker The first illusions fell shattered around the freshmen when, at the urge of some strange message that seemed official, they were asked to gather in the Great Hall for the annual "smoker." The "smoker" as it turned out was nothing more or less than an introduction to the extracurricular activities that hang between existence and death on the St. John's campus. The informality was shattered by the able Mr. Peebles, who acted as the master of ceremony for the occasion, and the direct result was a quick course in mythology, farfetched as it might seem, rather than the thing bargained. The activities were represented by upperclassmen whose jobs were to introduce their organization. They were to review their origin, purpose, function and needs and were to outline briefly the plans for the coming year. The groups were represented thus: Landau, for the King William Players, Variety Show and Art Show; Barber, for the Collegian; Smedley, for the Yearbook; Cochran, for the Cotillion Club; Plunder, for the Boat Club; Prout, for the Film Club; and finally, Wolff, for his own Student Employment Bureau. The students spoke very badly and came very close to causing a revision of the statement that concerns itself with the relation of St. John's and the spoken word. It would seem that too little attention is given to this matter. The administration has never been able to decide whether or how it should be done and usually waits until the preceding afternoon to think about it. The students on the other hand either don't know the principles of their organizations or don't bother to illustrate the point if they do. Under such conditions, to hope for the cooperation that is sought, is unprofitable. Impressions of Sports As a result of the number of reserves that the College boasts, it is necessary to include, in lieu of the voluntary athletic program, a compulsory pre-military physical training course. This program is required for all members of the College, those who are not committed to the service as well as those who are. A split would have certainly resulted between those who had to take the course and those who did not if this very wise step had not been taken. In order to facilitate the rest of the program, the course starts off with a short four-week's course in basic infantry drill. Officers-in-charge Wilcox and Officers-in-charge 5 �Orchestra, experienced one of the best evenings in th e annals of th e Cotillion Club. Unfortunately, the freshmen, not realizing their loss, stayed aw ay in droves and the night was principally an upperclassmen's party. As is usual, among the p arties of the upperclassmen, things took on a rosier hue as the time wore away and the attention to the music, so necessary for a dance, was relaxe d in direct proportion. The madhouse that followed was easily predicted. The most lastin g and outstanding aspect of the d ance, came in on the arm of Chairman Cochran h imself. The Cotillion Board realizing the possibilities of the situation, formed an elite wolf line. The theme of b igger and better dances was so instilled into the i ~ minds th at by the end of the night the outst an ~I~ g aspect h~d b ecome the lasting aspect and vane ty (a date with each of the Cotillion Board m em:Cers) proved to be the spice of life for the cause of it all. The Cotillion Board then rested assured that th e year would be successful. Senior Exams The entire College was pleased and the Class of '43 was relieved to hear that they w ould all be allowed to enter their senior year and write their senior th eses. To som e, this meant only the possibility of a degree, however, since the re was another examination imminen t for a great m any of this class. The juniors looked on in a sort of stoic silence, trying to picture themselves in the same situation and foun d it impossible. They came to tnink of th ose w h o h ad passed examination, on everything fr_ om Hom er up, as at least near genii. They wondered also as to the possib ility that the standards of judgment had been lowered and were assured that they were not. T~e sophomores and freshmen read the catalogue agam, saw that everything was going according to the sched ule and wondered why the upperclassmen were excited . When the reaction w as thus dampened the College began to settle down to the cloud s again. First War Meeting The Dean opened the Sunday war meetings with a d iscussion that centered around an article written by Julian Huxley, entitled "Living in a Revolution ." Combining Mr. Huxley's ideas with his own, Mr. Buchanan expressed the belief that "this war is a civil war within the community which will come out of it," and that it is a sign of the revolution in which we are living. This revolution, said Mr. Buchanan, is a rebellion against an authority which we do not know, for as soon as we know it we will cease.rebel~ing against it. Two suggestions during the discussion period identified this unknown authority as Law and Justice, respectively. On the whole, Mr. Buchanan made his audience look behind the scenes of the war. For those who have attempted it before, his ideas were undoubtedly highly illuminating. It remains a matter of doubt, however, whether those who thus far ~ave been satisfied with such slogans as ImperialIsm or Totalitarianism to explain the causes of the war had their opinions clarified Sunday night. Freshman- Sophor:v.tore Party The usual introduction to the social doings of a St. Johnny were offered to the freshmen by the sophomores at a beer party in Paca-Carroll basement. This is the continuation of an age-old custom that survives where other initiations have failed. It goes back to man's nature as a social animal and illustrates quite clearly the fact that men would rather be friends, if being friends means drinking together, than enemies, if being enemies insists on the belt lines, freshman rules and the usual system of college society. It was a rather nice party; the sophomores were more inclined to drinking and joking among themselves than talking to the freshmen and the freshmen were sober sided and impatient for the seminar room, but after awhile the sophomores got happy enough to fall in all directions and things really be~an to move. By this time the juniors from upstairs had drifted in and the spirits began to soar. As a res~lt ba~~es started to cry over on Bloomsbury and their wailmg coupled with the voices of the young freshmen, who were singing by this time, gave Annapolis one of its worst frights of the war. Attendance was small at breakfast the next morning and there is talk of a rosier week-end in view. Defense Courses Along with the other things that war-time St. John's found on its hands were the new and improved, but still extra-curricular, defense courses. The ~ean introduced them one night at College Meetmg by using the words, "the more you have to do, the more you have time to do." He said that such things as navigation and radio would be taught, by two of the members of the student body, Lou Hedeman and Frank Pumphrey, together with the usual gas engine course under Mr. Plunder. The enthusiasm that was aroused by the Dean's remarks was not destined to have a very long life. Dance - October 10 The ambitions and hopes of Ed Cochran were rewarded on October tenth when the Cotillion Club, under his chairmanship, put on the first of the activities planned for the year. Care was taken in the decoration of the gymnasium and the attendants of the dance, with the aid of Johnny Hoist and his 6 �The radio course was never begun; the gas engine course was delivered a dirty blow by nature herself when the instructor became sick. The navigation course was the most successful. The number of students that enrolled for that course made it necessary for Mr. Hedeman to call in an assistant and schedule two complete courses. The sophomores and the juniors found it especially interesting to have this addition to their astronomical knowledge. Nevertheless, many of the early students of even this group fell as the others had done and only a fraction of the charter members carried the course to near completion. Whether the Dean's remark is or is not true is not necessarily proven or disproven by the fate of these courses. But it remains as a fact of practical observation that the prefix "extra" brands a thing for exclusion when Time picks up her wings. Sports When the intra-mural athletics were shifted to the back seat in favor of the military athletics, the inevitable happened. The back seat turned into a trailer and now after several rainy Saturdays the trailer has been lost. So far the football schedule is as follows: Team W. Juniors ...... ..... ...... ... ........... ..... 3 Frosh ...................................... l Sophs ...................................... l Seniors .... ...... ........................ 0 L. 0 2 2 3 Pts. 31 2 3 0 Op. 0 8 12 16 There is news of returning to a system of athletics that will be played after drill. Collegian In October, the first Collegian, edited by Barton Barber and staffed by Peter Wolff, John Smedley, Peter Weiss, Henry Mack, George Brunn, Rogers Albritton and Jack Landau, came out. Its format was changed (the upperclassmen half expected this, given the metamorphoses of the '42 Collegian) and was a folded sheet with technically four pages. Its material was organized around the calendar of the week and succeeded in doing an excellent job of the reporting of the events of the previous week. In doing this it was fulfilling at least a large part of its function. Primarily, it is giving the opportunity to write articles in an objective style to those with the ability and the time. It is, secondarily, giving an intelligent way of getting a look at all that is happening behind McDowell, to the interested outside. And it may prove, finally, to be the most successful way by which the College can keep in touch with its members leaving for the service. If the Collegian fulfills these purposes in any genuine sense, then another story on the "Written Word at St. John's" will have been begun. Obstacle Course The fate of the members of the College was sealed the day that the first crude timber was unloaded on Military drill 7 �the back campus. For many days before Archie and Dave Dobreer had been using the tape, looking at strange geometrical figures and laughing in the faces of the victims to be. One day the obstacle course was begun. Three hurdles, in quick-too quick-succession, spaced at the wrong distances, started the course off. A wall, to be hurdled, in the middle of things to roll under, was next. But not satisfied with the little things of life, a second wall was added. This particular wall had the uncanny property of being longer from the bottom to the top than it was from the top to the bottom. The transition was made by means of ropes. Here nature came into her own once more, however. It was only necessary to leave the wall and run naturally, or try to, in order to get through the zigzag fence. Some of the less fortunate hit on the off beat and all but crowded the local 4-Fs out of the infirmary. The maze of hand-walks, tunnels, pens, log-crossings, graves without mounds, mounds without graves and houses that rolled and were rolled completely exhausted the imagination of the creators and the bodies of the users. The hurdle, that completed the course, was added only for the sake of decoration. to say the St. Johnnies stood up well under the strain. Somewhere in the middle of the evening, the Cotillion Club went Hellzapoppin on us and announced a contest for the best costume present. The prizes were taken collectively by: Richard, Louise and Punch Hutchins in the forms of: Explorer, Native Princess and Rare Animal, respectively. The main prize, a live chicken, was presented by the chaperons, Mr. and Mrs. Hammond. One thing can be said quite soberly, however. The Cotillion Board is fulfilling a function, regardless of what that function might be, with an efficiency that has not been known in the years of the present College members. The student body further seem to appreciate the attempts made to do a hard job well. Coffee Shop Opening Tonight the great event took place. Whether it was all a part of a scheme of the Dean's to turn the school into a big cooperative or whether it was merely an attempt of the College to get out of the red as far as the Coffee Shop was concerned we don't profess to know. We can only report that tonight ownership and managership of the Coffee Shop passed into the hands of that astute business man, brilliant cook, and charming host, Philip Camponeschi. Even while Mr. Strauss was still patiently lecturing upstairs, coming events began to cast their shadows. First unbelieving and then amused we heard the unmistakable strains of Je jazz hot emanating from downstairs and very definitely penetrating into the Great Hall. Now this hall is perhaps not as far removed from entertainment and dancing as some might think, for it used to serve once upon a time as a ballroom. We suspect, however, that it was accustomed to hear only minuets and waltzes in its time, and today therefore it assumed the Halloween Dance The Halloween Dance will live long in memory. It was the first "ol' does" dance of the year and was, as its predecessors had been, a three-ring circus. The gymnasium was decorated for fighting and exercise, with the Halloween touches added by Landau in the forms of (l) Banquo's Ghost and (2) huge masks at the opposite ends of the hall. These were not without effect either. The Negro Band, glancing over its shoulder and seeing the Ghost, led off with a tremendous, continuous, deviltake-the-hindmost effort that would have frightened real shades back to their corners in Hell. Needless Halloween dance 8 �haughty air which only the lover of classical music is able to sustain when he hears "that trash." But the Dean, alert as always, quickly prevented the revolution from breaking out an hour early. The first discovery which old patrons of the Coffee Shop made when they wandered downstairs after the lecture was that it had changed its name. Alas, Coffee Shop had become "Moish Yussels." How this name carne to be, we dare not even guess, -but it must have been conceived in one of Carnponeschi's grimmer moods. The second discovery was the juke box, that machine whose effects we have already briefly mentioned. The third and fourth discoveries were practically simultaneous; namely the free beer which soon flowed freely and the girls (four girls, four) who soon were freely danced with. Words fail us. It was magnificent. Perhaps there were not enough girls to give everybody that co-ed feeling, but then there was plenty of beer. Undoubtedly, Leroy's and Louise's jitterbugging was in some sense the climax of the night. Everyone felt the uniqueness of the occasion. Hostesses graciously provided by the management, beer until you were sick, prices slashed to the bone (welL 20 % anyhow), noise from the juke box without your own effort-truly St. John's was undergoing a revolution. Indeed, so well had the management recognized the nature of its customers that the hostesses (four hostesses, four) ran out before the beer did. The merriment did not stop then, however. Only occasionally arguments were raised against having a juke box in our halls. After careful research work we have been able to generalize them into four main ones, corresponding to each of the four years. Freshmen-St. John's in a way is a restitution of the Academy of Plato. Plato did not have a juke box. Therefore, etc. Sophomores-It is repugnant to the intellect. Juniors-The community is based on a social contract. The contract did not call for a juke box. Therefore, it must be removed if we don't want to return to the state of nature. Seniors-No opinion. Time however passed on. The girls disappeared, the prices were raised, the juke box became mute from a lack of nickels, and free beer was but a fond memory. We are not to be shaken easily out of our habits. Freshman party that don't belong to either of these two classes that constitute the real problem. The Dean remarked this almost irrational attitude and spoke about the books and balances and their disruption. Nevertheless, it still remains a problem or at least the manifestation of a problem. It would seem that the uncertainty of the future is ruling us in this way; that we are not inwardly convinced of the importance of the place that we hold here. This is a difficult statement to make and it is not at all pleasing after made. To say that we cannot bring our training to bear on the contingent circumstance, calls for a re-examination of the way in which our jobs have been done. On the other hand, it may be the perfectly normal shock of battle to well trained but unseasoned troops. Our years progress should begin to develop this picture to a recognizable point. The Chicago Expedition After nine days of the first term had passed and the freshmen were beginning to distinguish the library from the gymnasium, two eminent juniors packed up their belongings and left the campus, almost fully convinced that what they wanted was not here. At the moment of departure, they seemed about to either turn back or to be joined by one or more of their fellows. Neither of these things happened however, and the intrepid two were next heard of from the university of a large well-known mid-western city. There was a long period of little or no news. Then, shortly after some friends whom they had left behind had shipped off their material wealth, the college experienced, with widely varying reactions, the sudden reappearance of one of the two. He brought back some interesting information concerning the mechanism of education where his com- Parties Something very acute and very strange is taking place on campus as is evidenced by the tendency to forget the external world in an escape to alcohol at the slightest provocation. Parties spring up like mushrooms on the ground that is overshadowed by the draft board. And the awaited touch is inevitably marked by a last fling. Not unconnected are the parties that are given for those of the service who return to show themselves as products of a nation at war. There are also the parties in general 9 �panion had been convinced of the integrity of his choice. He himself was just as convinced of the advisability of seeking readmittance in spite of the by then well organized military drill. The Dean, after having deliberated carefully, authorized reinstatement of the homecomer whorequired very little time to become again a "St. Johnny," one of those people who are all alike and all different. of the Liberal Arts College in wartime; for, he argued, without it there would soon be no soldiers with generous motives based on any real understanding of the war. Mr. Goldsmith believed that the war is only one phase of a social revolution. Education will be of paramount importance after the war, if the revolution is to result in an international situation just enough to give prospect of anything more than a twenty-year peace. Though we must not minimize the necessity of our winning the war, colleges must remain open, lest men forget for what they are fighting, and the world be lost again in confusion. The Student War Meeting Typical of the St. John's spirit, one of the war meetings took on a slightly different note. Four of the student body jumped head long into the question, "Should Liberal Arts Colleges Remain Open in War." The first talk was on "The Functions of Liberal Arts Colleges in Wartime." Mr. Witwer stated that the primary function of a Liberal Arts Course was to give students a working grammar which would enable them to make right decisions; in other words, to teach students to think and give them a foundation for their decisions. But since man's decisions are always relative, something like Christian Faith is needed to act upon one's decisions. Mr. Witwer was not quite clear as to whether it was the duty of the college to give this faith or not. Mr. Mack had difficulty in defining the conditions which would answer his topic question: "When Should Liberal Arts Colleges Close?" He felt that students would leave college to fill the increasing manpower shortage unless convinced that their Liberal Arts Colleges were accomplishing two functions which justify their existence in wartime. Though it followed from Mr. Witwer's talk that better men make better soldiers and officers, Mr. Mack couldn't see why two years of officer training and field experience wouldn't produce a better officer than would two years of Liberal Arts training. Secondly, Mr. Mack doubted whether we are getting an understanding of the world which will be necessary to citizenship in the post-war world and he wondered why we couldn't get it after the war as well. Though he admitted that the colleges might be performing these two functions successfully, he charged educators with the responsibility to convince students of the fact. Though it might or might not be wise for colleges to remain open, Mr. Nelson explained some of the arguments which might lead the individual student to enlist. He contended that though the soldier whose sole motive was to avenge Pearl Harbor might fight as well as the citizen whose purpose was based on a deeper understanding of the conflict involved in this war, it was better for the citizen with noble motives to fight. Mr. Nelson suggested that there were further reasons which might lead a student to remain in college. Even were there no such reasons, Mr. Nelson defended the existence Thanksgiving Thanksgiving fell this year on its traditional date, November twenty-sixth, and was although no less a holiday, much less a vacation time. The College stayed in session; students were expected to attend classes and some of the juniors even spent the afternoon in dissection. At 1:10 sharp, a large majority of the students and faculty assembled in Randall Hall to hear the Reverend Smith introduce the holiday meal with the simple but eloquent Latin grace used on previous solemn occasions. Everyone then "fell to" and began to enjoy the abundance of good food and the pleasant conversation of his dinner companions. In the middle of dessert, the Dean represented as pinch-hitting for Mr. Barr, gave an address, the principles of which he claimed to have been dictated by our President himself. It began with Mr. Peebles favorite translation of the grace but was essentially a list of the things for which we should Miss Alexander 10 �Further he gave consideration to the unique properties of the clavichord which allow it to produce effects like those of no other instrument, the most important of which, beyond the instrument's limited size and dynamics, seems to be that a player can still maintain control of a string after striking it, thus producing a kind of tremolo. He then played some little preludes and fugues and some two-part inventions. To illustrate his previous remarks on the effects of different mediums, Mr. Kirkpatrick also played some of these on the harpsichord. This instrument, though lacking the delicacy of the former, presents greater variety of pitch and dynamics. The recital was brought to a close with one of the French suites, again on the clavichord. That evening at nine o'clock, Mr. Kirkpatrick held a seminar on the Goldberg Variations in McDowell. He said the primary aim of an early eighteenth century composer was not to be original but to do a job better than anyone else could; and in the light of this he analyzed the variations. Finally the group retired to Humphreys to sing the ground base on which all the variations are imposed. They also sang some folk songs of the "quadlebet." The Goldberg Variations again served as subject matter in Wednesday's formal harpsichord recital. The variations were played twice, so that, apart from the appearance of small cats and the rustling of music paper, students and visitors could follow the explication with comparative ease. Navy on campus all be thankful. The list included the plans and donations for the new buildings which could not be built on account of the priorities; the luxurious rye crop on the new playing field that could not be played upon; the College airplane, which was doomed not to fly because of government regulations; the new bench outside of Randall for us to sit on in cold weather and the fine tutorials that were rapidly losing both students and tutors. After this degree of humor, the Dean described what, in his opinion, was really our great blessing. A sober audience agreed, that the sort of community spirit we have, of men learning together, would not perish under the attacks of distant separation or brief lapse of time. On Thanksgiving night, some seminars were interrupted to hear Mr. Barr battle over the radio with two prominent figures in United States education. We contend that it is more than prejudice which led us to think he won. Miss Alexander supplied us with a party in the dining hall, beginning at 10:30 and lasting until everybody had had his fill of hot dogs and cocoa. It was an extraordinary day. Movie - Dance The Cotillion Board came through again with another improvement that has resulted in making the movie-dance, admittedly originated as a fill-in between formals, almost rival the larger dances. A small number of films, well spaced has kept the public interested and active. On this particular occasion the "Ghost Goes West" was the presentation and with such a beginning the dance could hardly go wrong. To insure doubly against slip up, however, the managers, keeping the cafe style, checked table cloths and candles that were introduced last year, added wooden bowls and popcorn. This was not a kindly act, done from the heart's depths or for the sake of goodness, however, but rather, out of a certain financial need, to step up the Coca-Cola business that was also installed. The music was especially good both from the listeners as well as the dancer's point of view. It was provided from the collection of Dave Dobreer, complete with Negro stylist and Dixieland arrangements plus the more popular numbers, that still retain good musical taste, of the usual orchestras. It was so good in fact that it even stoppd the bridge game that had sprung up, as usuaL in the back of the room. The dance committee has won again. Kirkpatrick On the tenth and eleventh of the month Ralph Kirkpatrick, his clavichord and his harpsichord, paid the college their long announced visit. As the first item on his two-day program, Mr. Kirkpatrick gave an informal clavichord recital on Tuesday afternoon. He made a few introductory remarks, commenting on the various effects produced when we say the same thing through different mediums. ll �Auction With the idol of the book store and campus gone to join her sometimes-sea-faring husband, it was somewhat of a pleasant surprise to hear of an auction. This was to be the second such doing of the store; the first having been held last year with Al Poppitti as the man with the gavel. On this occasion Lou Hedeman took over. The crowd was packed into the front room of the book store, whether to buy or to wait for the refreshments was not immediately evident. Lou began like an old hand at the game and soon had the crowd in a gay reckless mood ready to snap at the bargains. The books went quickly with the auctioneer always maintaining a pace fast enough to interest the crowd and slow enough to allow competition. Picking up the books at random, inspecting them and asking for an appropriate price, he would then begin the backward-forward motion that is necessary to the auctioneer; here urging, there reluctant; now displeased and uncompromising, then happy to get rid of his goods. Thus the afternoon was spent with an intermission out for the delights of the refreshments. When it was all over, the College was alive with talk of the bargains and is looking forward to the third auction in the book store. Sports Basketball has been making headway despite the stir that is going on around it and threatening to crowd it out. The Juniors are ahead in both winnings and points and the other teams will be well burdened to shake them from their place next term. The Seniors have shown their usual good form but lack of interest and unity has kept them out of the running. Sophomores are completely hopeless but there is life among the Freshmen. Individual points have something to say about this: INDIVIDUAL GAMES Krol ....... .... ..... ........ ..... . 5 Witwer ....... .... ...... ....... 3 Van Doren ... ........ ...... . 3 Usilton .... ...... .. ... .. ........ . 3 Bauder ....... ....... ........... . 5 And team standings: TEAM Juniors ..... ... .... .... ...... .... ..... . Seniors ·· ···· ·· ··············· ······· Soph BCD ....... .... .. ............. Soph AEF ... .. ....... ...... ....... . Fresh DEF ...... ..... ... .. ...... ... . Fresh ABC ........... .. .... .... ... w. 5 2 2 1 0 0 AVERAGE SCORE 21 18 19 15 13 L. 0 l 2 1 3 3 PTS. OPP. 299 128 171 64 84 66 103 115 159 75 104 202 Intramurals have again come into their own with the beginning of the basketball season. It was able lntramurals 12 �to do this when the time for intrarnurals was shifted from the Saturday morning schedule to a time just after the drill period. This seems a bit more logical. The immediate balance of the military athletic by a voluntary game is all that is needed to relieve the psychological tension. spontaneous humor that has been the mark of the Variety Club. It has always had the habit, furthermore, of testing man's rationality as well as his risibility. The dance that followed was louder and funnier by reason of what had gone on before. Christmas Week-end College Meeting - First Term Sometime near the beginning of the end of November, the words "Variety Show" were rnut- . tered for the first time since the beginning of school. Within a week they were being heard over and over again. Even the Collegian heard and advertized for everything, from musicians, to carpenters and chorus girls, to interested bystanders, to help put the thing over. It was soon common knowledge that it would be called "It's All Yours" or "A Priorities of 1943" and would be, as usual, a "speciality in libel and slander." After the usual all night rehearsals and last week rush for songs, props, and admission fees, the whole thing blossomed forth and was received with unusual enthusiasm by a very amused audience. It was held in Humphrey Hall, on Saturday, before the Christmas Dance and was found to be shorter than its predecessors. As usual, it took its material from the life as it is lived at St. John's. This life was expressed in terms of pictures rather than in terms of a pattern or possible pattern as it has been known to have been done. Lights out-Cigarette butts in the dark-Lights on. The entire audience has caught the "Seven Sleepers" with their "pants off"; the entire audience had caught St. John's behind stage and had found a new place. The new problems of the Dean's and President's office took on a new light and the Navy carne in only to tear its hair and rush out again. The mad gyrations of the formal lecture and the athletic program were kicked around. Faculty members carne back from the wars and went on fighting, while the newer members blithely composed madrigals and discovered new root formations above the din. Even the Cotillion Club carne in for a short speech. The switchboard, running at full speed, cleaned up on all the gossip and set the College aright again. The most powerful of all the blows was that dealt by the Queen Anne Players with the never-to-be-forgotten presentation of "Oedipus Rex," analysis by Mr. Albrittonov. This is the epitome for the Variety Shows for any single, isolated part of a program. A magnificent list of the "Great Books" closed the show quite properly, honors to Mayer. The most interesting thing about the entire show was noted on the program. It was: "Cornrnunially written and directed." Aside from a very definite English, even Gilbert-Sullivanian, trend, there is no distinct hand recognizable in the whole of the production. This has always meant a special and Once a week at St. John's the College indulges in a reflective operation: instead of teaching, learning and studying, the College turns around and looks on itself. For a brief half hour in College Meeting the Leviathan does not merely proceed in its purposeful way but regards itself in relation to the outside world. Because this was such an important year and especially because the tempo of events increased steadily toward the latter part of the school year, College meetings assumed a role that grew steadily in importance as the year went on. Aside from routine announcements which are hardly worth perpetuating, the first term meetings had most of their time devoted to the various reserves in which students could then enlist-until a sudden, though not unexpected, end was put to these enlistments on the very last day of the term. At the same time concern became apparent, both on the part of the faculty and the student body about a college's position in war. Was not remaining in college in times like these a waste? Was not enlisting in reserves a modified form of draft dodging? While everybody had to solve this problem for himself, the Dean gave some sound advice. Going to college in wartime is also a duty, certainly for members of the reserve forces, but also for those who are not yet in the Army. What is needed is a clear understanding of the work in college, what the education of men means to a country at war. Frequently, the kind of double life which each student led on the drill field and in the class room was employed as an illustration of the similar position which a college finds itself in during warabiding by what the country's needs prescribe yet not losing its own initiative or resourcefulness. Not that the use of this analogy made drill any more popular-although the majority of the student body recognized its necessity and took it in its stride. There was even a lengthy written document by Mr. Hammond on the subject which in addition to the obvious reason-namely that the Army, Navy, and Marine Corps require such training for their reservists-produced at least one other one to justify drill, i.e., that pre-military training brings about a regular catharsis relieving the tension which any educational institution is subject to in wartime. At any rate the first term seemed to show a more than usual concern about the duties of a student and citizen in wartime. Very real reminders of the fact that we are at war were occasional mentions that someone had left, again, for the armed services. As yet the rate of withdrawals from College was a mere trickle compared with what was to come. And thus we went away for Christmas vacation. 13 �Se~:ond Term: " I I I a house divided" globe-trotting repertoire came forth and gleamed. It was the most of fun. Somewhere near the end the crowd drifted back to the dance to see the same people with the same fixed smiles. They were happy in knowing that their own smiles were real and caused by the remembrance of a strange man at play. College in Session We returned from the-ah, so brief-Christmas vacation with a Christmas card which the Dean had sent us-a letter which explained just what the recent announcements about manpower meant to us. It should make us relatively happy, the Dean thought, for it meant that the Navy and· Marine reserves would not be called until after June 30, and that the .Army reserves would at least finish this, the second term. While the happiness which this provided was of course only partial, since after all this definitely meant that most students would be leaving soon, yet it was a great relief to most to · be able to substitute reliable information for fantastic rumors. As far as possible the College settled back into its routine. New New Program The customary introductory announcement by the Dean at the beginning of one College Meeting was somewhat more spiced than usual. It concerned the recent posting of a list of "24 distinguished gentlemen" who are to have conferences with Mr. Buchanan. That these people, who are to explain either their excessive number of absences or the unusual reports about them in Don Rags, have to be called in to meet the Dean is indicative of the fact that our war jitters have been increased, rather than steadied, by the recent Stimson-Knox announcement. Not enough people, Mr. Buchanan said, are availing themselves of the opportunities which the College offers its students because of the war; for instance, the War Meetings in the Library Sunday nights, where we can learn and talk about the war; nor are we presenting our problems to the faculty, which is anxious to be of help. Then the news which everybody had expected to break for sometime was announced by Mr. Barr: The New Program was abolished and the New New Program took its place. Yielding to the pressure of events, there is going to be a summer term for St. John's this year. Not yielding to any pressure, although perhaps urged by them, but rather following an old intention of the administration's, the College will next year admit 15-year-olds as freshmen. This, together with the summer term, will allow such freshmen to complete the program in three years, graduating when they are 18-or just before they are drafted. This will allow the school to remain open for the duration and to provide a liberal education for all such who want it. Incidental changes that will be introduced also are that Greek will be taught for four terms, but no other language at all. The language tutorial in the remaining two years will be devoted, as it always was meant to be, to the close reading of some of the books. Laboratory procedure is also likely to be changed; mainly because of the great turnover in the faculty, it is going to be taught in subjects, rather than happening along as heretofore. An accidental welcome change brought about by all this is that drill will no longer be necessary, although perhaps a few minutes of calisthenics will be retained. All in all, this seems to be a relatively happy solution of all our thorny wartime problems. New Year's Dance The most important thing about the dance that was given almost as soon as we got back from the vacation, was the intermission. The dance itself was quiet and sociable and really very nice, but that was before the Variety Show party. At the stroke of twelve-thirty, people, all sorts of people (but mostly those whose talents had shown forth in the show, and even those whose talents had not shown forth), began to file off toward the Stone-Chase combination. There had been news of a party in the wind. Things went along very sociably for a while and then the climax came. Neeka-that's what he was being called by this time-took to the piano. He dashed up and down the board a few times, like only a Russian can, and finally broke forth with a French song that amused all who understood and even those who did not. (Telepathy is here to stay.) Gipsy ballads and Russian ballads and in fact, ballads from every corner of Neeka's New Year's dance 14 �Student War Meeting Herodotus, Thucydides, Tacitus, Gibbon, and Hegel, in the persons of five undergraduates, gave their interpretations of the modern world at war. Any attempt to turn the light of an historian's understanding on ages other than those he has treated requires an understanding of the historian's principles of interpretat!on. But there exists a close relationship between the historical principles of a particular historian and the pattern of events in the . period he treats. One can therefore gain insights into the present war by studying Thucydides' History of the Peloponnesian War only in so far as the two periods are analogous. For these reasons a large burden of explanation fell upon each of the speakers for every statement he made. In brief, dramatic form Sam Sheinkman presented several views that Herodotus might have offered on the present war. All who have read Herodotus know how difficult it is to find there any general principles of historical interpretation. Mr. Guy found two premises which Thucydides would have held today. First, that the future always resembles the past, and second, that this war bears many remarkable resemblances to the Peloponnesian war. In drawing analogies between the two wars, Mr. Guy met several difficulties, which in turn suggested problems for us today. Mr. Guy equated democratic Athens with Germany. The destruction of Nazi airpower would be equivalent to the destruction of Athenian seapower. But the culture and ideas of government in Athens were not destroyed by military defeat. For us this might mean that conquering Germany will not destroy totalitarianism, nor save democracy. Mr. Scolnik's delivery gave one the impression that he was receiving suggestions from Tacitus as he spoke. The remarks he thus received were distinctively Tacitian. He labeled Tacitus a practical man, a realist in the way we understood realism before St. John's. Tacitus would call international law a fiction. Somewhere Mr. Scolnik found an article Tacitus had written, entitled "Why orators of today lack the eloquence of the last century." Both found the answer in a contemporary lack of liberal education. Mr. Sachs first asked whether Gibbon would have treated our times. He stated that Gibbon wrote only about periods of rise or decline. Nowhere in the world today could Mr. Sachs find a decline of any thing worthwhile, and only in Germany a rise, that of the fascist state. But Gibbon treats of a period only after it has reached a peak, and this the fascist state has not and may not reach. Mr. Sachs would make no predictions for Gibbon. For there is for Gibbon no casualty in history but human passion and human circumstance, and from these follows no technique of prediction. For Hegel freedom is impossible without the state. Class time There are degrees of freedom for the individual in different states. In Germany, Japan, and Italy "One is Free." In the near East and China "Some are Free." There the individual, though not enslaved as in the fascist states, still has no say in government and is helpless economically. Russia, though outwardly appearing to say "Only One is Free," in reality says "All are Free." The United States is beginning to say that none is free until all the world is free. Boxing Eliminations Saturday, February 6th, found the College on its toes to witness the best set of boxing eliminations that have been seen for some time. The program started off with a fast hard fight between Alex Morse and Harold Hyden. Both boys shifted well and carried themselves as if they knew the game, Hyden, a little faster, got off to an advantage in the first round. Morse fought back a losing fight gallantly. The referee, Whitey Bauder, stopped the match in the last round, giving the decision to Hyden by technical knockout. Hammen and Spohn next took the ring. Hammen, the doughty contender of last year's champ, Jim Raley, and Spohn, a newcomer to the right. They both fought at 148 pounds and the match was enjoyed as much by the contenders as it was by the audience. It was a very well-balanced fight, given to slugging at times rather than boxing. Hammen wore his adversary down and took the judges decision after Spohn carried the fight the full distance. Finally, the second half of the 145 pound eliminations climbed into the ring; Prout, never having 15 �Aside from these, the mere fact that the conditions for an emergency exist urges the College to act for its own safety on campus. The assignment of Air Raid Shelters to the various houses; the Air Raid Practices for McDowell and the appointment of Air Raid Wardens, are all steps to put the plant in as desirable a position as possible, as regards any more or less passive part that our community might be forced to play. But more important than any of these is a more lasting aspect. There is no way of having men commit themselves to civil responsibility like that in which the possibility of death is involved. Recognition of ones place as a member of a "Leviathan" is possible as early as kindergarten but an extra lesson in it never "makes Jack a dull boy." Boxing Finals The climax of the intramurals fell again on a dance night as it had in previous years. In the afternoon, two of the fights that were not able to be held at night were presented. In the 127-pound class, Atterbury met Bonham. Jerry's superior condition made him a favorite with those who were not familiar with Bonham's native ability. Both boys fought well but Bonham drew favor to his side with a hard right cross in the first round. Still bleeding a little from this blow, Jerry met his opponent half way in the second round. When the fight became one sided, however, the referee, Bauder, stopped the bout in favor of Bonham. The next fight came as somewhat of a surprise to the audience when Joe Blocher climbed through the ropes to shake hands with Hendrickson. The fight was the height of good sportsmanship and should stand as model for any intramural engagements. Blocher put up a splendid fight'but weakened in the third to allow the championship to fall to Hendrickson by the decision of the judges. All the trimmings were brought out for the rest of the fights at 7:00. Dobreer and Bauder together with Referee Pastrana made up the judges' stand, with Krol as the official timekeeper. The first bout announced by Ring Master Dauber was that which took place between Champion Levering and, second-time contender, Hyden. Levering lacked the speed and relentlessness of attack that had marked his former match. He managed to retain his crown, however, by a T.K.O. in the last round. The contest between Hamman and Woodward had the distinction of being the only one that had gone completely through the semi-final stage. Hammen got off to a fine start by delivering blows to his opponent's stomach. In the second round, Woodward, who had been fighting under the handicap of a sprained knee, was forced to withdraw from the contest. It was a good fight and should have proven more interesting had it continued. There is little doubt that the fateful decision was just. The Post fought, and Woodward, never having not fought. The fight progressed relatively coolly and calmly and was, where the other bouts were not, a boxing match. However, the experience and speed of Woodward out-pointed the reach and general cussedness of Prout continuously. The last round was finally pushed into a slugging session and the Michigan Mauler took the judges' decision from the Maryland Martyr. War and the College One of the most important phases of the war has been in keeping a "war conscious" home front behind our fighting forces. It has been, indeed, necessary to have Air Raid Wardens, Red Cross Units and the other emergency corps, for the evident practical reason. However, this practical side has its psychological counterpart. The part that St. John's has played in these corps is interesting in terms of the "Town and Gown" relation that faces every college located in a small town. Because of its facilities it has been able to have one of the towns most important Red Cross Centers located in its gymnasium. Some of the students were able to man this center, having taken a first aid course last year, by attending refresher courses held periodically throughout the year. Probably more important, is the part that has been played by the administrative officers and faculty members. They have become leaders in various Civilian Defense Courses and ·have made the College a center, in a very real sense, for important defense work in Annapolis. 16 �around aimlessly, not unlike the Souls without hope in the Inferno, unrecognized by the seniors, ignoring the cheer leaders and still unable to tell the freshmen from the high school boys. In short, it was nothing with which either St. John's or St. Valentine can ever be proud of having had connections. Finally the most awaited fight of the year was ready to go, the match between Armstrong and Cochran. It was again because of Armstrong's surety of attack and experience that championed Cochran's superior condition. The fight lasted three fast rounds. Cochran, lacking his initiative of the first two rounds, finally fell behind in points and the match and the program ended with the announcement of Champion Bert Armstrong's fourth consecutive victory. Indoor Activities Since St. John's is situated in a climate which may be described, although rather inaccurately, as temperate, there can be no winter sports in the strict sense of the term, that is, skating, skiing, etc. This together with the fact that some people would rather exercise indoors than out, regardless of the weather, accounts for the existence of the gymnasium and more particularly, its heavy use this year. And, to become almost painfully particular, its heavy use during this winter season is what this article has been meaning to talk about all the time. The gymnasium was more than heavily used this season; it was pampered. On account of the military athletic program, everyone without a legitimate excuse, and the grounds for legitimacy were few, visited the gym at least three times a week. This is probably the most attention that it has received in the memory of the contemporary students. Nor is this attention the gym's only claim to distinction as a part of the College. It is due largely to the national emergency, to be sure but nevertheless it is true, that its floors are cleaned and polished not by brushes and rags but by the bodies of liberal artists. Sports The basketball program has been gammg momentum. Frosh and Soph teams are becoming more interested and more integrated and the juniors and seniors are losing some of their unity and psychological advantage. Scores make this clear. Last term the average ratio of winner to loser was 57 to 26. Now that ratio is 38 to 28. Evidence of this improvement can be seen from the results of some of the games: Frosh ABC .. .... .... ... ... .. 24 Frosh DEF ................ .. 36 Seniors ............ .......... .. 37 Soph BCD ........ .. ........ .. 23 Frosh ABC .... .... ...... ... .17 Soph AEF .......... .. .... .... 36 Nor were the juniors without their tough games this term: Juniors .. ............ .. .. ....... .40 Juniors .. .. ...... .. .............. 50 Frosh ABC ...... .... .... .... 28 Seniors ............ .......... .. 42 In all, the standings are much more interesting this term : TEAM W. Juniors .. .. .... .. .. .... .. .. ............ 4 Frosh DEF ........ .. .. ............ l Seniors .. ........ .. .. .. .. ...... .. .... l Soph BCD........ .... ........ ...... l Frosh ABC .............. ...... .... l Soph AEF .. .. .. ............ .. ...... 0 L. 0 l l 2 3 l PTS. 167 62 79 111 83 36 OPP. 117 58 86 110 149 37 Valentine Dance The night of February 13th remains a blot on any man's memory who happened to be in the gymnasium after 10 o'clock. The Cotillion Board was unhappy because their weren't enough paying customers. The stag line was unhappy because all the pretty girls stayed at home. The varied and sundry girls were unhappy because the stag line was singing "When Irish Eyes Are Smiling." The band was unhappy because somebody requested Spanish music. The chaperons were unhappy because they were chaperons, and Goldsmith was unhappy because Terry said there was no more gin. Everybody, thinking that he was the only unhappy person, took the occasion to fight , swamp the band stand, run around the floor, pull down decorations and in general have a wonderful time. It was essentially a freshman-senior affair with sophomores as cheer leaders and juniors walking Music corner 17 �Dave Dobreer and Bob Wilcox spent part of their time during summer vacation at the Academy learning things that were calculated to toughen and strengthen our bodies. One of the first things was the art of blocking and tackling in football, taught to us in the Fall. From then on things began to get more and more lethal and less and less gentle. For several weeks the drill period would begin with a set of calisthenics, either barked or muttered at us, depending on the orator of the day. Then, after a brief but rather lucid lecture on the several efficient means of giving and avoiding blows, we would spend a major part of the period attempting to put these principles into practice and watching our classmates fail also. But it was all very interesting and no doubt did strengthen and toughen our bodies. Next, several sections turned to wrestling and were ably instructed by Frank Pumphrey and Ed Taylor. The best methods of attack and defense were demonstrated and practiced in all positions. Finally, the zenith or nadir, depending on the point of view, was reached by a select group of juniors. This was commando fighting or hand-to-hand fighting; in it no holds are barred and the object is to kill or maim your opponent. The students were shown the most vulnerable parts of the body and were carefully cautioned not to regard the techniques as parlor games nor to develop them by home study. It is fairly certain that there have been some additional insights into Hobb's state of nature and Sherman's famous remark. The February slump swept everything in sight this year. It even hit sports and the juniors at that. The Frosh DEF team, who was showing a great deal of fight under the leadership of Van Doren, dropped out of sight and Van Doren's place among the high scorers has been taken by a senior. Senior Paper- Writing Month The juniors managed to find competition in four of their five games: Senior at play The Last of Basketball April has ceased to be the cruelest month. Instead of having fine weather during which to combine thesis-writing with sailing, tennis and swimming, the seniors were forced into the sole relaxation of the movies by the inclemency of the seasons, both physical and political. For February was chosen for thesis-month because of the largescale Army Reserve activities of some seniors, and February is well known in Annapolis for its icy conditions, conditions which effectively deprived the seniors of basking, boating and bathing and forced them to write their papers. The labour pains of the seniors were many and varied: some had the yellow bile of the movies, some the phlegm of the hopeless gaze, others the blood of the battles, and yet others the black bile of love. A little more about this black bile, which produced the most obvious and perhaps even the most lasting results of the month for at least four seniors. The month was spent by two in the delights of consummation and two in the agonies of betrothal. The more intellectual results of the month will shortly be seen by the faculty in McDowell 24 and by the general public at graduation, if any. Juniors ... ... ........... .. ..... .. 52 Juniors .. ............. .. ... ... .. .46 Juniors ...... ..... .......... .. ... 61 Juniors .. ..... ..... ... ..... ... ... 67 Frosh ABC Soph BCD Frosh ABC Frosh DEF ... .... ......... ... .24 ....... .. ..... ..... .29 .. .. .. ..... .. .......31 .... .. .. ............28 Of the remaining games the seniors played and won two, Frosh ABC, one : Seniors .... ..... ............... 38 Seniors ... .. .. .... .. ..... ... ... 33 Frosh ABC ........... ....... 37 Soph BCD .. .. .. ..............25 Frosh DEF ................ ....30 Frosh DEF .... ................28 The high individual scores suffered as well : INDIVIDUAL GAMES Krol ..... .......... ..... ..... .. .. ... 4 Bauder ... ......................... 3 Slafkosky ... ... .... .... .. .... .. 2 Kramer ... ... ....... .. ........... 3 Dobreer ... .. ... .. ....... .. ....... 4 AVERAGE PTS. 18 17 15 9 8 Thus the basketball season came to a close, no race for the finish, no championship game. Just an end. 18 �dryness which is often associated with this ~ind of music. Better was the slow movement with the arpeggios of the piano adding much. The third movement is better known to most people as the finale to Bach's D minor Concerto. The Orchestra played it with as fine a spirit as they did the finale of the symphony. The motet, "Jesu dulcis memoria," opened the last group of numbers by the chorus. This piece had a deep-running gravity which the chorus was able to convey well. Three English madrigals followed, "April Is In My Mistress Face," by that near great author Sir Thomas Morley (the book-A Plane and Easie Introduction to Practical Musik), Dowland's "Weep You No More Sad Fountains," and Farmer's "Fair Phyllis I Saw Walking All Alone." The Morley number was done with goodly drive and passion, but Dowlands fountains had no reason to stop weeping. The chorus obviously did not spend enough time on this piece. Then "Fair Phyllis" brought things aright again; it's too bad that the encore had "to make like the B-19." Beethoven's Six Contra Dances, which Mr. Nabokov candidly described as being much the same thing as a Virginia ReeL at times approached even a Charleston. Concert Last Sunday the College Community Orchestra and Chorus gave us their first performance of the year. The orchestra's part consisted in the First Symphony and the Six Contra Dances of Beethoven and a concerto of Vivaldi. The chorus sang two numbers by the perennial Bach-later some English madrigals and a .motet by Vitoria. The Beethoven Symphony, the most important thing the orchestra has taken on itself so far, cam~ off well, especially the first and last movements. But the second movement did not feel so very sure of itself, while the third was played somewhat slower than we are used to hear it. This was excusable if one considered the limitations of this organization and the demands which Bee:hoven's molto vivace makes upon the players. Praise must go to the orchestra and conductor for the way they did the last movement. The chorus then sang "Sheep and Lambs May Safely Graze" from a Bach cantata. This was _followed by "Lord of Our Life" sung a cappella. ~mg­ ing Bach chorals a cappella is a rather du_b10us business. This was illustrated Sunday. Without the accompaniment which Bach intended for his chorals they sound a little thin, as if they were trying to ape the earlier choral traditio~. b_ut couldn't quite manage it. But this is not to cnhcize the performance of the chorus on this number, but only to cite a limitation which was imposed on this performance. . . The orchestra continued with the VIvaldi Concerto for strings in D minor. The first movement was well enough played but had that characteristic Film Club The "Love of Jeanne Ney" completed the series of nine showings that the Film Club presented very successfully this year. It was preceded by others, such as "Broken Blossoms," "The Italian Straw Hat," "The Passions of Joan of Arc," and "Intolerance," that were able to confirm the Catalogue statement that proclaims it the exponent of the "cinematic" arts at St. John's. It should be part of one's education, especially now, to be able to recognize the power in the rhetoric of the camera. Hollywood has tended to have us forget this and it is only by the special contacts such as that afforded by the Film Club that this knowledge is kept actively alive. This is reason enough to keep the Film Club going. E. R. C. Fling By a special arrangement by the Cotillion Board, it was possible to have all the farewell parties for the Enlisted Reserve and the Air Corps in common. The common ground was the E. R. C. Fling. Decorations, using a color scheme obviously enough of red, white and blue, were very ingenious with a rather interesting touch being added by a column of streamers in the middle of the floor. By far the most important milestone in the doings of the Cotillion Club was passed at this time. In the place of the usual insipid punch bowL there was to be found, mixer and ice. For those who did not want to imbibe or did not carry their own, there Concert practice 19 �the law. And I will honor the religion of my fathers . The gods be witness of these things." Mr. Barr had some words of encouragement for those leaving, urging them to be students at war, i.e., good soldiers and to return to their studies after the war. While war is paradoxicaL we must keep our minds clear and not forget that we are rational beings when we return. Nevertheless, we left with mixed feelings. Many will not be with us for the last term. Athletic Banquet To the victor belonged the spoils of the second term's athletic banquet. A lot had happened, many of the victors were not able to be present and many of the spoils were absent as well. This was due, as usual to the wartime priority lists and what not. The victors: Junior Team; football, Dobreer, Levering, Raley, Cochran, Krol, Freeman, Prout and Bauder; basketball, Witwer, Clendaniel, Dobreer, Vogelhut, Cochran and Bauder. The boxing champs, Bonham, Levering, Hammen, Hendrickson, and Armstrong were all the honor members of the banquet. As at all good athletic banquets, there arose a problem, the problem of the Armstrong plaque. Bert, four-time winner of the 165-lb. boxing championship, was entitled to the plaque. If this plaque were given away the record as far as the Office wall is concerned would be incomplete. It seemed more advisable then to offer a trophy or another plaque as a substitute. To the man that had done the most for the intramural sports an award from an anonymous source was given. This went without second thought to the director of the sports part of the exercise pro- E. R. C. fling was punch as well. The result was that there were gentlemen and fun in place of madness. Something strange has taken place during the year. The braces that were thought necessary for the safety of the gym were not needed at all and it was not the influence of the mixer alone. The completely sane and obviously happy way in which the boys that expected to leave took their last look at their civilian liberties, spoke well for the attitude that they held in leaving. It is the thing to expect if the Catalogue is brought into the picture, but earlier days had taught us to expect something different. Maybe it is enough to say, "The truth will out." Pseudo-Graduation The end of the term brought with it a special College meeting as a parting gesture to the many students in the Army Reserve who would not return for the last term. While the College would have liked to hand each of them a diploma, it gave them instead a copy of Robert Bridges' The Spirit of Man, an anthology of world literature. The list of those leaving and those already gone was indeed impressive by its sheer size-59 in all. All those leaving repeated the Ephebic oath-which the Athenian youth once took before going off to war. It was most appropriate and impressive and we will here reprint it: "I will not disgrace the arms of my country, and I will not desert my comrades in the ranks. By myself and with my fellows I will defend what is sacred, whether private or public. I will hand on my country not lessened but greater and 1;1obler than it was handed down to me. I will hearken diligently to those duly charged with judging, and I will obey the established laws and whatever others the people with common consent establish. And if anyone attempts to overthrow the laws, or not obey them, I will not stand idly by, but by myself and with all my comrades I will defend Liberty 20 �morning and saw the workers frantically digging a trench along College Avenue, all thoughts turned to black Navy thoughts and the boys were ready once again to fight for the black and orange. At this point the College truck came into sight, bearing life not death so that everyone turned over and went happily back to sleep. gram, Dave Dobreer. A beautiful volume of Shakespeare was awarded. In closing the day, Mr. Barr talked of the intramural spirit and its correlation with the program. Alice in Wonderland Part of the scheme that the administration put to work to add more meaning to the last days of the Army Reserve, was the assignment of "Alice in Wonderland" for all four classes. It was a new experience to hear the dining hall and Coffee Shop going at full speed with everybody on the same. subject. Even at the Farewell Dinner the same was true. Then at 8:00 the Seminars began to take form. Suddenly at 9:00 (just after the last seminar had gotten a form), the air raid siren blared forth. Down came Alice to scamper to her rabbit-hole and wait for the chance to go again. (The caterpillar had told her that this was going to happen.) At one of the rabbit-holes, representatives of the three classes met again ... but oh, so much smarter. The freshman declared that the whole book was self-evident; that it meant just what it said. The sophomore had it all figured out too, to him it was obviously a mathematical work. The junior looked a little starry-eyed. It was the most beautiful poetry that he had ever found. The senior found the whole thing simply unspeakable. That is, the senior was on vacation and not able to speak. But the air raid was finally over and a pack of cards isn't really a state so they adjourned for treacle in the Coffee Shop. Senior Oral Exams. The seniors this year had one advantage over their predecessors. They had their oral exams in the vacation time and were thus spared the Persian trappings of the Great Hall. Only a few hardy souls managed to find their way up into McDowell 24 and there was a release from the tension of last year in the surroundings, which corresponded and augmented the newer, more kindly policy of the examiners. Papers were treated as dissertations rather than theses and candidates were asked to expound rather than to defend. The result was that, on the whole, the examinations produced more, both for the edification of the audience and the student's knowledge of his paper. The one thing that previous seniors had over this class was the composition of the examining panel. This year the whole instruction committee took part, although only three had been assigned to actually read the paper, and all too often Mr. Barr would be on the point of closing the examination when a voice from the candidate's right hand would say: "Just a minute please, there's just one thing I'd like to ask" ... and the unlucky examinee would find himself confronted by Mr. Buchanan. On the whole, though, a good time was had by all, and although the seniors are not at all sure they , would like to go through it again, they acknowledge the use of the exams, and hope that they were good guinea pigs for future examinations. Archie's Improvements Everyone was glad to hear the Dean announce the appointment of Mr. Archie McCourt, the local Scotch philosopher, as the successor to Mr. Buckley, in the capacity of director of buildings and grounds. Archie has long been one of the campus wonders and usually spends part of his time reciting the Greek alphabet for the freshmen, the Summa Theological for the sophomores, Calvin's Institutes for the juniors, and the Bible for everyone including the seniors. · Almost immediately after the appointment the physical appearance of the College began to be transfigured by reason of the improvements that were started. One of the most important, now completed, is the touch that has been added to Humphrey Hall. The portico that once covered the steps leading up to the front door was torn away and in its place stands a white hand rail much more suited to saving the appearances of an already somewhat dubious looking building. Outside of Randall, the bench has reappeared. It is a very nice substitute for the old bench that was torn down last year. Even in its simplicity, it can never rival the uniqueness of that which it attempts to replace. Something should be said, too, about the stones that turned into plants. History has recorded the opposite and many other peculiar things, but never just this thing. When the College looked out one Archie 21 �Third Term: l:ommencement Air Corps Returns Their selection started off with Haydn's 4th. Next came something strange, American (the way Europeans think of America) and very amusing (even if incomprehensible) by Piston and the program ended with the Quartet in F Major, Opus 155, by Beethoven. Their performance was enjoyed and, in so far as this was true made an interesting lecture. It has been said, and quite truthfully, that these men have not the degree of perfection that is possessed by the Budapest String Quartet, but this does not stop our music-conscious community from asking for more. The house that was divided, re-lived for a time after vacation. The boys of the Air Corps, in the midst of going away to war, were given notice that their orders to report had been rescinded. Many, however, had already left for a short visit to their homes before reporting for duty. It was useless for them to even think of returning to sch0ol and trying to return to work when their future was so uncertain. Of those who were close enough to return and did, it can be said that they readapted themselves very well and were reported to have picked up their work just where they had left off. Possibly it is better to say that they picked up their work where they had supposedly left off. When they were finally called they could congratulate themselves on their versatility and offer their condolences to those who were left behind. PETITION For some years past the student body has found that, during the spring term, regular classeS" together with annual essays require too much work for anyone to manage properly. This year, again, the same situation prevails. Therefore, we, the undersigned, request the administration to suspend classes for a week, during which we can happily devote ourselves to term papers. Coolidge String Quartet Part of the very interesting music program that was planned by Mr. Nabokov this year included the Coolidge String Quartet. The men that make up this quartet have been recognized for some time as great names in America. Recently, it is said, they have been occupied with research among the more obscure pieces, written by the great composers, that have accumulated in various musical libraries. Their performance at St. John's was not the result, directly at least, of this research, however. JUNIORS Robert Bunting Edward Cochran Ahmed Ertegun Edward Godschalk William Horsey James Huber Arthur Hyman Jack Landau Thad Prout Haven Simmons Robert Snower Jack Spencer Robert Wilcox Peter Wolff SOPHOMORES Barton Barber Steven Bergen Robert Bonham Harold Boulden George Brunn Robert Campbell Duane Furbush William Goldsmith Earl Hendriksen Solomon Kadis Donald Kaplan George Long Henry Mack John Mack Mike Manley Orsell Meredith Edward Mullinix Erich Nussbaum Benton Perry Harold Pfeiffer William Schaefer Gene Thornton FRESHMEN Charles Baldwin George DaUer Alvin Fross Samuel Harrington Allen Harvey Ben Henson Barney Hill Leon Israel Tom Lyne Sandy MacDonald Ellis Manning E. McNamara Leonard Mudd Robert Mueller R. F . Novak James Sharp Samuel Sheinkman Bruce Sinkey Charles Van Doren John Wakefield Peter Weiss Henry Wensel John Woodward College Meeting Last Week Last Thursday the College was called together for an extraordinary College meeting. It was precipitated by a situation which has been apparent to College creek 22 �•, , .·. .. .. .. .· . most of us for some time, but which the Dean recognized especially clearly when he returned to St. John's after a week's absence. The school is presently in a crisis, which can briefly be described as general deterioration of morale. The Dean tried to locate its causes by recounting in detail the story of this year and to a certain extent the history of the entire duration of the New Program. It was clear that this time it was not the old boogies-the Navy or State Legislature, etC., which threatened the College-it was rather a kind of search after the Fifth Column which the Dean engaged in. The war has not left the school untouched. We opened in September with 173 students, we have now (last Thursday) 108. One of the conditions which made it possible for us to open in September were the various reserve corps. They allowed mariy students to remain here for at least part of the year, but they also proved perilous to the College. For students in the reserves were under the authority of the government-and this authority thus moved into the College itself. Everyone realized that the administration was no longer the sole authority in the school, and this tended to sabotage the efforts of the College as a learning institution. Perhaps the greatest single factor in the complex situation of a College at war, was in our case the drill. If we wanted our students to have the privilege of joining the reserve corps, we had to accept with it the burden of drill. We could not have the one without the other. We chose to accept both privilege and responsibility, and thus it became necessary to have compulsory military drill for all members of the reserve corps. At the same time it seemed advisable to require attendance at drill of all·other students as well, especially since many of them would soon be called by the draft as a result of the lowering of the draft age. For the morale of the College it was essential that there should be no small group of students who would separate themselves from the community and the war because they wanted to, and on account of special circumstances, were able to. As a result, it was naturally harder to study this year. For a long time, the entire community seemed uncertain whether to go on studying or be overrun by the effects of the war. Finally studies won out for most of us, but those for whom they didn't were advised to leave College to go into the Army or war work. Drill was not the only problem. The change in faculty members contributed a good deal to the feeling of crisis. For some years after the New Program first came here we built up a competent Face lifting faculty. Then, with the war, this carefully saved "capital" was stolen from us, and we had to replace it. We did so carefully and deliberately, doubling up classes at times rather than getting any kind of replacement. Although students may at times feel that their teachers do not know their stuff, the important thing is that everyone is learning. Here were the reactions of many students to these problems: They did not attend drill, they did not obey orders, they goldbricked. At the same time, they neglected classes, and their activities in the community life got out of hand. All these reactions were caused by the crisscrossing of disciplines. Students thought that they should understand what went on during drill, and that they should be martial in their spare time. But it is often impossible to understand drill, until after you have done it; and while understanding of it may help you, attend even if you don't understand it. This then was the point of the Dean's speech, a point which he made quite sharply: You must attend drill. You must behave in your community life in a decent manner that will allow the College to stay open. If you cannot do both of these things, please leave. You may be a dangerous individual. On the other hand, you still have freedom with respect to your work. You can make your own decisions about its importance and whether you ought to go to class. It was in order to keep these freedoms, that the other compulsions had to be introduced. 23 �Now that a relation between the conservatory and the college has been established it can and will prove a valuable asset to our musical life here. Concert Sunday's concert by the Peabody Conservatory Orchestra under the direction of Stanley Chapple fulfilled a need that many of us have felt for a symphony concert. Unfortunately the program was not thoroughly satisfying in that some of the works chosen for performance were of a difficulty not beyond the capabilities of our own orchestra. The chief objection to the program was the Haydn C Major Symphony which was not particularly exciting as Haydn symphonies go. We had hoped that with the corning of a large, well-trained orchestra we could have some orchestral works of the nineteenth century. Owing to a loss in personnel the orchestra was unable to render a Dvorak symphony as it had intended. The remainder of the program was, with one exception, new to most of us. The exception was Mozart's Magic Flute Overture which was given a nice even treatment, particularly in the slow introductory passage. The Beecham arrangement of Handel's "Faithful Shepherd" gave ample opportunity for the orchestra to display its breadth of tone, which it did with the exception of the violins. They played, not as one instrument, but as two dozen violins. "Les Illuminations" by Benjamin Britton, based on a poem by Rirnbaud, was the most interesting work on the program. The unusual orchestration for strings gave the impression of other instruments in the ensemble besides the strings. Mr. Chapple's analysis of the work, which he gave before playing it, should make interesting speculative material for St. John's students of esthetics. Miss Elsa Elya deserves a great deal of praise for a sympathetic treatment of a very difficult vocal part. The orchestra got the better of her in spots but her singing was good otherwise. Incidentally, we were honored with the second concert performance of this work by a young English composer. Boats and Boating Back in the days when St. Johnnies had time to sail and did so, after a long learning process, it is said that they were able to gain some recognition by virtue of their seamanship. This year St. John's again gained recognition in virtue of the way her boats were handled. Early this year and late one day, three of our would-be sailors went out for a little sail in two of the College dinghies. At sundown they were about to return from beyond the Severn. Fortunately enough, the wind picked up and they could hope to make their landing before dark. Somehow though, the wind picked up more than their experience with such things would allow for and one boat was sunk. The survivors were picked up by the Navy. Later in the spring, two freshmen set out in a gale that would have frightened Sinbad. Going with the wind was wonderful. Corning back . . . well, it's hard to say. They were picked up by the Navy. There is no defeating the freshman, however. The next day (Sinbad would have been twice as frightened), they set out again to pick up the first boat. The rocks and wind did not recognize the undefeatable freshmen and they were towed in by the Navy. Then carne the climax, the ultimate recognition. It was just after a rather windy lecture by Mr. Adler and just after the entire College had read at the conclusion of the Dean's report of Mr. Klein's lecture, "1, the shipwrecked sailor of the sub, Bid you set sail" Eggs 24 �all the roll was a success from the weather to the children's candies. Track and Swimming Meet It is a foregone theory of intramural athletics that it is only necessary to find a little competition in order to get the most out of sports. The juniors and the freshmen found this especially true in the track meet that was held in the last term. Henson and John, of the freshman team, threw the junior calculations into chaos and threw the freshmen team ahead when in the shotput and the discus they took the first two places. The juniors were able to come back in the relays and the javelin to account for themselves, however. The rest of the day saw the juniors slowly creeping ahead to lead finally: 62 pojnts to the Fresh's 46 and the Soph's 8. The day's most accomplished feat was the 220 dash with Spencer doing the honors. A close second was Horsey's beautiful high jumping. Individual honors went to Henson of the Fresh and Prout of the juniors with 18 points each. Second place was smothered by Hammen and Spencer both of the junior team with 13 points each. Bad weather took the edge off the interest in the swimming meet and competition was lacking when it was finally run off. The Fresh team turned out in full strength but the soph and junior teams made very poor showing. The day ended happily, therefore, for the freshmen who were able to win first place in all the relays and places in all the other events. Final tally gave them a 54-point lead to win over the 19 points of the juniors and the 18 points of the sophomores. Individual winner was Israel with 13 points; second place went to Nussbaum of the Sophs with ll points. Sitting it out that one of the freshmen set forth, at 9:00 one night, in a seventy-mile-hour wind. He wanted to learn to row, it seems. Twenty-four hours later, he returned from a short but effective visit to the Eastern Shore. (The seventy-mile wind had been blowing in that direction.) All this should not be without effect. There is talk that the boathouse is to be burned and that Horner is to be taken off the list. Eggs The annual Easter Egg Roll last Sunday established itself as a St. John's tradition-by running for two consecutive years. Doubts that the second time might prove an anticlimax seemed to have been pretty well dispelled by an enthusiastic faculty. Not only did they find their eggs but they also rolled them up the greater portion of the front green, Mr. Stanley being acknowledged victor in this invigorating contest of high- powered intellectuals. The faculty were given various first sentences of Great Books and had to find an egg with a picture corresponding to that particular book and they enjoyed varying success. Mr. Barr was among the first to find his egg ("Gulliver's Travels") but the Dean had trouble with "Torn Jones" and had to be given several broad hints. The Scofields compiled the best team record with two eggs apiece (Leonardo, Rousseau and Locke, Aquinas). Approximately ten children ran amuck throughout the entire proceedings, pausing only to listen to the resonant strains of a recorded quartet playing Rondos by Susato, a XVIth Century Dutch composer. All in War Meeting If you haven't heard it already the joke about the Sunday night meetings is: "Whose turn to talk about cartels is it tonight?" In an unconscious way that makes an accurate mot, for the question of cartels has been examined this year by people who ·could least inaccurately be described as political historians, lawyers, economists and philosophers, who spoke without overemphasizing the truth in any one interpretation. That this danger has been avoided is to the credit of the group in charge of the meeting. It isn't difficult to imagine the absurdities which could have been put forth to stop our thinking about the problem of collectivization of industries on an international scale on any other than one level. An economist alone could say: the rnaldistribution of technological skills and potential outlets for them has resulted in the situation which cartels are aiming to cure. Their method is objection25 �able to anyone wanting economic democracy, therefore cartels must be stopped. A lawyer could plea for good laws which would make it possible to prosecute the offending corporations who are unfairly competing with smaller groups. Combining the bad features of the advertisements and learned articles in the current periodicals one would think that the growth of cartels is due to the swinging of the pendulum of h istory from nationalism to internationalism, that we are becoming international minded with the aid of those wonderful maps· published in Time, Life, and Fortune, because after all the isolationists in this country never realized that you could fly over the North Pole to Yakutsk like Wen dell Willkie. But the discussions we've heard this year have been sane and the speakers didn't ride every Gallup poll, and Pegler column to Utopia as did some radio discussions. in the exhibit; the still life would serve best as a design in linoleums, with its bright reds and greens and studied flatness. Other works in the group are less accomplished. Carl Hammen's cartoon of Mr. Bingley must be viewed close at hand; his amusing Cat has likewise an occasional interest. Not so Alexander Morse's studies for an oil. Here the subject is subordinated to the medium. The paint is applied with vigor, and we look forward to the mass of the finished work. Irwin Tucker's portrait of Mrs. Gorman, though unfortunately proportioned, captures its subject's repose and lightness of spirit in calm and subtle colors-the only serious piece of imitation in the show. Gene Thornton's sketch for a cigarette advertisement is in the manner of John Steuart Curry, unlike Harry Rockey's courageous landscape, which is in no way imitative. James Huber's Head is lifted in an attitude of scorn. Robert Mueller's construction may be included under whimsy. Giving body to the exhibition are four Chinese prints, sent by Sui Chi as a gift to the mother college, and a small case of models by Peter Kellogg-Smith. The committee has included three works by Jack Landau, who, as director of the show, is in large part responsible for what has been done. His sets for Lear, though heavy with excitement as stage design, are somewhat turgid in their present form. His collage, however, is slight, perfect and delightful. Art Show The Spring Exhibition, which opened formally at a tea given by its sponsors last Saturday afternoon, includes works of the same sensitivity and accomplishment as those which made it the subject of general remark last year. New artists have been called upon, since many contributors have left college for the services, but the committee of judges has not changed its standards in selecting, from among the many canvasses submitted, the exceptional works on exhibit in the Junior Common Room. It is to their unique taste that we owe the prominent place given Mr. John's works in pastel and pen and ink, most noteworthy of the compositions. These pieces betray a considerable familiarity with the rules of composition and an acquaintance with several trends in contemporary art. More remarkable still is their use of the human body, which the artist presents not so much naturalistically, particularly in the dimension of perspective, as toward the projection of feelings which cannot achieve expression in other media. Tatiana is the best of his work and deserves praise for the neatness of its execution, which successfully approximates that of such works as Picasso's Guernica. Less delightful, to be sure, than Mr. John's contributions are the two watercolors by Roger Tilton. Their excellence resides chiefly in the technical accomplishment with which the artist presents his conventional subjects. If we consider them as exercises in the techniques of watercolor, the propriety with which the weight and body of the subjects is ignored may become more apparent. Next to these in mastery of their medium are Robert Arner's little studies in landscape and still life. The landscape, together with its frame, is though pretending to be no more than a pattern in colors and textures, undoubtedly the finest piece Ephebic Oath 26 �first performance, some meaning was given. The lack of vim and spirit that is necessary for this kind of singing had been mastered; the enterances were stronger and surer and the trios and quartets that had been so unbalanced were done in excellent style. The presentation far excee ded the expectations of the audience and though it was possible to make certain criticisms of the performance, it remains as a new record of accomplishment for amateur chorus work. Credit for this must go to Mr. Nabokov. Junior Exams. While the rest of the College was in the throes of, (l) parting, and (2) partying, the juniors walked around among the June Week couples as sloppy as ever with the gleam completely lacking from their eyes. They were in the throes of their enabling exams. True to form, on the Saturday on which everything is supposed to happen, everything did. At 8:30 the juniors were awakened by the various alarms and they staggered over to eat breakfast for the first time in months. By 9:00 they were ready to be examined. The examinations were ready also and all that was required was the formal introduction. With the formalities behind them they set forth with a vengeance. Time passed quickly and except for a few intermissions during which dances, sermons and concerts were for some reason presented them, they found the exams to be taken becoming more and more scarce. By Tuesday at 5:00 the last paper of the last student was in and the juniors stopped to consider. The language exam was a good one and very interesting; the math was good also but it tended to lay more stress on the "three body problem" than it did on the " fifth definition." The laboratory theory was cut and dried and not at all like it should have been; the lab practice was the most nearly an exmination of them all. Now the juniors were ready for June Week but the last senior only laughed as he waved his last goodbye. Junior exams Ephebic Oath On the nineteenth of May, thirty-two students gathered in the Great Hall to receive the last rites from the College before going away to the armed forces. The ceremony, stereotyped by this time, was simple in structure and yet able to say a great deal in a very unique way. The proceedure has come to be a mixture with the properties both of the formal graduation ceremony and the college meeting. In addressing the boys, Mr. Barr talked of the new discipline and the new school that they were about to enter and reminded them of the duty that this involved. The duty to school themselves in war and the duty to accept and support the new discipline. To those who were leaving, the school gave a scholastic certificate that officially recorded the students as one time members of the community. The rain that fell outside at the time was not lacking in symbolism. Athletic Banquet From the Great Hall and the Ephebic Oath, the boys went to Randall and the Athletic Dinner. There, after a brief address by the President, the athletic director, Earl Bauder, was called on to announce the winners of the team award in track, swimming and softball. To the first and the last of these the juniors had laid claim; the second went to the freshmen. The director then named the individual blazer awards. They were as follows: Missa Brevis Mr. Nabokov, after weeks of very exciting practice, brought the St. John's Chorus, thirty-six members in all into the Great Hall to illustrate the position that Palestrina holds in polyphonic music. The Chorus sang the Missa Brevis through, in order to introduce the audience to its subject matter. Mr. Nabokov, then lectured briefly on, (l) the musical form that is involved in polyphonic music and (2) more particularly, the niceties that Palestrina is able to work into his treatment of the Mass. The Chorus was then called on to sing the Mass once again in order to give a fuller meaning to what had been said. This time, as opposed to their Track. .... .... ..... ... ............ ... ....Henson and Prout Swimming .. ........ .. ... .. ..... ...... .. ... ........ .. ... ..Israel Sailing .. .... ........... .. ....... .......... ... ........ ... Spencer Tennis, Singles .... ............ ..... ........... Slafkosky Tennis, Doubles .. ....Slafkosky and Simmons 27 �To the members of the team leading in total points, blazers are awarded as well. The ruling, however, states that team members must play in two-thirds of the games in two-thirds of the sports. The only junior member award went to Ed Cochran. Mr. Barr further announced awards to Dave Dobreer, Robert Wilcox and Earl Bauder for their outstanding work in the athletic program. Finally the President paused to remark the spirit of good sportsmanship that is necessary for any intramural program that has been favored with the success that ours has known. The man thaf most completely represents this spirit is awarded the Crimson Blazer. This year's award went to Cas Krol. In closing Mr. Barr was able to look back on the thing he had destroyed and forward to the thing that he has promoted. In words that he has spoken elsewhere, "athletics are for the student not the student for the athletics." what nostalgic for some of the faces that could have made a difference in the way things went. At intermission, however, the face of things changed a bit. Here and there and everywhere a party sprang up and the repercussions were felt at the dance at the stroke of twelve-thirty. Seniors came back from their party ready to storm the place for the last time. Juniors, not to be outdone, forgot examinations and burst into song. The sophomores did not even know that an intermission had been called and the freshmen only woke up when the seniors stumbled over them. The gymnasium breathed a sigh of relief when it was all over; the whole College was in the best condition for what was to come. Baccalaureate Sermon On Sunday morning the faculty and the seniors marched from McDowell to St. Anne Church to be addressed by Reverend Winfree Smith. Reverend Smith said, by way of introduction, that he had changed the address that he had intended g1vmg. Instead of giving a talk, he felt it to be part of his function to deliver a sermon. It is possible to divide any congregation of people into three groups, (1) those who call themselves Christians because they attend church, (2) those who are really Christian but find the churches so un-church like, in the real sense, that they are not able to bring themselves to attend them, and (3) those who are not Christians either because they are not able to find the Truth there or because they do not believe, for some other reason, in the Christian faith. A great many people belong to the first group, a few to the second, and many more to the last class. The St. John's Senior has faced and Award Announcement A time-honored precedent was shattered when the Dean announced the winner of the John Martin Green Prize for the best essay in the junior, sophomore or freshman class. This was done just before the final lecture. Further surprise was occasioned when, at the suggestion of the committee, several other excellent papers were given honorable mention. This too had never been done before. The announcement was as follows: Winner: Warren Zeik, Scepticism Honorable Mention: Uno Tenore, Steven Bergen On the Reduction of the Arts to the Aesthetics, Robert Campbell Political Problem, Arthur Hyman Some Thoughts on Image and Concept, Robert Snower Are Things What They Seem, William Spohn Perspective in Drama, Peter Wiess Concerning Human Understanding, Peter Wolff Saturday Doings While the Cotillion Board wrestled with the finishing touches on the gymnasium, the seniors, all complete with white coats and the appropriate pants, went off to join the President and members of the faculty for dinner at Carvel Hall. The time that slipped by between the sight of the last senior as he disappeared through the Carvel doorway and the first appearance at the dance is not officially known. Rumor has it that it was pleasant. The dance that followed was enough to make the freshmen somehow know what was meant by June Week despite the fact that it was neither in June or a week long. But it left the older classmen some- Senior ball 28 �more than was expected. Next year further improvement can be expected as the changes in personnel will be slight. Picnics Picnics have a habit of bringing people down to earth. This may or may not be the reason that an outdoor supper is held every year during June Week. At any rate, after the last strains of the concert had died away, the crowd melted away to ·various places on campus from which the picnic spot could be viewed with advantage. As soon as the food was ready, the groups began to regather and prepare for the feast. Since we were drilled in the virtues of an orderly state, a line was formed and, at the mercy of Henry, everyone's plate and ultimately everyone's self was filled. The only thing that was possible for normal human beings was a short rest on the grass before anything more could be done. Meantime, Randall had been cleared of all of its more practical and less aesthetic furnishings and the vice versa had been added. A row of lights against the curtain illuminated the dance (and left it dark at a certain crucial moment when the fuse was blown) and made a rather cool, quiet and lovely spot for an informal-record _ dance. Time went quickly and pleasantly and with plans for the next day a happy group retired from the dance at the appropriate time. Hellxapoppin will face again this problem many times and this open mindedness is the first step in the right direction. The Offeratory was sung very well by Harrison Saccer. Reverend Smith, indeed, succeeded in doing a very important task in the best manner possible. The seniors have more to remember from this day than the heat. Class Day It is the custom of the Senior Class to elect several people from its body to talk on Class Day on what has been called their "intellectual odyssey." These addresses are always in answer or in supplement, as the case might be, to an address made by someone who was educated a generation ago. The speaker for the former generations was Mr. Walton Hamilton who began the day's addresses. Mr. Hamilton was looking forward to the day when several unwritten, one-hundred-great-books could be published. In doing this he was illustrating the possible jobs that the future held for intelligent and active men. Mr. Mason's address was concerned with the impressions that were with him as he left St. John's. Mr. Mayer ran the gauntlet of the intellectual and social odyssey that he had lived at St. John's. He discussed the various changes that he had witnessed during his stay here, the changes in the athletic program, the changes in the academic program and the changes in himself. Mr. Ehrlich was impressed by the two divisions into which the time is divided here. Part of the time is spent in defending ones own choice in coming here and the other part of the time is spent in defending St. John's against the questions of an outsider. This is true up until the time of graduation. The speeches were well written and delivered, there is no process as interesting as that which involves a self-examination. Class Day is made important by this fact alone. Concert The orchestra, in its second concert of the year, showed definite signs of improvement in spite of its reduced size. The augmenting of the brass and the woodwinds, not to mention the percussions, by members of the Naval Academy Band contributed to its "solidarity." On the program were, Shubert's "Tragic" Symphony, the D Major Concerto for Piano and Orchestra of Haydn, and Glinka's Overture to "Ruman and Tudmilla." The soloist for the Haydn Concerto was Leo Smit (who the Sunday before had made his debut with the NBC Orchestra), a pianist well known to the upperclassmen. The orchestra's part in the concert was for the most part capably executed; there were slips but excusable ones. Mr. Smit's playing was technically clear and sharp, in fact it was almost too sharp. He played two encores, the first movement of a Scarlatti Sonata, the other being the familiar "Ritual Fire Dance" of de Falla. This must have pleased the modernist both for its rhythm and power. As a whole, it can be said of the Orchestra that they have improved, not as much as they might have under ordinary conditions but considerably 29 �Graduation Adrian Curtius Mayer Alexander Leonard Slafkosky Graduation Graduation day found the Seniors listening to Mr. Meiklejohn. He stated a very interesting point. Any man can live under the dogmatism of a single idea but it takes a man in the fullest sense of the word to live under the unity of two ideas. The real purpose in living is in being able to enjoy the taste and excellence that man is capable of finding in life and it is to the development of this life that one must dedicate himself for the good of mankind. Cum Laude Ernest Christopher Friess, Jr. Ollie Hammond Thompson, Jr. Magna cum Laude John Louis Hedeman Claude Spencer Leffel, Jr. Backwards The graduates of the Class of 1943 are: The uneasiness that could be felt at the beginning of the year continued, so it seemed, at least, up until Christmas vacation. The problems that arose from the lack of direction that most of the students felt, found expression in various ways. The second term was spared the floundering, both because of the definition that came from the War Department and, indeed, because of the outlook of the war itself. Finally the College came together for the last term and found itself reassured. And now, having stayed on the job, we look expectantly to the future. BACHELOR OF ARTS Rite Burton Armstrong Carl Benjamin Blaker Walter Lawson Cooley Paul Ehrlich Glenn Allen Fearnow Robert Hunter Ogden Worthington Kellogg-Smith Edward Kramer Francis Scarlett Mason, Jr. 30 �Faculty Bingley Gorman Smith MIRIAM STRANGE Registrar SCOTT BUCHANAN Dean STRINGFELLOW BARR President Comenetz Hammond Smith Kieffer Mcfarlin Scofield 31 Klein Nabokov Stainbeck Garis Peebles Plunder �s~niors Alexander Scott Abbott Burton Armstrong Carl Benjamin Blaker Monte Ferris Bourjaily, Jr. 32 �;1. ~-r. :..r.r~ <l ~ ~ \ .. t -· ~ . Walter Lawson Cooley Paul Ehrlich Glenn Allen Fearnow Ernest Christopher Friess, Jr. 33 �'l~ ~. f \ , \ \ ' ., l ' ' ~\ I • \. ( I . I ' John Louis Hedeman Robert Hunter Ogden Worthington Kellogg-Smith Edward Kramer 34 �Claude Spencer Leffel, Jr. Francis Scarlett Mason, Jr. Adrian Curtius Mayer Alexander Leonard Slafkosky 35 �Ollie Hammond Thompson, Jr. John Weber, Jr. Seniors 36 �Stone House Chase House Carroll House Paca House 37 �SENIORS Alexander Scott Abbott.. ...... ..... ........ ............. ..... ............... ....... .... ............. ....723 Lake Road, Oconomowoc, Wisconsin Burton Armstrong .... .. ... ................ ..... .. .. ..... ... ....... ... ....... .. ..... ....... .... ... ... .. ... .......... ... .River Road, Scarborough, New York Ralph Levi Baltzell ............. ... .. ...... ...... .. .. ............. .. ...... .......... ... ........ .................. ....... ...... .... ....... .... .. Union Bridge, Maryland Carl Benjamin Blaker ...... ... .. ... ... ... ....... ..... ..... .... ... .. ... ..... ....... .... .. ..... ... ... ......... .... ..... .... .. ..... ... ..Macedon Center, New York Monte Ferris Bourjaily, Jr ........ ... .......... ....... .. ............ .... ...... .................... ..... 65 University Place, New York. New York Douglas Buchanan .. ...... .......... ....... ...... ........ ... ..... ... ... ........ ...... .. ....... .......... 248 King George Street, Annapolis, Maryland Walter Lawson Cooley ...... .... .... .. ........... .. ....... ..... ..... .. .. .. ... ............ ....... ..... ... ....... ...... .R. F. D. No. L Aberdeen, Maryland Paul Ehrlich .......... .... .. .... ........ ........ .. .. ..... .. ...... .......... .... ... ......... ... .... .......................... S6 7th Avenue, New York. New York Glenn Allen Fearnow ... .. ............ .... ... ... ............. ..... .. ..... ..... .. ........... ........ 237 Cushwa Avenue, Williamsport, Maryland Ernest Christopher Friess .. ... .... ... ..... .... .... .... .. .......... .. ..... ............ ....... ... ...... .. ....... ....... .. ... ....................... Oakley, Maryland John Louis Hedeman .. ...... ........ .... ........................... :.................................. 3315 Echodale Avenue , Baltimore, Maryland Robert Hunter ........ ... .. ....... .............. ... ............ .... .... .. ...... ... ........... .... .... ....... .. .. .... ... .. ... .. .. .. .... Spring HilL Mobile, Alabama Ogden Worthington Kellogg-Smith ........ .. .. .. ...................... .. .... .... .. .. ...... .. .... .... .. .. ...... R. F. D. 3, Chestertown, Maryland Edward Kramer.. .. ..................... ....... ..... ..... .. ...... .... .. ...... ..... .. .......... .. ... .... .. ........ 340 Orange Road, Montclair, New Jersey Claude Spencer LeffeL Jr. .... .................... .. ........ ............ .. .......... .. .. .. ...... .. .......... ........ R. F. D. No. 2, Woodbine, Maryland Francis S. Mason, Jr. ............... .. ... ... .. .... .. ... .... ........ .......... ...... ........... ... .. .... ... .. .. ... ............ Plymouth Meeting, Pennsylvania Adrian Curtius Mayer. .... .. ................ .... ............ .......... .. .. ...... .. .... .... .............. .2 Rockledge Avenue, Ossining, New York Alexander Leonard Slafkosky ................ .... .......................................... 722 Hillside Avenue, Bethlehem, Pennsylvania Ollie Hammond Thompson, Jr ........... ...... .. .. .. .... ..... ...... ....... ..... ... ... ... ... ....... .. ... .. .... ..... ...... ... ....... ............ Hurlock. Maryland Thomas Orville Usilton ............. ...... .... .......... ... ......... ..... ... .................. ....... ........ .... .............................. Centreville, Maryland John Weber. ... ..... .. ................................... .................................... ............. .. .................... .4140 Pearl Road, Cleveland, Ohio JUNIORS Robert Seaver Anderson .... ................ .... .. .. .. .. .. .. .. .... .... .. ........ .......... .......... 24l Yellowstone Avenue, Billings, Montana Earl Secord Bauder, Jr. .. ........ .... ...... .. .................................... .. .... .... ................ .... .... l630 Genesee Street, Utica, New York Nicholas Daniel Bonadies ..................... .. ... .. ....... .. .... ... .............. .. .............. .. ........... .47 Main Street, Winsted, Connecticut Robert Fredric Garland Bunting .. ...... .. .. .. .......... .. .................... .. .................... .. l213 Oakhurst Place, Baltimore, Maryland Richard Clark ......... ......... ................ ...... ..... .... .... .... ....... ... ...... ............. ................... .... ....... .. ... ... ....... ....... ........ Easton, Maryland Lindsay Edmonds Clendaniel... .. .... .... .. .. .. .... .............. .. .......... ................ .. .... .. .. ............. R. F. D. No. 3, Denton, Maryland Edward Born Cochran .. ................................ .. .............. .. ............ ................... ...... ....... 316 Puritan, Birmingham, Michigan David Dobreer .. .. .... .. .. ............................ .. .... .... .. .... .... .. .......... ........ ........ 2237 Vineyard Avenue, Los Angeles , California Ahmed Munir Ertegun .................... .. ................ .............. .. .. .. ................ ...... .. .. l606 23rd Street, N.W. , Washington, D. C. Henry Raymond Freeman, III... ............................ .... .............. .. ................... 23 Linden Place, Sewickley, Pennsylvania Norman Atwood Garis .................... .... .. .......... .......... .. ........................ .. ............ .. 28 Oakland Place, Summit, New Jersey Edward Ury Godschalk. .. .... .... .......... .. .... .... .... .. ............ .. ............ .... .. . l24 Stonehouse Road, Glen Ridge , New Jersey Carl Schlee Hammen ......... ............. .... .... ............. .............. .. .. .. .... ..... ...... .......... ..... .. .. ...... ...... ................. Linkwood, Maryland Richard Edward Holle .................................. .... .. .... .. .................. .... ........................ .... 9 Elm Avenue, Elberon, New Jersey Joseph Francis Hollywood, Jr .. ...... ............ .. .............. .49 Continental Avenue, Forest Hills, Long Island, New York William Hayward Horsey ........ .. ... .... ............ .. .. ........ ...... .... ................ .. .. ...... .. ................. .... 208 S. 6th, Denton, Maryland James G. Huber ........ .. .................. .................................... ...... .. .... .. .... .... ...... 209 W . Franklin Street, Baltimore, Maryland Richard Henry Hutchings, IV .... .. ...... .... .... .. .. .. .. .......... .. ...... .. .. ...... ...... 75 Washington Street. Poughkeepsie, New York Richard ·Ernest Huyck. ............................ .. .. .. .. .. .. ...... .... .. .... .... .... .. ...... .. .... .. .. .... ... 2217 E. 3rd Street, Mishawaka, Indiana Arthur Hyman ...... ... .... .. .... .. ... .... .............. .. .. .................... .. .... ............ .. .... .. ..... .... .... ..... .. 705 So. Boulevard, Tampa, Florida Casimir Thaddeus Krol... ............ .. .................... .. .. .. ............ .. .. .... ........ .. .. .. .. .. .. .. ......... 2152 W. 18th Street, Chicago, Illinois Jack Landau .... .. .. ....... ... .......... ... .......... .. ............. .. .... ........ .. .......... l426 Morningside Avenue, Pittsburgh, Pennsylvania Charles Russell Levering ............. ... ..... .. ...... ...... ... ... ... ... ......... ... .. ....... ... ......... ..... .. .... .. ............. .... .............. LaPlata, Maryland Samuel Wesley Marvin, Jr.. .............. ..... .. .. .......... .. .... ....... ........ ... ....... ........ .......... .... ................................... Crozet, Virginia Thaddeus Edmund Prout. ............ .. .. .... .. .. .. .... .... ...... ..... .... .. .. ............. ...... .......... ... .... ................... .. ............. Owings, Maryland James Maurice Raley ............................ .. ... ...... .. .. .. .. ...... ... .................. ... ....... .. .......................................... Compton, Maryland James Henry Roe ... ... ....... .. .. .. ........... .... ................ .. ................ ...... .............. 31 Brenton Terrace, Pittsfield, Massachusetts David John Sachs .... .... .................... .. .. .. .......... .... ............ .. ................ .. .......... ........ .... .. .. 524 A . Surf Street, Chicago, Illinois Henry Harrison Sasscer, IV ........ .. ............ .. .. .. .... .. ........ ............ ...... .. .. .... 6409 Georgia Street, Chevy Chase, M:uyland Haven Ely Simmons .. .................. .. .......... .... .............. .. ................................ .. l23 22nd Street, N.E., Cedar Rapids, Iowa John Calvin Smedley ........ .. .... ................ .. ................ .. ........ .. ............ 710 North Bedford Drive, Beverly Hills, California Robert Perry Snower.. ...................... .. ...... ...... .. ............ ...... .. ...... .. .............. .. ........ 5819 High Drive, Kansas City, Missouri John Clarence Somers, Jr .......... .. .......... .. ...... .. .... ........ .. ........ .. .. .. .............. .. .. ... 60l W . Main Street, Crisfield, Maryland John Trimble Spencer ..... ....................... ..... .... ... ............................... .. .............. ... .... ........ ..... .... .. ... R. D. 4, Easton, Maryland William Gideon Spohn, Jr.. ..... .. ......................................... .. ........ .......... .. .. .209 W. Franklin Street, Baltimore, Maryland Irwin Robert Tucker.. .............................. .. .. ...... .................. .. .. .. .. .. ...... .. .............. lS East 35 Street. Bayonne, New Jersey Martin Zacharia Vogelhut... .................... .. ........ .. ............ .. ............................... 2108 E. Baltimore St., Baltimore, Maryland Robert Arthur Wilcox ...... ............ ........ .. .. .. ............ .. ................ .. .......... ..415 East Lake Shore Drive, Storm Lake, Iowa 38 �Randall Hall Andrew S. Witwer, Jr .................... ...... ........ ... .. .. ................ .. ............. .... .. .. .... ..... .. .. 250 N. Raynor Avenue, Joliet. Illinois Peter Christian Wolf£ ............ .... ... ............................ .. ....................... .. .... .. 103 University Avenue, Glen Echo, Maryland Warren Seymour Zeik ......... .. .. .... .... ........... .. .... ............... .... .. .............. ........ ......... .. 806 Avenue C., Bayonne, New Jersey SOPHOMORES Rogers Garland Albritton ..................... .... ... .......... .... .. 518 Cumberland Avenue, Somerset, Chevy Chase, Maryland Alvin Barton Barber, Jr ..... .... ....................... ........................................ ....... ........... .. ... R. F. D. No. 3, Bethesda, Maryland Stephen Windsor Bergen ..... .... ... ..... .. ........................................ .. .. .. ... .............. lBS-20 116 Avenue, St. Albans, New York Joseph Patrick Blocher. ......... .. ...... .. ..... ... .. .... .. ..... .. .. ... .. .. ...... ... ...... .. .... .... .... ..... .. .. .. .. ......... .... .. ...... .. ... Grantsville, Maryland Robert Thomas Bonham ... .......... ....................... .. ... ... .. ........... .. .... .. ... .. .. .... ..... ....... 35-B Ridge Road, Greenbelt, Maryland Harold Milbourne Boulden .... .... ... ... .............. ....... .... .. ........... ..... ... ........ .. .. .......... ..... .. .... ............. ... ......... .. ..Elkton, Maryland George Brunn ....................... ....... .. .... ........... ...... ... .......................................................... .. ... .20 West lOlst Street, New York Robert Luther Campbell. Jr ............................... ...... ..... .. .... ... ............... .457 N. Potomac Street, Hagerstown, Maryland Theodore Willes Clark. ...... ............. .. .. .. ... ..................... .... ............. . l59 Soundview Avenue, White Plains, New York Robert Orval Davis .. .. ............ ....... .... .... .............. .. ............... ..... ............. .. ........ .... ... .......... .R. D. 1, Scottdale, Pennsylvania Alvin Epstein .. ....... .. ..... ........... .. ................. ................... ... .......................... 3104 Dobinson Street, Los Angeles, California Duane Thomas Kaye Furbush ...... ..... ....... ............. ...... ... .. .... .. ...... ................ Lock Box (Post Office), Palmyra, Michigan Clarence Westcott Gallup, Jr .......... .. ...... .. ................. .. .............................. .... 52 Brayton Street, Englewood, New Jersey William Michael Goldsmith ... ...... .......... ........ .. ... ......... .. ............... .. 23 Fife Street, Forest Hills, Long Island, New York Douglas Laird Guy ............ ................ ......... .. .... ............. ..... ............. .............. 6321 Cedar Street, Wauwatosa, Wisconsin Earl Judson Hendrickson ..... .......... ..... .... ........... ...... .. .... ............. .. .. ... ...... ...... .. .l8 Liberty Parkway, Dundalk, Maryland Chester Peter Hewitt... ....... .... ........... ..... ... ..... .............. ...... .. .. 391 Eastwood Road, Woodmere, Long Island, New York Christian Arneson Hovde ......................... ................................... .... ...... 6311 Darlington Road, Pittsburgh, Pennsylvania Harold Julius Hyden .... ........ .. ....... ...... .. ....... ..... .. ... .... ...... .................... .......... .......... ll28 East 17 Place, Tulsa, Oklahoma Solomon Kades .... .... .. ..... ............ ... ..... ..... ..... .. ...... .. ........................... 29 N. Patterson Park Avenue, Baltimore, Maryland Donald Stewart Kaplan .............. .......... ....... .. .. ...... .. .... .. ......... ... .. .. ... ... ......... 61 Brandisee Avenue, Groton, Connecticut Michael Christopher Keane .. ... .... ............ ...... .. ...... .................. ... ...... ...... .. ..... ........ .497 Sixth Street, Brooklyn, New York Donald Hartley Kellogg-Smith ................ .. ... ...... ... .. ... ... ...... ... ..... ...... ...... ...... .... ... .... ........ ..... ..... ..... Chestertown, Maryland Arthur David Kelso, Jr.. ........... ..... ....................................... .. Sycamore and Maple Road, Linthicum Heights, Maryland Lawrence Leslie Levin .... ..... .. ................... .... ..... .. .. ... .. .... .. ............... .... .. .40 Ardmore Road, West Hartford, Connecticut 39 �East and West Pinkney Hall George E. Long ...... .. ......... .................. .... ....... ... ... .......... .... ...... ........... ... ..... .214 Maryland Avenue, Salisbury, Maryland William McCormick Lundberg .............. .... ........ .. .. .. ...... .. ........ .. .............. .......... .. ...... 435 Birch Street, Winnetka, Illinois Henry Resolved Mack. .......... .. .............. ................ ........ ............... ... ... .... ........... ....... .. 6 Kings Highway, Dover, Delaware John Duncan Mack. ...... ...... ............ .. .. .. .. .. .. .. ........ .......... .. .... ... ............ ...... .... .. ...... 48 Loring Avenue, Yonkers, New York Charles Ferris Maikoffske ............ ................ ........ .. ............ .... .... .. ....... .49 Martling Avenue, Pleasantville, New York Michael Joseph Manley .. ........ .. ...... .. .. .... ........ ................ ...... .. .. .. .... .... .... .. 509 Shriver Avenue, Cumberland, Maryland Frank B. MarshalL Jr .. .. .................. .... .. .. .... .... .... .. ..... ................ ............ ...... .... l522 Roundhill Road, Baltimore, Maryland Orsell Montgomery Meredith ................................ ...... .. ................................ ..448 Front Street, Jamestown, New York Alexander Beauregard Morse .. .... .. .. .. .... ........ .. ............ .. ............ 2023 Massachusetts Avenue, N.W. , Washington, D. C. Edward Wingate Mullinix ............ ..... ......... .. .. .. ................................... ......... .......... Round Bay, Severna Park. Maryland Charles Arthur Nelson .......... ......... .......... ......... .. .... ...... ....................... ............. 3lll Wisconsin Avenue, Berwyn, Illinois Erich Nussbaum ........ .. .... .... .. ........................ .. .... .... .......... .. .... .... ................ .. 741 Linden Avenue, Elizabeth, New Jersey Allen Homarei Ohta ...... .. ............................................................ 76 Washington Square South, New York, New York Elmer Thomas Owings ......... .... ....... .. ........ .... ..... .. .. ................ .. ... .......................... ... ... South Elm Street, Hinsdale, Illinois Walter Cabot Paine .. .......... ...... .. ..... ........... ....... ......... ......... ......... .. .... .. 325 Heath Street, Chestnut HilL Massachusetts Morris Albert Parslow .... ...... .......... .. ...... .................. .. .... ........... .. ........ .... ..... .. .... .... l605 Ada Street, Muskegon, Michigan Benton Bloch Perry .. ........ ........ ...... ... .. .... ..... ...... ... .. ............. .. .............. .. ........ 910 Whitelock Street, Baltimore, Maryland Harry Fletcher Pfeiffer, Jr. .. .......... ........ ... .... ... .. ...... ........... .... .... ............... 4024 Cranston Avenue, Baltimore, Maryland Benjamin Franklin Pumphrey, Jr ........... .. .......... .. ..... ............. ..... ........... ............................................ ...... Severn, Maryland William Edward Schaefer, Jr. .... .. .. ........ ...... .. ..... .. .................... ......... ............ 3408 Rosedale Road, Baltimore, Maryland Allen Polk Schoolfield, Jr. ................... ... .. ........ ............ .................. .. .... .. .... .. ...... 702 Market Street, Pocomoke, Maryland Robert Julian Scolnik. ........................ ...... .. ................. ....... ... ....... .... .... .... ... SSO Fountain, N.E., Grand Rapids, Michigan Verne Schwab. ....... ...... .. ......... ...... .. ....... .. .... ... ... .. ..... .... .. ... .. .... ............... ...... ....... .. 11-S Ridge Road, Greenbelt, Maryland Edward Parkinson Taylor. ...................... .. ........... .. ...... ................... .. ............ .... .. . l09 North 4th West Street, Provo, Utah Stephen Wayne Terry, Jr .............. ....... ... ........ ...... ... .... .... .. ...... .... ...... .. ............ .. ll6 E. 6lst Street, Indianapolis, Indiana Robert Treat Thompson ................... ... ..... ... .......... ...... .. ............................... .3426 Morcom Avenue, Oakland, California Gene Perkins Thornton .. .... ............... .. ...... .. ........... ............. ......... .. 2316 Kirkpatrick Place, Greensboro, North Carolina Roger Tilton ....................... ......... ..................... .. .. .. ............ .. ............ ..... ... ... ............. ... Clift HoteL San Francisco, California FRESHMEN Robert Lord Arner ... .. ............. .. ..... ... .. ...... ... ........ .............. .......... .... .. .. .......... .504 Aspen Street, N.W ., Washington, D. C. Gerald Atterbury ... ..... .. ... ... ....................... ........ .... ..... ... ...... ...... .. .......... ...... .... .... .Maidstone Farme, Annapolis, Maryland Charles Crittenton Baldwin ........ .................. ..... ..... .. .. .. ........... ... ...... 36-20 168 Street, Flushing, Long Island, New York George LeRoy Bowen .. .. .... .. ..... .... .. .... .. .... .. ......... ..... ......... .... .................... 2705 Cold Spring Lane, Baltimore, Maryland Chester John Bricko ........................... ... ...... .. ... .. ......... ..... ....... ..... ....... .............. 3 N. Glover Street, Baltimore, Maryland 40 �Philip Albert Camponeschi .... ... ..... ...... ... ...... .. ........ ... ......... ... ....... ... ....... ........... .... l739 Eutaw Place, Baltimore, Maryland William George Chenoweth .. ...... ....... .. ........................................... Maryland Training SchooL Loch Raven, Maryland John Hurst Childs ............................................... .... .............. .......................... .ll N. Potomac Street, Baltimore, Maryland Thomas James Cosgrove .. .. .................................... ... .. .... .. ........ .. .... .. .. .. ......... 88 West 4th Street, Bayonne, New Jersey John Murray Cuddihy ............. .. .......... .. ....... .. .... ...... ..................... .. ............... 24 East 73rd Street, New York, New York George Howell Daffer ............................... .. ................. ........................... .l916 Kearney Avenue , N.E. , Washington, D. C. Milton A. Dauber.. .. ........ .. ....... ... ........................... .. .. .. ........... .. ......... .. ..... 226 Van Houten Avenue, Passaic, New Jersey Laurence Elfenbein ..... .. ... .... .......... .. .... .. ... .... ......................... .... ... .. .... .. ...... . l46 Bowers Street, Jersey City, New Jersey Sidney Hugh Fitch .... .. ........... ..................... .. .. .. ... .. ...... ..... ....... .. ..... .. .. .......... .................. .. ..... ..................... Glenelg, Maryland Alvin Fross ................... .. .......................... .... ........................ .. .................................. .429 Broadway, Bayonne, New Jersey Thomas Irwin Fulton, Jr .. .. .......... .. .............. ........ .. ................................ ........... 607 Eighth Avenue, Irwin, Pennsylvania John Christian Gall ... .... .... .......................... .... ................ .. .. .. ...; ... ........... .. ................. .... ....... .R. F. D. No. l, Fairfax, Virginia John Parker Gilbert. ........... .... .... ....... ........... .......... ............... ........... .... .......... ... ...... ...... ...... ......................... McLean, Virginia Samuel Milby Harrington, Jr .. .... .... .... .. .... .. ... .... .. ......... .. .... .... ......... .... ......... .... ............... Quarters 12, Quantico, Virginia Allen Zimmerman Harvey .................................. ......... ..... ....................... .......... ... .. ... .62 Broadway, Frostburg, Maryland Earl Bennette Henson ................................ ............... .. ......................... l518 Quarrier Street, Charleston, West Virginia William Crawford Hill .. ........ ... .... ....... .................................... .. .. .. .. .. ........ .. .......... ll24 W . 18th Street, Pueblo, Colorado Leon David Israel... ................... ... .. .. .. ..... .... .. .......... ....... ... ................. ........ ... ....... .. ... Main Street, Union Bridge, Maryland Irving Brooks Jackson ...................................................................... 33l Dudley Road, Newton Centre, Massachusetts Robert Edwin John ....................................... .......... .. .................... .l 30 East Beeson Avenue, Uniontown, Pennsylvania Samuel Newton Kirkham, Jr .... .. ..... ......... .. .. ...... .... .... .. ....... .. ...... .. ...... .. .. .. .............. 315 West Crawford, Denison, Texas William Kenneth Kline .. .. .................... ..... ............... Hudson View Garden, Pinehurst Avenue, New York, New York Joseph Robert Kovarik .......... .... ......... ............................ .................................. .. ......... 24 Agassiz Circle, Buffalo, New York Clarence J. Kramer ............ .. .................. ... .... ... ........... ..... .. ... .. .... ...... .. ...... .. ... 777 Catawba Avenue , Muskegon, Michigan John James Lobell.. .. .. .... .... ................ .. .. .. ......... ............ ................. .. ............ .. 207 Cedarcroft Road, Baltimore, Maryland Thomas Delmar Lyne .............................................. ............ ...... ............................ .. SS Bank Street, New York, New York Vincent Wood McKay ......... .. .... .. .................................................... .. ....... 607 5th Avenue, Montgomery, West Virginia Eugene Thomas McNamara ...... .... ....... ...... .. ............ .. .. .. .. .. .. .............. .... ... 24 Spring Street, Somerville, Massachusetts Alexander Stuart Macdonald .......... ............ ............ ........ .. .................. .. .......... 6ll North G Street, Tacoma, Washington John Richard Maguire ........ .. .... .......... .. .. ....... .. .. .. .... ....... ....... .. .. ............ .... ... l2 Chester Place, New Rochelle, New York Ellis Wooster Manning, Jr. ... .......... ... ............. ........ ..... ... ........ ................... .. .................... Springdale, Brinklow, Maryland Basil Etherton Moore, Jr .. .... ....... .................. .. ... ........ .... ....... l06 South Cherry Grove Avenue, Annapolis, Maryland Leonard Eugene Mudd ...... .. ..... ....... ..... ..... ... ..... .. ... .................. .... .. ........... ....................... ..... .... .......... ....... .LaPlata, Maryland Robert Wilson Mueller ........ .. .. .. .. .. ...... .... ...... .. ......... ............. .. ...... 2667 North Summit Avenue, Milwaukee, Wisconsin George William Norman ........ ........... .............. ..... ........... .. .... .... ....... ...... 28 Chase Avenue, Springfield, Massachusetts Robert Frederick Novak. ....................................................... 80l North Patterson Park Avenue, Baltimore, Maryland James Howard Ogden, Jr ....... .. .. .. ... .. ......................... .. ............ .... .. .. ............. .. ........ .. ....... .. .... .. Prince Frederick, Maryland William Noel Ogden ............................. ......... .. .. ..... ...... .. .. .. .. ... .. .. .... .. 67 Myrtle Avenue, North Plainfield, New Jersey Daniel Safford Parker ....................... .... .. .............................. .. .................. . lOOO Milwaukee Road, Janesville, Wisconsin Charles Allen Lyles Patterson ..................................... .. ............ .. .... ....... 714 Wyndhurst Avenue, Baltimore, Maryland Harry Winslow Porter.. .............. .. ............. ... ....... .. .............. .. .... .. .... .. .... .... ....... 2639 Pancoast A venue, Cincinnati, Ohio Harry Charles Rockey .. .. ....... .. .. .. ............. ..... .. ... .. ................ .............. 4012 Old York Road, Philadelphia, Pennsylvania James Willard Sharp .......... .... ... .. .... ................................................................... 719 Front Street, Freeland, Pennsylvania Samuel Sheinkman ...... .. ....... .... .. ........ .. ...... .. .. .. ............ .. .. .... .. ... .......... .. .. .. 622 West l37th Street, New York, New York Francis Key Shepard .. ....... .. .. .. .. .. ........... .. ............ .. .... .. ... ....... ..... .... ................... ...... .. .............. .... Route 2, Vienna, Virginia Bruce Harris Sinkey .............. .... ... .......................................... .. ............ ................. 8 Alden Place, Maplewood, New Jersey Richard Edward Starke .. .. ...... ......... .. .......... ... ...... .. ........ ....... ...... .. ..... 331 West Oak Street, Shenandoah, Pennsylvania James Thomas Taylor, Jr .. ............. .. ....... .......... ............. ... ............................... 210 Main Street, Princess Anne, Maryland Charles Lincoln Van Doren ........ ... ... ..................... .. .. .. ................................. 393 Bleecker Street, New York, New York John Campbell Wakefield ................ ................................ .... .. .......... .. ............ 2480 16th Street, N.W. , Washington, D. C. Peter Weiss ...... .. .. .. .. .. ...................... ... .... .. ... ... .... .............. ............. .. .. .. ........ 344 West 87th Street, New York, New York Henry Theodore WenseL Jr. .. ... .. .......... ... .. ............................ ll3 West Thornapple Street, Chevy Chase, Maryland John Williams, Jr .... .. .............. .... ................. .. ....................... .. ............. .. ...... l2 Spa View Avenue, Annapolis, Maryland John Scott Woodward ............. ....... .. .. .... .................................................... l66 West Pearl Street, Coldwater, Michigan 41 �THE ST. JOHN'S BOOK STORE IN AN~APOLIS, MARYLAND Headquarters for the Purchase of THE GREAT BOOKS CARRIED REGULARLY IN STOCK THROUGHOUT THE YEAR ___ * __ _ Sole distributors for books published by ST. JOHN'S COLLEGE Importers of British and Continental Publications ___ * __ _ A Price List of the Great Books can be Obtained Free of Charge by Writing ST. JOHN'S BOOK STORE MCDOWELL HALL St. John's College Annapolis, Maryland 42 �PASTEURIZED MILK Of Laboratory Controlled Quality Produced, Bottled and Distributed UNDER RIGID SUPERVISION The Anna polis Dairy Products Company Visitors Always Welc01ne PHONE 2345 Make Full Use of Our Complete Service Compliments of Checking Accounts- Safe Deposit Boxes Savings Accounts Loans Southern Dairies Foreign Exchange - Travellers' Cheques Christmas Club ICE CREAM Collections and Member of The Federal Deposit Insurance Corporation FROSTED FOODS Annapolis, Maryland THE ANNAPOLIS BANKING & TRUST COMPANY Main Street at Church Circle Phones, 2688-2689 Annapolis, Md. 43 �K ENNETH COUNTY TRUST CO. G. DAVIS, Proprietor Liberty 0832 Established 1901 DIAL 3712 Henry Albert & Co. * Resources Exceeding Davis' Stationery Mechanical Engineers $24,000,000.00 Annapolis, Md. * Greeting Cards for All Occasions OF MARYLAND and Contractors 76 Maryland Avenue 5310 Park Heights Avenue Baltimore, Md. Fountain Pens Repaired MEMBER: The Federal Reserve System The Federal Deposit Insurance Corporation General Depository- United States Government Funds HUTZLEK BROTHERS @ * Appreciative of Your Business Greets all its friends at St. John's College * AND CHURCH CIRCLE and Gloucester St. ANNAPOLIS MARYLAND Congratulates the members of the Class of 1943 * * * The Arundel Corporation Correct Wear for Campus and Classroom BALTIMORE, MD. HOCHSCHILD, KOHN & CO. Vredging (onstruction engineering AND Compliments of Economy Hardware Co. 38 West Street You Will Find Good Food And Good Service Distributors of AT THE SAND - GRAVEL - STONE and COMMERCIAL SLAG G and J GRILL 67 Maryland Avenue Annapolis, Maryland Y2 block from State House * 44 * * �(onzpliments of Annapolis Utilities, Inc. ANNAPOLIS, MARYLAND Telephone 2345 89 West Street HERMAN NOSS/ SONS Compliments of INCORPORATED Wholesale and Retail Dealers in RYAN & BENSON CORPORATION Lumber, Wall board and Insulating Material 2701 FALLS ROAD Manufacturers of MillWork and Special CabinetWork BALTIMORE, MARYLAND YORK, PENNSYLVANIA SAMUEL KIRK & SON INC. 421 N. CHARLES STREET THE HoRN-SHAFER Co. of Baltimore BALTIMORE The 1943 YEARBOOK 210 W. SARATOGA ST. BALTIMORE, MD . is privileged to have produced Engagement Rings Men's Gold Jewelry Fine Wrist Watches Schreiber &Jones, Inc. for ST. JOHN'S COLLEGE ESTABLISHED SPORTING GOODS 1815 45 Specialists on Outfitting SCHOOLS AND COLLEGES � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Yearbooks Description An account of the resource This collection contains yearbooks from St. John's College in Annapolis, MD. Yearbooks are sometimes referred to as the "Rat Tat", "Cicerone", or "Canvas". This collection includes all published yearbooks since 1896.  Please note that yearbooks were not published every year.<br /><br />Holdings: <br />1896 v. 1<br />1898 v. 2 - 1899 v. 3<br />1901 v. 4 – 1912 v. 15<br />1914 v. 17 – 1918 v. 21<br />1920 v. 22 – 1945/1946<br />1947 – 1951/1953<br />1957<br />1982<br />1986 – 1990/1991<br />1992 – 2001/2002<br />2015/2016 – 2017/2018<br />2021/2022 - 2024/2025<br /><br />Click on <strong><a title="Yearbooks" href="http://digitalarchives.sjc.edu/items/browse?collection=21">Items in the Yearbooks Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context yearbooks Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper (bound book) Page numeration Number of pages in the original item. 45 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Nineteen Forty-Three Yearbook Description An account of the resource St. John's College Yearbook for the year 1943. Creator An entity primarily responsible for making the resource Prout, Thaddeus (Editor-in-Chief) Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1943 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 1943 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/69d748200d2eca76deff0aa0462d17d2.jpg de0c9ac773a092d5d5b2aba4bafd91f0 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 20.5 x 25.5 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-2424 Title A name given to the resource A Ceremony in Robes in the Great Hall of McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic copy from the St. John's College yearbook : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1943 Creator An entity primarily responsible for making the resource Unknown 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. McDowell Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/09c2d71efa460d4abca2da7227374f0a.jpg f2c95136345b471cec4da459cfc78727 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1910 Title A name given to the resource Group Portrait of the St. John's College Class of 1943 on the Porch of McDowell Hall, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1943 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Group Portraits Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni McDowell Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3d9716ca5600bfe103f81edde62e1d16.jpg ac8d25823acf7417ffd887bed34c8538 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1911 Title A name given to the resource Group Portrait of the St. John's College Class of 1943 in front of Randall Hall, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1943 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Group Portraits Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Randall Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0bc4607e300bf94ac8c4c7f0a32a527b.pdf b83f9754e69a739a8d5a6fb0150847be PDF Text Text t. John's Collegian Vol. XXV--No. 11 M r. ANNAPOLIS, FRIDAY, JANUARY 8, 1943 Buchanan's Lecture Price : 1 Oc . f h An analysis o t e art of dialectic . . f h involves an mterpretat10n o t e en. ll cire scope o f mte ectua1 processes . The . various avenues o f approac h d 1rect atcention to significantly different aspects . h' h of this tota I ity w 1c is the dialectical universe. M r. B uc h anan, with cos. . . comarily exasperatmg me 1 us1veness, . encompassed, m a sense, this totality. T he fi rst avenue is a discussion of dialectic as an art in terms of its ends. We p roperly discuss ends as being either proximate or distant. The most dista nt end of the dialectical pro~ss is the beatific vision, in which God exists as the perfect object of proportionate knowledge. In secular terms, this can be said to be the discovery of the good life- the proper system- A more distant end of dialectic, achieved by the production of insights, is the understanding of principles, and the understanding of principles is the only dialectical product of insights. Insights into mathematics reveal the nature of the principle of necessity in virtue of which the science exists. The existence and the nature of things are discovered through insights. nification exists apart from the human intelligence. The logos 1 a formula ·s of the significant reference of words by . impositions ; while the di'alogosthat is, seeing through the logos-i's a formula of the significant reference of the intentionality of words. The first and second intentions, respecti vely, are · ways of speaking about downward and upvrard dialectic, or the 1nsi'de and · Some of the consequences of dialectic have now become more apparent. One of these is the power to enterrain ideas; because insights continually multiply, knowledge of principles is always increasing, and so it is impo rtant that ideas not be held possessively, but, rather, entertained. Dialectic also produces aesthetic detachment and a proper religious exercise. atization of goods. We can restate this as being the achivement of a single will. Or the distant end of dialectic may be spoken of as putting together one's life by an odyssey in which the intelligible world is experienced and understood. This could be interpreted as a statement of the doctrine of salvation. Another formulation of the distan t end, or perhaps a restatement of what has gone before, is that it is to find out what things are, and to find out w hat things are is to know the truth, for " the truth is a statement that what is is.'' T he proximate end of dialectic is the p roduction of insights alone. The proximate end of dialectic is neither to produce beliefs, nor conclusions, nor p ropositions, for these products are proper to less noble processes. Dialectic qua producer, achieves the unity of the intellect and that which is intellectually intuited ; in Mr. Buchanan 's language, " when the being of a thing · and the intellect become one, Y have an insight.'' Insights so genou erated reinterpret and make m ore know n that which has been previously intellected, and also produce many more insights. Thus it is that one act of th e. intellect producing an insight establishes the habit of intellecting. · The second avenue is a discussion of dialectic as an art in terms of its means . Dialectic, as being the totality of the liberal arts as a process, requires an inquiry into the operational aspects of the trivium and quadrivium. The literal level of dialectic is exposed by the syntactical pattern of words as the elements of the art of grammar. In such a pattern parts of speech become " dialects.' However, dialects have metaphorical patterns which are not primarily grammatical. and the problem of rhetoric is to translate one dialect into another. This is accomplished by the use of analogies which are the elements of rhetoric. Ideas are the elements of logic. Buchanian dialectic illuminates the quadrivium by trivial analogies. Thus arithmetic an d geometry are the m athe matical dialects, for they are the grammar of numbers and figures. Since music is the application of the quadrivial grammar, music may be properly analogized as the rhetoric of the quadrivium. And astronomy, being the .general form abstracted from the grammar and rhetoric of mathematics, assumes the _ogical analogue. l The third avenue of approach is the analysis of the signification of words. Dialectic has existence in itself, for sig- outside of Platos cave. . Mr. Buchanan explained the seminar, our fourth avenue in an approach to the understanding of d ialectic, in terms of a analogy in which the logos (sun) brings about the growth of understanding from facts (seeds ) placed in the seminarium (seed-bed). As the sun bakes out the impurities from the seeds, so the logos purges the opinion of the seminarium. The lecturer neglected to point out on this occasion that the dialectical process is the peeling of an onion. The mutual existence of one thing in another and the interrelations of all things are the discoveries of dialecticians. The lecture itself afforded ample and alarming evidence of this discovery on the part of the lecturer. Mr. Buchanan ended w ith th e re mark that all of world history is subject to dialectic, and that the books are a part of a great conversation. The seminar is a microcosm of the dialectical universe. VERNE SCHWAB and CHARLES NELSON Troll There will be a troll in McDowell 2 3 on Tuesday evening at eight o' clock. Its topic, Little Girls and the Use They Can Be Put To , may be of interest to some. A discovery of Mr. Hokinson' s, it came up out of the cement some days ago ; but we must welcome the addition of a new member to our waning community. Anyway, on Tuesday evening mints that bite will b e served during an exceedingly informal question period. �Page 2 ST. JOHN'S COLLEGIAN College Meeting This Week Mr. Buchanan last night continued his exposition of the military situation on the home front. The latest <levelopment is a joint statement concerning pre-medical students by the secretaries of War and Navy. It involves the following announcements of considerable importance: Pre-medical students not enlisted in any of the reserves and drafted before the end of the first term beginning in 19 4 3 (which means June 30th for St. John's) will be placed on inactive duty and remain in school until that date. They will then be given active duty status and a select number of them will receive medical education at the expense of the government. So competition will probably be keen, although it is not yet known just how the selection will be made, or even to what degree the Army will consider St. J ohn's students as enlisted in a premedical course. Mr. Buchanan pointed out, however, that on the whole the attitude of medical schools has been favorable in that respect. Another thing the government offers us at no cost is a double feature movie show to be presented next Wednesday One picture is in the gymnasium. about first aid, another, Prelude to War. is a documentary film ( propag:inda) made up of shots of scenes leading to our entry into the war. The meeting concluded with an appeal by Mr. Nabokov in behalf of our musical organizations. He informed us tactfully that the citizens of Annapolis have been very regular in attendance at orchestra rehearsals. The one member of the student body who has also taken part has had a hard time convincing thi;m that we are not rea 11 y as apathetic about this chance to practice music and enjoy it as we seem to be. To be or not to be is .at the momenr the question for the chorus. If it can be answered positively, orchestra and chorus will give a joint concert on one of the last two Sundays of Jannary. At present there is an urgent need for cellos, horns, trumpets, oboes and, most of all, high-pitched voices. Here is another argument for those who have always wanted to see co-education at Sc. J ohn's. p'. W. ST. JOHN'S COLLEGIAN b: Ph'f logy: Semantics and Ph been co ndemned -~he Balt~mo~e Fi Department. If this 1s true, 1t will r• I0 . On Sunday, January tenth, the lo·• ~t havoc with the presentatio n of Sta. on~ ICS cal movie-houses :ill begin their pro-, grams and then, around Wednesday. plays in that city. At present the .Mr. Barr, o n Friday evening, .f h h is no other theatre available. brough t to our attention some of the su dd en 1y sh 1 t so t at t e same films delights and rewards of phonetics. end up in different places. It's much too !complicated jtol really jkeepj up Words, said Mr. Barr, are signate matwith. Even the management gets conter. presented to the intellect through fused. However, this 1s the line-up the senses of sight and hearing. Announcements made in last Week' h · at the start. Theoretically t ere is no, necessity that college meeting were as follows : The best bet of all is Once Upon these be the senses ccmcerned; in ( l.) Those of the students in tb d A Honeymoon at the Republic. Ginpractice they are, an of the two hearTh enlisted army reserve, unassigned, wb ger Rogers and Cary Grant meeting is primary. at is to say that are taking pre-medical or pre-dent; there are a lot of amusing cracks about courses will continue their studies unt written characters were probably siglove, and marriage, and the Nazis, graduation at least. The St. J ohn' nificant originally of the spoken word and not directly of the idea. and some first-rate suspense. Don't curriculum fulfills the requirem ents 0 for centuries men speculated on the misunderstand, this is not a great a pre-med course. possibility of a science of phonetics, film , (after all, Noel Cow ard didn't ( 2.) The medical aptitude te• . ·• which would give, for instance, the direct it) ; by ordinary standards it announced on the bulletin board shoul, laws by which Latin words were transisn't very good. It has a war-time only be taken by students about to b formed into French. As a rule the isplot with a new twist, and it is enadmitted to medical school, i. e . sue of such speciulation, until around tertaining. seniors. . the nineteenth century, was either in Walter Wanger bad a lot of tech(3.) . The college is makmg pla111 wanton an d maccurate etymo l ogiLJtng · ·..ll· nicolor film and some horses around for contmuance next year. The ultj. or 1n t h e s k eptica1 cone1usion t h at t h e . · · a couple of months ago so be promate decisions will be taken by th deve opment an d trans f ormation o f · 1 duced Arabian Nights. Somehow or Board of Visitors and Governors whicl language was ar b.t rary an d unru 1y. I t i other Jon Hall and Sabu (elephant · meets on the eleventh. The . new pla1 .s on y m recent years t h at t h e p h one1 1 boy) got mixed up in it. Any resemcalls for summer terms, makmg reduc. tman, arme d w1 .. 'th porta bl e recor d'mg blance between this film and the stories tion of the whole course to three year devi'ces and feari'ng God, has become of the same name is intentional but t bl possible. It is also intended to chang1 . 'fi II remote. What with the 0. P. A. and mentt ca Y respec a e. language tutorials in such a manne1 I · 'bl · its rationing, we don't know how Mr. t is now possi e to systemattze that Greek will be studied for fou w1'tb a measure of assurance the transWanger got all that stuff for bis cos, . fil terms, instead of three as at present fo rmati'ons by wh1'ch French. for i'ntumes. It s a very active m. . but that from then on close study of stance, deri·v"'s from i'ts parent Lati'n. . R d Sk l L ast an d 1east is e e ton, ure,. philosophic texts m English is pre· Tb Tt f th' k I d f b pressible-damn it-in Whistling In valent. e uu 1 Y o is now e ge or t e Dixie. This is all about murders and student of French is obvious. The how our hero solves them. Ann Ruth·· Latin patrem become pere in French. erford assists and is very brave about 0 Hence matrem and fratrem give mere it all. All we have to say is that The Cotillion Board reminds ia and frere and so on. The rub is that M.G.M. dood it again and we can' t members for the last time that all mem· early French is chiefly the child of vulfigure out why. bership-cards to the Cotillion Club gar Latin, which differed from the litAll we know about This Little must be paid for in full as you ente1 erary Latin with which we are familiar, Hand now concluding a Washington into the "fun an' stuff" at the Winter and of which we have only fragmentrun at the National is that when it Cotillion this Saturday night, or not ary records. Thus ville, city, does not reaches Broadway it will be called nater than 2 a. m. Sunday. Of cou rse, come from urbs but from the low Nine Girls, that Barbara Bel Geddes you may pay any Board Member* br· Latin word villa. A number of exis in the cast. and that it was directed fore the dance. emples rendered this point clear. Arts College Meeting Last week N tice by Reginald Denham . Mr. Wilfrid Pettitt, the author, calls his play a " thriller" . It is currently playing at popular prices. Next week at the National the Boston Comic Opera Company present a week of Gilbert and Sullivan repertoire. Then intend to present practically everything that Gilb., etc., ever wrote. See your local paper. Via the underground system we have learned that Ford's Theatre has The advantages of retammg tbr Further, those words which were validity of the C. C. Cards (in othel common to both low and high Latin words: paying up) will be more obvi· are likely to have two very different ous in light of the Board's rearrange· descendants, as for instance mobile was ment of their schedule in order t o in· taken over into French by the people in elude .more "week-end let-up ... from tbt the thirteenth century as meubleGreat Books" before spring vacat ion. furnit ure-and again by sixteenth cenSenior advisor: Scott Abbott. tury F rench Latinists as mobilePresident E. B. Cochran, ordinar! movable. members: Thad Prout, Chris Hovde, Other languages, of course, notably Frank Marshall, Gene Thornton, J ohn German, have contributed words and Mack and D. K. Furbush. termin ations to French, and the tongue * is further complicated by misguided pedantries and by such eccentricities as the multiple ex-change- viz. facon to .fashion to le fashion. Of all these Mr. Barr gave copious and where possible amusing examples. In spite of them, the student may be relatively sure of certain phonetic shifts and to that extent can predict one language from a knowledge of the other. It is, for instance, a working rule that the tonic accent of a word persists, that a short vowel immediately preceding the accent is dropped, and that a consonant between two vowels disappears. Various explanations have been offered for these mechanical modifications. Anatomical structures peculiar to the French, p ossibly because of climatic conditions, may be responsible. The lecturer did not pursue the question in any detail. . Philology, of which phonetics is a branch, means, etymologically, the love of words. It is in some ways a dangerous passion, confessed Mr. Barr; it interferes occasionally with the processes of the intellect. But at the same time it must be remarked that words, unlike bottletops and stamps, refer very directly to ideas. They are in a high degree the imprint of the intellect on matter and are therefore a proper object of love. Robinson Crusoe, on his island, was excited by the discovery of a footprint- the mark upon matter of the human body. The philologist, an islander in a different and universal sense, may be excused for being excited by the mark upon matter of the human mind, which is the image of God, said Mr. Barr. R. A. Faculty and Aluinni Notes On January 11 the fate of St. Johns College in 194 3-4 will be planned by the Board of Visitors and Governors. Next week Mr. Barr is going over to Delaware, where Mr. Humber has been w orking with his Declaration. He will speak to a high school, Kiwanis Club, and Century Club. Tuesday Mr. Buchanan talked on Monastaries t o a group of Baltimore ministers at the lnterchurch Club. There is a growing list of promi- Page 3 nent Naval, Army, and Marine officers who have also played a part in the development of St. J obns. The Capital tells of one of these, Col. "Snooks" Harrison, who was a member of the St. John's Philomatbean Literary Society. Others listed are Admiral Halsey, Major Gen. Hartle, Brig. Gen. Sheetz and McBride, Maj. Gen. Chaney and Brerton, Col. Houston, and Lieut. Col. Ridgely and Col. Knighton and Freeney of the Marine Corps. Town Meeting The need of an integrated, overall program for the utilization of national manpower in the industrial war effort was stressed Tuesday night at the Town Hall Meeting held in McDowell Hall, St. John's Oollege. Speak·ers representing management, labor and government also agred that the nation was not yet eady f.or the drafting of men and women for work on production in es. i Stringfellw Barr, president of the college, was moderator of the •.l 1Jeeting. The speakers were Edward Salner, assistant works '1lanager, Bartlett-Hayward Com·-: any, Baltimore; J. B. Hardman. 'lational officer, Amalg·a mated Clothing Workers Union and Kenneth Douty, assistant director of 'llanpower in Baltimore. Salner pointed out that by and large production is stablized with management knowing how much must be produced and the time schedules. He said the immediate problem was the replacement of men who leave the production lines of war indus~ry to enter the armed services. His company has furnished 500 men to the armed forces and expected 1,000· more to leave. "We have the problem of re9lacing these men and maintaining our sch.edules," he added. He said many had been replaced by women who were working opera ting cranes, welding, handling machine tools, engine lathes and we:r:e employed in the assembly department. Other sournes of replacement came from the colored population, and from the usually unemployed min·orities. In addition, he pointed out, management technique in allocating work was a fact·or in meeting labor shortages. �Page 4 ST. JOHN'S CULLEtilAN "There is an acute need for women clerical workers," he said. Salner declared that the U. S. Employment Service was neither trained, staffed or financed to handle the drafting of labor. He al~ aserted that there had been no definite ruling on what constitutes non-1 essential industries. Hardman pointed out the laibor problems involved. He cited the ruling denying war contracts to Baltimore clothing workers with the idea that these workers would go into war .plants. He said that many of the workers were too old for this type of work and that theri were language and other e difficulties. He said the build in g of great factories had brought problems of inadequate housing for workers neede, lack of educational facilities and transportat.i.on difficulties. "It is about high time that the people realize that total war requires the mobilization of the whole nation in one unified effort," he said. Douty summed. up the question of manpower as getting the right pepole at the right place at the right time. He said the war could not ibe won in piecemeal fashion but that there must be an integrated program . He pointed out that until Dec. 5 last the Federal Manpower Commission lacked authority but that now its diriectives were mandat ory upon the Selective Service and the local hoards while recruiting had been stopped. "Before tha t we would work to get welders for a plant," he continued. "Then when they were trained they would join the Navy. One can not blame the men but it creat·ed an industrial problem. "Doing away with r ecruiting gives the manpower officials time to ·give notice to employ• so that ers they will have time to replace men who enter t he armed services or if necessary hold key men where they will be the most valuable." Answering a question as to whether the elimination of the 40hour week would aid the manpower problem, the spe~kers agreed that it would not. 'l'-HE ST. J OHN'S CO LLEGIAN i s the official news organ of t. John's College, publis h ed every Friday during the academic yea r . Enter ed as seco nd class ma tter Oct obe r 15, 1919, at the P os t Offi ce at Ann apoli s, Maryland, under t he Act of Ma r ch 3, 1879. Calendar St. John's College Fri., Jan 8 - Sat., Jan. 16, 1 Friday, January 8: 8 :3 0 A . M . 2 : O0- 3 : 15 P . M. 5 :00 P. M . 7 :00-8 : 00 P. M . 8:00 P. M. Chapel Service Military Athletics Chorus Rehearsal Bible Class Formal Lecture-Rome Hervey Allen Great Hall Gymnasium Humphreys Hau McDowell 2 1 Great Hall Chapel Service Athletics Winter Cotillion Great Hall Gymnasium Iglehart Hall Recorded Concert The Film Club Presents: The Italian Humphreys Hall Iglehart Hall Saturday, January 9: 8: 30 A . M. 9:30 A. M.-12 : 00 A. M . 1 O:00 P . M .-2 :00 A. M. Sunday, January 10: 3 :00- 5 :00 P . M. 4 :00 P . M. 8 :00 P . M. Straw Hat . Revolution: War and Peace. Series I. No. 14. British Education in Wat TimeLieut. Richard Miles, Monday, January 11: 8: 30 A. M . 2 : O0- 3 : 15 P. M. 5 :0 0 P. M. Chapel Service Military Athletics Chorus Rehearsal Great Hall Gymnasium Humphreys Hall Chapel Service Military Athletics Recorded Music Bible Class Great Hall Gymnasium Humphreys Hall McDowell 21 Chapel Service Military Athletics Cotillion Board Meeting Theology Club Meeting Orchestra Rehearsal Great Hall Gymnasium Paca-Carroll So ' Room Woodward Hall Chapel Service Military Athletics Recorded Music College Meeting Great Hall Gymnasium Humphreys Hall Great Hall Chapel Service Military Athletics Chorus Rehearsal Bible Class Formal Lecture-Virgil - Mark Van Doren Great Hall Gymnasium Humphreys Hall McDowell 21 Great Hall Chapel Service Athletics Great Hall Gymnasium Tuesday, January 12: 8 :30 A . M . 2 : 0 0 - 3 : 15 P. M. 5 :00-6 : 00 P . M . 7 :00 -8 :00 P . M . Wed r.esday, January 13: 8 :3 0 A. M. 2 :00-3 : 15 P. M . 7 : 30 P. M . 7 :3 0 P . M. 8 :00 P . M. Humphreys Hall Thursday, January 14: 830 A. M.: 2 : 0 0 - 3 : 15 P . M. 5 : 00- 6 :00 P . M . 7 :30 P . M . Friday, January 15 : 8: 30 A. M . 2:00-3:15 P . M. 5 :0 0 P. M . 7 : 00-8 :00 P . M . 8 :00 P . M . Saturday, January 16: 8 :30 A . M. 9 :30 A. M.-12 :00 A . 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. 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 Vol. XXV No. 11 Title A name given to the resource St. John's Collegian, January 08, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943-01-08 Description An account of the resource Vol. XXV, No. 11 of the St. John's Collegian. Published on January 08, 1943. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a2f0bc4f19e8eb585d57483016394e87.pdf 4ed23f2a731f74ebbf3ba5c9b354107b PDF Text Text St. John's Collegian __,___ Vol. XXV-No. 12 ANNAPOLIS, FRIDAY, JANUARY 22, 1943 Price : 1 Oc The Freedom of the Will War Meetings The Dean then read a statement by the American Council on Education. Dico : If God be free to move or Dr. Hans Speier, propaganda analyst Three p oints emerged from the fairl y not· to move the will in such and such for the government, was the speaker at obscure article : All students, whether a way, as has been shown, then the last week's war meeting. We regret in the Reserves or not, are uruged to will is free to be so moved or not so 1 chat due to a com b'ma t'ion of a cc.de n t continue in College. Those who are moved, for if it were not free to be so . moved or not so moved, God, accordand indolence an adequate review of the leaving for the armed services are ading to its necessity, must so move or meeting is not available. Thi's coming vised to continue their education in the not move it. For what is not free is Sunday a panel of undergraduates will offer their views on the probable atticudes of some classical historians toward the present war. Samuel ScheinkR obert Scolnik, David Sachs, man. Louis Hedeman , and an as yet unan- army. Finally, those people w ho are not in any reserve and are subject to the draft need not despair ; after they enter the army, an application for transfer may bring them the same advantages w hich the Reserves will enjoy. All students entering the arm y should have nounced fifth will speak, respectively, with them a copy, preferably photofor Herodotus , Tacitus, Gibbon, Hegel static, of their academic transcript. b y necessity. And fu r ther, if the will be free to be so moved or not moved, th en it is free to so m ove or not move, for what is moved moves, and only what is moved of necessity moves of necessity. But it has been shown that the will is free to be moved or not moved in such and . such a way, and therefore it is free to move or not to move in such and such a way. And and T hucydides. Mr. Barr and Mr. Finally, the Dean gave a set of rules this all men call the freedom of the ... Buchanan will preside. It is hoped by f or stu d en t s d epar t'mg f rom t h e C 0 1- w ill, witless creatures that they are. its originators that this meeting will lege ; these will be printed and dis- Dixi. help to correlate the program with the tributed to all students . Mr. Barr war discussions . Then Mr. Barr came on the stage. He reviewed for us what happened in the January 11th meeting of the Board of Visitors and Governors, and the story behind these happenings. The question under consideration was, How early should people be inducted into the study of the liberal arts? " Following the second year of high school" was the answer, and here are the reasons. The third and fourth years of high school are, for the most part, a " p it iful and jumbled t w addle." Further, the w ar had cut the upper limit of the " age area available for education" do w n to College Meeting The customary introductory announcement by the Dean at the beginning of College Meeting was somewhat more sp iced than usual. It con- cerned the recent posting of a list of "24 distinguished gentlemen" who are to have conferences with Mr. Buchanan this Saturuda y. That these people, who are to explain either their excessive number of absences or the unusual 18 . and therefore left the school with h · f l · f h d t e a1tern at1ves o c osmg or t e ura. k' h A d t10n, or ta iog t em younger. n . l'b · · 1 d smce a I era 1 e ucat1on is not a ux· ' ury, b ut a necessity, as W I'lk ie •s g h os t . l · h h 1h d l wnter so apt y put it, t e sc oo a . · f h · d Th no mtent1on o s uttmg ow n. us h · II 15 Id t 0 1 t e p an is to a ow - year-o s enter, and accelerate the program by · d running a summer session, so that stu ents will graduate at 18. The ann the Library Sunday nights, where we nouncement will be made to the press an learn and talk about the war; nor in a few days. re we p resenting our problems to the aculty, which is anxious to be of help. R. S. W . P. reports about them in Don Rags , have to be called in to meet the Dean is in. . d1cat1ve of the fact that our war jiters .have been increased, rather than tead1ed. by the recent Stimson-K nox Not enough people, nnouncement. r. Buchanan said, are availing themelves of the o ortunities which the pp ollege offers its students because of the ar ; fo r instance, the War Meetings I From Chicago Mr. Adler sends us a copy of chi-chi notes in one of the local papers. Katharine Brush writes a column called Out of My Mind. She begins: " I should like to have seen Dinah Shore w h en she was cheerleader at Vanderbilt University __ __ ," etc. She goes on : "I love to say the following name : Addis Ababa ____ The Bay of Whales_ ___ Slapsie Maxie Rosenbloom ____ President Stringfello w 'Winkie' Barr of St. John's College, Annapolis_ ___ Lt. Gen . Mark Clark ____ Commonwealth and Southern ____ Mrs. Ple~sants Pennington __ _ The Tennessee Walking Horse." Pr9blem There are things breeding in the urn have set aside. This time yesterday, when I counted them, there were 61; and 3 hours before that 5 7. And five hours earlier on the day before there were 18 and a little one. I wonder how many there were just now when they climbed o ut of the urn and took my friend away? Answer not in next week's Collegian. �Page 2 ST. JOHN'S COLLEGIAN ST. JOHN'S COLLEGIAN Hervey Allen on Rome Mr. Hervey Allens lecture last Friday evening was both a chronicle and a psychol ogical narrative of some th ousand years of Roman history. The first, a literal exposition in terms of geography, dates, and events, was to so me degree justified by Mr. Allen's co ncern with time. In his terms, "deeades are but moments"; hence not o nly are man's eons microcosmic, but inversely, we are able to compress those eo ns into the briefer space of ninety minutes. The second, and subo rdinate, theme, found expression in several p o rtraits of the Roman mind - po rtraits regrettably but necessarily do ne with a broad brush. Here was displayed the Roman thinking about his gods, bis state, and his wars, and about the last two in a manner foreign t o that of his predecessors. The play, then, between this pair of basic compo nents provided Mr. Allen with his subject matter. We begin geologically, considering the Mediterranean as it appeared about twenty thousand years ago. At the time divided into two immense "lakes" by the m o untain range that later becam e Italy, it was reduced to a single sea by the encroachments of the Atlantic from the West, through the G ates of Hercules. The inhabitants of the immediate environs became lake dwellers, and later took to the hills. In Italy, these primitive peoples ineluded the Latians, Etruscans, Sabines, and various others. The first for some time remained essentially rural, committcd to a simple life; the Etruscans, on the other hand, evolved a rather highly civilized society which included a written culture. Warfare between the two groups provided the necessary unification of the Latians. under the leadership of one tribe whose emblem was the wolf-immediately recognizable as a possible source of the Romulus-Remus tale. The above paragraph has consumed so me fifteen thousand years; we are n o w within the first millennium B.C. A wall appears around the seven (or five) hill on the banks of the Tiber, fo cal point of the combined tribes. These o riginal societies had been domestic patriarchies; the fathers of the h omes were the fathers and governors of the towns. Correspondingly, the citizens were members of the families constituting the group. But the com mencement of the line of Roman kings involved a different concept of authority. The ruler of the state at large did not hold his right from the people, but from the gods. He was holy, and exerted, in behalf of the people, a unique influence with the divinities; hence the mystical origin of kingship; and a distant source of the "divine rights of kings". Thus FAS became the source and condition of all regal action, and thence of all law. This power, or attribute, was inherited by succeeding rulers; transmitted from father to son, and maintained continuously. The people's religion, or the "binding back" of communication with the gods, was placed in the same hands, as was the capacity of the dictator, or "law-sayer". This social form was substantially altered, however, by the Etruscan invasion; Rome successfully ousted the enemy but, as often happens, the re tiring peoples left their mark behind. They departed, but FAS departed with them , and the divinely-ordained king as well. Another concept, JUS, became a guiding principle, and with it emerged the institution of the consul. JUS perhaps implies law in the ternporal order, more than a divine legacy; similarly, the consul became a mortal and fallible ruler, elevated to his position by the very-human means of election-in this case by the Senate, or fathers of the people. Thus paving the way for the future republic, the people became the source of authority. The extensive Roman acquisitions began at about this time, and continued most effectively during the re public. Pre-Roman European warfare had been selfish and despotic; its chief end had been exploitation of the conquered. The world was "a story of sad and lamentable conquest'. But the Roman' s political genius probably his most astonishing single characteristic---.-guided him through a series of important innovations. Millions of people were subdued, but they were treated with as well, and frequently became allies of their conquerors . Ci tizenship was extended to embrace the M Van Doren On ark provinces, in g marriage and commercial contra;: Coupled with these habits was the cellent organization of the Hence they fear and desire, and which consisted largely . ve and joy, nor discern the sky ments, thereby waging "summerti"' rte their mt"d mg ht f ast ne ss an d v·ew · ... om · 1 war almost exclusively." Moreover, al ss dungeon. most every soldier was a citizen, a introduction t o Mr. Van effectively motivated by . those interes brief recaptiula proper to a share'r. in the state. d 1 erences b etween p oetry 'ff . of the But as the m1htary became mo on d · h" f d histo ry presente 10 1s ormer and more prominent, the civil govern n · crure on H ero d otus. Th e h. 1stonan ment became more and more milita an artist observing from a distance in form. The 'century plan'', bas order to see t h e w h o 1e su b. Ject a ll o f upon a 100-person voting unit, in e rime. This leaves a possibility of vited political corruption; the p racti alysis an d cnt1osm. T h e poet, oi:i . . . of consulship began to falter, an e other hand, is close to his subRome faced two great conflicts. ct. almost penetrates it and m oves The long-drawn Punic Wars end ith it. We are not aware of the in a Roman victory of uniquely di bole pattern of action until it is astrous consequence; Carthage was ut mpleted. While the historian has a terly destroyed. The first great bar rekno wledge the poet does not have, barian invasion was also repulsed t rather moves from moment to length, under Marius, but the effe oment. of the struggles told. The army h Virgil was intimate with bis manow become largely m~rcenary, and rial. T he voices of his people are " first families'', seizing upon the va t the great voices of the Homeric wealth that poured in from the prov roes but are of a m odulated and inces, became great land and sla e cha racter. At times Virgil is owners. The consuls, pro -consuls, an ithin the hero's mind; at other times generals contended for the rule of t sees the whole tapestry which is his empire, and the C ivil Wars put an en em. It is more true that we are to the Republic finally and forever. the mind of Virgil than of Homer. About the rise and fall of the sue be thoughts of Aeneas are those of ceeding Empire, Mr. Allen had lit not one man but to say, except that the three centuri following the reign of Augustus we Virgil's hero was constantly aware the most peaceful and prosperous th bis doo m; for this reafon he never the world has ever known. In view 0 es in the present. The poetry then this, we were left with the puzzlin comes history . Aeneas never escapes statement that the Roman Empire b sense of being symbolic and con" made a great mark in space, !:mt n uently is never himself. He must in time." ope along a path already drawn. NORMAN ATWOOD GARIS o Homeric character behaves or is ought of thus, for he is begotten. t made. Aeneas, on the other hand, The Film Club ill present fi1· made within the story but never short experimental films this Su nda comes himself. Time always overafternoon. The Fall of the Hou se ngs him. Perhaps a p oetic hero can Usher is an adaption of Poe's tale b Ver be created in time, but rather director Epstein. Fernand Leger, t use be found. A great p oem leaves cubist, directed Ballet M echanique. En with this illusion, yet one feels that tr' acts is a surrealist farce with musi "rgil began with a proposition rather arranged from a score by Eric Sati an a sto ry. Menilmontant is a story of unholy Jov The subject of the Aenead is polidirected by a Russian whose name can al and the people are public people, not be spelled. Last on the prograrn . none of the Homeric characters are. The Smiling Madame Beudet who, neas is always conscio us of his p olia discontented provincial housewif al position. There is present always never smiles. feeling of political order; even the e~ Film Club Virgi I similes are taken from public life, as are the things by which people swear. The future of Rome is· always in our view, and this is the great ballast of the ship of the poem. The City has not mudh of a past, certainly no present, but only future. The gl oom does not confine itself to the landscape but permeates the whole poem. Aeneas suffers from an almost unspeakable sadness. Constitit et lachrymans: Quis iam locus, quae regio in terris nostri n on plen aalbori"s.? And again, the words themselves express the difficulty of his task. Tan tae molis erat Romanam condere gentem. Somehow we find the poem in the style. The same is true for Milton. This is to say that there are different kinds of poets. Homer and Shakespeare refer to people; Virgil and Milton suggest a triumph of language, and we see a world of words. Virgil seems to fear that the poem will not be beautiful, Homer that his w o rld would not be real. Here is a poem celebrating and justifying Empire. One would think that it should be joyful, but it is the saddest poem in all the world. What do we make of this? Does Virgil suggest that there was no joy in Empire? If Virgil is sad unconsciously, then he becomes an ambiguous autho- . Neverr theless, such ambiguity reveals truththe truth of Rome, the truth of Empire, the truth of responsibility. The Aenead has become a British poem. If we inherit the leadership of the world, then perhaps the Aenead will become our poem; these tears will be o ur tears. The world of Homer was real, whereas that of Virgil was unreal and filled with sadness. But Homer's world was the world of Greece and Virgil's the world of Rome. Perhaps Homer can be said to be the better poet because he created a world which was real. But it seems Homer found his hero whereas Virgil was forced to make his. One does not deserve too much ~redit for what one finds but rather for the way in which one uses what one has found. Homer certainly deserves praise for the expression of his world, as does Virgil. But, if . this is the complete story, then Virgil is P age 3 inferior, since he has p ictu red ungil was aware of what he had done reality. H owever, - one feels that Virand must have implied a solution t o his problem, for such negat ion of reality will certainly lead t o some knowledge of the opposite, as in theology. If one compares the shields of Achilles and Aeneas, one notices certain remarkable differences and omissions. Virgil was certainly n ot unaware of this. The shields in both epics mirror the w o rlds of the poems. For Achilles the infirm and unknown sea has been pushed t o the edges by all the other characters which appear, whereas the same sea fl o ws th rough the middle o f the shield of Aeneas. The rest of the Roman shield is filled only with the fortunes, strifes, and conquests of Rome, whereas the G reek shield mirrors earth and heaven, man and God. This is co mplete, and fo r the Romans their city must have supposedly filled in the omissions. O ne feels that Virgil knew that this belief was impossible, and that the Eternal C ity must somehow embrace heaven and earth. But this is the C ity of God. R OBERT C AMPBELL. Arts Under the production banner of Nunnally Johnso n , Twentieth-Cen t ury Fox has filmed Life Begins at E ight Thirty. T h e Emlyn Williams comedy was quite a hit in New Y o rk and o n the road four o r five seasons ago. O n the screen M o nty W oolley ana Id a Lupin o do most of the w o rk. It is good t o see Mr. W oolley do ing t h e kind of part he is capable of, rather than re_cuing children during a E uro s pean trek. Miss Lupino o nce again confi rms our belief that she's one of the most efficient people in H ollywood. At the Republic o n S unday and elsewhere later. Tyrone Power, in Technicolo r, olive oil, and no shirt, is battling all over the Carri bean with Geo rge Sanders in the Black Swan. The priz~ is either some old tired gold (left o ver from t h e Arabian Nights) or Maureen O ' H ara. There are furio us duels in dark greens and black between Power, that lucky dog, and Sanders, curse him. The Black Swan is lavish, etc. , with every- �Page 4 ST. JOHN'S COLLEGIAN one in full dress except Power, whose contract apparently says so. At the Capitol. We dislike children on various principles, so of course there is little we can say about Journey for Margaret. Even if we didn't feel that way about child actors, we dislike Robert Young, so there's very little we can say politely. Journey deals with the up-to-date problem of the evacuation of children from war-torn countries. Its technique is formless, crude and overworked. It will be pleasant on Saturday night to see The Lady Vanishes-an old school spy thriller belonging to the Foreign Correspondent variety. Strange men, disappearing women, and perplexing messages, running about on a trans-European train. Sports Calendar St. John's College Fri., Jan. 22 - Sat., Jan. 30, 1 Friday, January 22: 8:00 A. M. 2:00-3:15 P. M. 7 : 0 O- 7 : 4 5 P . M. 7 :00-8 :00 P. M . 8 :00 P. M. Chapel Service Military Athletics Chorus Rehearsal Bible Class Formal Lecture- Cicero Richard McKeon, Great Hall Gymnasium Humphreys Hau McDowell 2 1 Great Hall Chapel Service Athletics Movie: The Lady Vanishes-and informal dance Great Hall Gymnasium Iglehart Hall Recorded Concert Film Club Showing Revolution: War and Peace. S.eries I. No. 16 Humphreys HaU Iglehart Hall Woodward Hall Saturday, January 23: ·8 : 3 0 A. M . 9: 3 0 A. M . - 1200 M. 8:30 P. M .-100 A. M. Sunday, January 24: 3 :00-5 :00 P. M. 4 :00 P. M. 8:00 P . M. Despite the tendency of the boxing tournament to isolate the interest of all our neophyte bend and stretchers, the Monday, January 25: basketball program has been gaining Great Hall 830 A . M. Chapel Service in momentum. Freshman and SophoGymnasium 2 : 00-3 : 15 P. M. Military Athletics more teams are becom ing integrated ; Humphreys Hall 7 :00-7 :45 P. M. Chorus Rehearsal the Juniors and Seniors are losing their previous suuperority of unity as well Tuesday, January 26: Great Hall 8 :30 A. M. Chapel Service as their psychological advantage. 2 : 0 0 - 3 : I 5 P. M . Gymnasium Military Athletics Scores make this quite clear, so here are Humphreys Ha Recorded Music 5 : 00-6 :00 P. M. a few statistical details. McDowell 21 7 :00-8 :00 P. M. Bible Class Last term the average score of w inning teams against the losers was 5 7 to Wednesday, January 27: "26 . Remember the 82-22 score of 8:30 A . M. Great Hall Chapel Service Soph BCD over Frosh ABC, as well as 2 : 0 0 - 3 : 15 P. M. Militar y Athletics Gymnasium the 62-21 average winning sco re turn7 :3 0 P. M . Cotillion Board MeetPaca- Carroll ed in by the Juniors in fou r of the ir cial Room ing five games . Woodward Hall 7 :30 P . M. Theology Club MeetBut, now, in seven games the avering age has been 3 8 and 2 8 points for win8 :00 P . M . Humphreys Hal Orchestra Rehearsal ners and losers, respect~vely . The losing team still gets about the same numThursday, January 28: ber of goals. but they ' re improving 8 :30 A . M. Great Hall Chapel Service defensively. M any contests aren't 2 : O0- 3 : 1 5 P . M . Gymnasium Military Athletics really decided until the last five min 5 :00-600 P. M. Humphreys Hall Recorded Music utes of the fou rth quarte r. 7 : 30 P. M. Great Hall College Meeting The second Junior-Senior game, played Thursda y. provided a sw ell Friday, January 29: demonstration of what can happen ·8 : 3 O A. M . Chapel Service Great Hall when two determined teams get on the 2 :00-3:15 P . M . Milita ry Athletics Gymnasium floor. 7:00-7 :45 P. M. Chorus Rehearsal Humphreys Hal Play wasn ' t brilliant, but the ball' s 7 : 00-8 :00 P. M . McDowell 21 Bible Class see-saw from one basket to the other 8:00 P. M. Formal Lecture Law Great Hall was the result of real battles rather -Mortimer J. Adler than fast breaks. The score was 5 0 to 4 2, and the THE ST. JOHN'S COLLEGIAN is the official news organ of St. John's Coll winners felt for once as if they had published every Friday during the academic year . Entered as second class !11 October 15, 1919, at the Post Office at Annapolis, Maryland, under the Act of really earned their showers. 3, 1879. � 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 Vol. XXV No. 12 Title A name given to the resource St. John's Collegian, January 22, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943-01-22 Description An account of the resource Vol. XXV, No. 12 of the St. John's Collegian. Published on January 22, 1943. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d74474eb0f66efa81842e9c884bc4790.pdf fb9ee8bac4d2becd706834c2fd0c3574 PDF Text Text St. John's Collegian -Vol. xxv-N o. 13 ANNAPOLIS, FRIDAY, JANUARY 29, 1943 College Meeting Mr. Wilcox announces that the rown, which includes us, . has been ordered by the Eastern Seaboard Defense Command to take air raids more seriously. Forty-eight wardens are needed immediately. The Navy has finally admitted, in writing, that they have no plans for our campus this year. Next year will begin July 8. Thereafter : school until September 15 . Vacation. School from September 29 co December 15 . Vacation. School from January 5 to March 15. Vacation. School from March 29 to June 7. Vacation until July 8. Etcetera until the end of the war. The reading schedules for the three years turn out to be: Homer to Burnt Njal, Thomas to Gibbon, and Kant to date. The change in the langua,ge tutorial is one of means rather than ends, says Mr. Buchanan. One more term of Greek should bring the student to a greater intimac y with the language than as been the rule, and the intensive analysis of texts in English will complement and support the seminar and migbt even work towards making this a writing as well as a talking campus, 'n the old phrase. War Meeting Herodotus, her integrate the laboratory with the iberal arts. With the exception of the rst year, the laboratories will come in of physics, biology, an"tl so This orientation to subject atters is expected to make, in some way, subtl y better connections w ith the est of the program. The youth of the incoming classes ill dissol ve the necessity for miliary drill, and the shops will abandon efense courses as such and join hands ith the laboratory. The obstacle ourse will be left intact for the amuseent of the populace. Garden variety ames will be encouraged, and perhaps, ays the Dean, even a little h \ nd-toand combat might continue on a ack-of-the-barn basis . R. A. Tacitus, Gibbon, and Hegel, in the persons of five undergraduates, gave the~ interpretations of the modern world at war Sunday evening. Any attempt to turn the light of an historian's understanding on ages other than those he has treated requires an understanding of the historian' s principles of interpretation. But there exists a close relationship between the historical principles of a particular historian and the pattern of events in the period he treats. One can therefore gain insights into the present war by studying Thucydides' History of the Peloponnesian War only' in so far as the two periods are analogous. For these reasons a large burden of explanation fell upon each of the speakers for every statement he made. In brief, dramatic form Sam Sheinkman presented several views that Herodotus might have offered on the present war. All who have read Herodotus know how difficult it is to find there any A new strategem will be tried to fur- Thucydides, general principles of historical interpretation. Mr. Guy found two premises which Thucydides would have held today. First, that the future always resembles the past, and second, that this war bears many remarkable resemblances to the Peloponnesian war . In drawing analogies between the two wars, Mr. Guy met several difficulties, which in turn suggested problems for us today. Mr. Guy equated democratic Athens I with Germany. The destruction of Nazi airpower would be equivalent to the destruction of Athenian seapower. But the culture and ideas of government in Athens were not destroyed by military defeat. For us this might mean that conquering Germany will not destroy totalitarianism, nor save democracy. Price: I Oc Mr. Scolnik's delivery gave one the impression that he was receiving suggestions from Tacitus as he spoke. The remarks he thus received were distinctively Tacitian. He labeled Tacitus a practical man, a realist in the way we understood realism before St. John's. Tacitus would call international law a fiction . Somewhere Mr. Scolnik found an a rticle T acitus had written; 'entitled " Why orators of today lack the eloquence of the last century ." Both found the answer in a contemporary lack of liberal education. Mr. Sachs first asked whether Gibbon would have treated our times. He stated that Gibbon wrote only abou t periods of rise or decline. Nowhere in the world today could Mr. Sachs find a decline of any thing worthwhile, and only in Germany a rise, that of the fascist state. But Gibbon treats of a period only after it has reached a peak, and this the fascist state has not and ma y not reach. Mr. Sachs would make no predictions for Gibbon. For there is for Gibbon no casuality in history but human passion and human circumstance, and from these follows no technique of prediction. (Mr. Hedeman has read Hegel only once and doesn' t understand him . Not having read Hegel at all , the reviewer feels quite foolish in parroting Mr. Hedeman. ) For Hegel freedom is impossible without the state . There are degrees of freedom for the individual in different states. In Germany, Japan, and Italy " One is Free. " In the near East and China " Some are Free. " There the individual, though not enslaved as in the fascist states, still has no say in government and is helpless economically. Russia, though outwardly appearing to say " Only One is Free," in reality says " All are Free." The United States is beginning to say that none is free until all the world is free. r;/ H. M. �Page 2 ST . JOHN ' S COLLEGIAN ST. JOHN'S COLLEGIAN Richard McKeon On book De offi.iciis ministrorum takes mous as a man of action . not only its title from Cicero' s De ence is clearly seen in both offi.ciis; but also the disposition is ican and the French revolutio n-a . ll d the same as in Ciceros wo rk. Au- if George Washington is ca e fat Mr. McKeon, in his lecture on Fri- gustme, spea k mg o f t h e time w h en . ' . f h is country • what else is it but t . day night, traced Cicero's influence he was on the w ay to becoming a translation of Ciceros title pater through the two thousand years that Ch ns t'ian, m enti"ons tocrether wi"th bi's triae? But also from the thinkers · ,,, have elapsed between his death and rea d'mg o f t h e B'bl e ( w h"ic h h e d"d th"is peno d Cicero wins high p ra1· · i 1 our time. Few authors have been as f ) · p v I · h · h fi t f th e "r under the gu idance o Ambrosius his or o taire e ts t e rs 0 fertile, and few men as many-sided as reading of Cicero' s H ortensius. And tionalist traditio n" , i.e. the first Ill C icero was. He was a statesman and h h · · h d · h d u thi'nk · and Hume w en e w ntes against t e aca em1- w 0 ma e s • ca a Wri .ter, a lawyer and a philosopher, h f h. k I d f · d · h'l oph · cians, t e .source o is now e ge o not praise aca emic P i os Y Wtt a political orator and a rhetorician. the academic doctrines is Cicero. But out rememoering that it is from Cice Cicero ° intim>t~ ~~"7· An pi<tu" f Of th< man, may e won rom is etters. many hundreds of which are pred And for a long time he has serve . been the preserver and interpreter of Greek philosophy to the West. He h been very influential through as twenty centuries, and different ages and different men were influenced by different aspects of his work and his nature. We may distinguish, said Mr. McKeo n, five periods of Ciceronian influence. First: The ( pagan) Roman Empire- from Cicero' s death to the time of the Antonines. In th is period Cicero's influence is based on his style, and on his life- but not on his philosop}?y. The elder Seneca :finds problems for his controversiae in Cicero' s orations. Paterculus admires him as a patriot and a literary talent ; and so do Martial and Pliny. The picture seems to change in the time of the Anto nines: Paterculus opposed Cicero to Marc Anthony in order to show Cicero' s patriotism ; Dio Cassius , comparing again both men, is in favour of Antony, and against Cicero. Yet , for Quintilian, Cicero is a great hero as an orator. And Pronto, writing to Marcus Aurelius, advises the emperor not to try to solve his problems by philosophy-::-bnt by practical p olitical study: oratory. From the viewpo int of literary style. Pronto admi res C icero' s letters, not his orations ; literary taste has undergone a change, and in the time of the Antonines the simple conversational diction of the letter is better liked than the ornamental speech of the orations. Second: Christian authors-from the early times to the Middle Ages. It is Cicero, the philosopher, rather than the orator, who has a great influence on the Christian authors. Ambrosius' th< "m' Cimo who, " Mt. MtK<on said, was "almost a Christian for Augustine"' was for Jerome a great clanger to his C hristianity. So fond w as he of Cicero that he was blamed for " being a Ciceron ian , not a Christian" . c·1Boetius w rote a commentary on cero' s Topics, and thereby injected a st rong dose of Ciceronian " logic into the medieval understanding of Aristotle' s Organon (John of Salisbury, Thomas Aquinas) . Thi rd: The Renaissance. The revolt of the Renaissance against schoIasticism was termed by Mr. McKeon " a revolt of C icero against Cicero". Cicero' s st yle w ins particular importance w ith the Renaissance writers in their fight against the verbalism of the scholastics. Petrarch, a great admirer of Cicero, loved first his style, but he also loved him as a man and a character. It ma y not be surp rising t h at the Renaissance in its picture of Cicero is closer to antiquity than to the Middle Ages. <;o strong was the influ ence of Cicero that " Ciceronian ism " became a fashion . Cardinal Bembo add ressed the cardinals as senatores, dated his letters by the Kalendes and the Ides, and called God t h e Father, Chris t, and the Virgin M ary Jupiter Optimus M aximus, Apollo and Diana. Finally, Erasmus w rote his parod y on Cice ronianism. Nizolius, in his Antibarbarus, imbu ed w ith highest admirat ion fo r C icero , said that w isdom must go together w ith eloquence ; and Ramus undertook a reform of Aris totel ian logic simply by in troducing into it Ciceronian distinct ions, especially under the aspect of the rhetorical terms " judgment" and " discovery" . Fourth: The 17th and 18th Centuries. In this period the great classical stylists are Seneca, Tacitus, and the younger Pliny ; but Cicero remains fa - philo<op~ Arts Page 3 The Eclipse of the Moon With her tongue hanging out_ _ _ _ We are pleased to find that someMrs. Prewd put down the receiver. With her tongue hanging out. What ' lways su pected . t e She could hear Rhoda sweeping the was the last line? Something about ching we ve a s is ru , Bacchus? . Andy Hardy or Mickey Rooney, carpet in her husband's room . She i.e. . " Diana," the man was sayi"ng, wavor both. is leading a double ·life. For went to t h e f oot o f the staus and called. further details see Andy Hal'dy' s "Rhoda, there will be a guest for din- ing his hand grandly, "Diana!" He · · Dou./;le Lt·1 e or a reasona bl e accurate ner t omg h t. y o u w1·11 h ave to b nng looked at Mr. Prewd and sn1"ckered 1·nRising to hi"s feet and facsim ile. It is probably of this :film d own t h e good si 1ver. ,, She noticed explicably. sway · I h l'f d h. chat Gertrude Stein once wrote, " We with annoyance that the morning paper mg gent y, e i te is glass, refuse to go to the theatre not be- had been carelessly left in the dining " T o the Lewds, ,, he cried. " May they B . . never sleep easy r." use we do not like it but because room. emg a woman of precise ca " The · p d ,, 'd p d 'd ather go to Penfolds. Penfolds habits, she took the paper into the Iiname is rew • sai rew . we r h ave a pleasant house-we are brary, thinking without joy of her Running about thanh< wot!d l<>rn<d thi< ::.:;'.hm fm t<a tomonow." Fifth : The 19th and 20th c We remember the days when the turies. This is, first of all, the peri . d h . h d . . . piccu re magazmes, an t e movies a of t h e b est ed1t1ons . . The manuscnp a bard time keeping up with the war. are read , re-read, and compared, a Th were usually a country or two reliable and complete editions of C' beh:~d. However, things have chang• k d I tt bl' h cero s wor s an e ers are pu is e ed now and Roosevelt and Chur,hill (Exaggerated scholarly endeavour m i doing their best to keep up with sometimes lead to absurdities-M ~:mphrey B.ogart, Ingrid Bergman Keon cited various attempts that we and Paul Hendried who made a momade to disprove Cicero's authorsbi ie called Casablanca a number of of some or all of the Catilinian on onths ago. Oddly enough, all the tions) . However, Cicero' s influence · ction takes place in said city, and no longer so strong as it was in ear here's a lot of action at that. Spies, lier times. He is still read in school rooks, and beautiful women in " the but the youth is no longer interest ost exntmg city m the world.,, in reading him. In most of the mod eter Lorre , Sidney Greenstreet, and ern Histories of Philosophy he is n laude Rains are various characters even mentioned. Persons who stu eiled in mystery. If only to see Miss him. are mainly interested in his char ergman, we recommend this. Starts acter or his career, or his qualities c the Circle on Sunday and play1. a w riter; and the judgment at whi be circuit. th ey arrive is often n ot very fa vorabl In Which We Serve has had more Mr. McKeon criticized the unfavor ewsprint dedicated to it than an y reable judgment which Cicero has n en t fi lm. It is Noel Coward' s very ceived in modern times. It is, he sai wn maste rp iece, and undeniably one a reflection rather on the comtem por f the few of our time. With the asary mind than on Cicero. Cicero n istance of the British Navy, Mr. Cowduced Greek philosophy to the pea'. rd tells the story of Her Majesty' s tical aims of Rome. The ideal city hip To rrain, the vessel and her crew. Plato' s Republic becomes Rome in Ci e fin d great relief in the knowledge cero' s Republic. When he lowered t hat there is at least one good film that " good" to a practical level he elevat as come out of the present war. At the " th ing" to a moraf level. Ou be Century Theatre in Baltimore. own work, said Mr. McKeon , is ve Every day of every year ( except much of a caricature of Cicero' s woe ew Year' s and Christmas Days ) the We coul d learn from th e M iddle Ag ational Gallery in Washington is what Cicero can teach us about phi pen to the nation. Its great works of osop h y and theology ; we could lea rt ha ve been increased since we last from t h e 18th century what Cice entio ned it with the presentation of can teach us about liberty, democrac e Widner Collection to the American also theory. ~blic. It includes paintings, tapi.sM r. McKeon concluded his lecto tes, jewels, ceramics and furniture " of w ith a Sibylline statement about C re faste,' ' as the curator will tell you . cero and the Liberal Arts. s quality, and the distinction of seval of the pieces demand more atten E . L. A. on than it is given in this limited ace. youth and of D«mond Sumnd<t. Her vexation was in no way decreased by an announcement on the front pagean eclipse of the moon scheduled to occur at 7: 3 7 that evening. They would have to get up in the middle of dinner to see it, she supposed, and dinner itself was going to be awkwarcj enough. Desmond and Richard would not get al ong; Rhoda would be panicky; the whole day was a ruin. Rh oda was not panicky, but Rich~ ard Prewd eyed his guest across the table with distaste . The whole look of the man, his garish tie, his vapid conversation, offended him ; and the notion that his wife, even in childhood, could have known such a person was incredible. What was he saying? " Dear lady, time has wrought no change. A cameo then, a cameo now; in conjugal bliss, if I dare so phrase it, you wear the same cool grace, the same serene smiles, the same maddening decorum. " He laughed and shook back his dark curly hair. She turned her attention to the dessert, figs; they were overripe. " Do you enjoy these figs ,'' she said, 'Tm afraid they ' re rather too ripe for me." " Ah,' ' he cried, " you have always shunned excess, Diana. As for me, next to the grape, the fig! May I have another glass of this delicious wine? It recalls a certain vin ordinaire of the Peloponnese. Do you kno w the Peloponnese, Mr. Prewd? A warm, sunny country where the vine flourishes." Mr. Prewd ·smiled ~ith effort. Under Surrender's easy gaze he was re minded suddenly of a foolish rhyme he had heard years ago at St. Luke' s. There was a young goddess from Greece, Who shocked the whole Peloponnese, By running about w-;; her tongu< banging out_ __ _ rawing herself up, Mrs. Prewd readjusted the conversation. " The name f p o rewd is an old one,'' she said firmly . " This house, you know , is seventeenth century. Those are the orig · I b " ma earns. "Original beams?" said Mr. Surrender loudly. " I have never slept in a house with original beams. Have you a room for me?" " There are only two bedrooms," Mrs. Prewd said with composure. " Will you have some fruit? " She took a pear from the bowl in the center of the table and put it on her plate. " Separate bedrooms." Mr. Surrender raised his eyebrow. " How austere!" He picked a little ·bunch of grapes from the centerpiece and draped them over his ear. " My dear Diana,' ' he exclaimed, '' you parody yourself_ _" A low baying of dogs sounded outside the window. " Your hounds?" said Surrender apprehensively. " Of course." There was a short silence. " The eclipse! " Mr. Prewd abancloned the limerick. " We have forgotten the eclipse." He pushed back his chair and started for the terrace. But she protested. " Richard, you haven ' t finished your coffee. I don't want to see the eclipse ." " Bring your coffee, Mr. Prewd. Come along, Diana." Mr. Surrender herded them to the door. It was a warm dark evening. The circle of the moon had almost disap peaced under the shadow. " I think I should go inside," she said. The moon was gone. Mrs. Prewd giggled. Sidling up to Mr. Prewd in the darkness, she coiled her arms around his neck and breather into his ear: �Page 4 ST. JOHN'S COLLEGIAN " Dick'y, " she said, her voice full of honey. " Dick-y don ' t you think it would be a divine idea to have a little guest room? Your room would make such a lovely little guest room.' Mr. Prewd said. "Darling, your ears. They' re perfect." Then , suddenly, be was stricken with knowledge. " There was a young goddess of Greece," be recited with confidence. Calendar St. John's College But th e m<fo n b ad co me o ut again on the other side. Mrs. Prewd disengaged herself from her husband as from barbed wire. " I think we bad better go inside. The air seems cold," she said. They climbed the stairs slowly. They kept three steps between them and talked about their oldest relatives. But when she got to her bedroom she drew herself up even more and, calling in her husband, demanded an explanation. He was quite as distressed as she . He could not help looking down at her bow and arrows, even though be knew be was not to blame. " Help me," she said, grasping t he bottom of the bed. it ~~ckw::~os~:e r:!~~ulty they moved " Since," she continued, " there is no one else who could have possibly disturbed it, I can only concluded that it was you. " As he lay in bed, miserable, afterward, he reviewed in how many ways he knew it was not he. Throughout the night following . in point of fact, he was distressed by dreams of the eclipse. ARAB. Town Meeting The speakers at To w n Meeting next Tuesday will be Dr. H . C. By.r d, President of the Universit y of Maryland ; Thomas G . Pullen, Superintendent of Schools for the State of Maryland, and Howard A . K inbart, principal of Annapolis H igh School. THE ST. JOHN'S COLLEGIAN is the offi cial n ew s orga n of St. John's College, p ublished every Frida y during the acade mic yea r . Enter ed as second class mat ter Octob er 15, 1919, at the Post Offi ce a t Anna polis, Ma r yla nd, under the Ac t of March 3, 1879. Sat., Feb. 6, 1 Chapel Service Military Athletics Chorus Rehearsal Bible Class Formal Lecture Law -Mortimer J. Adler Great Hall Gymnasium Humphreys Ha)) McDowell 21 Great Hall Chapel Service Athletics Theology Club Great Hall Gymnasium Wooward Hali Friday, January 29: 8 : 30 A . M. 2:00-3 : 15 P . M . 7:00-7:45 P. M. 7 :00-8 :00 P. M . 800 P . M . " Dicky-ducky. " " There was a young goddess of Greece, Who shocked the whole Peloponnese,, By running about With her tongue handing out_ ___ " Fri., Jan. 29 - Saturday, January 30: 8:30 A. M. 930 A. M.-12:00 M. 8:00 P. M. Meet- ing-The Proof of God's Existence Mortimer J. .A'.dler Sunday, January 31: 3 :00-5 :00 P. M . Recorded Concert 8 :00 l>. M. Revolution : War and Peace. Series I, No. 1 7 T olstoi' s " War and Peace" -Nicbo- Humphreys Hall Woodward Hall las Nabokov Monday, February 1 : 8 : 3 0 A. M . 2:00-3:15 P . M. 7 : 0 0- 7 : 4 5 P . M . Chapel Service Military Athletics Chorus Rehearsal Great Hall Gymnasium Humphreys Hall Chapel Service Military Athlet ics Recorded Music Bible Class Town Meeting - Pub- Great Hall Gymnasium Humphreys Hall McDo w ell 21 Great Hall Tuesday, February 2: : A. M . 8 30 2 : O0- 3 : 15 P. M. 5 :00-6 :00 P . M. 7 :00-8 :00 P. M. 8:00 P . M . lie Education in War Time Wednesday, February 3: 8 :30 A. M. 2 :00-3:15 P. M. 7 : 3 0 P . M. 8 :00 P . M. Chapel Service Military Athletics Cotillion Board Meeting Orchestra Rehearsal Great Hall Gymnasium Paca-Carrol Soci Room Humphreys H311 Chapel Service Military Athletics Recorded Music College Meeting Great Hall Gymnas ium Humphreys Hall Great Hall Chapel Service Military Athletics Chorus Rehearsal Bible Class Formal Lecture - Great Hall Gymnasium Humphreys I-Jail McDowell 21 Great Hall Thursday, February 4 : 8 :30 A . M. 2 :00-315 P. M. 5 :00-6 :00 P . M . 7 :30 P . M . Friday, February 5: 8:30 A . M . 2:00-3 : 15 P . M. 7 :00-7 :45 P . M . 7 :00 - 8 :00 P . M . 8:00 P . M. Hebrew and Greek History - Albert Theodore Mollegen . � 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 Vol. XXV No. 13 Title A name given to the resource St. John's Collegian, January 29, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943-01-29 Description An account of the resource Vol. XXV, No. 13 of the St. John's Collegian. Published on January 29, 1943. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ea200949dc1da35a61b4a4b6c514cc4b.pdf 439bf1bd0baf6785e8f6821247b216ec PDF Text Text t. John's Collegian Vol. XXV-N o. 14 ANNAPOLIS, FRIDAY, FEBRUARY 5, 1943 College Meeting Mr. Nabokov announced the first concert of the year for the St. John's Community Orchestra Feb. 7 at 4 p. M. in Iglehart Hall. It will be a benefit performance for the Red Cross in which both the Orchestra and the Chorus will participate. Some of the selection; to be played will be the I st Symphony of Beethoven and Beethoven's Contra Dances. The Chorus will sing a group of English Madrigals and a Bach Choral. More news from the Army Enlisted Reserve Corps Unassigned! When chose who are in the Reserve Corps are called, they will go a.s a group from their respective schools. The boy that enlisted first w ill be responsible for the group arriving at the right place at the right time. This will make it necessary for those bo ys to report back to school after our March vacation. It may be well to note that no date has been definitely set for the calling. The Dean , in delivering his weekly message to Pinkney, announced that he was deepl y puzzled. Wild farewell parties mus t go, and locks and door knobs must stay. Why such things are not going and staying he does not know. No matter how trivial such things may appear on the surface, they have their serious side also. The maids are about to give Pinkney up as lost cause. The opening of doors and be keeping of them shut will be a lost ause if we don ' t preserve those door knobs and locks that w e now have. . Commen t . ,I t w 111 b e h ar d to coneive of next year' s freshmen being any ittler than this yc·ar's. Humber John's contingent. The floor, however, offered only one question: were the United Nations to have ten fingers in the pie? Robert Lee Humber spoke yesterday in support of the proposal for world federation which he has put before the B. B. Maryland State legislature for ratification. Very few of the delegates hothered to attend, despite the magnitude of the measure before them. Mr. Humber has devoted his entire time to The COLLEGIAN will devote this the presentation of his plan, which he column to vital statistics. This week hopes to have accepted by all fortywe give you clippings as follows, eight states and forwarded to the govstraight from the nation's press: ernment at Washington. "From a small kid to the present In yesterday's speech he began by day young Joseph W. C. Gray was inanalogizing his scheme to the federation terested and loved all sorts of aircraft. of the United States. Such a union ___ _ As a youngster in Annapolis High throughout the world, he said, has been and later as a student at St. John's Colapproximated before in the League of lege, young Gray pursued his hobby of Nations, the World Court, and the netbuilding and flying model airplanes on work of international treaties prior to the nearby fields_ ___ Now Mr. Gray's the war. In theory, the union of highest ambitions are beginning to groups of nations according to geomaterialize, for he has entered the Army graphical, idealogi~al or economic proxAir Forces Pre-Flight School at Salem imity has often been proposed. But Field, Monroe, Louisiana, and he will the world agreements of the twenties fly against the evil forces of Democfailed because they were not by law racy in the service of America." ( because they could not be enforced) ' " Private William Lundberg is in and plans for the grouping of nations training at Camp Chaffee, Arkansas, are inadequate to the natural unity of with the mechanized field artillery. A the present-day world state. This sophomore at St. John's College. Anunity has been imposed by the develop- napolis , Md., he left school to enter the m~nt of technologies; the parts of the service in November. " world are now economically, and so " Mr. and Mrs. Frederick Doar, of politically, dependent on each other. Madison, Wisconsin , announce the enMr. Humber insists that peace and gagement of their daughter, Miss Marworld unity are the goal of all men in garet Doar, to Mr. Burton Armstrong, th is new order, of both factions in the son of Dr. and Mrs. Donald Budd p resent conflict. particularly of the Armstrong, of Scarborough on HudAmericans, whom he somehow finds to son, N ew y ork . T he wedding will be fight ing in that worthy cause. take place in the spring. Miss Doar Births, Marriages, and Inductions Turning more particularly to his proposal, he pointed out, no doubt to calm the more nervous senators, that it S. T. I embraces . in its present form only a definition of the principle of world order. The President is to direct a study The editors wish to apologize to of this principle and what follows from r. Vissy Gurd, for whose essay, Mus- it, a world committee to agree upon ular Hyp ertrophy as an End and a its application in practice. eans, there was no space in this isue. A lovely essay, Mr. Gurd, and ry again. Price: 1 Oc attended the University of Wisconsin and is on the staff of the War Department's technical publication, 'Ordnance' ___ _ " "Having completed pre-flight and primary training, William Booth Price, son of Mr. and Mrs. William M. Price, Newcomb, is now a basic flying cadet at the Bainbridge, Ga., Army Air Field Mr. Humber spoke badly in the old ___ _ A former student at St. John's senatorial manner. But there was a College, Annapolis, Cadet Price was a great deal of applause from the St. leading athlete_ ___ ". etc. �Page Z I that confuses"-Adler) the "kinds of law'. '.: eternal, non-et.er.nal ; natura. l, Mortimer Adler lectured last Friday positive; human, D1vme; Mosaic, evening. Christian; etc. II. St. Thomas' definiThe topic: tion of Positive law, viz., "nothing The Philosophy of Law. else than an ordinance of reason for the common good, made by him who The theses: ( 1) Law is one in kind, viz., posi- has care of the community, and promulgated." (Q. 90; Art. 4.) tive. Mr. Adler then analyzed the defini(2) The theory of law underwent no significant development un- tion, comparing natural with positive til the C onstitutionalists of the law by opposing their differences thus: discoverable to instituted, necessary to 18th century. conti~gent, ultimate end to proximate The schema: good, conscience to coercion, inde( 1) Greek contribution to law. terminate to determinate. ( 2) R oman contribution to law. ( 4) American: The Constitutional(3) Medieval contribution to law. ists I. were the first to hearken to the ( 4) American contribution to law. He came, as he said, to bury Caesar, Angelic's Doctor's very mundane admonition, that law without coercive not t o praise him. sanction "is no better than advice," The precis: ( 1) Greek: I. a dis and hence, II. they placed even the tinction: between the lawful, as anypresident under the sanction of the law. thing bearing on the common good, In medieval times, the lecturer pointed and the fair, as commutative justice, out, the Prince, who in some sense particular good; II. a definition: politi"made" the law, was in some sense cal justice is "partly natural and part"above" it.,--civil authorities being serly legal" (Aristotle). Mr. Adler then: vants to Papal, which were themselves (A) expatiated on the nature of politi"servos servorum Dei." cal justice as a voluntarily instituted ( 5) The lecture closed with some determination of indeterminate natimely remarks on law, peace, and tural justice to the "hie et nunc"; (B) differentiated two contesting legal force: "International law is not law but a gentleman's agreement, which theories on the basis of their undue emlasts only so long as the contracting phasis on either the natural or arbitrary parties are gentlemen; Versailles "armelements in political justice (the one ed the litigants, not the law." Conneglects the variable and mutable, the clusion: (Maj.): "Peace as opposed other the universal and immutable conto truce depends on the supremacy of stituents in all legal codes) ; (C) relaw" (Adler) ; (Atqui) : without vealed that Aristotle never yoked, as we force there is no law" (Hamilton) ; do, phusis with nomos; (D) defined (Ergo) : "justice and force are in dis(a) equity; (b) constitution; (c) abpensable for peace ;-as men are neither solutism. and. ( d) the obedience of brutes nor angels" (Adler). authority. (Source texts: Ethics: Bk. Scraps: Poor Cicero, sporting a V; Politics: Bks. III ~ IV; Plato's coat of whitewash, only recently apStatesman.) plied, was at the outset denominated as ( 2) Roman: I. A Stoic accent on "the cultural bottleneck of Western the omnipresence of law, elevating E urope";; only man can act simul''urbs" to "orbs"; II. an introduction taneously for (by volition) and of the notion "natural law" by Cicero, against (by sin) his nature; a cons tichanging "ius naturale". to "lex natution is both a law and not a law, for turale"; III. the invention of "ius it cannot measure itself. gentium" by the Roman "µraetor pereThe Question Seminar: Suggestions grinus", i.e. the law resulting from the (general): ( 1) that hereafter a reareconciliation of Roman civil with subsonable curfew be agreed upon in adject peoples' laws by reference to a vance-it went till almost one a. m. ! higher law, somewhere between both. (2) - that all interrogators undergoing (S ource texts: Cicero: De Legibus; ineffable transubjective empathies reGaius, Ulpian, Papinianus.) tain them in their incommunicable state (3) Medieval: I. St. Thomas' defipro bono pub.Lico; (3) related to this, nitions. differentiating ("elaborates but Mr. Adler on Law ST. JOHN'S COLLEGIAN ST. JOHN'S COLLEGIAN a committee be formed d He thought one must give up curse · · balderdash of. "insights" at finetY and lands to lead the good life, . . for the duration; and ( 4) that (a bis family prevented him from bUC . this is frequently an "oversight") 0 parCI·ng with his estates. can only really disagree with a ma 11 Ac the age of 3 7 he achieved greatconclusions if one accepts his prem· by writing War and Peace. Not 11 ess -fundamentals were at issue; n ot co~ . anY conven tiona! pattern was the 11 clusions but beginnings. work formed but JUSt as the author Suggestions (ad hominem, tarn intended it, Tolstoy said. Not a novel, absit omen invidiaque) : ( 1) that t ot history and not a poem. Its scope lecturer be wary of equivocating on S . endless. "Like tasting salt? the taste 5 Thomas' equivocations (explicated · ever ends. It is brittle li~e glass with q. period) ; ( 2) that the lecturer, w be scope of Dante. It gives feelings is an adherent of the perennial philos nexplainable in words. The scenes phy, prune the exuberance with whi re numberless like a tree with many he hypostatizes his verbal "advances' ranches ; you can't count them. But over the said tradition; ( 3) that t II big and little come together somelecturer be more deferential to men Ii ow." Mr. Nabokov said. Suarez, some of whose legal writin Tolstoy was conscientiously in purhe styled "foolish"-if only out o uit of the truth, like the Russians who pedagogical considerations, as an iso ore than any other people in the lated remark like that might easily in •orld were worried about the truth in still and possibly crystallize a Prt he 19th century. What is it? How mature prejudice in minds not Y an I fi nd it? What is the summum competent to judge for themselves, an on um? Where is it? they asked. ( 4) that the lecturer might profit b wo people in War and Peace found the thought, frequently apposite, th he answers: Osip Alexyevitch, the there is a limitation to the profitable be reemason, who taught active brotherlaboring of the obvious. y love. and Platon Karataev, the simJACK CUDDIH Y. le peasant whoje creed was be simle. do no harm, be natural, never lie. Later Tolstoy disowned War and eace because of the compromised life Mr · Nabokov spoke Sunday nig is characters live d . A combination of of the greatest Russian of the I 9th cen e luxuries of wealth and the goodness tury. Leo Tolstoy, and his "War an f love was not Tolstoy's final Peace." He told us of the reaction. ought. He didn't solve in his life Russia to Tolstoy's death in 1911 e problem of keeping his inheritance Everybod~ took. the ne~s as a gm rom interfering with the carrying out tragedy with a direct bearing on ~ver~ f his belief in the virtues of living one's life. People were seen cry mg 1 ose to the soil and working hard. the streets . He fought the War of his book, the Tolstoy alone was powerful enou attle each man has to fight to find to defy the Czar and remain unpun odness and integrity in living. and ished as an opponent to all reaction e Peace was the peace of each man ary tendencies. In his writings he w ho found the truth. This was his honest and never removed from t ar and peace, not the battles and genRussian people. All his characte als the historians wrote about. were known to the reader and their ac Today Tolstoy would wonder why tions familiar as Tolstoy recreated i e are astonished that the Russians words the taste, touch, and smell 0 ht so well. They fight today as the Russian life in his sensual lionli ussian army resisted Napoleon, with style. It was said that he wrote, th ethods coming from their bellies, with we see. nviction in their guts that love for The contradictions in his person ussia will lead them to destroy the inlife did not make him less loved. T ders. Only the German staff officers bishop who excommunicated him ho attem pted to use reason to shape afterwards; he lived in an atmosphe e inevitabl e outcome were surprised of wealth yet plowed the fields himse the result then. after meals. He attacked cursing an DONALD KAPLAN. War Meeting Arts Page 3 His Bargain Last summer· Katherine Hepburn Who talks of Plato's spindle; made an other m ovie with Spencer What set it whirling round? Tracy-this one is called Keeper of the Eternity may dwindle, Flame, and it's not at all as good as Time is unwound, Woman of the Year. Roughly, it con- Dan and Jerry lout cerns a myth that has been built up Change their loves about. about a great American statesman who H owever they may take it, wasn't that at all. Bright spot is Miss Before the thread began Audrey ·Christie. At the Capitol on I made, and may n ot break it When the last thread has run. Sunday. A bargan with that hair We find it extremely difficult to talk And all the windin gs there. of the Widener collection in any other W. B. YEATS. way than quantitivelJ- a safe way, al ways, to talk about the butcher boy's etching. First of all, there are approximately 6 0 0 items in the collection n ow Tomorrow morning at 11 o'clock in the residence at the National Gallery. t he Athletic Department is running off These sundry art w onders used t o live three prelim~nary b oxing bouts. One in Lynnewood Hall, the Widener h ouse of these will be in the 13 5-lb. class and outside of Philadelphia, but with fuel the other two in the 14 5-lb. class. rationing and all that, the bacon barons The first will be between Alex M orse decided to give it away-the objets and Harold Hyden. B oth fought last d'art, we mean. Of the 600, 76 :are year, Morse losing to Hammer in the paintings, including 14 Rhembrants, 2 14 5 -lb. preliminary and Hyden to Elgreco' s, 2 Turner's, 2 Vermeer's and Levering in the 135 -lb. preliminary. so forth. down the list of the names of Morse's drop of weight will undoubtthe greatest artists. There are 3 9 dull edly be of advantage to him and he has pieces of sculpture; tons of renaissance the quickness and weight necessary to a furniture, plaques. medals, jewels, fighter of that class. plates; and about 17 5 Chinese vases, Hyden has shown great improvetea-pots with open-work, crackle jars ment since last year. The fight should (whatever they are) , and soft paste jars go the three -round limit and promises (whatever they are). Honesty com- to be interesting all the way. pels us to admit that we didn't linger A b out similar to that of Hyden too long among the crackle jars and and M orse will be the one between white -rice-grain-coupes, but rather J ohn W oodward and Thad Prout. drifted toward the occidental articles. They are both fast on their feet and The · two Elgreco's, remarkable com - quick with their punches, W oodward positions both, are St. Martin and the having the edge in speed against Prout's Beggar and The Virgin with Santas longer reach. J ohnny may be handiInes and Tecla. Am ong the Rhem- capped by a recurring knee injury brants which the Wideners have kept us which will slow him d own. champing at the bit to see are The Carl Hammen, who last year was Descent From the Cross, Philemon and runner -up to Jim Raley, will m eet Bill Baucis, and two head studies, Old Man Spohn in the closing fight of the day. and Aged Woman. There is The Bill is a newcomer t o the ring but he has learned much in the short time that Woman Weighing Gold by Vermeera companion in comp osition and color he has used the gl oves. Hammen has t o the Milmaid; three fine Titians, and the advantage of reach and experience a couple of pretty impressive Bellinis. but Spohn has proven to be n ot easily The painting in the Widener group are discouraged and may well be able t o certainly 'up to the standard (and upset Hammen's apple cart with a litabove, perhaps) of the other collections tle close work. It will be remembered that have been given to the American that Jim Raley's crown shifted un public. However, we are wondering easily last year before he began landwhat Mr. Widener, or the American ing rights in Carl's midriff. Saturday the 13th, one week from public. could do with 175 crackle jars tomorrow, marks the date of the finals. that all look alike. SPORTS �Page 4 ST. JOHN'S COLLEGIAN They will be held at 7:30 P . M., before the dance. There will be four bouts of three two-minute rounds each. The participants in the first will be Gerald Atterbury and Robert Bonham -12 7 -lb. class. Bonham is pretty much of a dark horse. He has a good reach, however, and being a good natural athlete, will probably prove to be a good fighter. Atterbury has shown an extraor inary ability to dish it out to larger and clumsier opponents. This match may possibly develop into a slug fest. Levering, the defending champion, will fight the winner of the MorseH yden bout, and the w inners of the Hammen-Spohn and Woodward-Prout fights will meet. Levering is known to have a potent left and a lot of speed. The last bout will be between Burt Armstrong, champion for three years, and Ed Cochran, last year's challenger. It might be remembered that last year Armstrong took Cochran without too much difficulty, grunting and w ild swinging to the contrary. Burt will be handicapped this year by lack of opportunity to get into top shape, but once a boxer always a boxer. A word to all spectators: At amateur bouts it is customary to concentrate applause and excitement to the periods between rounds. Obligatory is a better word, since the referee is authorized to stop the fight if such a custom is not observed. The referee for all bouts will be Charley Pastrana, 16 5-lb. amateur state champion . The bloodthirsty will be disappointed and the humane pleased to know that he considers a boxing match a sport, not a gladiatorial combat, and as such it is entirely subservient to the health and physical appearance of the participants. T hose who disagree will oblige him and the Athletic Department by confining any expression of the appeal made to their cave man days to comparatively gentleman-like exhortations. E. C. THE ST. JOHN 'S COLLEGIAN is the official n ews organ of St. John's College, published every Friday during the academic year . Enter ed a s seco nd cla ss m a tter Octob er 15, 1919, at the Post Office at Annap olis, Ma ryland, under the Act o f Ma r ch 3, 1879. CALENDAR ST. JOHN'S COLLEGE . Fri., Feb. 5-Sat., Feb. 13, l Friday, February 5: 8:30 A . M. 2 :00-3 : 15 P. M. 7 :00-7 :45 P. M . 7 :00-8 : 00 P . M . 8:00 P. M . Chapel Service Military Athletics Chorus Rehearsal Bible Class Formal Lecture--Hebrew and Greek HistoryAlbert Theodo e Mollegen. Great Hall Gymnasium Humphreys Haq McDowell 2 1 Great Hall Chapel Service Athletics The Film Club Presents -Broken Blossoms Great Hall Gymnasium Iglehart · Hall Concert-St. J o h n ' s Community Orchestra and C horus Revolution: Wat and Peace. Series II, No. Iglehart Hall Saturday, February 6: 8:30 A. M . 9 : 30 A. M.-12:00 M. 8 :00 P. M. Sunday, February 7: 4:00 P. M . 8 : 00 P . M . Woodward H all Monday, February 8: Chapel Service Military Athletics Chorus Rehearsal Great Hall Gymnasium Humphreys Hall Chapel Service Military Athletics Recorded Music Bible Class Great Hall Gymnasium Humphreys Hall McDowell 21 8 :30 A. M . 2 :00-3:15 P . M. 7:30 P . M.. Chapel Service Military Athletics Cotillion Board Meeting 7:30 P . M . 8 : 00 P . M . Theology Club Meeting Orchestra Rehearsal Great Hall Gymnasium Paca-Carroll Soc. Room Woodward H all Humphreys Hall Chapel Service Military Athletics Recorded Music College Meeting Great Hall Gymnasium Humphreys Hall G reat Hall Chapel Service Military Athletics Chorus Rehearsal Bible Class Formal LectureErasmus-Edgar Wind Great Hall Gymnasium Humphreys Hall McDowell 21 Great Hall Chapel Service Athletics Valentine's DanceInformal Great Hall Gymnasium Iglehart Hall 8 :30 A. M . 2 : 0 0- 3 : 15 P . M . 7 :0 0 - 7 :4 5 P . M . Tuesday, February 9: 8:30 A . M. 2 : O0- 3 : 15 P . M. 5 :00-6 :00 P . M . 7 :00-8 :00 P . M . Wednesday, February 10: Thursday, February 11: 8 :30 A. M. 2 :00-3:15 P . M . 5 :00-6 :00 P . M . 7:30 P. M. Friday, February 12: 8 :30 A. M . 2:00-3 : 15 P . M . 7:00-7 :45 P . M. 7 :00-8 : 00 P . M . 8 :00 P. M. Saturday, February 13 : 8:30 A . M. 9 :30 A. M.-12 :00 M . 1 O :00 P. M.-2 : 00 A . 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. 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 Vol. XXV No. 14 Title A name given to the resource St. John's Collegian, February 05, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943-02-05 Description An account of the resource Vol. XXV, No. 14 of the St. John's Collegian. Published on February 05, 1943. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a6ec58953c88b0f12da12376ae6e9576.pdf 397005e3c80686607ee0fee8f8cd8eca PDF Text Text t. John's Collegian Vol. XXV-No. 15 ANNAPOLIS, FRIDAY, FEBRUARY 12, 1943 College Meeting Those who are worried by the ever present demands of the Selective Service and are in constant fear of finding a Jong white envelope in their mailboxes were offered some solace by the Dean. who reported a few cases of deferment until early summer. It seems chat this is a recent change in the fluctuating and und(;pendable policy of Jocal draft boards. Why such a change has occurred, and for how long rhe deferments will continue is unknown. In any case, the Dean offered bis services to those who wish to make a formal apI>licati~n for deferment through hiin. This consists of recording such vital statistics as your scholastic standing and year of graduation. He also reminded those concerned to keep the Registrar or the Assistant Dean posted on any developments in standing with local draft boards. The remainder of t he meeting was given over to an exposition of the ends of the mathematics tutorial at St. John's. Modern analytic mathematics, said Mr. Buchanan, is superficial in a way that is at once valuable and dangerous. Valuable because. like the superlicialit y of Shakespeare, it comprehends t he surface wh ich it treats, and dangerous because, though in some way complete, it is also shallow and inelastic. The facile intelligibility that it presents stretches itself over a void. That void can be bodied forth in part by an understanding of geometry and arithmetic. and the teaching of mathematics at this college should be oriented toward that end . Mathematics may be understood in terms of the trivial arts; it has its grammar. rhetoric and logic. The syntax of mathematics is reducible to the four fundamental operations of addition, subtraction, m ultiplication and division, and these operations, imposed by the imagination upon numbers or magnitudes, which are the parts of speech of the science, constitute the Whole of what is called doing mathematics. Price: 1 Oc It must be understood rhetorically also, in the tutorials as wall as in the laboratory. When it becomes a subject matter in itself, referring to nothing beyond itself, it is sterile. Mathematics measures the world; for Leibniz and Descartes it invented the world. In its logical aspect, mathematics may be studied formally in two senses. In one way, x plus y equals z and x equals z minus y are two "forms" of a single equation, but these transformations are ordered to a higher form. And a function, similarly. moving from form to form as the variable changes, changes within a form. It was with the discove ry of such primary forms that the ancient ;;stronomers were concerned. Numbers, like the heavenly devoted to the enjoyable comm union of the sexes, and there are surely no more than a handful who object. For woman has been aptly called the weaker vessel, and this leaves us with all manner of high hopes. Because of her fallibility, indeed, she can be led into all kinds of situations which are, if nothing else, the occasion for hearty laughter. Nothing has so mui:h occupied the comic as well as the tragic poets as has the couch of lovers, and the composers of masques and festival pantomimes depend almost entirely on hey-diddle-diddle for their variou~ displays. So you may draw what you like (and your opportunity knocks once again tomorrow night at the Valentine Vagary) from the merry renbodies, are governed in their diverse dezvous of Jack and Jill. For those of motions. And towards the sources of you who hold in contempt the more this government the tutorials should thorough pastimes, Jill will perform. as only she can, the tarentella or the direct their inquiry. minuet. She will hold your hand, ~f B. J., R. A. you care tor that, and she can be made ro sing like a bird. Dance ' 'The Lord God caused a deep sleep to all upon Adam. and he slept: and H\! took one of hi~ ribs, and closed up the flesh instead thereof; and the rib, which the Lord God had taken from m an. made he a woman, and brought he.: unto the man." And it may be imagimd that some of the wiser beasts in the Garden smacked their lip~ and winked at each other from among the elder bushes. For it has been said that a woman never forgets her sex. that she would rather ta lk with a man than an angel. any day; and indeed the very nature of young girls demands that sooner or later they set out in pursuit of pleasureable ends. The fortunate thing is that the constitution of boys is in this respect similar to that of girls, and so cleverly does this work out, if we may joust with the banal, that only those of us who are seriously ugly need go without some sort of satisfaction. There will be a shipment of girls, to arrive late tomorrow afternoon to be unpacked in the course of the evening, a cargo of those same littl2 creatures which we have described above. Most of them will be from nearby seminaries where the poor things are kept, like fowls in a coop, for most of a long year. So they will naturally be frisky and ready to go; in truth the female, far more so than the man, is impatient of confinement and. needs, like the dog , walking. Let us conclude with a stanza from the work of Walt Whitman . that glorious old man. "Sex contains all, bodies. souls, Meanings, proofs, purities, delicacies, results, promulgations, All hopes, benefactions, bestowals, all the passions, loves, beauties, delights of the earth, All the governments, judges, gods." The dance will be exceedingly informal; and though the nude is barred, anything else will do, from bathing Th€ dance, to be held in the gymnasium tomorrow night is an enterprise 1 suits to barrels. �Page 2 I ST. War Meeting Under the title "The War Today" , Mr. Klein last Sunday reviewed the war yesterday and speculated on the war to-morrow. Taking up where he left off last year, he said that December 7 was not a very important date, inasmuch as it had no immediate effect on the course of the war, except to prompt Germany to develop her submarine industry at the expense of her airpower. The fall of Singapore on February 15, on the other hand, will go down into history as the day on which Asia became conscious of the end of the white man's empire. Leaving Japan preparing for a long war after her initial conquests, Mr. Klein then turned to the European theatre. where the Russians had been making one big mistake until the beginning of the second German offensive on June 28. They had been trying to resist the invader by all means. which resulted in tremendous losses and brought them and us closer to defeat than we ever realized. On the whole we were also unaware of the great danger of our position if the Germans had attempted to carry out the much-talked about pincers movement in the Middle East. With the superior airpower which they had at their disposal in that region, they might have succeeded in joining forces with Japan through Persia and India. Their third strategic possibility was North Africa. and it was mainly the policy of our State Department towards Vichy that prevented them from seizing it. When they finally decided to take a last chance on knocking Russia out of rbe war, they were confronted with a new strategy: The Russians retreated steadily and slowly. The Germans had no definite play . They would have broken through wherever there was a chance; but the Russians distributed their forces so as to slow down their advance just enough to JOHN'S COLLEGIAN In the meantime the British had been pouring everything at their disposal into Egypt and the air and land offensive there was followed closely by Rommel's defeat, the occupation of North Africa and the start of the Russian drive. Thus the turning point of the war falls between the last week of October and the last week of November, not because the events of those days insured the defeat of Germany, but bei:ause they reve rsed the positions of the belligerents. Nazi-occupied Europe, which had until then been a mighty arsenal besieging the small fortress that was England, became a fortress besieged from all sides by an even mightier arsenal in the bands of the Allies. However, the Germans today would probably be in a position to march through Spain and Spanish Morocco and turn the picture around again by driving the British and Americans out of North Africa, if it wasn't for their eastern front. And the question of holding the Russian line is a political one, for it is conceivable that if they retreated to their own border, the Russians would stop there. But maintaining that line would require a tremendous air force, and they can have it, if we don't move soon, from North Africa, from Egypt, from England. or in Norway, or at all points at once. And we will have to move, for this reason: If Russia alone is going to w in the decisive victories of the w ar, England and America will Arts " Clinch. melody. hurry. special. dumb. cake. cane, carpet, incline, light, labor." At popular prices, all America 19 see Yankee Doodle Dandy. the picturizat.ion of the life of fa lous George M. Cohan. Its star is most objectional person in films, Ja Cagney. That's too bad, too, beca we shared everyone's affection for Cohan. Among the records we I to think we're always going to k is the score from I'd Rather Be Rig Cohan next to last stage vehicle. Ri ard Whorf plays Cohan's partner, S Harris. At the Capitol later at the Circle. Preston Sturges' can be seen almost everyday n week at either the Circle, start' Sunday. or the Capital later, so then no reason for missing it. Usually w' this sort of gay, mad stuff we feel that it's actually funny. Beach Story is an exception in rn respects and in this one too, for i quite as amusing as the ads say. Ch dette Colbert is a wife who decides loo k for a millionaire, and takes train ride with the Ale and Q Club. But that isn ' t all. very favorably with Miss Colbert's Happened One Night . emerge from it as second-rate powers. On the other hand a clash in some form or other is unavoidable between the Russians and the Anglo-Saxons in post-war Europe. because neither believe in the others' policy. We are raising a fund. by gatheri pennies from our best friends, to gi a complete set of Edgar Guest whomever thought up the title Reve' for Beverly. People ask us. "Whal at the Republic, Sunday? " and w Ho w good are our chances when it we say Reveille for · Beverly, they j Starred are B occurs? Mr. Klein le:ives us with this don't believe us. tho ught: today th e crust of civil iz:i - C rosby and Freddie S lack , w hoever tion has fallen off Europe. Her people, may be. We do not encourage t includ ing the Russians and the English. sort of thing. are left with their bare suffering bodies and hearts. They know what power prevent them from reaching either of is. but they do not know reason ; their main objectives in time. The whereas those very Americans who are Nazis never conquered Baku, or Stalin- today shaping in their imagination the grad, or Moscow, and the great, the future of Europe, know so much of real battle of Stalingrad was won by one and so little of the other that even the Soviets in October, when the Germans got to the suburbs of the city, when they think of power, they think of it in terms of reason. but no further. On Wednesday and Thursday next week , there is a picture called T Avengers on at the Capitol. Candi we don ' t know an ything about t except that its stars are Ralph Richa son and Deborah Kerr. From this deduce that its greatest merit will Mr. Richardson's performance. So thing about Norway and the Nazis, believe. � 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. 2 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 Vol. XXV No. 15 Title A name given to the resource St. John's Collegian, February 12, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943-02-12 Description An account of the resource Vol. XXV, No. 15 of the St. John's Collegian. Published on February 12, 1943. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a509df21ac76f85c589cb0f78471dccf.pdf 3a7b6d8d97bc4ff1aa508a93c43498cf PDF Text Text t. John's Collegian VQL.Xxv-No. 16 ANNAPOLIS, FRIDAY, FEBRUARY 26, 1943 PRICE : lOc ·~~~~~~~~~~~~~~~~~~~- College Meeting Mr. Smith began the College Meet. chis week by interpreting a mili1nS f . h cary cryptogram o mterest to eac and all. Army Air Cof rps ~ese~ve mem be rs may still trans er . the1r m- Births, Marriages and I d n UCtions a sort of substitute commencement for those leaving school, on Thursday at 5 in the Great Hall. The Ephebk oath will be taken. as it was by the youth " The youngest movie producer, perof Athens on attaining manhood, and haps. in the country helped swell the a copy of Robert Graves' anthology of state fund for infantile paralysis visgreat works will be given you to rea d tims, by a benefit showing of the na- duction to centers near thelf homes; chis seems advisable, since it allows for some tranquility over the vacation -otherwise you must leave your address with the college and expect momently a long-distance call, announcing the heavy hand of fate. For the Air Corps is subject to immediate call at the end of the term and does not have che t w o w eeks' grace allowed other reservists. The Army Enlisted Reserve. it ap pears. will be called from home; unless you want to be called from college. in w hich case you should notify Mr. Smith . Pre-meds, it is remarked. will be considered for deferment till the end of the year, if they by the light of the Tunisian moon. After the ceremony, Miss Alexander will offer a formal dinner, for athletic awards and for farewell. Then. best . of all. everyone will have Alice in Wonderland for seminar. B. B. make applicat ion w ith the help of the Dean. Draftees are advised to get a transcript of their college record, if they expect to be ambitious for promotion in the army. Turning to the · · navy. Mr. Smith notice d t h at some reserves have been reopened-Navy V VII for Ju n io rs and Seniors majoring. as are we all, in mathematics, and Navy V v for 1 7 -year-olds in good standing. wb o w ill be put on active duty not more than six months after their 18th birthdays. Anyway , said Mr. Smith in a sl ip of the tongue, vacation is com ing to a close for many over their love of the battle succeeded " The film bas been sho w n at a m substituting gingerale and nice number of public schools and also at healthy fizz water for the usual punch. Williamsburg. Va .. before an audience of restoration officials. Of course. this raises the problem of " Friday evening . Carl Ham me n, star mixing one' s drinks in public ; people of Swamp Fox , and p rod uce r Gerlach will come up . all sorts of people, and were guests at the President's B irthday gestu re. trembling with desire, toward Ball at Carvel Hall." your Haig and Haig. But then again ' 'Miss Marietta M . D ajc-Deutsch. this can be overcome . The nice thing daughter of Mr. and Mrs. Alfred Dajc-Deutsch , of 7 5 C ent ral P ark is that we can have highballs (supply West, was married yesterday to Mr. your own glasses) and bring our Monte Ferris Bourjailly, of 35 P ark drinking (this is for those of us who A venue, son of Mrs. Schuyler Larki n. drink) to a more respectable pass. of Charlottesville, Va .. and Mr. Monte of us. The Dean, wiping away a tear. reminded us as of yore not to leave school before the end of the term; routine, he said, remains important. albeit things ma y change. However, since Toward respectabil ity. the chai rman Ferris Bourjaily, of 35 Park A venue. of the Cotillion Board would like us The ceremon y w as perfo rm ed in the Chantry of St. Thomas' Church at to remind ourselves that liberty is in 2 :30 P . M . b y the Rev . Dr. Roel if H . the end pleasanter than license and Brooks. A reception was held in th e that, believe it or not, there have been foyer of the P ierre ball room. " ( New Dance Well . at last . The Cotillion Board is serving mixers. It's about time that someone concerned himself over the effects of straight liquor on the young in heart. After a long wrangle. those members of the board who have got some 36 of us will not be back next occassions recently on which the local term, the staff has decided that some bouncers were not out of place. occassional ceremonies will be in orAll of this is a little grim and busider during the coming week. What is planned, Mr. Buchanan warns us, may ness-like for the announcement of the tural-color film Swamp Fox, before members of the Kiwanis club, at C arveil Hall in Annapolis and at· St. Paul's Church in C amb ridge, Md. The proceeds were turned over to Governor O ' Conor in h is office at Annapolis by C. Gerlach, producer and di rect or of the film . " Sw amp Fox was made by M t. Holly P ictures. a group of young people, 18 years and unde r, of Cambridge. The story. based on the exploits of the Revolutionary War hero, General Francis Marion, was suggested by Ca rl Hammen, who played the leading role. Hammen is a student at St. John' s College. York ) · " Tbe bride attend ed the Un iversit y of London and is a senio r at the Ma ry land College for Women. The brid egroom attended the Solebu ry School. appear too sentimental ; if we object ERC Fling. But then everybody New Hope, Pa., and is a senio r at St . or have any suggestions, we should knows that this is to be the best thing John's College, Annapol is. Md., where tnake ourselves known. There will be since the reign of Saturn. be is a member of the A rmy En- �ST. JOHN'S COLLEGIAN ST. JOHN'S COLLEGIAN Page 2 listed Reserve. His father is an editor, publisher and writer. "The couple will go to Virginia." Journet Kahn has recently been made a Private First Class and is about to take the meteorology course offered by the Army Air Corps. Alan Eckb;ut, who left school in the middle of last year, has been heard from recently. It seems he is co-pilot of a B-17 Flying Fortress. He graduated from an army flying school in La Junta, Colorado, in January, and was I citizenship . Funds would be drawn from the international government under whose control the institute would be. The teaching staff would consist of young college graduates who would receive approximately a year's training at the institute concerning world problems and teaching techniques. They would then go from community to community, staying at each a fc~ months, teaching and learning. There are two methods to be employed. One consists of public meetings at which the various phases of the .intcnational made a lieutenant. enterprise would be presented. They would be followed by discussion The second fo.-ms small study groups _ "There is but one method of pre- seminars-whose members read and venting crimes, and of rendering a re- discuss texts which will enable them publican form of government durable, to understand their government and and that is, by , disseminating the seeds their problems. Ultimately every citiof virtue and knowledge through every zen would belong to such a study part of the state by means of proper group. Films. radio and other modplaces and modes of education, and this em inventions contain the possibility can be done effectually only by the inof new teaching devices. They must terference and aid of the Legislature." be tested and developed. Underlying If we change "republican" to these methods would be the belief "democratic" and "state" to "world" that we can compel people to atwe have the fundamental principle of tend school and to study decently but Mr. Meiklejobn's theory of education. we cannot compel them to believe in What Benjamin Rush advocated a hunfreedom. It cannot be taught by indred and fifty years ago Mr. Meiklcjobn doctrination-that would be to teach is advocating today. The nature of the slavery-it must be taught by pracproblem has not changed, only its scope has been extended. In the nineteenth ticing it: by a fair discussion of all possible alternatives to freedom. century it was possible to think of ·sscs and hi"s Mr . Mciklcpbon's prem 1 politics, economics and education on a · national basis. Today it is necessary cone Ius10ns are reasona bl e. A system War Meeting to realize that we must abandon such of universal education as he describes it a level and think in terms of world is eminently desirable. But he himself · 'f government an d wor Id cd ucat1on _ we points out that it could only be 1 wish to see the actualization of the brought about upon the establishment Four Freedoms. of a world govcrnmPnt. Ho vever, it After postulating this and advising seems doubtful whether w orld governthe listeners to get rid of the notion mcnt will result from this war and that we Americans have something call- while we should labor toward its ulticd freedom which we can scatter over mate realiza tion we should neverthethe world as we send food to starving less be aware of other political and nations, to remember that a free world economic alternatives and plan to adapt is a world of equals, a world of which education to them. If the peace conference does not eliminate national we cannot be the masters, Mr. Mciklejohn read a brief paper called "On boundaries and America or some o ther Teaching For A Free World," consti- nation becomes dominant in world tuting a broad outline for a "crusade politics the need for adult education is not eliminated. We should now plan against ignorance." The paper proposes an International what to do under those conditions. If Institute of Education to be set up after we consider only what we would like the war. Its functions-at least for to happen and not what is likely to the first few decades-would be mainly happen we shall fail as all Utopians to provide universal adult education to must fail. bring about the exercise. of intelligent G. B. Obituary Little could sadden the editors Ill profoundly than the necessity of · eluding in their columns an obitu not;ce. In making a report of the f lowing they extend their deepest sy pathies to the bereaved. whoever t may be. James Alden Klewes was a frie valued indeed by his classmates and those who knew him. He was cou ageous. faithful. temperate. clean. slo to anger and quick to wrath. Thou he was with us for only a little ti 111 having entered St. John's as a Fres man at the beginning of the curr year, we could not fail to mark tho outstanding qualities which set h" above his fellows. whether ~n the cla room or on the field of sport. As a member of the Glee Club, t Chorus, and the Weightlifting Tea he was an object of general praise a emulation. His tutors had nothing b respect for him. and he endeared hirn self to high as well as low. James Alden Klewes passed away o the evening of Monday, February ti in an ambulance which was to ha taken him to the Annapolis Municip Hospital. When he died a faint b none the less unpleasant odor was d1 tccted by all those in the car. T funeral was held at the Church of S JJmcs the Less in Eastport at 3 o'clo the following Wednesday afternoo fv'lrs. Klewes. dressed all in black. fie down from her home in Bar Harbo to attend the ceremony. We shall never cease to regret th .Jimmy. as his friends called him. is n longer t0 be heard laughing in t sunken garden. But then again w may. Town Meeting Attennon i~ called to next Tues day's Town Meet ing. both for tho who are interested in the war an those who ar.? interested in dctecti stories. vhich should. as far as 11' know. include everybody. Mrs. Fo K. Brown is familiar to many of as Leslie Ford. and those wbo ha not heard of Colonel Primrose are be comm•serated At Jll events t versatile hdy is go ing to speak at To w n Meeting on Civilian Warti Services. Mr. Buchanan 011 Experience is in some way the lowt level of practice; it is, in Aristotle. es h' . . . efria somet mg quas1-artlst1c emP b ere d an d 1s given b Y · · which is remem cbe intrinsic intellectual dimension of lllemory a kind of reason and order. The useful art adds to experience and memory rules of thumb, opaque tradicions which have the unintelligible efficiency of an electric button. The arcist prefers them to be opaque and resents the discursive formulation of bis skill. but be directs bis practice with a ceruin minimal knowledge of its principles. In the professions, on the concrary. there must be a maximum of racionality. They are arts of arts, in which many arts subsist. A professor must. knowing the causes, conditions and principles operative within it, construct in some sense a physics of his and ultimately a metaphysic eral theory, and ordinary doctors are ·seduced in numbers by these attractive substitutions of the part for the whole. Contemporary medicine is ridden with three endemic quackeries. The specialist quack does not know the context of what be is doing; the systematic quack attempts to reduce all the other specialties to bis own ; and the commercial quack keeps himself alive and comfortable by deranging the end of bis profession. Socialized medicine is not the panaecea; the result of '.>ocialized medicine might easily be a totalitarianism which would only standardize and make irremediable the attitudes which have corrupted the proper relation of the doctor to the society. Doctor are no longer very much concerned with us as rational free encities. The way in which such a concern might operate in the profession is suggested by the Hippocratic treatises. which propose a set of relations be- medicine hqs fallm from tween man and the world. The four clements of the world arc somehow in Medicine Page 3 d~fine the proper range of a doctor's k!l o wledge. Until this is approached and one science correlates all our acts under a formality different from that of theology or law, the profession of Medicine. will not be cured of its ills. Letter to the Editor Dear Sir: The nostalgia with which man as humors, and these humors are the legenda ry family doctor is remem- connected with the four principlesbered and the distrust which attaches beat, cold. wetness and dryness. Health co his successor arc symptomatic of consists not only of a J'ust internal the disin tegration of the medical pro- proportionality amona tbe humors, 0 fession. The family doctor was, or we b I f · l" ut a so 0 a proper proport1ona 1ty imagine tl~at he was, a version of the between the whole man and the world. medicine- man. a center of power and Th ese are th~ fundamental problems of wisdom holding the community to- mcdicinc. and the formality of all these gether in some way. This r~lation to primary balances is the rat!ona! soul , society is today realized imperfectly by which is immanent throughout the th~ medii:al profession as a whole. but body. A disease is a functional disthe individual doctor falls depressingly order. the loss or impairment of a short of it. Because they are specially proper power; it is in some sense like accomplished in tb:ir specialties , we a vice-the loss of a virtue-and thus forgive the eye. ear, nose and throat becomes not entirely fancifully an cbtiman and bis colleagues for being par- nl d'.slocation. A disease is a kind of cial docto rs, but it remains a discom- tragedy. and some such understanding forting fact that no one can tell us is conn~cted with the business of treat~b.Jut our health. ing a patient as if he were a human This letter is a protest against the "most objectionable" ~olumn in your newspaper, the one laughingly titled "Arts." I say "laughingly" because it is my considered opinion that not only arc tbe means employed offensive and inartistic, but the end itself is a suppression of any art the column may in its haphazard course concern itself with. I am incensed at the unjust and individualistic views expressed by the writer. The very least he can do is drop the editorial "we" for the more truthful (and very much less important) "I." Specifically, with regard to the February twelfth issue, it is my opinion that James Cagney did a fine job with the part of George M. Cohan and I think that the column's expression of the writer's prejudice betrayed a lack of understanding of his job. Such remarks waste not only paper and type. but also the readees time . . In the same issue, a feeble attempt at wit centered around the title "Reveille With Beverly." which, with an absolute disregard for journalistic accuracy, he misquoted. The two incidents noted are not isolated ones ; if they were, they could be overlooked. They arc, as a matter of fact, representative of the tone of the column week after week. Thus far my criticism has been destructive. On the constructive side, I suggest that another writer be assigned the column. Any change will be an improvement. JAMES HUBER. The fashion of experiment is furcher contributory to the discontent of the patient. Doctors have dcv-clopcd an experimental bedside manner, a medical rhetoric which informs the sick indirectly that they arc being treated Primarily as cases. and only incidentally as rational human beings. From the intense specializations of rnodern m c di c in e have inevitably grown cults of all vanctles. A prcorcupation expands easily into a gen- (This morning we received by carried pigeon the letter which appears above. Modestly cast in the first person and popping with wit, it seemed of such importance that we stayed away from The Mummy's Tomb to reply. Reply: Apart from Mr. Cagney's general inadequacies, for which he is widely loved, be exhibited in Yankee being. Ir is impossible to define health, as it is to define virtue, without the recognition that it comprehends all human activit i s. Chemistry, dietetics, and eating arc· connected. but one docsn' t order dinner from a chemist. fi.nalag ously, something is demanded of the doc:or which is not satisfied by the physiologist. An organization of all the human arts in relation to man would help to Arts �Page 4 ST. JOHN'S CULL.EtilAN Doodle Dandy a special inepitude which was perhaps m ore painful to those who have seen the real George CALENDAR ST. JOH N'S COLLEGE M. Cohan perform. We have; we were Friday, February 26: : 3 0 A. M. pained; we remain pained. With our 8 usual Monday morning disregard for 2:00 - 3:15 P. M. journalistic accuracy we dealt Reveille 7:00 -7 :45 P. M. With Beverly a foul blow by calling 7 :00-8 :00 P . M. it Reveille for Beverly . For this in8 :00 P. M. excusable gaucherie, no censure can be too great. We bow our head, we bite our thumb. Saturday, February 27: We are sorry that the limitations of 8:30 A. M. flesh make it impossible for us to ex 9:30 A. M. -112 :00 M. press anybody's opinion but our own. 10 :00 P . M.-2 :00 A. M. We are not the vox populi. Sunday, February 28: Vive la vox Huber.) 3 :00-5 :00 P. M . Reap the Wild Wind is at the Capi8:00 P. M. tol on Sunday. The Hary Way is at the Republic for only one more hard day and alMonday, March l : though our severest critics tell us that, 8:30 A. M. as usual, we' re wrong. we wish to 2 : o0-3 : 15 P. M. recommend this as an extremely in7 :00-7 :45 P. M. teresting experience. Ida Lupino doing Tuesday, March 2: things that way has a lot of flashback 8:30 A. M . which makes up most of the picture. 2:00-3:15 P. M. Wednesday. Thursday and Friday 5 :00-6 :00 P. M. of next week yield GWTW at popu7 :00-8 :00 P. M. lar prices. We hate to think of your 8:00 P. M. not having seen this before if only for the fact' that you were probably left out of a lot of table talk. Once more Fri., Feb. 26-Sat., March 6, ~ Chapel Service Military Athletics Chorus Rehearsal Bible Class Formal Lecture - The Science of EtbicsGeorge Comenetz Great Hall Gymnasium Humphreys H all McDowell 21 Great Hall Chapel Service Athletics Army Reserve Fling Great Hall Gymnasium Iglehart Hall Recorded Concert Revolution: War and Peace. Series II, No. Humphreys H all Woodward Hall 4. Chapel Service Military Athletics Chorus Rehearsal Great Hall Gymnasium Humphreys Hall Chapel Service Military Athletics Recorded Music Bible Class Town Meeting-Civilian War-Time Services-Mrs. Ford K. Brown. Speaker. Great Hall Gymnasium Humphreys H all McDowell 21 Great Hall there is "glorious technicolor" and also Wednesday, March 3: Miss Vivien Leigh. Since the film. if : 0 A. M. Chapel Service Great Hall 8 3 not the book. has become an American 2 :00-3 :1 5 P . M. Gymnasium Military Athletics institution. we suggest you partici7 :30 P. M. Paca-Carroll Soc. Cotillion Board Meeting pate. At the Republic. Room If distraction drives you, there are 8:00 P. M. Humphreys Hall Orchestra Rehearsal some othe r movies. On Sunday. a little triangle myth called Three Hearts Thursday, March 4: 8 :30 A. M. Great Hall Chapel Service for Julia at the Circle. Julia plays the 2 : 0 0 - 3 : 15 P. M. Gymnasium Military Athletics violin, so there. Gene Tierney in Chi5 :30 P. M. Great Hall College Meeting na Gir.l at the Republic. once again Randall Hall 6:30 P. M. Farewell Dinnersits on a bar in the Orient and looks Athletic A wards nasty. mean and brutish all at · once. This coming week at Catholic U . Friday, March 5: Great Hall 8:30 A. M. Chapel Service in Washington. D. C .. in the theatre Gymnasium 2 : 0 0- 3 : 1 5 P. M. Military Athletics on the campus, Messengers A New Humphreys Hall 7 :00-7 :45 P. M. Chorus Rehearsal Way to Pay Old Debts will be preMcDowell 21 7 :00-8 :00 P. M . Bible Class sented. At the Little Theatre, in the Great Hall 8 :00 P. M. Formal Lecturesame city. Spring Song-a Russian T acitus-Mark Van film-musical plays for the next couple Doren of weeks . At the National starting Monday are last year's priorities on Saturday, March 6: SPRING VACATION BEGINS parade. Somewhere, the producers have found Gloria Swanson. another escape THE ST. JOHN'S OOLLEGIAN is the official news organ of St. John's Colleg mechanism. The official title is Priori- published every F:r:iday during the academic y~ar. Entered as second class m:~ October 15, 1919, at the Post Office at Annapolis, Maryland, under the Act of M ties of 194 2. 3, 1879. � 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 Vol. XXV No. 16 Title A name given to the resource St. John's Collegian, February 26, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943-02-26 Description An account of the resource Vol. XXV, No. 16 of the St. John's Collegian. Published on February 26, 1943. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/47580a93b22da0258a9fac611d0e4ad2.pdf a9d7664943f1ea470d2f5d896a784145 PDF Text Text St. John's Collegian ----=::-:-:----::-::-----::-:-------:~~=-=--=--=--~~~~~~~~~-~~~~~.:__~~~ No. 17 ANNA:POLIS, FRIDAY, MARCH 5,-1943 PRICE lOc VOL. XXV - ---- N. B. Conversation Piece the Russians t()! Judiaism? (N. B. Khazars:. an eighth century Touranian tribe, converted to Judiasm.) because it contains some insights into the recurrent question of the · differences among the Greeks, the Hebrews and the Christians. The conversation was set off. says Mr. Nabokov. by a question Mr. Klein addressed to the semina r: Mr. Kaplan: If the Orient became J udaicized, it would accept the reality of creation. I Mr. Nabokov: Why does dogmatically mean not in reality? On the contrary. dogmaticism is a Jewish inMr. Klein: "What has the fact that vention which means simply "this is the sun at the equinoctial point is at what I believe". The Latins have a the center of a cross to do with slightly different notion of dogma; the Dante?" (No answer, by the way. reason understands and supports it. emerged.) Dogma is for them irrational. but capMr. Kaplan to Mr. Nabokov: I think, as a Jew, that from t.he point of view of Dante the world before Christ is understood as a Greek world, that is. a world made from the same and the other. and not, as the Hebrew world, created out of nothing. Perhaps the whole difference between the Christian and the Jew is in the literalness with which the Jew understands the reality of a creation out of nothing. ' able of rationalization. as interpreted perhaps by the Pope. This is a kind of heresy. and not dogma as such. Mr. Kaplan: The first .date in the Jewish month is the new moon, which from the Greek point of view is the meeting of moon and sun, and is connected for the Jews with repentance. Fifteen days after the first day of the new moon is the full moon, the beginning of Easter which is the redemption of the world through the Jews. Dogma is the dogma of faith. This is . not a Jewish concept; for them it is . . fidelity-fidelity to the laws which . . . have mamtamed smce Abraham and . . . . will mamtam until the coming of the . Messiah. Those unselected few who aren't called and will remain behind to sit under the Liberty Tree in the calm of coloni.al Annapolis will witness the second annual Spring Show-work of St. John's artists. This will carry on the old tradition of exhibitions of marbles, water-colours, pen and ink drawings. guaches and mobile constructions done by the students who do such · things in their spare time. A student group of art lovers started all this a year ago and the war hasn't deterred them at all. If you paint or in any other way dabble in the graphic arts won't you please get in touch with the said committee, before you go off to do battle. and present them with _ your work. The exhibition (so the clouded crystal ball shows) will open on April third (Saturday) and last for two weeks. The paintings. etc., will be hung in the Junior Common Room where bridge gam~s will be suspended for that period. This is a prefatory notice only. The -ommittee has warned the COLLEGIAN that there will be more releases next te!m. We are asked now to urge anyone who will not be returning, and I who would ordinarily be interested in exhibiting. to make arrangements by communicating with the Spring Show officials through the channel of this paper. Just drop us a line (lnter- Mr. tically s Nabokov: d Although dogmah Collegiate Mail) and say how many ameness an ot erness are not the stuff f h' h G d d entries you have. No number is too ic o ma. e the world · rom lw h p great, and the judges decide what gets • m au t e resurrection of Christ is II d h f exhibited and what doesn't. Also. no rebo S ca e b t e appearance . o the prizes. but perhaps you'll sell an oil rn on, ut only symbolically. or two. If ·11 Here is the difference between the Mr. Nabokov: I think there is no you w1 be back next ~h · · W difference. There is a di'fference be- term the vacation is an excellent time ~ nstian est and the Christian East The W k · twee_ the Latins and the Greek Ortho- to finish anything contemplated. If n est ta es the symbol as reality, Whil h E f dox Church, because for the latter dog- you are in the service already, send e t e ast ollows in the tradition of Judaism. ma means fidelity to the commands of any sketches you have done or may ' · Chrl.st. i n whi'ch some h ow is t h e sym- do- " Still Life with a Hand-Grenade" r K 1 D M . ap an: ogmatically means or " Block-Busters in the Sun." This Precisely not in reality. It is ·this that ho! of faith. takes care of everyone, whoever he may be. the Jews do not need, for whom crea( Continued on Page 4) I �Page ST. JOHN'S COLLEGIAN ST. JOHN'S COLLEGIAN 'J, War Meeting I capitalism On Sunday evening Paul Erlich and John Weber gave an airing to the . d . f . t1me-honoure issues o communism . 'd versus capitalism. Th e d ispute, sa1 Mr. Buchanan, introducing the speakers. is an old one and occasions a smile in those of us who remember taboos under which those doctrines suffered that are now established in orthodoxy. Today the communist speaks in order among bright young men . and it is the capitalist who confounds his audience. Mr. Erlich began the discussion. Can we do anything about capitalism, he demanded. and should we do it if we can? Defining the system as that under which a man can buy labor for profit. he subjected it to unrelenting attack. By this formulation, he maintained. it can be immediately apprenbended as unjust. as both immoral and inefficient. The wastes of advertising · and monopoly. the ludicrously expensive parties given by Mrs. Harrison Williams. are involved necessarily in the capitalist order. And we must 11 excludes other ends by the material. Further, he somehow co.~­ tinued, the system involves necessan y the abuse of police power against the . . unemployed; this was supported with And cap1'tal1"sm a considerable quote. ~: ves rise to fascism. Mr. Weber replied, in brief, that the material end is a vital one. Harken ing back to Mrs. Williams' party, he assured us that she had a kind of right to it, that society returns wealth only for service. The Dean then relieved the formality of the occasion by suggesting that the speakers should now cross-question each other. Mr. Weber defended his system as that insuring the maximum production and the freedom of the individual. Capitalists. he said. often act out of altru i:sm and spiritual com:ern. But, objected Mr. Erlich. in the capitalist state whatever good is done is of necessity done by capitalists. And Communism offers an equal production according to safer means; the freedom of the individual to profit economically imposes the distortions of tyranny. In the general discussion which followed points of greater interest were brought up and, under the guidan ce of the Dean, some philisophical premises on which the earlier discussion was based appeared in part . Mr. Weber, it became evident. believes that social systems should imitate the order of nature ; they must include failure as well as success. A lengthy analogy to the situation among trees and bushes illuminated. under this hypothesis. the propriety of capitalism. It follows . too, that what is is, accprding to its nature, right; and no political recognize that capitalism has supressed many human freedoms. though we agree that it defends the economic freedom of enterprise. Again. the system breeds that concern with material things which apologists assure us to follo w from human nature. In ans ver. Mr. Weber quoted a num ber of sound Anglo-Saxon proverbs. You can't get something for nothing. he said ·; y ou must put in what you get out . and nothing succeeds like success . He has been impressed by the success of capitalism in practice, as one is impressed by the practical justification of scientific theory; faced with this he is inclined to question the evi- system we conceive 0 I?erates in prac tice. The unique fitness of capitalism . dent values of change. To those who both moral and practical. is. we may identify capitalism with materialism. infer from this. that in theory it alhe suggests that the material end may lows so much to take the course of indeed be best. Perhaps those things nature. w hich we propose as the fitting goal o{ man. the intellectual and spiritual 8he COLLEGIAN wishes to ap ologize attainments. are not wholly to be desired; it has been said that wisdom is again to Mr. Vissy Gurd, for whose sorrow. In any case let us attack essay, Muscular Hypectcopsy as an End those who would impose their doc- and a Means there has been no room trines upon us; we must be free to io these issues. Mr. Gu rd, there will choose. never be any room. Your protests But, said Mr. Erlich in rebuttal. are in vain. Note Letter To the Edi.tor Lecture! Review ·r Dear Sl . l Slept very peacefully duri.ng of Mr. Comenetz's lecture, hut woke me up around eight-thirty, . seed of 'its rhetorical graces, Mr. p1\'e . . (ornene tz's science of ethics admits of . following summary. That smgle cbe of feeling which is variously state . l d r h I became interested. Besides. that d 11arned gratification , p easure, . e tg t , kid next to me was snoring so I satisfaction. contentmen~ or JOY w_e that I couldn't sleep. Anyway, a f ti call pleasure. and tts contrary is · · · · spare mmu t es th·ts mormn g mctted sb~ This "state. of feeling", like the pain· . . to write up his lecture, but I fear stnsation of heavmess. is an approx1slept too long, and all I can do 1113 ce magni tude; the pleasures of an humbly submit a few -suggestions individual or of a group may be com a write-up. Here it is. Maybe y pared quantitatively. and frequently can add to it yourself. or find anot are. It is therefore possible to include donor. plea.sure as a term in a science. How Apparatus: Non-existence of fortunate this is becomes apparent E yes. ears. nose, etc.., but no in tell w hen we see all reasonable men adPleasure balance. 111 irting without proof that the proper Object : To demonstrate the way rnd of right action is-guess what? which man can make the most of -Pleasure. The Pleasure Principle life (boldly hinted at as the "good'' becomes by this universal acclaim the Method: If there is no God, or fu ndamental premise of our ethic. least no cognizable (to some mrn Alternative principles or precepts God . man should be concerned o divide into two classes. There are with his life on earth. Thus he sho chose which conflict with the Pleasure make the most of his life on ea Principle and those which are consistAnd the best way for him to do t ent with it. Members of the second (proved by experience. no doubt group. while subordinate to the Pleaswould be to enjoy life. Enjoyment ace Principle, are unobjectionable and life for man consists of witnessi may even facilitate casuistry. Those pleasure. He who enjoys life most wit of the first category. contradicting as nesses the greatest net total of pie they do what is admitted by all reasonures.' Now there are degrees of pie ble men, compel no refutation, and ure (or else, why a pleasure machine1 he Pleasure Principle itself is hapan d t h e on l y p Ieasures t o b e take n ·ln ily not in need of proof. consideration ( because the others a To turn the naive from the unpleasnc doctri ne that their pleasure is more inconceivable. for some) Of which men actually witness t 'mportant than ours, arguments are at value: t.e., not those which pla and which should persuade them that would offer Mr. Comenetz. Als hey are being visionary , if not prethere is to date no standard by isely immoral. Selfishness in private we measure pleasures. because o ction will indirectly result in less hasn't been discovered. But one w leasure for them, as can easily be be soon. Anyway, if this is all s emonstrated in terms of fish and cothe man who enjoys life most is oanuts. and the expediency of an oronce recognized, will inwho leads a lif of cognizable pleas action of a responsible ure. Conclusion: Therefore, the waf which man ca n best make the m of his J"fe is to enjoy as many cogniz able pleasures as possible. My Conclusion: If Comenetz mother, and she has any dough. she' better hire a body-guard. If Comene has a g irl or a wife; oh well , may she's got the same idea, and then she' safe. The tendency of economic, political nd cultu ral masters to give to their laves a fractional value in the pleasre calculus is to be combated with ucb trenchant maxims as " Here today, one tomorrow". As for God, the robability that He does not exist is 0nvenien tly cancelled out of the sciby the equal probability not. The fact of evolution, the lecturer noted in dosing. suggests that pleasure . (d may be a secretion or a current e. 'd signe d to preserve t h e 10d'lVl Ua l) . This fascinating speculation raises the · · b h hope that 10 ttme. y means. per aps. of sensitive reagents or delicate electrical devices, ethics will be lifted from the quagmire of approximate magnitudes to the slough of precise ones. The lecture was punctuated by general laughter, and there was considerable applause at the end. In the crowded question period, Mr. Comenetz agreed that men frequently act toward other ends than Pleasure. but found in this odd state of affairs 00 reason to doubt or demonstrate that such behavior is wrong. He did not care to explain the illusion of some that the Pleasure of eating and the Pleasure of knowing differ radically in kind and cannoc, therefore, be com pared simply in degree. It appeared to the lecturer inconceivable that any doubt the Pleasure Principle except out of a private and pitiable pathos. That the arguments which his science affords against selfishness . were inadequate occasioned 00 alarm. The prop riety of acting under the assumption that God does not exist because His existeme is discursively uncertain did not seem questionable: One puzzled inquisitor wondered Page .3 (Mr. Kieffer) entered in cap and gown, to announce those who are about to leave, as students "tried and true" who have applied themselves to "humane studies, philosophy and eloquence". Then the Ephebic Oath was read by President, reservists and draf tees. The oath, once taken by Athenian youth on going off to war, is of " · · great d tgmty an d was most appropn- ate to the occasion: "I will not disgrace the arms of my country, and I will not desert my comrades in the ranks. By myself and with my fellows I will defend what is sacred, whether private or public. I will hand on my country not lessened but greater and nobler than it was handed down to me. 1 will hearken diligently to those duly charged with judging. and I will obey the established laws and whatever others the people with common consent establish. And if anyone attempts to overthrow the laws, or not obey them. I will not stand idly by, but by myself and with all my comrades I will defend the laws. And I will h onor the religion of my fathers. The gods be witness of these things. _,, After the reading of the oath, each of those going into the services received a copy of Robert Bridges' The Spirit of Man, an anthology of great prose and poetry from the world's literature. Mr. Kieffer read the list of why. if everyone agreed to the Pleas- th ose w h o h ave a l rea d y 1ef t an d t h ose ure Principle already, a science of who are leaving. The names are as ethics was called for. An attempt to follows already gone-Chester Briko . · rea d H appmess f or Pl easure was re- Douglas Buchanan. Phillip Camponesbuffed. A number of b ooks were men - chi. J0hn Childs. Theodore Childs. tioned which Mr. Comenetz professed Lindsay Clendaniel. Robert Davis, Danot to have read. On the whole, the vid Dobreer. Wescott Gallup, Chrisevening did n ot represent any sensa- tian Hovde. Richard Huyck, David Kelso. Charles Levering, William tional contribution to ethical theory. Lundberg. Samuel Marvin, Thomas ROGERS ALBRITTON Owings, Walter Paine. Charles Patterson. James Raley. Allen Schoolfield. .John Smedley, Richard Starke, Robert The college meeting held yesterday Thompson, Irwin Tucker, Thomas at five thirty (instead of the usual Usilt on . Those going-Rogers Albrittime just before seminar) constituted JO, J oseph Blocher. Monte Bourjaily. a kind of substitute commencement for Robert Campbell, Walter Cooley, those wh o have been called by the draft Henry Freeman, Douglas Guy. Louis and the vari ous reserves. It was a cere- Hedeman. Richard Holle, Robert Hunmony conduct~d in the formal man- ter. Clarence Kramer. Casimir Krol. ner customary at St. John 's on -those Claude Leffel. Lawrence Levin. Alexoccasions when we act as a college ander Morse, William Ogden , Morris rather than as a group of students. The Parslow, John Somers. Edward Tay Dean. President and College Marshal !or, Martin Vogelhut, John Weber. College Meeting �"""": I Page 4 ST. JOHN'S COLLEGIAN Milton Dauber, Alvin Epstein, Ernest Friess. Chaster Hewitt, J oseph Holly(At this time we are moved to say wood, Richard Hutchings, John Lobell, Charles Nels on, Robert Scolnik, good-bye, and herewith do so. :rhere Andrew Witwer, Burton Armstrong. 1s nothing in our heart but envy for Glenn Fearnow, Alexander McDonald those of us who will soon be in protestiv brown. You can get into. all the -fifty-nine in all. best shows and concerts at half-price, After the books had been given out, or no price at all. You can v:isit all Mr. Barr spoke briefly to those who the Stage Door Canteens and have are going. No solemn words, he said, doughnuts with the great and nearwere appropriate; quotations m Robgreat of the entertainment world leave ert Bridges' book will say what should your heart there and so forth. As a be said as well as can be, and they \ final gesture the Arts column is going have the advantage of silence. Mr. to throw a huge party in the basement Kieffer, m his introductory speech, of the Library between the hours of used the phrase "students in arms"; nme and nine-fifteen Saturday mornthis is meant seriously-the college exing. At that time we will present each pects that those entering the services will maintain their interest in what we of the departing with a copy of the Penguin Pocket Reader and a small study at St. John's. The college, too, Filipino house-boy). expects them to come back, first beIn Annapolis there will be few gay cause to enter the army does not by any means write an end to what one times next week. One thing to look hopes for-many who went to World forward to however 1s Shadow of a War I were surprised to find them- Doubt, at the Circle on Sunday. Hitchselves restored to their old communi- cock directed it, and Teresa Wright ties, and secondly because, barring ac- and Patricia Collinge are starred along cident. there are ways to be sure of with Joseph Cotton . A lot of strange coming back-when in the foreign di- things happen and build to quite a mates of the war one forgets one's climax. Moral: murder will out. On realer ambitions, it is necessa.ry to re- the same day, the Capitol will present call having determined upon them on Immortal Sergeant with Henry Fonda leaving civilian life. It is important, and Maureen O'Hara. Title explanitoo, to keep an interest m the arts tory. Arts to avoid boredom, a greater danger than shell-fire in army life. Even the arts of war can be the appropriate study of free men. To go to war, said Mr. Barr, is to throw into relief the human paradox -rational animality, m which one ( Continued from Page J) Mr. Kaplan: For Jews, fideli~ identical with tradition- that t~ tion which sprang from Mt. Sinai, whose foot six hundred thoui heard God speak to ma.n. Mr. Nabokov; The law of Cb rejuvenated the law of Moses. "I c; to confirm the Law," said Cb~ After Moses, God had to come do to earth in the person of Christ. Mr. Kaplan: To that ·we Pbari ask Christ, "Why do your folio, violate the tradition?" Mr. Nabokov or Mr. Kaplan both will doubtless be glad to expl after vacation any obscurities wb translation may have imposed u l the preceeding dialogue. It is ba1 possible that some of the speeches in the wrong order. WE THEY One of the nice things to come home to (home being College) next term 1s the concert by the Coolidge String Quartet on March nineteenth. The place will be Humphrey's Hall, and the program will include Hyden. Beethoven, and Piston. chooses, with the instruments of reason, a resort to violence. But saying this does not imply pacifism; violence 1s indeed sometimes necessary. and, as Alexander Hamilton once said, if men were angels, government would be unnecessary. It is because, to use a newspaper phrase the peculiar mc1S1veness of which was pointed out by Mr. Adler, conversations must deteriorate that men must enforce law, sometimes with violence, upon each other. Conversation Piece If your fancy moves you and you spend your vacation in Baltimore, we recommend the revival of 3 9 Steps at the Little. Also · the National Symphony at the Lyric on March 11th. Priorities on Parade continues to parade in Washington at the National. In New York, we suggest you see Ethel Merman m Something for the Boys ; Katherine Cornell in Three Sistees; the current Art Student's League exhibition; Figaro at the Metropolitan The anthology. Mr. Barr explained, and the American films at the Museum which the college has given to those of Modern Art. going away was compiled for us in THE ST. JOHN'S OOLLEGIAN is the official news organ of St. John's Coilt wartime. published every Friday during the academic year. Entered as second class 1!!~1, B. B. October 15, 1919, at the Post Office at Annapolis, Maryland, under the Act of 3, 1879. Jn"' � 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 Vol. XXV No. 17 Title A name given to the resource St. John's Collegian, March 05, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943-03-05 Description An account of the resource Vol. XXV, No. 17 of the St. John's Collegian. Published on March 05, 1943. 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 The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9198e394a8e32b577e506f334572a63c.pdf d9386e624b7d00d0a3bda90e1050b1bb PDF Text Text ST~ JOH 'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 1942-1943 ANNAPOLIS, MARYLAND APRIL, 1943 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: 1. A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Taught, for the duration of the war, in a schedule which allows students to finish in the three calendar years before they are subject to military service; 4. Available to applicants who have finished two years of high school work or an equivalent preparation as evidenced in the St. John's Entrance Examination in English, one foreign language, and mathematics. St. John's College has no graduate or professional schools. OF CONTENTS PAGE COLLEGE CALENDAR . . . . . . . . . . . . . . . . . . .. . 4 BoARD OF VrnnoRs AND GovERNORS ................ . 6 OFFICERS OF ADMINISTRATION .. 8 FACULTY .................................... . 9 THE ST. JoHN's PROGRAM On College Catalogues ..................... . 14 Why a College Education Should be Liberal .. 14 The Crisis in Liberal Education. 16 The Liberal Arts ......... . 17 The Classics as Teachers ............. . 18 Science and the Modern World . 21 The Curriculum .......... . 22 The Tutorials ....... . 25 The Language Tutorial. .. 25 The Mathematics Tutorial. 28 The Seminar .... 30 The Formal Lecture ........... . 31 The Laboratory 32 The Schedule 37 The Faculty . . . . . . . . . . ........ . 39 Academic Standing . . . . . . . . . . . . ....... . 41 The Degree of Bachelor of Arts. 42 A List of Great Books .............. . 45 In Chronological Order. 45 By Years .................... . 47 By Subject Matter ... . 48 RESIDENCE AND ACTIVITIES .. . 49 How To APPLY FOR ADMISSION. . ......... . 55 FEES . . . . . . . . . . . . . . . . . . . ..... . 57 FINANCIAL Arn ................................ . 60 APPENDIX A, HISTORY OF THE COLLEGE ......... . 64 APPENDIX B, THE DEGREE OF BACHELOR OF ARTS. 70 APPENDIX C, INTERCOLLEGIATE ATHLETICS .. . 74 APPENDIX D, THE GREAT BooKs AT WAR ........... . 77 BIBLIOGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM .. 82 STUDENTS ENROLLED IN ST. JoHN's PROGRAM ...... . 84 INDEX ...................................... . 88 �COLLEGE CALENDAR COLLEGE CALENDAR 1943-1944 1942-1943 1942 September 16-19 ............ Annual Examinations September 19 ............... Registration September 20 ............... Convocation September 21 ............... First Term begins December 16 ................ First Term ends (Vacation begins 12 noon) December 30 ................ Second Term begins (Vacation ends 9 A.M.) 1943 March 6 .................... Second Term ends (Vacation begins 12 noon) March 15 ................... Third Term begins (Vacation ends 9 A.M.) May 22 ..................... Third Term ends (Vacation begins 12 noon) May 23 ..................... Baccalaureate Sunday May 24 ..................... Class Day s CALENDAR JANUARY M T WT F S •••••••••• 12 3 4 5 6 7 8 9 10111213141516 17181920212223 24252627282930 31 •• •• •• •• •• • • FEBRUARY •• 1 2 3 4 5 6 7·9 910111213 14151617181920 21222324252627 28 • • • • • • • • • • • • •••••••••••••• FOR 1943 JULY APRIL S M T WT f S • OCTOBER S M T WT f S S M T WT F S •••••••• 1 2 3 •••••••• 1 2 3 •••••••••• 12 4 5 6 7 8 9 10 3 4 5 6 7 8 9 4 5 6 7 8 910 11121314151617 11121314151617 10111213141516 18192021222324 18192021222324 17181920212223 252627282930 •• 25 26 27 28 29 30 31 24 25 26 27 28 29 30 • ••••••••••••• • ••••••••••••• 31 •••••••••••• AUGUST MAY 1 2 3 4 5 6 7 •••••••••••• 1 8 910 11 121314 2 3 4 5 6 7 8 9101112131415 1516 1718 19 20 21 22 23 24 25 26 27 28 16171819202122 23 24 25 26 27 28 29 293031 •••••••• 3031 •••••••••• NOVEMBER •• 1 2 3 4 5 6 7 8 9 10 11 1213 1415 16 17 1819 20 21 22 23 24 25 26 27 282930 •••••••• DECEMBER SEPTEMBER MARCH JUNE 1 2 3 4 •• 1 2 3 4 5 6 • • .. 1 2 3 4 rs •••••• 1 2 3 4 •• •• 5 6 7 8 91011 7 8 910111213 6 7 8 9101112 5 6 7 8 91011 14151617181920 13141516171819 12131415161718 12131415161718 21 22 23 24 25 26 27 20 21 22 23 24 25 26 19 20212223 2425 19 20 212223 2425 28 29 30 31 .. • • • • 27 28 29 30 • • • • • • 26 27 2829 30 •••• 262728293031 •• 4 May 26-29 ................ Annual Examinations July 7 ..................... Registration July 8 ..................... First Term begins July 11 .................... Convocation September 15 .............. First Term ends (Vacation ·begins 12 noon) September 29 .............. Second Term begins (Vacation ends 9 A.M.) December 15 ............... Second Term ends (Vacation begins 12 noon) 1944 January 5 ................. Third Term begins (Vacation ends 9 A.M.) March 15 .................. Third Term ends (Vacation begins 12 noon) March 29 .................. Fourth Term begins . (Vacation ends 9 A.M.) June 3 .................... Fourth Term ends (Vacation begins 12 noon) June 4 .................... Baccalaureate Sunday June 5 .................... Class Day *June 6 .................... Commencement " Because of the accelerated war schedule, members of the class of 1944 may complete the degree requirements earlier. May 25 ..................... Commencement • 1943 • CALENDAR JANUARY SMTWTFS •• •• •• • • • • • • 1 2 3 4 5 6 7 8 9101112131415 16171819 20 21 22 23 24 25 26 27 28 29 3031 . . . . . . . . . . FEBRUARY •••• 1 2 3 4 5 6 7 8 910 1112 13141516171!! 19 20 21 22 23 24 25 26 272829 •••••••• MARCH •••••• 1 2 3 4 6 6 7 8 91011 12131415161718 19 20 21 22 23 24 25 2627 28 29 30 31 •• FOR APRIL 1944 JULY • OCTOBER S M T W l F S S M l W T F S SMTWTFS ............ 1 2 3 4 s 6 1r8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 . . . . . . . . . . . . MAY •• 1 2 3 4 5 6 7 8 910111213 141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • • • • • • JUNE •••••••• 1 2 3 4 6 6 7 8 910 11121314151617 18192021222324 262627282930 •• •••••••••••• 1 1 2 3 4 5 6 7 2 3 4 s 6 1 8 8 9 10 1112 13 14 9101112131415 1516 17 1819 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 3031 . . . . . . . . . . AUGUST •••• 1 2 3 4 5 6 7 8 9101112 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • • • • SEPTEMBER •••••••••• 12 3 4 5 6 7 8 9 10111213141616 17181920212223 24252627282930 5 NOVEMBER •••••• 1 2 3 4 5 6 7 8 91011 12 13 14151617 18 19 20 212223 2425 2627282930 •••• DECEMBER •••••••••• 1 2 3 4 6 6 7 8 9 10111213141616 17181920212223 24 25 26 27 28 29 30 31 •••••••••••• �MEMBERS EX OFFICIO BOARD OF VISITORS AND GOVERNORS President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. ARTHUR H. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. THOMAS E. CONLON, Speaker of the House of Delegates, Baltimore, Md. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. JUDGES OF THE COURT OF APPEALS DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. D. LINDLEY SLOAN, Chief Judge. . . . .... Cumberland, Md. BENJAMIN A. JOHNSON, Associate Judge. . .. Salisbury, Md. Enwrn S. DELAPLAINE, Associate Judge ....... Frederick, Md. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. BRICE, President of the Senate, Betterton, Md. STEPHEN R. CoLLINs, Associate Judge. . Chestertown, Md. T. ScoTT OFFUTT, Associate Judge ............. Towson, Md. WALTER J. MITCHELL, Associate Judge ... LaPlata, Md. RIDGELY P. MELVIN, Associate Judge. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. ScoTT BucHANAN, Dean, St. John's College, Annapolis, Maryland. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. DR. WILLIAM J, FRENCH; Director~ Anne Arundel County Health Department, Annapolis, Maryland. HENRY F. STURDY, Professor, United States Naval Academy, Annapolis, Maryland. 1 . ... Annapolis, Md. �FACULTY• OFFICERS OF ADMINISTRATION PRESIDENT FELLOW AND PRESIDENT • STRINGFELLOW BARR, B. A., M. A. ........ 12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph.D ........... 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. H AMMOND, M . A., Ph . D . ..... . 14 McDowell Hall STRINGFELLoW BARR ..................... 139 Market Street B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; diplilme, University of Paris, 1922; student;University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-. FELLOW AND DEAN ASSISTANT DEAN WILLIAM KYLE SMITH, B. S., Th. B. ...... 14 McDowell Hall TREASURER WALTER R. PEABODY, B. A. .............. 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. ................. 11 McDowell Hall LIBRARIAN ScoTT BucHANAN .................. 248 King George Street B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-. LuLu VIOLA EBAUGJI ...................... Woodward Hall DIRECTOR OF ADULT EDUCATION OLGA LAw PLUNDER, Ph. B. ............... McDowell Annex DIETITIAN MARIAN E. ALEXANDER, B. S.................. Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M.A., M. D ........ . .... Infirmary SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT ................... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A. ....... New Haven, Connecticut TUTORS GEORGE ALTHOFF BINGLEY ..................... Brice House B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, · Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, ,1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD ScoFIELD ......................... 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-. lO 8 Cf. pg. 39. 9 �CATALOGUE OF ST. JOHN'S COLLEGE 11 CATALOGUE OF ST. JOHN'S COLLEGE '~WILLARD JoHN SPANGLER KIEFFER .......... 245 Prince George Street B. A., Harvard College, 1927, as of 1926; M.A., 1929, Harvard University. Mast~r in French and English, Litchfield (Connecticut) Sc~ool, 1927-28; Instructor. 1 ~ Classical Languages, St. John's College, 1929-34; Ass1,stant Professor of Class1ca Languages, St. John's College, 1934-39. Tutor, St. Johns College, 1939-. GEORGE HAROLD McF ARLIN ... .101 Monticello Avenue B. A., 1925, M.A., 1926, Indiana University. Instructor. in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; I~struc~or in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, t. John's College, 1931-39. Tutor, St. John's College, 1939-. GEORGE CoMENETZ. . 96 Cathedral Street B. S., College of the City of New York, 1930; M.A., 1931, ~h. D., 1934, Columbia University; Fellow, The Institute for Advanced Stu.dy (Pnnceton, NeVI'. Jersey)'. 1935-37. Teaching Fellow in Physics, College of the City of New York, spr~ng, 1930, Instructor in Mathematics, Columbia University, 1934-35; Tutor, St. Johns College, 1937-. WILLIAM GORMAN ........... . B. A., Chicago, Chicago, 1937-38. ..... Brice House University of Michigan, 1932 .. Ass~st_a~t in Law Sc~~ol, Un!vers~ty of 1934-36. Research Assistant m Dr~1s10n of ~uman!tles,. Umvers1ty of 1936-37. Fellow in Institute of Medieval Studies, Umvers1ty of Toronto, Tutor, St. John's College, 1938-. JACOB KLEIN .......................... 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., .Uni".ersit:i:' of Marburg-Lahn, 1922; Research Work, University of Berlin and Umvers1ty of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssoh~ Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John g College, 1938-. '-•RAYMOND NEIKIRK WILBURN .... . Brice House B. S., 1935; M.A., 1938, University of Virginia. Lectur;r in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. Johns College, 1938-43. EDWARD STAINBACK ... B. S. in Architecture, University of Virginia, 1928; Certified Architect in Virginia. Tutor and Superintendent of Buildings and Grounds, St. John's College, 1940-41. Tutor and Architect, 1941-42. *KENT CAMPBELL . 248 Prince George Street B. A., 1939; M.A., 1942, St. John's College. Tutor, St. John's College, 1940-42. * Resigned, after the beginning of the session, to join the Armed Services. ....... Brice House 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. NICOLAS NABOKOV ... . . 36 East Street State Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lecturer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Department, Wells College, 1936-41. Tutor and Director of Music, St. John's College, 1941-. *BERNARD MANN PEEBLES. .. 145 Prince George Street B. A., 1926, University of Virginia; M.A., 1928, Ph.D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42; Assistant to the President, 1942. JosEPH WINFREE SMITH ..... . 176 Prince George Street B. A., 1934, M.A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. ERNEST ABRAHAMSON .. . 42 East Street Ph.D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chalons-sur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. WILLIAM ALBERT DARKEY, JR .. 210 Randall Hall B. A., St. John's College, 1942. Tutor, St. John's College, 1942-, *ROBERT TAYLOR EVERETT, JR .. ');JOHN OTTO NEUSTADT . .. Brice House . . 123 Charles Street B. A., St. John's College, 1942. Tutor, St. John's College, 1942-43. * Resigned, after the beginning of the session, to join the Armed Services. �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE . Reverdy- John~on House LEWIS MACHEN HAMMOND. B. A., 1928, M.A., 1929, Ph.D., 1932, University of Virginia; American-German Exchange Student, University of Hamburg, 1930-31. Instructor in Philosophy, University of Virginia, 1932-1936; Assistant Professor of Philosophy, University of Virginia, 1936--; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. MARK vAN DOREN . B. A., St. John's College, 1942. Tutor, St. John's College, 1942. . 69 Shipwright Street WILLIAM KYLE SMITH. B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. . . 393 Bleecker Street, New York City A. B., 19~4, A.~., 1915, University of Illinois; Ph.D., Columbia University 1920 Instructor m E~ghsh~ 19~0-24, _Assistant _Professor, 1924-35, Associate Professor: 1935-, Columbia Umvers1ty. Literary Editor The Nation 1924-28· M t" p· . . Th e N atmn, 1935-38. Lecturer, St. John's College, 1942-. 0 mn lC. ' ' ' ture Cnt1c, . . . Randall Hall *JouRNET KAHN . . . . . . . . . . . . . . . 13 PRESIDENT EMERITUS ENOCH BARTON GAREY . . . . . . . . . . . . . . . . . . Towson, Maryland B. A., St. J~hn's College, 1903; Graduate, United States Military Academy, 1908· LL. D., Washmgton College, 1923; LL. D. St. John's College 1933 p f c' MT S· · ' , . ro essor o S i 1Jta~y, Cc1elnlce an19d2 Tactics, Johns Hopkins University, 1920-23; President of t. o ns o ege, 3-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY ANTHONY STANDEN .................. Truxton Heights B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. 5 St. John's Street ALLAN JoHN STANLEY CLARENCE WILSON STRYKER . . . . . . . Bembe's Beach, Maryland B. A., _Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Econom1cs, Kenyon College, 1912-13; Professor of History and Economics St Joh ' College, 1904-12, 1916-23; Professor of History, 1923-32. ' · ns PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL. . . . . . . . . . . . A. B., Simpson College, 1922; M. S., 1935, Ph.D., 1936, Iowa University; Research Associate in Zoology, Iowa University, 1936-37; Instructor in Zoology, Louisiana State University, 1937-39; Assistant l;'rofessor of Zoology, Louisiana State University, 1939-; Tutor, St. John's College, 1942-. LECTURERS MORTIMER ADLER . . . . . . . . . . . . . . 20 Cedar Street, Chicago, Ill. Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. ALEXANDER MEIKLEJOHN. . .. 1525 La Avenue, Berkeley, Calif. Loma Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College 1912 Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, Univer;ity of' Vermont, 1916, University of California, 1933, University of Hav:aii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor 1903-06 Professor of Lugic ;m<l Metaphysics, 1906-12, Dean, 1901-12, Brown U~iversity;' President, Amherst College, 1912-24; Professor of Philosophy and Chairman Experimental College, University of Wisconsin, 1926-38, Professor Emeritus 'since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940--. "' Resigned, after the beginning of the session, to join the Armed Services. . Baltimore, Md. B. L., and B.Sc., Lycee of Jassy, Roumania , 188'· Ph. D ., CoIum b" umvers1ty · · . "', ia I 893 F II . e ow m Romance Languages Columbia University 1892 93 · I t ·' French, Cornell . University, 1893-96; Sorbonne, Paris 1896-9,7· Ins-tru'ctor mruFctor hm ns. . , renc CorneII Umvers1ty, 1897-1900· Lecturer Modem , Languages M G"ll U · · ' 1900 01· I · ' ' . , c 1 mvers1ty, - - , nstrnctor m French, CoUege of the City of New York 1901-03· p f of Ro L U · . f , , ro essor . mance _anguages, mvers1ty o Mame, 1903-20· Professor of French U ·vemty of Jl:iam~, 1920-28; Visiting Professor of Fren~h, Summer Session western Umvers1ty, 1928; Professor of Romance Languages, St. Joh.11's 'Colle e 1928-29; Professor of French, St. John's College, 1929-39. g ' r•for:- �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college cat~­ logues in general and a bit of advice to the reader of this catalogue in particular. . . b d When liberal colleges were started m this country e"!ery o { knew that education at the college level ~~ould be hberal. bl t was generally admitted that every free c1t1zen shou~d a e to read, write, and reckon, and that ev~ry. p~ofess1ona man should have a mind free enough and d1sc1plmed enough to recognize his professional ends and to underst~nd the ~eans which must be used to achieve them. Academies and hberal colleges were established to assure i?tellectua.l freedom and discipline to the professions and theu respective. ~chools. It was therefore necessary merely to use a few fam1har :phrases to identify and describe an institution that was teachmg the . "liberal arts an d sciences. " . . . . The multiplication of such institutions, the mcrease m numbers of students, and the confusion of profession~! and t:ade schools have robbed the familiar ph~ases of t.heu meanmgs. To a far greater degree than we reahze, the hberal art.s and sciences have themselves disappeared and w~a~ remams of them has been confused in the minds of adm1mstrators and teachers as well as in the minds of the people, all of wh~m now need the education that the liberal college should yrov1de. It would be convenient and truthful to d~scnbe t~e New Program at St. John's College as the. re-est.abhshment · of the original college with its original function of mtellectual fr~edom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a. warning that he is reading an unusual college catalogue, wh1~h attempts to define and expound the end~ and me~ns of hber.al education as well as to describe St. Johns College m Annapohs. bf WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wise~t a~d ?est regulated States have promoted a~d encou~ag~d mst.1tu.tions for the liberal education of youth m the prmc1ples of virtue, •·Cf. Appendix A. 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the culthration of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are 2 �16 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in tum was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE .~his sit~ation, as. soon as it is recognized, constitutes a cnsxs, a pomt where Judgment and decision can be m a de. W e . h can .c oose to restore t he hbe.ral arts, not necessarily the old cumculum, but a modern eqmvalent. That is what St J h ' Colleg~ deci?ed to d? in 1937. Its financial condition ~r~~ atte~t10n to its e.ducatwnal bankruptcy; the authorities decided to remvest the liberal arts. 0 THE LIBERAL ARTS The front cover of t~is catalogue carries the official seal of the CoUege. The Latm proverb on it says, N 0 Way is Impassable to Courage. T~e College has courageously undertaken t~e larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they sh~uld be at work: _The seal on the back cover of the catalogue pou:~ts ~o t~e t.rad1t1on from which we derive our courage. The L~tm mscnpt10n says that we are making free men out of children by means of books and balances. The figures on the seal r~present the seven liberal arts as they were traditionally conceiv~d for about two thousand years, up to the beginning of the .mne~eent~ cent~ry. In ancient style they are grammar, rhetonc, d1alect1c, which form the trivium·, and a n'th me t"ic, . geometry, music, and astronomy, making the quadrivium. In the. center and forel?round stands a pair of chemical balances which represent t~e mstruments of the modem scientific laboratory, where. the liberal arts are being practised at their best and fullest m the modem world. A great deal ~s said these days about the teaching of methods but the professmr.iaI and specialist's bias has left its mark her~ as elsewhere. It is ~bvious to any teacher that there are different m~t~ods f?r different subject matters, but where experts and specialists d1s~gree then free men must decide. Free minds r~st _be able ~o view concrete ~ituations, deliberate by formu.atmg clear dile.mm~s, and arnve at a deciding choice. This mv?lves a cornbma~1on and ?r~anizing of all methods, and edutt!~n shoul~ provide a trammg which would bring precision ac~ ity and mdependence in this most human of all i..,,__ a_: act o Th f I · uuw u h. ns. e. ormu atwn of alternatives for such choice is the big est art of freedom toward which all the liberal arts should e ordered. Considerations of various kinds of truth and falsity h �CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions ~nvolving the use of symbols in imaginatio? as well a~ reasonmg must be made. Memory, manual dextenty, calculation and ~easure­ ment must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, and this mean.s t~at he has the capacities which these arts ~equire .. The realization of these capacities comes about by the~r exercise. under controlled conditions in which ordinary learnmg by tnal and err~r becomes discipline under the guidance of teachers. By children then we mean men who are capable of learning. THE CLASSICS AS TEACHERS Although we have no new fads in tea.ching ?1ethods, but rather use all available methods and devices, still we have a special interpretation of the teach~r'~ function .. This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th~ greatest books of European and American thought. The l~st of the great books and their ~uthors w~? are now .t~a~hmg ~t St. John's, subject to contmual rev1s10n and cnt1crnm, w1U be found on page 45. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twent.Y years by auxiliary teacher~ in variou~ places, notabl~ Col~mb1a University, the University of Ch1cal?o, the Umvers~t?'. of Virginia, and St. John's College. ~he hst w~s under ~nt1c1sm and testing by teaching and leammg expenence. ~urmg that period, and the process has continued i:nder cond1t10ns set by the single all-required curriculum which all students at St. John's take. . . . This experience of co-operative teachmg with the authors of the great books has led us to a new unders~and~ng of the classics and classical education. The pre-elective liberal arts colleges understood and defi~e~ the classics in ~ern:s of the symbolic mediums of transm1ss10n an? commumcat1on? they taught Greek, Latin, and . mathei:n~t1cs as an. exten~1on of primary education in readmg, wntmg, and a:1thmet1c. We are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d w~ a~e reading the classics in English. As we do that, certam cntena CATALOGUE OF ST. JOHN'S COLLEGE 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. T~e first criterion is that a classic must be a masterpiece in the liberal arts. I ts author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends the understanding and exposition of the truth as he sees it. ' The second criterion follows from the first namely that a classical book must be a work of fine art. It'must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first imP?rtance. in teaching, and its principle is almost universally v10la.ted m the textbooks that have developed in the ordinary ~lect1:e system .. The great books were written for the ordinary mtelhgent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work sue~ ~s Dante's Divine Comedy or Newton's Principia sever~l d1stmct, complete, and independent meanings, each allowmg the oth~rs to stand by its side and each supporting and complementmg the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a g~e~t book ~h~II be honest about the limits of its powers of expos1twn, adm1ttmg the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it mean.s .that a liberal artist should not allow a false moJesty or scept1~1sm to exc~se him from push~ng reason and imagination to ?lt1mate questions. The entertamment and exploration of ultimate questions concerning number and measurement, form �CATALOGUE OF ST. JOHN'S COLLEGE 21 CATALOGUE OF ST. JOHN'S COLLEGE and matter, substance, tragedy, and God e.x~end, moderate, and balance the use of our intellectual capac1t1es. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individ1:1al and social problems as much as to books on metaphysics and theology. . · The extrinsic criteria concern the relat10ns of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books hav:e had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all-European best sellers; there are a few exceptions but it would be almo~t saf~ to take this criterion as a working rule for the select10n of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. . Although each book must tell its own independent story, it is an important fact, which we regularly expl01t, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. ~~~h book in a list of classics is introduced, supported, and cnt1c1zed by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the. chronologic~l ordering of the classics, and difficult books. surpr~se us ~y th~ir intelligibility and eloquence as they come m t,heir pro;1?ential order. Thus Newton's Principia and Maxwell s Electricity a_nd Magnetism as gracefully submit themselves to the learm~g processes of the student of the liber,al art.s .who has read Euclid, Apollonius, and Ptolemy as Kant s Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. . The fact is that such a collection of the great books has m it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its lo~s ?a.s made it neces~ary to construct synthetic cultures, and it IS its ghost t~at fnghte~s decadent liberals who would have us get along without trad1- tions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths, SCIENCE AND THE MODERN WORLD The tr~diti?n m?ves on into the modern world, and it is transfo~mu~g itself m mos~ liv~ly and ~mportant ways. This is happemng m two ways pnmanly, one m mathematics another in the Ia?oratory. St. John~s College has more 'required mathematics than .any other hberal college in the country; it also ha~ more reqmred laboratory work than any other liberal college m the country. Three h_undred ~ears ago algebra and the arts of analytic mathematics "'.er~ mtroduced into European thought by Rene Descartes. This xs perhaps the greatest intellectual revolution ~n re~~rded history, paralleling the other great revolutions m rehg1ox_i,. morals, politics, and industry. No liberal, and therefore no c1t1zen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole n~tural and cultural world. Although it is not the only fo:aI po~nt .around which the St.John's curriculum may he. orgamzed~ it is one which we take special care to emphasize. There rn scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could not be appreciated without the first two year~ which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the qreeks, made mo~ern mathematics and the laboratory possible, so that now if we would follow the classical thread into the mode~n. world we must know the constructions of the mathemat1c1ans and find our classical loci in the instruments of the laboratory as well as in the great books. For this. purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that ;e need. There is the theme of mathematical constructions aug~t and exemplified in a great variety of exercises with the ?rawmg board. There is the theme of measurement which mvoives the analytical study of the instruments of observation �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE and measurement, the chemical bala.nces, the meter stick, the thermometer, the barometer, the microscope, telescope, spectrometer and interferometer, the use of scales, gauges, and graphic ~ethods of recording observa~ion.. There is the s~~dy of concrete materials and situations m biology and medicme which demand the combination of scientific findings, both in theory and in fact; and this in turn demands I?r~ctice in crucial experiments in the history of science. A~l this is backed ~y a solid training in the mathematical techmques and symbolisms as far as differential equations. All this provides the material and inte~lect~al backg.round for the modern study of humanistic and social science. Without this it is empty and romantic. With it ?1?-e ma}'." hope for a generation of competent economists, political scientist~, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they d~ we shall aim the mathematical and scientific work at the pomt where the medical and humanistic traditions cross and agree that the proper study of mankind is man. THE CURRICULUM The proper subject matter for the stud}'." of the liberal ~rts is man and the world, with all that these imply; the ~e.dmJ? we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of lea!ning and tea.chi~g ~re. the liberal arts· the end of the teachmg and learnmg is msight, understanding, and good intellectual and moral hab.its which provide the basis for human freedom. The followmg paragraphs will be a description of the s~heduled arrangements for doing this in four thirty-week sess10ns of the college course. For the duration of the war, the regular four-year schedule of four ses~ions will be given in three calendar years. Such arrangements call for tw~ kinds of distr~bution of the materials and methods of instruction, one accordmg to allotted times and the other according to teaching functions. On pages 45 to 48 the reader will find three listings of the books. The first shows the chronological order for books and authors, beginning with Homer and ending wi:h Russel!, Freud, Veblen and Young. This represents the reqmred readmgs for the four years a~d i~plies further readings in secondary books as well as teachmg ~n .n:iethods of re~ding and writing. The second list shows th.e division of books mto four groups according to the four sess10ns (three years) of the college course. This list also d.ivides the bo~ks into three columns according to the classificat10n of the primary sy~bolic medium in which they are presented, languages and literature, mathematics and science and t.hose books fewer ~n number whic? deal explicitly with the liberal arts and sciences. The thud list shows how these boo~s distribute themselves over the conventional array of sub3ect I?iJtters as they are. studied in the contemporary colleges which follow the elective system. This third list is presente,d for those w.ho wish to compare and contrast the St. Johns program with the ordinary college; they should be warned t~ assure themselv~s of a real comparison by using only the select10ns from the sub3ect matters which a normal student would make in the elective system. It s~~~ld also be ~oted that many books actually fall in several divlSlons accordmg to subject matter as on the other hand ?'lany. books in an ele~tive system are re;d in almost complete 1solat10n, therefore without background and aid from other b?oks. There is also ~ ~eneral. warning that such lists are only d1ag!ams for en;iphasizmg this or that special aspect of the curriculum; for mstance there is nothing in any of these diagrams to s~ow the weightings. of .time or emphasis on special books, nothmg to show the weightmgs that individual students are encouraged to put upon them for their own individual beneor interests. 'Yith t?ese qu~lifications, which should suggest still others? the lists give a fairly accurate general impression <!of the curriculum. fit: i 23 ':,/ •The division into four years has an interesting significance. · ·.~i.(1For the du~ation of t~e war, the regular four-year schedule ~f twel~e trimesters will be given in three calendar years.) .~~~methmg over two thousand years of intellectual history is red _in the .first; two years; about three hundred years of o~ is studied m an equal or slightly greater number of ks m the last two years. The first year is devoted mostly the Greeks and their special understanding of the liberal ; t~e second year contains books written for the most part at~n and covers the Roman and medieval periods· the d year has books originally written in Romance lang~ages ... �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE for the most part although English has a large share; th~ fo~rth ear introduces German works and concentrates on t e nme~eenth and the twentieth centuries. This four-year sch~dule, now completed in three years, was made n~t because ? any underlying theory about recapitulations of history, but it h~~~ pens to catch any genuine values that such a theory may p out in practice. . . f There are certain critical quest10ns raised by. the use o a selected book list. A great many of these .quest10ns turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the om1ss10n of the Oriental classics and the classics of the pure .fme arts. . Two reasons may be given for omitting th~ Onental classics. They are culturally and linguistically unav~1lable to us of t.he Occidental world; they are therefore ~ubJeCt t~ almost mevitable corruption and misuse as educat10nal media: We modl ems may be able to exploit them when our own mtellectua disciplines have been recovered. . . . The fine arts contain the most imposin¥ set. of d1sc1plmes that have established themselves and surv1v~d m the moter~ world by claiming independence ~rom the liberal .arts. t. i,, one of our aims to recover and re-mtegrate them with ~he hb·1 arts We are therefore providing for them outside the ~~:riculu~ and planning to re-assimilate th~m by s~ages, first by including music in the curriculum, ~eadmg musical ~cores in the seminars, and studying harmony m the_laboratoI) ..We hope that by this and other stages to follow, mtellectual hght will be transmitted to the fine arts and th~t they may make their reflected light available to all the classic~.. . The main emphasis in teaching is on the w~1tmg and readmg . · d isc1p i·mes, but the actual teaching . falls mto five sharply f h · distinguished kinds of teaching techmques. None o t ese _is newly discovered or invented, but some of them have be:n m disrepute for fairly long periods. We call t~em respect1v~ly Seminar, Formal Lecture, Languag~ Tutonal, Mathematics Tutorial, and Laboratory. The semmar _comes perh~ps. nearest to the immediate educational end which we are a1mmg at, while the tutorials, laboratories and lectu~es make secondary contributions. The picture will be dearer if we take them up in inverse order. 25 The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial A man's language is his most intimate external possession. Like his body and his senses it determines what he shall know and what he shall not know; together with his imagination it filters and informs his experience as it is brought to his understanding. A man's mind is seldom better than his language habits; his mind can be improved greatly by improving his language. The first step in linguistic education is learning to speak the mother tongue, usually from one's mother. The next step is the intentional systematic improvement of that skill by talking and writing under grammatical criticism and theory. A minimal degree of these preliminary learnings is assumed to be present in the students in the language tutorial. No high degree however can be safely assumed since American society and American schools are heirs to a chaotic tradition and •·students of college age have bad linguistic habits. Preparatory sc:hools and colleges have done what they could to use the old remedies, doses of foreign languages. These have been used a~. drastic disciplines because they were difficult, as teasing stmmlants because they are useful in travel, business, and polite and as models of science because they have become the matter of the "science of philology," that recent substitute for the liberal arts. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In the last six years we have attempted to rediscover and to use the techniques by which foreign languages once strengthened and disciplined the imagination. We studied Greek the first year, Latin the second year, French the third year, .and German the fourth year, since this order paralleled the semm~r readings, and their rapid succession would force them to their highest use, the understanding. We have m.ade use of ~he routines of rote memory, not only for declensions and conJUgations, but also for important passages in the great books where language is being used for its highest purposes. Such memory has for a long time been the missing link in the chain that connects language and thought. We have tried various schemes of translation ranging from the literal through the ' . stylistic variations of great translators to the abstract concise formulation of scientific and philosophical styles. We have devoted about a third of the time to slow reading of texts with analytical commentary both oral and written. We have exploited the special genius of the Greek language for fine grammatical distinction, the genius of Latin for rhetorical development, the genius of French for subtle clarity, the genius of German for dialectical complication. The results have been applied to English since that is the chief medium of our study of the great books in translation. It must be obvious that we do not suppose that we are mastering these four languages in the allotted time. In fact we very successfully avoid the vices of modern specialization in language. The St. John's training does not tum out Greek scholars nor founders of French Circles. We have tried to put our own training to better uses. We have parsed words and diagrammed sentences to get at the grammatical structure, detected figures of speech and enthymemes to unravel rhetorical complications, and classified figures of the syllogism in or~er to follow and test arguments. Students who have entered with superior skills in Latin and French have found themselves moving in new directions and discovering new dimensions in all language. On the other hand such successes as we have had, leave something to be desired. We are therefore reorganizing the language tutorials for next year; the plan will show the point where our failures have occurred. We shall teach Greek for the first four terms, adding one term to the three that we now do. This will allow Greek, the best language for our purposes, to sink in a little deeper and become second nature. After this initiation to liberal linguistic study, we shall turn back to English and concentrate on slow analytical and critical reading of English texts for the remaining eight terms. Such reading with the added freedom that it provides has been tried on some of our adult courses with rather remarkable results, both in the language itself which becomes sharper and more powerful because it is in closer contact with the processes of ~nterpretation and discussion, and in the depth and power t?at i.t lends to the more rapid reading of the seminars. By this shift we shall be able to achieve a hio-her degree 0 of integration throughout the whole course. We believe that nothing essential will be lost. Most students enter St. John's with skills of the ordinary kind in at least one forei~n. language; read.ing one foreign language is required for adm1ss10n. The beauties and precisions of Greek will be used throughout the course, and we shall encourage the acquisition of new languages and new skills in other languao-es by means of clubs and extracurricular classes. "' We have also discovered the importance of a continuous s1:1bject matter ii: the Ian?uage tutorials. It is not enough to pick. out good pieces of literature. We are therefore varying readmgs around the central themes of politics and ethics as they are presented in poems and treatises. We read the first book of ~lato's R~public in Greek during the first calendar year, along with selectwns from the historians and poets. In the second calendar year we shall read in English St. Thomas's Treatise on Law and Rousseau's Social Contract ao-ain with selections from the poets. For the last calendar ;ea; we shall read Kant, Hegel, and Marx along with Goethe and the Bible and some of the later dialogues of Plato and Aristotle's Metaphysics. The learning and use of Greek during the first four te.rms will es~abli~h ha~its essential to the liberal arts, and they vvdl be 1exercised m their full free development on English texts througnout the rest of the course. _Beginning with the session 1943-44 fifty clock hours of Greek wdl be added for more reading of Plato's Republic, making two hours of Greek. The remaining four hundred hours be distributed as this chart shows except that the texts be studied in English without the aid of Latin French ' , grammar. 26 27 �CATALOGUE OF ST. JOHN'S COLLEGE 28 LANGUAGE TUTORIALS FOR CATALOGUE OF ST. JOHN'S COLLEGE 1942-43 Clock-hours of Class-room Work Assigned Exercises First Year Greek Second Year Latin Third Year French Memorizing Paradigms 40 hours Grammar 10 hours Grammar 10 hours Grammar 20 hours Grammar Selections 10 hours Euclid St. John Plato 20 hours Virgil Catullus Horace 20 hours Baudelaire Racine 20 hours Goethe Hoelderlin Nietzsche Reading Double Texts 35 hours 20 hours 20 hours Descartes Bible Phaedrus Latin-French Faust Greek-Latin Hegel 5 hours St. John Greek-Latin Translation and 50 hours Close Reading Plato Republic I Formal Logic Treatises 50 hours Virgil Aeneid IV 150 hours 50 hours Rousseau Social Contract 20 hours 20 hours Boole Thomas Laws of De Ente et Thought Essentia 20 hours Aristotle Categories Prior Analytics Formal Logic 25 hours 30 hours Dante Selections Practice in Thomas Analytical Anthology On Law Commentary Sophocles Thucydides Demosthenes '""""' Total Fourth Year German 150 hours 30 hours Pascal Rousseau 150 hours 25 hours Lessing Schiller 20 hours Kant Hegel 30 hours Kant Hegel 150 hours 600 hours (Four years) The Mathematics Tutorial Next to the mother tongue the la.nguage o~ numbers and figures is the most important symbolic possession of ~~n. ~n fact it is a language within the mot~er tongue _Providmg. its most powerful practical and . theore~ical ex~e~sion. I~ view of our present scientific and mdustn_al ~onditions. of l.ife, the decay and elimination of mathematics m education is most disturbing. This default has become so common now t~at many persons believe that they nat~vely lack _ma.t~ematical ability. Nothing could be more crippling to the mdividual nor 29 more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This MATHEMATICS TUTORIALS FOR 1942-43 Clock-hours of Class-room Work First Year Mathematics Plane Geometry ........... . 56 Solid Geometry ........... . 40 Theory of Numbers ........ . 30 Theory of Real Numbers .... . 17 Trigonometry ............. . !naJytic Geometry ........ . Calculus .................. . '' Differential Equations ..... . .Fourier Series ............. . l'l'on-Euclidean Geometry .. . , 'transfinite Numbers ....... . ';'Projective Geometry ....... . Second Year Third Year Fourth Year 12 8 8 19 57 37 Total 68 48 30 25 19 57 50 10 87 10 5 5 20 10 10 20 10 10 Total for four years of Mathematics in Mathematics Tutorials .......... 389 nomy . . . . . .. . .. . .. . .. anics and Hydrostatics. . th of Materials ....... . ······················ ............... ······· 7 9 63 50 50 120 20 20 25 59 25 3 3 itiil for four years of Physics in Mathematics Tutorials .............. 227 hook that made European mathematics possible, and it ' be used to remedy our deficiencies. Given this year the other books in mathematics and natural science, formidable to both teacher and student, can be apand conquered. is purpose the tutorial classes in mathematics meet five .week throughout the four years (now three calendar ·The teaching is conventional and familiar for the most sition, recitation, drill in calculation and proof. On �30 CATALOGUE OF ST. JOHN'S COLLEGE the other hand intelligibility must ~e ad?ed to op_er~tional skills, and this is brought to light by discuss10n of the inc~dence of mathematics not only on the sciences, but also on logic and metaphysics, a~d through this on the entire. subject matter _of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws ~ great deal of light not only on speculation but upon the literary and scientific imagination. Again the small cl_ass of r;iot over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises J?rescrib~d for. him. Th~s hand-minded boys may discover the liberal dimensions of their skills. ' The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intentio?, is one of the highest performances in the liberal arts .. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for _semina~ discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the ~eminar with the French method of explication de texte to insure understanding. It is assumed that other books have presente~ a subject, and discussion starts where they leave off, fol~owing the ai:gument where it leads. Litera11'." works demand literary criticism· scientific books demand a philosophy of nature. Versatility in question and answer allows the exploit.a~ion ?£ the work done in other parts of the program. Training in language facilitates formulation of opinion; mathemati~al imagination and insight. open UJ? ne': depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. . . One immediate result is the improvement in actual readmg. The seminars meet twice a week for two hours as the books are being read. Recovery from confusion and misunderst~nding may result from the first meeting; on the other hand 1t may CATALOGUE OF ST. JOHN'S COLLEGE 31 be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the ~hole prog~a.m a_nd the intellectual process prepared for by reading and wnting is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once. a week. :f:ecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the > purpose of a sustained and artistic exposition of a subject IJltatter that may have been studied in fragments in other f!ays. About half of the lectures are given by guest lecturers, bly Mortimer Adle_r of the University of Chicago, Mark Doren of Columbia, and Edward Kasner of Columbia. hers of the resident College faculty give the rest, no single rer giving more than three during the year. cturing except on the popular platform is almost a lost ' this country. It is a very high art demanding artistic and sensitivity which are dulled and killed by the forced ice of the ordinary university class-room. Long prepara• needed to free it from sophistry and empty personal Our lectures are not always successful, but when e successful they might be given and understood on asion. Students learn to listen to good talk, to talk often over their heads, but talk that is remembered tbed long after the immediate hearing. Each lecture d by a period of informal query and discussion, in students learn to talk back. •·· > FORMAL LECTURES 1940-41 · • · · · · · · · · · . . . . . . . . . . . . . . . . . . . . . . . . . ....... Stringf ellow Barr '· ·• · · · · · · · · · · · · · · ·. · .. · ................ Ford K. Brown · · · · · · · · · · · · · · · · · · · · · .. · ................. Scott Buchanan · · · · · · · · · · · · · · · · · . · ..................... Mark Van Doren ·' ·' · · · · · · · ·. · ·. · ........................ Jacob Klein �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 32 FoRMAL LECTURES, 1940-41-Continued ................. Edward Kasner Geometry · · · · · · · · · · · · · · · · · · · · · · · · · Columbia University Scott Buchanan Music · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·::::::::::.:::::::John Neustadt Astron01ny · · · · · · · · · · · · · · · · · · · · · · · · · ................ Heinrich Zimmer The Growth of Language.··············· y D . T7ie G iea t Wh'te Whale·· E 11ierson' Thoreaii, Melville ..... . Mark an oren 1 Nicolas Nabokov What is Miisical Forni? I.····························· ·M · J Adler E · z L k . . . . . . . . . . . . . . . . . . . ortimer . pisteino ogy: oc e · · · · · · · · · · · · · · · .................. Stringfellow Barr War · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Richard Scofield Virgil · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ......... Nicolas Nabokov Forni in Music. II .......... . · · · · · · · · · · · · · · · · ·: · · · · · · · · A.p~c~l~~.s~. '.~ -~ ~t·a·p!'.~s.i~~ .~~~ ... Lee Bowen Boston College Clemens Sommer Fiero della Francesca.··· - · · · · · · · · · · · · · · · · · · · · · · · · ·U~i~~rsity of North Carolina Erwin Strauss The Science of Psychology····························· ·Black Mountain College Mortimer J. Adler Berkeley and Hume.·····:····························· 0 ei Temkin The Fam· Beasts of the A·rchitecture - - - - - - - - l;~:~i~:7~s!;~·Hi~~~r; ~f 'i{~di~i 1~~: T°he. J~h:s Hop~ins University Paracelsus and r L eonar do,s ~as t s11 pper ................... Edgar Wrnd Vv ashington Square College Gordon K. Chalmers Idols of the Theatre· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Kenyon College • •• • · • · • • •• • •• · Lewis M. Hammond SL Thomas: Ethics········ · · · · · · · · · · · · · · · · · · · · · · · · · · · · University of Virginia Mechanical Instrii11ients and Geo1iietry · · · · · · · · · · · · · · · · · · · Edward Kasner Columbia University .................. Mortimer J. Adler The Intellect - · · · · · · · · · · · · · · Alexander Meiklejolm Rousseau . · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · .. · J hn S. Kieffer Mytlws and_Log~s .................. J. McGill Historical Dialectic · · · · · · · · · · · · · · · · · · · Hunter College ··:::::::::::::::::.J. The Liberal Arts in the Middle Ages ..... ... - ....... j~~ti~~~t~~ ~:~iaeval Studies · Mark Van Doren The Hero As Patient.·······························.· .Alexander Meiklejohn After Rowseau · · · · · · · · · · · · · · · · · · · · · · · · '.: : : : : '.: : ·.::::'.King William Players Macbeth · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · N" las Nabokov Ritssian Satanism · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·. E~~ard Kasner More Geometrical Instruments· · · · · · · · · · · · · · · · · · · · · · · · · · · Columbia University ................. Jacques Maritain Man's l1nmortality · · · · · · · · · · · · · · · · · · · Alexander Sachs Thucydides · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·. New York City tive system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to reeducate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff .contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course (now three calendar years). Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings concrete problems. The laboratory classes meet once a week for three hours the first two years.* Laboratory time is increased last two years.* This is more than is required by any liberal college at present. following is a list of Laboratory Exercises by years. It based on a schedule which was followed in 1941-42 but to continual revisions, corrections, and improveas teaching experience indicates them. _............................ Jacob Klein Descartes ............. · . · The Laboratory The scientific laboratory is perhaps the most characterist~c institution of the modern world. It shoul? ~e ~ecalled that it was for the purpose of introducing and. ass1m1latmg the laboratory that Eliot of Harvard opened the liberal college to the elec- 33 ruler FIRST YEAR* 6. Weight 7. Light 8. Circles and regular polygons 9. Ratios 10. Lenses the duration of the war, the regular four-year schedule of twelve trimesters .given in three calendar years. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 35 FIRST YEAR-Continued 21. 22. 23. 24. 11. Telescope and microscope 12. Compound ratio 13. Heat 14. Quadratic equations 15. Musical intervals and scales 16. The Greek diatonic scale 17. The just scale and its uses 18. The keys in music 19. Environment and health 20. Environment and health 25. 26. 27. 28. 29. 30. Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR 1. Digestive system of rabbit . 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola 6. Perspective projection 7. Perspective projection 8. Perspective projection 9. Focal points and light (floating paraboloid) 10. Parametric equations of ellipse 11. Conics as four-line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Celestial machines Celestial machines Sun and moon Gilbert's De Magnete Music Music Music Copernicus Kepler Prism colors and dispersion Chromatic aberration of a lens Geometrical characteristics of Iceland spar Double refraction Double refraction of polarized light Speed of light Fluid pressure THIRD YEAR* L 2. 3. 4. 5. 6, 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Power of the vacuum Strength of beams Strength of beams Strength of beams Failing bodies Projectiles Sheep heart Blood vessels of cat Matter: crystalline state Blood vessels of cat Boyle's law Living heart in frog and turtle Matter: liquid and gaseous states Smaller blood vessels in living frog Urogenital system of male cat 'Water af1d irn properties, distilh~tion Dogfish shark and aqua tic vertebrates 18. Surface tension 19. Dogfish shark and aquatic vertebrates 20. Dogfish shark and aquatic vertebrates 21. Electrostatics 22. Electrolysis of water, Faraday's laws 23. Electrolysis of water, equivalent weight 24. Rigid body equilibrium 25. Conservation of mass; filtration, reduction with charcoal 26. Compound pendulum 27. Lavoisier on calcination and combustion; oxygen 28, Atwood's machine 29. Chemical reactions 30. Conservation of momentum *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. THIRD YEAR-Continued 31. Centripetal force 43. Standard units in chemical reactions. 32. Hydrogen, acids, oxidation and reChemical notation, equations, duction formulae 33. Viscosity 44. Faraday's laws of electrolysis 34. Law of definite proportions, law 45. Acids in aqueous solution: HCI of multiple proportions, Dalton's 46. Atomic and equivalent weights. Reatomic theory duction and oxidation, valence 35. Vibrations 47. Potentiometer 36. Gay-Lussac's law of combining vol48. Metallic hydroxides and salts in umes, molecular weight, Avoaqueous solution. Neutralization gadro's number 49. Electromagnetic induction 37. Pressure-temperature relations 50. Ionization 38. Dalton's law of partial pressures; 51. Young's interference of light steam distillation, vapor tension, 52. Mendeleyev's Table critical temperature 53. Spectrometer 39. Diffusion and osmosis 54. Colloidal state 40. Magnetic fields 55. Music 41. Sodium chloride: the active metal 56. Music sodium 57. Music 42. Sodium chloride: the active nonmetal chlorine FOURTH YEAR* Fabrics of the animal body 27. Hydra Magnetic measurements 28. Hydra Fabrics of the animal body 29. Genesis of animals Law of magnetic forces 30. Genesis of animals Fabrics of the animal body 31. Genesis of animals Standard measures of electric current 32. The Protozoa-animal taxonomy 7. Fabrics of the animal body 33. The Protozoa-animal taxonomy 8. Fabrics of the animal body 34. Heredity in the pomage fly 9.. Fabrics of the animal body 35. Heredity in the pomage fly 10. Fabrics of the animal body 36, Heredity in the pomage fly 11. Fabrics of the animal body 37. Spectral analysis 11: Fabrics of the animal body 38. Esters, their hydrolysis, mono- and CB. The structure of the atom di-basic acids, polyalcohol Law of mass action 39. Potentiometer, thermocouples Diffraction, interference 40. Ethers, acid anhydrides, hydroxyChemica! equilibrium acids 41. Electromagnetic induction Diffraction grating Carbon and its compounds: I: the 42. Carbohydrates (sugars, starch, cellu~ paraffins lose) II: Isomerism of organic com43. Joule's electric heat the carbon-carbon double 44. Isocyctic, aromatic hydrocarbons; bonds. Unsaturated hyCyclo-olefins, -paraffins 45. Fourier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49, Music 50. Music 1. 2, ). 4. 5. 6. duration of the war, the regular fonr-year schedule of twelve trimesters m three calendar years. �CATALOGUE OF ST. JOHN'S COLLEGE 36 37 CATALOGUE OF ST. JOHN'S COLLEGE 1942-43 CLOCK-HOURS OF LABORATORY WORK FOR First Year Physics and Astronorny Mechanical Drawing ....... . 18 Astronomy . . . . . . . . . . . . . . . . 3 Mechanics and Hydrostatics.. 30 Sound ..................... 12 Heat ..................... . Light ..................... . Electricity and Magnetism .. . Atomic Theory ............ . Second Year 15 24 9 Third Year Fourth Year Total 33 6 36 9 3 21 3 18 6 9 33 21 33 66 30 9 33 THE SCHEDULE 54 21 Total for four years of Laboratory in Physics and Astronomy ...... · .. · · 279 Chemistry General Inorganic ......... . Physical .................. . Qualitative ............... . Organic .................. . 45 12 15 15 99 Total for four years of Laboratory in Chemistry .... ·. · · · Biology Anatomy and Physiology .... . Cellular Biology ........... . Heredity ................. . Embryology .............. . Protozoology ............. . 15 60 27 9 9 36 9 9 9 Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes· Molecular weight; Avogadro's number; ::Jalton's law of partial pressures'. Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas· HCl· Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic' struc: ture; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. 48 36 9 9 9 Total for four years of Laboratory in Biology ................... ·.···· lll Norn: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 70. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. . . Biology: Environment and health (Hippocrates); Form and locomot10n of. ammals; Digestive and urogenital systems and other parts of female rabbit; Heart and blood vessels in cat, living frog and turtle, sheep, and dogfis~ shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates· Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals· The Protozoa-animal taxonomy; Heredity in the pomage fly. Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. . . Music: Intervals; Scales; Keys (the rest not yet planned m detail). . Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton);_ Surface tens10n, viscosity; Heat 4 (Joule, Fourier, etc.); Strei;igth of ma:enals. 4 (Gal~leo); Light 14 (Newton, Huygens; telescope and microscope, d1ffract10n and mter. ference; spectra); Electricity 11 (Gilbert, F~raday, .etc.). Chemistry: States of matter; Water-electrolysis, eqmvalent weight (Farada?'); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that Hall Greek to me" look is on. all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first six terms; in the last six terms, two afternoons a week. Two evenings from eight to ten each attends a seminar in organized conversation and disof the scheduled readings. On one or two evenings are formal lectures. Nineteen or twenty hours per week spent in regular classes. The rest of the time is spent in eating, sleeping, talking, athletics, and other activias music and dramatics. The week is the elementary of the schedule and shows one complete rotation through · of work and play. three terms of the College year (four terms in each '"'ttJrc:u,ua1 year for the duration of the war) average ten weeks in and mark pieces of work projected and accomplished. of this there are oral examinations at the end term. These are conducted by seminar leaders with ,~·-- ... ~·~ of the tutors. Each student sits with his examiners for during which he is questioned freely and informally e texts he has read, on his critical or interpretative opinencouraged to consider parts of his study in relation �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed tionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The ~nnual. examinations are aimed at detecting and encouragmg this process. There are plans for reading parties in the sum~:r vacation in whi~h students may arrange the proper con?1t10ns for the maturmg of knowledge gained during the sess10n. Unfortunately, such plans cannot be carried out during the war. 38 A Hour 9 THE FACULTY STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Tues. Language Tutorial Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat. Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 - Laboratory Laboratory Laboratory for for for Juniors, Seniors Freshmen, Sophomores Juniors, Seniors 8 to 10 39 Seminar (Lecture) Seminar Formal Lecture I by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not recorded in these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. Under normal peacetime conditions, the annual written and oral examinations are given in the following September after the long vacation period during 'Nhich the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. The dose organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations func- Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the combinatior: o~ tea~hing and research in each member of the faculty. T~e prmc1ple IS that the teach!ng mind must be a learning mmd, and therefore good teachmg demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first prinand making another application of them. Leaming is a ~""~,~~ 0 enterprise and it is best carried out when persons stages of comprehension work together. The typical situation at St. John's involves ten or twelve learners. in the learning line come the author-teachers, the writers great books, who are talking in most cases at the high of their own learning. Next comes the reading and talk~'"'"'·'-11''" who is a member of the faculty: his stage of learning , ,:1!i'so1ne·where between the author and the best student. There follow the other students at distances proportional to their ·'<> ,'€!!~2!t1ee ?f understanding. The old-fashioned ranking of classes little red schoolhouse is the image that we have in mind. >,'"""""''" u11: head of the class is the author-teacher, at the foot of the worst student in relation to the subject matter. All thers are both teachers and pupils, each learning from above and teaching those below. aim in all the classes is to exploit the differences in dge, character and skill as they are distributed among ~udents and the tutors. Since it is not our policy to select the best students for admission, but rather to aim at the . al distribution of ability that is found in the average �40 CATALOGUE OF ST. JOHN'S COLLEGE American community, we count heavily on the norma~ social processes of mutual understa.ndi~g to .catch_ and amplify the teaching. Our classes exemplify m ~heir vanous styles all the types of collaborative study, allowmg even t~e dull _or slow student on occasion to hold the class to the mam learnmg purpose. Socrates and the slave-boy is not an.unfamiliar spectacle in the St. John's class-room; we count on it to keep our teaching fresh and genuine. . . . The faculty member is then researchmg m the subject matter of the book with the guide and help of the author and any other special professional aids that he may able to use. He may have beside him a colleague ':hos~ spe_cial kno".'ledge complements his own. This is the situation m .a ~emmar, whe~e there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of ~he great b_ooks are already in cheap and easily available English translations, b~t there are a considerable number of them that need new editions and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: ?e Plato· Phaedrus, in Greek and Latin Gosp~l According To St. John, ~ Greek and Lath~ Descartes: Discou1·se on Method, m French and Latm Hippocrates: Selected Works Archimedes: Selected Works Lucian: T1'ue History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political T1'eatise Gilbert: On the Magnet Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theo1'y of Heat Virchow: Cellula1' Pathology The following books have been translated for the first into English by members of the faculty: Apollonius: Conics Ptolemy: Almagest Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Ast1'onomy Pico: On the Dignity of Man CATALOGUE OF ST. JOHN'S COLLEGE 41 The following books have been re-translated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of A1'ts to Theology Cantor: Transfinite Numbe1'S This represents the first line of research. The second line of research consists in the constant reinterpre<tation of the book list which occurs as an immediate by-product r:\ of teaching the books in tutorial, in seminar, and in the labora. ry. Criticism of the books takes place in two directions i:rnarily, first their historical order and background which tinually change and enrich themselves by connections with er books; secondly in the bearing these books have on the ediate teaching problem and the progress of current ught in general. aking the actual reading schedule for the seminars for each is a result of much faculty and student deliberation, and reading schedule registers teaching and learning experiences year to year. e products of this kind of research go first into teaching tly. Production for publication and learned societies is should be a secondary result. The students thus have .t' and contributing parts in research, and research has a .and contributing role in instruction. e present faculty has been selected by two criteria. embers of the previous faculty at St. John's, experience ching the elective system and capacities which promise r becoming reeducated in all the subject matter of the rogram have guided the policy of reappointment. New rs of the faculty have been chosen for their varying of understanaing of the general subject matter and ,rk they have done to educate themselves in it. faculty now represents a well-balanced distribution "al knowledge. Eventually the graduates from the fourl:lfse itself will be the best teachers, and some of them eady been taken on as teaching assistants. C STANDING stem of instruction allows for a close and varied ce of instructors and students; therefore the stu- �42 CATALOGUE OF ST. JOHN'S COLLEGE dent's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the "don rag" and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievem_e?t, and there is ample room within it for a wide range of ab1hty and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled college exercises is required. A record of abse~ces is kept and poste?. This .record. is taken into consideration whenever there 1s occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. · THE DEGREE OF BACHELOR OF ARTS• The original title of Bachelor of Arts signified the firs officially recognized stage of competence in the seven libera arts and sciences: grammar, rhetoric, logic, arithmetic, geom " Cf. Appendix B, pg. 70. CATALOGUE OF ST. JOHN'S COLLEGE 43 etry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list· Competence in the laboratory arts. ' Competence in mathematics through the elementary calculus· A reading knowledge of at least two foreign languages. ' semester hours as recorded in the regular elective system 's amounts to: One Year Four Years Language and Literature. . . . . . . . . . . . . . . . 10 40 Mathematics and Science ................ 10 40 Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory .. .. .. .. .. .. .. . .. .. .. .. . .. . 3 (! actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 the war the four years will be completed in three calendar years. ore detailed analysis of the content of these degree requirewill be gladly given by the Registrar on request. "rights and privileges appertaining" to the Bachelor of degree have undergone serious scrutiny during the last f the period in which the colleges have been under the tion of the elective system. There have been concerted s to maintain common standards under the rapidly g conditions of expansion in student bodies, in subject , and in methods of instruction. Throughout the there are regional boards which inspect the colleges region and rate their degrees. The Middle States Asof Colleges and Secondary Schools operates in this These Boards cannot put a college on the approved l its educational product can be judged. Since there graduates of the new administration and program e, 1941, there will be an interim in which a rated B. A. annot be guaranteed. eans that the St. John's Bachelor of Arts degree is only by the charter of the College and the Maryland rd of Education. other hand there is no serious doubt that the currich is now offered and the instruction that is now more than fulfill the common standards and that �CATALOGUE OF ST. JOHN'S COLLEGE they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendation will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the exigencies of the war and revolution through which the world is passing. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the crafts~ man about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make stipulation of specific requirements beyond high school griaduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy. pre-professional requirements. Our faculty has had long ex- CATALOGUE OF ST. JOHN'S COLLEGE 45 perience in preparing students for graduate wo k · h r m t ese sc h ooIs, and we have made . a study of the essent;al nee d s m t h e · . • naturaI sciences. The curnculum rnpresents on 1 science s1 e "ts · "d . lts of these studies. It more than meets the the resu · · h · se reqmrements b ot h m t eory and m laboratory train;ng . Th ere are . • I ab oratory hours reqmred t~an are demanded by any mor~ medical school, the source o_f the highest requirements in this ~espe:t. The rest of the curnculum keeps these subject matters m a hberal balance. I. A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey lEschylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hipp~crates: Ancient Medicine and Airs, Waters, and Places Eunp1des: Medea Th_ucydides: History of the Peloponnesian War Ar~stophanes: Frogs, Clouds, Birds Anstarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics Politics Archimedes: Selected Works ' Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: .IEneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History Ptolemy: Mathematical Composition Lucian: True History Galen: On the Natural Faculties Enneads Confessions, On Music, Concerning the Teacher Institutes of Roland of Burnt Njal .l:i1rossete.ste: On Light On the Reduction of the Arts to Theology Being and Essence, Treatise on God, Treatise on Jl;fan Comedy 1..a1~te1'bUr'V Tales nrouuins of Forms On the Dignity of Man �CATALOGUE OF ST. JOHN'S COLLEGE Shakespeare: Henry JV, Hamlet, Kr,ig Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geomet·ry, Discourse on Method, Iv! editations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-PoZ.itical Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philono·us Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromega.s Rousseau: Socia.I Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitiltion of the United States Federalist Pape7s Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: F a.ust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra. Boole: Laws of Thought Virchow: Celliilar Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental M edicinc Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Possessed Marx: Capital Tolstoi: W a.rand Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bo·uvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers James: Principles of Psychology Freud: Studies in Hysteria Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics Veblen and Young: Projective Geometry CATALOGUE OF STO JOHN'S COLLEGE 47 II. SCHEDULE OF READINGS BY YEARS First Year Second Year Third Year Year 4 Languages and Literature Homer Herodotus Thucydides lEschylus Sophocles Euripides Aristophanes Plutarch Lucian Tacitus Cicero Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Shakespeare Cervantes Milton Rabelais Corneille Racine Grotius Moliere Erasmus Montaigne Machiavelli Pascal Vi co Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Malthus Marx Flaubert Ibsen Dostoevski Tolstoi Liberal Arts Plato Aristotle Lucretius Ma.thematics and Science Euclid Hippocrates Nicomaclms Aristarchus Archimedes Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Grosseteste Calvin Pico Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler Spinoza Francis Bacon Hobbes Locke Berkeley Leibniz Hume Kant Peacock Boole Galileo Harvey Newton Boyle Huygens Lavoisier Dalton Hegel Bentham Mill James Freud Poincare Hilbert Russell Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobachevski Veblen & Young �48 CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for .residence and extra-curricular activities as well, are ordered to this purpose. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can play in order to work. The hard work of the curriculum would be wasted if it were looked upon as a drudgery to be endured until it was possible to get away to the movies. Unless a student can he helped through to the stage in which he finds actual enjoyment in the use of the powers he is developing, his progress will be too slow for profit. In a community where people relax in order to be able to work better the amusement must be primarily amusing and not merely disguised instruction. However, in order to be amusing at all, college activities have to be proportioned to the expanding abilities of the members. Forms of amusement that involve disuse of developing powers, rather than change of use, tend to be dull rather than amusing. Activities have to derive some vitality from the work they support or else degenerate into mere time-killers. The general policy of the College is to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College cooperates in the financing of those activities that require expenditures; and advice is given where necessary to the smooth functioning of the activity. Music and Gymnastic Music and athletics seem to furnish the clearest paradigms extracurricular activities at St. John's. The recreation and 49 �50 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE relaxation furnished by athletics and music also result _in the development of new skills which in turn add to the vigor of the curricular work. . Since .1939 athletics at St. John's have been organized _on an intramural basis with active participation by more than e1ghtyfive per cent of the student body.*. With the aid of stude~t athletic scholars who are experts m sp?rt~, . the St. John s Athletic Director carries on a series of md1v1~ual ~Il:d. te~m sports throughout the entire year. The athletic fa~1ht1es mclude a well-equipped gymnasium, two la:ge playmg fields, tennis courts surfaced for all-weather playmg, and a Colle~e boathouse with six sailing dinghies, a sailing sloop, and coord_1nate facilities for water sports. Excellence of performance m a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, _swimm_ing, ba~eball,_ basketbal~, fencing, lacrosse, and track is t~e 1_n~truct1onal ideal and is recognized through a number of md1v1dual an~ team awards. Extracurricular music complements the musical part of the regular curriculum. Curricular mu~ic inc~udes _formal lect~res on music, group readings and semma_r d1scu_ss10ns of musical scores laboratory practice with strmged mst.ruments, and conce;ts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program ma~es available to a maximum number of stu~ents the opp?rtumty of acquiring the necessary personal habits for the enjoyment of music. Two large orchestral and choral groups _composed of members of the College and residents of Annapolis an~ the surrounding territory meet reg1:1larly un_der the leadership .of the St. John's Director of Music, and give a number of concerts during the College year. The upper floor of. Humphreys Hall is a music center, containing a well-~tocked l~brary of recordings sheet music and scores, a recordmg machme, an automatic phonograph, a grand piano, and a number of ~Hchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. Other Extracurricular Activities Some student activities are really an ext~nsion. of the curriculum: for example, the Theology Club m which students * Reasons for the elimination of intercollegi_ate competition from the College athletic system are set out in detail in Appendix C. 51 and faculty pursue in greater detail problems raised by the seminar discussions of philosophical and theological works. Other groups represent similar specialized pursuits in politics law, medicine. ' The St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. The St. John's Yearbook is a student-edited yearly publication which departs radically from the conventional year-book format. In its present form it is a magazine whose purpose is to recapitulate and summarize the past academic year. The King William Players serve as a center for the reading of drama and poetry in general, as well as for the activities of play production. The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Cotillion Club presents a series of formal and informal dances throughout the year, including eight popular motion pictures, followed by dancing to recorded music and Coffee Shop table service around the dance floor. The Film Club, organized in 1941, has presented a series of the outstanding foreign and domestic film productionsthe "classics" of cinematic art. As supports for an active social 'life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with radios, ping pong tables and comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is situated on the edge of the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE liberal education of young men in St. John's College. A number of retired naval officers and men of business live in estates in Anne Arundel County surrounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities, each with a smallscale unit for student government within the common life of the College. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. Lower class dormitory units will be under the supervision of resident house masters who are older upper classmen or junior tutors, beginning with the 1943-44 session. Rooms in dormitories may not be occupied during t' except by s · 1 · · Th vaca ions .J?ecia permission. e dormitories will be o en for p occupancy m July as follows: 52 Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining Hall. Each dormitory room is provided with the necessary furniture, including a single bed with mattress, pillow, pillow cover and bedspread, a chest of drawers, book shelves, Venetian blinds or window shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective roommate, if any, and his own good taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. 53 For upperclassmen taking Annual Written Ex . . f f h ammat10ns rom noon o t e day before the Examination days For freshmen from noon of the second day bef . · · day. ore regrstratwn For definite dates in 1943 see the College Calend The College m~intains the car~ of the dormito:f~s. There are stu~ent dormitory managers whose duty it is t complamts, to maintain order and cleanliness and too refport · . the follow·mg regu1at10ns concernmg breakage' and d en orce College property: amage to Any damage to College property will be charged to the occupant or. occu~ants ?f the room, or to the occupants of the dormitory, m which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of the College on registration D Coll "ll b h · amage to ~ge property wi 'e c arged against this deposit accordm~ to. the student s responsibility. The deposit must be mamtamed at all times during the session. It will be returned a~ the end of any session, or upon the withdrawal ?r graduat10n of the student from the College Th· d . is called Caution Money. . is eposit The College reserves the right to repair completely at the expense of. the occ~pant or occupants, any dormi;ory room an~ furmture which have been seriously damaged. · ffIntentional damage to College property i· s a senous · . o ense, and it will be dealt with summarily. The Dining Hall The Dining ~all .is maint~ined by t?e Manager of the Dining ~all an~ Dormi_tones. _Special attention is given to a balanced di~t~ an mter.estmg vanety of menus, and reasonable cost The Dmi?g Hall ~s \:lose? when the College is not in session, ~xcept for ~mgle hohd.ays; it will open for supper on the day just precedmg the begmnmg of each term; and only breakfast will be served on the last day of each term. �54 CATALOGUE OF ST JOHN'S COLLEGE Infirmary Service A fully equipped Infirmary is maintained at the College. It is in charge of the College Physician, a trained nurse, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are f:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of . t~e . C~llege lnfirmaiy staff, whether for sickness or for athletic mJunes, are not paid for by the College. Any illness must be reported promp.tly bJ_T the s~udent. Students suffering from contagious or mfect10us diseases must reside in the Infirmary until discharged by the College Phys1c1an. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General* The revolution which reestablished the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the c_;ollege, it was_ known that many of the contemporary educat10nal ~onvent10ns do not p:omote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. The :var has hei~~ten~d the necessity that already existed of makmg the rev1s10n m entrance requirements which has been obviously implied by the curriculum since its bevinnino-. The admission procedure which is described below sh~uld be understood as the fulfillment of two purposes: ( 1) to assure both teachers and the student of his ability to pursue the St. John's curriculum, and (2) make it possible for students to complete their formal liberal education before being called into military service. Requirements A student will be eligible for admission if he can fulfill :my two of the three following requirements: 1" Two years of attendance at a high or preparatory school with credit for one year of algebra, one year of plane geometry, and two years of a foreign language. 2. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended. 3. Passing the St" John's Entrance Examinations in arithmetic algebra, plane geometry, English reading and grammar,' and one foreign language (Latin, French, German or Spanish). The Entrance Examinations have been compiled particularly for St. John's College. They aim to reflect two years of genuine work in a high or preparatory school and to assure both the faculty of the College and also the student of his ability to pursue the St. John's course. In <loubtfu l cases the Psvcho''CL Appendix D. The Great Books at War. 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE logical Examination provided by the American Council on Education may also be taken. Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your for~al preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to giv~ the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. . 3. Return the Application for Admission to the Registrar .who will collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher or c.ol~~ge graduate who will be willi~g t~ accept the responsibility for administering the exammatmns to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic recoErd, recommendations and the results of the Entrance xaminations, we shall promptly report the decision of the Admissions Committee. 6. If you are not able to pay the full college fees, a~k us .to se?d you a blank of Application for ~tudent Fmancial ~id. Fill this out with special attentmn to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. Requests for further informa~io~ may be . ~irected to the Registrar. You are urgently invited to v1Slt the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no adv~nced standing in the program is granted for other college credits. FEES College Finance !~ is the aim. of St. John's College to establish its fees for tmtion and re~idence at a figure which will approximate as closely as possible the actual cost of furnishing tuition board and room, and meeting the administrative and other o;erating expenses of the College. St. John's College adopted this principle and established the fee for r~sidence and tuition at $1,000 for students entering the College m the fall of 1941, or thereafter. This fee will be continued unless, in following years, conditions of war and rising costs should force revision. (The fee of $1,000 covers the three terms of the regular session. For the duration of the War a fourth term, held during the summer, will raise the annual fee to $1,300 f?r the first year, and $1,200 for each year thereafter. It will be noted that this wartime increase is less than proportional.) By setting its student fees at appr?ximate operating cost, the College. has f~ee~ ~ther sources of mcome, principally support by. p~ivate individuals and by the public through state appropriations for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. T~e var~ous other fix;ed charges for attendance at St. John's are listed m th~ following paragraphs. In figuring the budget for the academic year, each student should include additional items for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission find it necessary to take the College entrance examinations in order to complete the requirements for admission, h~ will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination· it will not be refunded, nor will it be deducted from other fee~. 57 �I 58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Annual Fees For students entering the College in 1943, the total fixed charges for the first year are: Tuition Summer Term .......................... $240 Fall Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Winter Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Spring Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Residence $160 120 120 120 Total $400 300 300 300 Total for year for tuition and residence ........................... $1,300 These fees are payable in full on registration in July or, if preferred, in four installments: $400 on registration, and $300 at the beginning of each of the following three terms, that is, on September 29, January 5, and March 29. The higher fee of $400 is charged only for the first term of the freshman year. On registering, the student must procure a Treasurer's card showing that fees have been paid or that suitable financial arrangements have been made in order to be admitted to classes, dormitories, the dining hall, the library, gymnasium or infirmary. Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the dates due. Caution Money Each student must make a deposit of $10.00 with the Treasurer on registration, subject to charges for laboratory breakage and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Except for the caution money deposit, which is refundable at the close of the college year, the College has no extra fees. Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the 59 regular schedule a deferred tuition plan , wh1'ch prov1"d es for . . payment m equal mstallments during the College · · t l · year, m most ms ances, e even mstallments · This method of d e ferre d tm. · . twn ~ayment 1s handled through "Tuition Plan I ,, porat h" h ff h" . ' nc., a cor10n w IC o ers t is service to. many schools and colle es g throughout the country. The plan is put into effect b tract signed b th . Y a cony e parent or guardian of the student a d b the -~ollege and handled entirely by "Tuition Plan Inc,? Th~ add1t10nal cost is four per cent of the amount fin;nced. . ·_ mum charge one dollar. ' mmi �CATALOGUE OF ST JOHN'S COLLEGE 61 canv:a~sed .. T~e Committee has the grave responsibility of adm~nrntenng Justly a common financial resource of the comFINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for four terms amounts to not more than $250, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest. Since the available amounts of both work and money are limited, it is desirable that only students who could not otherwise meet their college expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for four terms amounts to more than $250, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the ;:i.pplication altogether. This practice is based on the experience that in most cases $250 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so dearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committee on Aid will reject all applications, whether for loans and employment or for outright grants, which do not dearly demonstrate that all local sources have been thoroughly 60 mumty ?f scholars which the applicant seeks to join. It therefore .s~b_Jects e~c~ case .to ~ thorough investigation and it cannot m1t1ate this mvest1gat10n until the student aid blank h b.een fille~ out fully, dearly, and accurately, and with su~~ c1ent detail to enable a judgment to be made. AU students hold aid, whether loan and employment or money .grant, ?nly on condition that they maintain good a.cadern1c standmg. ~pp~ication for aid should be made. at the t1m~ the formal apphcatwn for admission is forwarded to th Registrar. .e MARYLAND STATE SCHOLARSHIPS R.esid~nts ?f ~he several .counties of Maryland and the six Le~1~lat1ve d1s.tnc~s of Baltimore are eligible to take the competitive e'."ammat10ns for scholarships at St. John's College of these scholarships pay full fees, including tui~ t10n, board, and room; twenty-nme pay tuition fees only. They are granted for four years or in the case of a student already at the College. for the re~ain?er of his course to graduation. I? al! counties an? _Legislative districts the competitive exammat10ns are adm1mstered by the respective county or city School Boards, and reports are rendered to the respective Senators who i:nak~ the formal appointments. The College supplies the e~ammat10?s and grades the papers in an except three counties, Carolme, Montgomery, and Prince George's where the School Boards examine candidates and report dir~ctly to the Senator. Al~ appointments are conditional upon admission of the candidate to the College. The procedure for application, examination and appointment to State scholarships is as follows: ' ~wenty-nme 1. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for .the announcement of the time and place of the examinat~on and apply to the local School Board for examinat10n. 2. Candidates sh?uld supply to their respective Senators evide~ce of th~1r good character and financial need. 3. Appomtees will be notified of their appointments by the Senator and by the College. :11 �62 CATALOGUE OF ST. JOHN'S COLLEGE SCHOLARSHIPS AWARDED BY THE COLLEGE THE PHILIP A. MYERS, II, SCHOLARSHIP be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. THE CLIFTON C. CATALOGUE OF ST. JOHN'S COLLEGE 63 cation should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 21 East 65th Street, New York City. SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS RoEHLE ScHOLARSHIP SCHOLARSHIPS IN ENGINEERING To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JoNATHAN VON ScHWERDTNER ScHOLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Th~ee sch?Iars?ips in engineering are offered at the Johns Hopkms Umvers1ty to graduates of St. John's College. These scholarships are awarded by the F acuity Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuiti~n sc~olarship applicable to an approved course either at the B1olog1cal Laboratory at Cold Spring Harbor New York, or at the Marine Biological Laboratory Woods' Hole Mass~chusetts, i~ o~ered annually to graduate; of St. John's'. This scholarship IS awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA In 1941-42 the Colonial Dames of America awarded a scholarship amounting to $250.00 at St. John's College to Mr. Richard Devan, Class of 1944. Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Appli5 �CATALOGUE OF ST. JOHN'S COLLEGE 65 called King William's School, and managed by certain trustees nominated, and appointed by your sacred majesty. ' Laws of Maryland, Session of July 1-9, 1696. APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE a liberal a.rts ST.It JOHN'S COLLEGE is andsmall been so smce c_ollege fo: men. is non-denominational, has foundmg. It 1776 According to tradition King William's School was used as a gunshop during the Revolutionary War, its has never been co-education~l. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1696 King William's School, first public free schoo~ on d~e. American Continent, founded in accordance with the followmg Pet1t10nary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency Francis N~cholsor:, Esq.; your Majesty's Governor of this your Provmce, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. Al'm MAY IT BE ENACTED, by the King's most e.xcellent ma7esty, by and with the advice, prayer and consent of this present General Assen_ibly, and the authority of the .sarne~ That for the propagat10n of the gospel, and the educat10n 01 the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher and one writing-master, or scribe, to a school, and one hund;ed scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propao-ated and established under your royal patronage. And that ~he most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be 64 1784 St. John's College chartered by the General Assembly of the State of Maryland: WH~RE_As, Insti~utions for the liberal education of youth in the prmc1ples of virtue, knowledge and useful literature are of the highest b~nefit to society, in order to train up and prepetuate. a success10n of able and honest men for discharging the vanous offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learnino· have accordingly been promoted and encouraged by the wises~ and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint Joh?'s, be established on the said Western Shore, upon the follo':"mg fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever upon a most liberal plan, for the benefit of youth of every 'relio-ious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors oJ the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said colleP-e on account of, his particular religious profession, having ;e~ard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen . . . . . The petition for this Charter was signed by William Paca * and others. • Signer of the Declaration of Independence. �CATALOGUE OF ST. JOHN'S COLLEGE 66 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows: William West, D. D. Thomas J. Claggett, D. D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase * John Thomas Thomas Stone " Alexander Hanson Thomas Jennings J arnes Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D. D. First Principal of St. John's College, Dr. John McDowell. 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner, 1799 Graduation o~ George V:T ashington Parke Custis, step-grandson of George Wash1,ngton. Fairfax and Lawrence Washington, nephews of George Washmgton, were also students at the College, 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. GEORGE ANNAPOLIS, 67 April 17, 1791. " Signers of the Declaration of Independence. wASH!NGTON First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of T rigonornetry Conic Sections Chemistry Natural Philosophy Elements of Criticism Second Year Greek Horner Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Mod€m Languages by special arrangement in addition, �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 68 69 1886-1923 1868 Principalship of James C Welling. Second Year First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Fo·urth Year Third Yea1· Greek Plato lEschylus 'Thucydide~ Sophocles Latin Cicero Juvenal Plautue English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equatioos Analycic Geometry Descriptive Geometry 1Jse of Instrurnent.s l'>Tatural Ph_ilosophy (~hernisrry fl_i3t0rical T'·y1cthoi.fa Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Lectures in Philosophy and Social Science on: Plato Aristotle 1~ristophanes Augustine Demosthenes Thomas Aquinas Latin Vico Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, 14th, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Hegel Logic Buckle E1,idence of Christianity Lecky Malthus Mill Butler Greek Plato Aristotle Presidency of Thomas FelL A curriculum of Block Electives and Military Training. l. Classical Course leading to the B. A. Degree 2. L~tin _Scientific Cour~e leading to the B, L Degree 3. Scientific Course leadmg to the B. S. Degree 4. Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies J.mder the Open Elective SystenL 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of to-day. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Preamble Degrees Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any i17stitution ?f learning must require of its students certain marks and signs of t~eir attainments and progress even though misuse of such reqmr~­ ments has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant deg~ees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astroi:omy. The St. John's degree of Bachelor of Arts signifies competence m the modern equivalent of these arts and sciences. This implies: 1. 2. 3. 4. Ways& Means Enabling examina~ tions Knowledge of the contents of the required books in the lisL Competence in mathematics through the elementary calculus. A reading knowledge of at least two foreign languages. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, the degree of bachelor of arts, magna cum laude, cum laude, rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Med~cine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 70 71 laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September of the fourth year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general quP,stions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in the differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 72. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of bachelor of arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either ( 1) the student is accepted as a candidate for the degree, or ( 2) he is not accepted but allowed to finish the four years of college work, or ( 3 ) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a dissertation, to be agreed upon by the faculty, to be written during his fourth year, and to be publicly expounded, amplified and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth year, the student Petition Disserm tation (general) �72 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE DisserQ tation (particU lar) 0 Examin~ ing Hoard may request more time to prepare and submit his dissertation for the approval of the faculty" He may even request permission to return to the college for a fifth year, attending what tutorials, laboratories, and seminars he pleases within the limits of college discipline" The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge" For the year 1942-43 the Instruction Committee will act as an Examining Board" The duties of the Examining Board are as follows: l. To formulate and administer the Enabling Examinations which are to be given in Septembec 2" To accept and approve projects for the final dissertation" Such projects must be prepared and formulated by each candidate with the help of a faculty adviseL 3" To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees" The present members of the Instruction Committee are: Buchanan, Chairman, ex officio Barr, ex officio Comenetz Gorman Kieffer Klein McFarlin Scofield APPENDIX I The books of the fo::st three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Bno!e Texts studied in Seminar Iliad Republic Timaeus CEdipus Hamlet King Lear The Tempest Harvey Poetics Laviosier Physics Wealth of Nations Federalist Papers Galen Divine Comedy Don Quixote 73 As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instru~ men ts" following list is arranged under three headings: Elements, Scopes, and Meters, One fundamental way of classifyin<Y scientific instruments is into two kinds: scopes and meters" Th~ scopes are aids to observation and the meters are aids to measure1nent" With the former, distinctions of a qualitative kind can be ma~e, such as between m~re and less, up and down, straight and not ~tra1ght, ~he latter perT?1t" us to i:nake quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with t?e thing observed" Often the same piece of apparatus can be used either as a scope or as a meteL The elements are certain devices not scientific instruments themselves, which enter into the construe~ tion of different instruments" !he Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope 111 eters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulomb meter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts" In one the student will be asked to make certain observations ;nd measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments" The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above" �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C ST. JOHN'S COLLEGE RADIO PROGRAMS. SERIES II, NO. 3 By STRINGFELLOW BARR, President From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have foreseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work. Yet I shnuld have known this by analogy. I had known countless students who withdrew from intercollegiate athletics when they entered medical or other professional work. They withdrew 74 '15 because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't hav~ to study to ear? a B.. A The undergraduate fills in his idle time with athletics. w~1ch at its most professi?nalized is a lot better thing to fill idle tim~ :iv1th ~han some other thm?s .I know. But _suppose there isn't any idle time? Suppose there is Just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are reallv doing serious work know without being told that you can't "mak~ up" for something you should have learned but didn't · the magic word "excuse." An excuse may square you with the ~ It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquirino- a medical education in a medical school. But if it is a serious busi~ess, then it h~d better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. . '_['ha~ big busi?ess substitutes spectator psychosis for actual part1c1pat10n,_ cheenng sections for playing teams, an orgy of sportsg~ods eqmpment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natu_ral antagonists, monotonous physical drill for learning to play by playmg, pressure from fellow-students for zest to play, the exhibitionrnm of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long. a~ unde:graduate education is run in low gear. In fact, I sh?uld ms1st agam that, so long as education is run in low gear, these thmgs are better than idleness. But there is somethino- better still and that something is amateur athletics, amateur a~hletics of ; quality no college can achieve so lonrr as it is meshed in with the new kind of athletics, the big-busines~ kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms ?f h~alth, recr~ati~n, skill, and coordination,, To get that support, it will expand its mtramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities a good country club offers. Every game we now play we 6 �76 CATALOGUE OF ST. JOHN'S COLLEGE shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the College but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. APPENDIX D THE GREAT BOOKS AT WAR Men must have often lifted their eyes from battlefields where corruptible things take on corruption and turned to a shelf of books for assurance that some things are not corruptible. Battlefields these days extend themselves farther than they sometimes have, and many a school and college must have looked from its campus and classrooms, now given over to war training, to discover what it is in a college that ought to persist. Except in places like Louvain in the last war and enemy countries in this war, the assurance of survival comes from the college library. At St John's College reassurance is simpler. Five and a half years ago, when war clouds were darkening, the faculty with the approval of the Board and the assent of the students entrusted its curriculum and its teaching to the few greatest books of the western tradition and their authors. When war actuaUy came and the need for assurance was undeniable it was possible to keep our eyes on the book shelf and at the sam~ time to take account of the cost of the war; we were sure that this curriculum and this teaching need not be lost or corrupted. We were even sure that these things would help win the war. We were ready and eager to make any adjustment and to take any risk that might become necessary. It was not thought necessary that we should accelerate the teaching schedule; in fact it was thought that acceleration and the addition or substitution of war courses would detract from rather than add to the realities of the learning process-even those that war demands. Our mathematics could not be improved, except as our teaching might improve; our language study would be fundamental to communications whether in the writing of directives or in cryptography; our laboratories were already laying the ground in mathematics, astronomy and physics, for navigation and for meteorology; and the touch-and-go conversations of the great book seminars were proving grounds for the executive responsibilities of future officers. But these features were only secondary applications of the master plan of the curriculum, which was aimed at general or liberal education for every man, for his freedom and morale both in war and in peace. The great advantages of a master plan are the variability and adaptability that it allows and supports. In the case of the St. John's program maximum risks are j~~tified because the plan is rooted in the great books which have survived all the emergencies of the past, and presumably will continue to go 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE through this one and others with us. A bomb may destroy the paper and ink, the draft may decimate the faculty and student body, but the books will not be forgotten and they can be put to work by anyone who remembers. We can therefore view any new directive with assurance and can promptly answer any call to war service without fear of losing what we are fighting for. In the past year we have therefore been able to take care. of our army, navy, and marine reserves without changing our curnculum. We have required calisthenics, infantry drill, military track, and hand-to-hand combat in place of our former system of voluntary intramural sports. We have offered extracurricular training in gas engines, specialized navigation, physics, and mathematics. None of these things has displaced or been a substitute for the funda~en~als of the liberal arts, which in turn have supported the specialties. In spite of the high degree of assimilation that these developments indicate, it has been a tough year for both students and faculty. There has been hardly a week when some students have not left for military duty; there has hardly been a month when some fac;ulty member was not needed and called for the country. Badly wntten military directives have transmitted the chaos of the battlefield to the College; we have recoiled and rallied. At the end of the .secoi:d term we held imitation commencement exercises for the th1rty-s1x students called to the colors; the recital of the Ephebic Oath conquered the day. "We, students in arms, salute the youths of the ancient republics." We were also saluting the other colleges who were 1ommg us rn arms. But the master plan has also found new meaning in the events of the world and of the college. We have learned that about half of the books from Homer to Tolstoi discuss war and peace with realism and wisdom. Beneath this surface they explore the problems of law and anarchy, they report man to man, they weigh sin and tragedy, they record learning by recognition in calal!1i~y. The study of the great books in war time confirms the conv1ct10n t~at such reading and discussion is the birthright of every human bemg. When the Congress decided that men should be drafted ~t the age of eighteen, we therefore decided that we would take the nsk of the last planned step of the St. John's revolution, to teach these books and the accompanying liberal arts to younger students, students who might not have graduated from high school, and who might therefore not be able to get their liberal education as long as the war lasts. Teaching students of this age already was a part of the master plan, but we had hoped to have som~ of our own graduates in the faculty to help us to make the ~hr!t. We had theref?re postponed it a few years to allow the rebmldmg of the faculty with the younger and more aptly trained teachers. But the present CATALOGUE OF ST. JOHN'S COLLEGE 79 faculty has been going to school with the great books and they for reasons of age and training will not be useful and effective in the armed forces. The need of their teaching is obvious and they are ready for the adjustments in teaching that the task will require. After a great deal of discussion with faculty, Board, and students, and also figuring of costs, the administration has been authorized to announce the four-year college course in the liberal arts to be given in three calendar years to students between the ages of fifteen and eighteen. The great books are offered to these youths who might otherwise lose their opportunity to participate fully in the arts of free men. There is no doubt that this radical step will be ;.,.iewed in many quarters with alarm. There will be doubts that such important instruction material can be handled ade·quately and safely by younger boys; there will be doubts that the treatment younger boys can give the great books is in keeping with the high aims of the program itself. On the first point we have considerable evidence that younger boys not only can handle the great books with profit, but that they can get greater profit with less readjustment than the graduates of our present schools of preparation for college. We have already taken a small group of younger boys at St. John's, and they show the same variation in aptitudes and progress that the older boys have been showing. But in addition they evidence a fresh, direct amateur's interest in ideas that high school graduates have to recover from their earlier years. It appears that the ordinary high school graduate has in the last rather empty years of his preparation for college acquired many of the academic pretenses which are so characteristic of the American high school, that he has actually been bored with scholarly husks and has substituted flattery of his teachers for genuinely tough intellectual work. The fault is not in the teachers; many of them are also bored with the subject matter that they teach, and they also turn to flattering the student. All of this together with the progressive decay of the linguistic and mathematical disciplines points to a dead spot in our educational system, a point where preparation in the grammar school has finished, for better or for worse, and the real business of liberal education has not yet begun. We drag students through two to four years of this wasteland, and the acute stages of boredom appear in the last two years of high school or the first two years of college. Some of the better preparatory schools and colleges fill in with literature, fine arts, and science, but they know that they are either doing college work or it will all have to be repeated in a staler form later on. Liberal education is in origin and tradition a European institution, and a glance at its structure lets us see where we have improvised and perhaps fumbled. The grammar schools in European coun- �80 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE tries lead directly to the Gymnasium and Lycee, whose curricula were made of Latin, Greek and mathematics with a scattering of national history and literature. The Gymnasium and Lycee led directly to the universities whose primary structures and functions were ordered to training in the professions: law, medicine, theology, and teaching. The Gymnasium and Lycee came at the end of the child's education and they were concerned to initiate in the student the free and independent use of his mind so that he could worthily attain the knowledge and discharge the duties of the learned professions in the community at large. The Gymnasium and the Lycee devoted themselves single-mindedly to liberal education. It should be interesting to us in the United States in 1943 that the liberal education thus institutionalized was provided to all young men who were admitted to it before the period of their military training and service. As the youths of the ancient republics of Greece took the Ephebic Oath at the end of their common formal education and at the beginning of their three years of military training and service, so the Europeans had the military dead line to mark the end of common formal education in the liberal arts. We have lacked this mark until now, and have allowed our structure and sense of function to become confused. The high school and the college have fused and grown together, and at the same time the college and the professional schools have lost their identities in the elective system which makes the worst of both. The collaborators and originators of the St. John's program were aware of this confusion in our educational system, and were at the outset intent on clarifying and articulating the system. They were also aiming at introducing and initiating the student to the liberal arts in their full deployment at the end of common formal education. At St. John's we faced the risk of looking like a high school or a junior college and yet teaching subject matters and arts that are at the college level in importance and difficulty. The ages of our students admitted on high school graduation were equal to the ages for military service or university training in Europe. We therefore at the start planned to shift the age to a lower bracket as soon as we had established our curriculum by teaching experience. Now the war has given us the military deadline at eighteen years of age, the same that Europe has prescribed since the Greeks, and we may be looking forward to its permanent adoption. We are therefore fitting the last item of our original program into the master plan and at the same time meeting the current emergency for liberal education in this country, by admitting students a.t the age of fifteen. We trust that we shall not be accused of causing the war, but it may be pointed out that it has nicely punctuated the steps of our return to the ancient tradition. In th~s con~ection it w~ll bear repeating that we are following out to its logical conclus10n the American tradition that liberal education is for everyman, rather than for the few as the Gymnasium and the. Lycee have offered it. We have also departed from the Gy~nasmm and the Lycee in their original establishments by includmg a large portion of the natural sciences which they omitted and passed over to the various Realschulen for the education of those who did not ~xpect to .be free men. Our rediscovery and use of the great books is the basis of our confidence that liberal education, including the natural sciences and the laboratory, can be given to everybody at the end of the period of their common formal education. No essential changes in the booklist or in the teaching and class schedule need to accompany this shift in the age of students. The great books themselves offer many levels for reading and understa~d!ng'. and in particular allow the more poetical and imaginative ass1m1lat10n that the older student avoids too easily. The classroom. scheduled hours. are those familiar to boys at this new age. Intelligent teachers will welcome the direct amateur interest and will eagerly shift their contributions of help and guidance to meet the traditional youthful mind that is ready for the liberal arts, the arts that help boys to become men. Two other changes we regret to find necessary during the war. We shall have to add another term to the calendar year and forfeit the long summer vacation in order to complete the four-year course in three calendar years. The long summer vacation has a very high educational value· the tra~it~ona~ v~cation has allowed time for the maturing of lear~ing while it is ~till. m p~ogress, and there is evidence that it has been very effe~t1ve m this respect. We shall recover it at the earliest opportumty. The other regrettable change is in the omission of three ~oreig?- languages: Latin, French and German. Competent teachers m this program are difficult to keep during the war. On the other hand the addition of a term of Greek and the concentration on slo~ reading in. E~gli~h are intere~ting and promising experiments m a field which 1s difficult to assimilate to the realities of the liberal arts, and the experience may lead to a more genuine solution of the whole problem in the future. It will be interesting to see if some of the thinking that we have done to set the liberal arts in motion at St. John's will be recognized and followed by other colleges as the war recedes and the solid ground of liberal education, unencumbered by wreckage, reappears. 81 �CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BOOKS, by Mark Van Doren, The Nation, December 6, 1933. ST. JOHN'S REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Gradu~ ates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S.]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education, January, 1939. Reprints available. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. 82 00 OJ REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1939. Reprints available. SOCRATES CROS5ES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK TO FIRST PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TOWARDS A DISCIPLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfel!ow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Ass'n of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JOHN'S, by John S. Kieffer, The Classical Journal, December, 1939. HOW CAN WE BE TAUGHT TO THINK, l. "Back to First Principles," by Scott Buchanan, .in Democracy's Challenge to Ediication, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Come Into Their Own Once More Life Magazine, February 5, 1940. ' REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, ]\!fay 1941. Reprints :::vaibble. A COLLEGE IN SECESSION, by Stringfellow Barr, Atlantic Monthly, July 194-1. Reprints available. THE WAR AND THE COLLEGES: Two Radio Addresses, by Stringfellow Barr, May 1942. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, July 19'12. Reprints avail a b!e. CRISIS AND REFORM IN EDUCATION, by Walter Lippnnnn, New York Times, February 14, 1943. CLICK AND PICK vs. THE ATLANTIC, by James Harry Price, The Clrnrchman, Christmas, 1942. CLASSICS OF THE WESTERN V\TORLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. HOW TO READ A BOOK oR THE ART oF GETTING A LIBERAL EDUCATION. l:lv Mortimer J. Adler, Simon & Schuster, 1940. A book expounding the technique.s by which adult groups or individuals can come to terms with the great books. HOW TO READ A PAGE, by I. A. Richards, W. W. Norton, 1942. Still more detailed techniques of reading. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1942-1943 FOURTH YEAR-CLASS OF 1943 Alexander Scott Abbott ........................ Oconomowoc, Wisconsin Burton Armstrong ............................ Scarborough, New York Ralph Levi Baltzell ........................... Union Bridge Carl Benjamin Blaker ......................... Macedon Center, New York Monte Ferris Bourjaily, Jr...................... New York, New York Douglas Buchanan ........................... Annapolis Waiter Lawson Cooley ......................... Aberdeen Paul Ehrlich ................................. New York, New York Glenn Allen F eamow .......................... Williamsport Ernest Christopher Friess, Jr ................... Oakley John Louis Hedeman .......................... Baltimore Robert Hunter ............................... Mobile, Alabama Ogden Worthington Kellogg-Smith .............. Chestertown Edward Kramer .............................. Montclair, New Jersey Claude Spencer Leffel, Jr....................... Woodbine Francis S. Mason, Jr .......................... Plymouth Meeting, Pennsylvania Adrian Curtius Mayer ......................... Ossining, New Yorlc Alexander Leonard Slafkosky ................... Bethlehem, Pennsylvania Ollie Hammond Thompson, Jr.................. Hurlock Thomas Orville Usilton ........................ Centreville John Weber, Jr ................................ Cleveland, Ohio THIRD YEAR-Class of 1944 Robert Seaver Anderson ....................... Billings, Montana Earl Secord Bauder, Jr ........................ Utica, New York Nicholas Daniel Bona dies ...................... Winsted, Connecticut Robert Fredric Garland Bunting ................ Baltimore Richard Clark ................................ Easton Lindsay Edmonds Clendaniel ................... Denton Edward Born Cochran ......................... Birmingham, Michigan David Dobreer ............................... Los Angeles, California Ahmed Munir Ertegun ........................ Washington, District of Columbia Henry Raymond Freeman, III .................. Sewickley, Pennsylvania Norman Atwood Garis ......................... Summit, New Jersey Edward Ury Godschalk ........................ Glen Ridge, New Jersey Carl Schlee Hammen .......................... Linkwood Richard Edward Holle ......................... Elberon, New Jersey Joseph Francis Hollywood, Jr ................... Forest Hills, New York VliHiam Hayiwar3 Horsey" ..................... Denton James G. Huber. ............................. Baltimore Richard Henry Hutchings, IV .................. Poughkeepsie, New York Richard Ernest Huyck ......................... Mishawaka, Indiana Arthur Hyman ............................... Tampa, Florida 84 Casimir Thaddeus Krol ........................ Chicago, Illinois Jack Landau ................................. Pittsburgh, Pennsylvania Charles Russell Levering ....................... La Pia ta Samuel Wesley Marvin, Jr. .................... Crozet, Virginia Thaddeus Edmund Prout ...................... Owings James Maurice Raley ......................... Compton James Henry Roe ............................. Pittsfield, Massachusetts David John Sachs ............................. Chicago, Illinois Henry Harrison Sasscer, IV .................... Chevy Chase Haven Ely Simmons ........................... Cedar Rapids, Iowa John Calvin Smedley .......................... Beverly Hills, California Robert Perry Snower .......................... Kansas City, Missouri John Clarence Somers, Jr ...................... Crisfield John Trimble Spencer ......................... Easton William Gideon Spohn, Jr ...................... Baltimore Irwin Robert Tucker .......................... Bayonne, New Jersey Martin Zacharia Vogelhut ..................... Baltimore Robert Arthur Wilcox ......................... Storm Lake, Iowa Andrew S. Witwer, Jr .......................... Joliet, Illinois Peter Christian Wolff .......................... Glen Echo Warren Seymour Zeik ......................... Bayonne, New Jersey SECOND YEAR-CLASS OF 1945 Rogers Garland Albritton ...................... Chevy Chase Alvin Barton Barber, Jr ....................... Bethesda Stephen Windsor Bergen ................. , ..... St. Albans, New York Joseph Patrick Blocher ........................ Grantsville Robert Thomas Bonham ....................... Greenbelt Harold Milbourne Boulden ..................... Elkton George Brunn ... , ............................ New York, New York Robert Luther Campbell, Jr .................... Hagerstown Theodore Willes Clark ......................... White Plains, New York Robert Orval Davis. . . . . . . . . . . . . ............. Scottdale, Pennsylvania Alvin Epstein ................................ Los Angeles, California Duane Thomas Kaye Furbush .................. Palmyra, Michigan Clarence Westcott Gallup, Jr .................. , .Englewood, New Jersey William Michael Goldsmith .................... Forest Hills, New York Douglas Laird Guy .......................--..... Wauwatosa, Wisconsin Earl Judson Hendrickson ...................... Dundalk Chester Peter Hewitt. ......................... Woodmere, New York Christian Arneson Hovde ...................... Pittsburgh, Pennsylvania Harold Julius Hyden .......................... Tulsa, Oklahoma Solomon Kadis ............................... Baltimore Donald Stewart Kaplan ........................ Groton, Connecticut Michael Christopher Keane .................... Brooklyn, New York Donald Hartley Kellogg-Smith .................. Chestertown Arthur David Kelso, Jr. , ...................... Linthicum Heights Lawrence Leslie Levin ......................... West Hartford, Connecticut George E. Long ............................... Salisbury William McCormick Lundberg .................. Winnetka, Illinois Henry Resolved Mack ......................... Dover, Delaware John Duncan Mack ........................... Yonkers, New York Charles Ferris Maikoffske ...................... Pleasantville, New York Michael Joseph Manley ........................ Cumberland 85 �87 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Frank B. Marshall, Jr ......................... Baltimore Orsell Montgomery Meredith, Jr ................ St. Petersburg, Florida Alexander Beauregard Morse ................... Washington, District of Columbia Edward Wingate Mullinix ...................... Round Bay Charles Arthur Nelson ......................... Berwyn, Illinois Erich Nussbaum ............................. Elizabeth, New Jersey Allen Homarei Ohta ........................... New York, New York Elmer Thomas Owings ......................... Hinsdale, Illinois Walter Cabot Paine ........................... Chestnut Hill, Massachusetts Morris Albert Parslow ......................... Muskegon, Michigan Benton Bloch Perry ........................... Baltimore Harry Fletcher Pfeiffer, Jr ..................... Baltimore Benjamin Franklin Pumphrey, Jr ............... Severn William Edward Schaefer, Jr ................... Baltimore Allen Polk Schoolfield, Jr ...................... Pocomoke Verne Schwab ............................... Greenbelt R~bert Julian Scolnik ......................... Grand Rapids, Michigan Edward Parkinson Taylor ...................... Provo, Utah Stephen Wayne Terry, Jr .... , ................. Indianapolis, Indiana Robert Treat Thompson ....................... Oakland, California Gene Perkins Thornton ........................ Greensboro, North Carolina Roger Tilton ................................. San Francisco, California Vincent Wood McKay ......................... Montgomery, West Virginia Eugene Thomas McNamara .................... Somerville, Massachusetts Alexander Stuart Macdonald, Jr. ................ Tacoma, Washington John Richard Maguire ......................... New Rochelle, New York Ellis Wooster Manning, Jr..................... Brinklow Basil Etherton Moore, Jr. ...................... Annapolis Leonard Eugene Mudd ........................ La Plata Robert Wilson Mueller ........................ Milwaukee, Wisconsin George William Norman ....................... Springfield, Massachusetts Robert Frederick Novak ....................... Baltimore James Howard Ogden, Jr. ...................... Prince Frederick William Noel Ogden ........................... North Plainfield, New Jersey Daniel Safford Parker ......................... Janesville, Wisconsin Charles Allen Lyles Patterson .................. Baltimore Harry Winslow Porter ......................... Cincinnati, Ohio Harry Charles Rockey, Jr....................... Philadelphia, Pennsylvania James Willard Sharp .......................... Freeland, Pennsylvania Samuel Sheinkman ........................... New York, New York Francis Key Shepard .......................... Vienna, Virginia Bruce Harris Sinkey ........................... Maplewood, New Jersey Richard Edward Starke ........................ Shenandoah, Pennsylvania James Thomas Taylor, Jr. ...................... Princess Anne Charles Lincoln Van Doren ..................... New York, New York John Campbell Wakefield ...................... Washington, District of Columbia Peter Weiss .................................. New York, New York Henry Theodore Wensel, Jr ..................... Chevy Chase John Williams, Jr.............................. Annapolis John Scott Woodward ......................... Coldwater, Michigan 86 FIRST YEAR-CLASS OF 1946 Robert Lord Arner ............................ Washington, District of Columbia Gerald Atterbury ............................. Annapolis Charles Crittenton Baldwin .................... Flushing, New York George LeRoy Bowen ......................... Baltimore Chester John Bricko ........................... Baltimore Philip Albert Camponeschi ..................... Baltimore William George Chenoweth .................... Loch Raven John Hurst Childs ............................ Baltimore Thomas Jam es Cosgrove ....................... Bayonne, New Jersey John Murray Cuddihy ......................... New York, New York George Howell Daffer ......................... Washington, District of Columbia Milton A. Dauber ............................. Passaic, New Jersey Laurence Elfenbein ........................... Jersey City, New Jersey Sidney Hugh Fitch ............................ Glenelg Alvin Fross .................................. Bayonne, New Jersey Thomas Irwin Fulton, Jr. ...................... Irwin, Pennsylvania John Christian Gall, Jr. ........................ Fairfax, Virginia John Parker Gilbert ........................... McLean, Virginia Samuel Milby Harrington, Jr. .................. Quantico, Virginia Allen Zimmerman Harvey ...................... Frostburg E. Bennette Henson, Jr. ....................... Charleston, West Virginia William Crawford Hill ......................... Pueblo, Colorado Leon David Israel ............................. Union Bridge Irving Brooks Jackson ......................... Newton Centre, Massachusetts Samuel Newton Kirkham, Jr ................... Denison, Texas William Kenneth Kline ........................ New York, New York Joseph Robert Kovarik ........................ Buffalo, New York Clarence J. Kramer ............................ Muskegon, Michigan John James Lobell ............................ Baltimore Thomas Delmar Lyne ......................... New York, New York SUMMARY OF ENROLLMENT Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Second Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 41 53 58 Total in College ..................................................... 173 �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absence, excuses for. . . . . . . . . . . . . . . 42 Academic standing . . . . . . . . . . . . . . 4lff Acceleration ................ 2, 22, 81 Activities . . . . . . . . . . . . . . . . . . . . . . 49ff Athletics ................. .49f, 74ff Clubs ........................ 50£ Dramatics ..................... 51 Music .................. 24, 35, 49f Publications ................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission ...................... 55ff Application .................... 55 Requirements .............. 55ff, 77 Procedure . . . . . . . . . . . . . . . . . . . . . 56 Advanced standing . . . . . . . . . . . . . 56 Aid, student . . . . . . . . . . . . . . . . . . . . 60ff Applications Admission . . . . . . . . . . . . . . . . . . . . . 55 Student Aid . . . . . . . . . . . . . . . . . . 60ff Rooms ........................ 53 Scholarships . . . . . . . . . . . . . . . . . . 6lff Articles, magazine, on St. John's .... 82f Athletics ................... .49f, 74ff Attendance Church ....................... 65 Classes ........................ 42 College exercises . . . . . . . . . . . . . . . 42 Board of Visitors and Governors ... 6, 7 Books, list of great ........... 18ff, 20ff Chronological . . . . . . . . . . . . . . . . . . 45 By years ...................... 47 By subject matters .............. 48 Calendar, College ........... .4, 5, 37 Campus ........................ 51£ Caution Money ............... 53, 58 Charges, fixed . . . . . . . . . . . . . . . . . . . . 58 Charter of College. . . . . . . . . . . . . . . . 65 Of King William's School. . . . . . 64f Classics, new definition of ..... 18ff, 20ff Clubs, College . . . . . . . . . . . . . . . . . . 50£ College Calendar ........... .4, 5, 37f Collegian .......... : . . . . . . . . . . . . . 51 Credits Semester hours . . . . . . . . . . . . . . . . . 43 For entrance to graduate schools . . . . . . . . . . . . . . . . . 43ff, 70 Transfer of .................... 56 Curriculum Elective system . . . . . . . . . . . . . . . 16f St. John's 1835 ................. 67 St. John's 1868 ................. 68 St. John's 1886-1923, block elective 69 St. John's 1923-37, open elective .. 69 Degree Requirements ........ .42, 70ff Dining Hall ..................... 53 Discipline ........................ 53 "Don Rags" .................. 38, 42 Dramatics ....................... 51 Elective Program ............. 16f, 67 Engineering Scholarships at Johns Hopkins ..................... 63 English, admission requirements. . . 55f Enrollment . . . . . . . . . . . . . . . . . . . . . 84ff Summary ..................... 87 Entrance Examinations ........... 56 Essays .......................... 38 Examinations Entrance . . . . . . . . . . . . . . . . . . . . . . 56 Oral ....................... 38, 70f Written .................... 38, 70f Annual .................. .4, 5, 38 State Scholarship . . . . . . . . . . . . . . 61 Excuses, for absence ............... 42 Expenses ....................... 58ff Faculty List .......................... 9ff Author teachers ............. 18, 39 Tutors ........................ 9ff Fellows . . . . . . . . . . . . . . . . . . . . . . . 9 Research . . . . . . . . . . . . . . . . . . . . . 40f Reeducation of . . . . . . . . . . . . . . . . . 41 Appointments .......... .41, 78f, 81 Fees College finances . . . . . . . . . . . . . . . . 58 Examination ................... 58 Annual ........................ 58 Tuition ....................... 58 Residence ..................... 58 Payments ..................... 58 Deferred payment ............. 58f Caution money ................ 58 With financial aid . . . . . . . . . . . . . 60£ Foreign Language Admission requirements . . . . . . . . . 56 See Greek, Latin, French, German French . . . . . . . . . . . . . . . . . . . . . . . 26, 56 Freshmen, list of. . . . . . . . . . . . . . . . . 86f German ................... 26, 56, 71 Grades .......................... 38 Graduate Schools, preparation for . . . . . . . . . . . . . . . . . . . . . 43ff, 70 Greek ........................... 26 88 History Of College . . . . . . . . . . . . . . . . . . . 64ff Chronological order of classics .. 22, 45 In St. John's Program ........ 22, 45f Infirmary Service . . . . . . . . . . . . . . . . 54 Instruction Methods in St John's Program ............... 22ff, 49ff Juniors, list of. . . . . . . . . . . . . . . . . . . 84f King William's School. . . . . . . . . . . . 64f Laboratory .................. 24, 32ff Exercises ..................... 33ff Total Hours ................... 36 Subject Matter ............... 36f Language, reasons for instruction in. 25 Requirements . . . . . . . . . . . . . 43, 70f Tutorials . . . . . . . . . . . . . . . . . . . . . . 25 Clock-hours of classroom work in. 28 Classics in Language and Literature ........................ 47 Latin ......................... 26, 56 Law School Preparation .......... 43ff Lectures, formal .............. 24, 31£ Liberal Arts and Sciences, 14ff, 17f, 21, 45ff List of Great Books, Classics. . . . . . 45ff List of Laboratory Exercises. . . . . . 33ff List of Lectures . . . . . . . . . . . . . . . . . . 3lf List of Students. . . . . . . . . . . . . . . . . 84ff Literature, Language and. . . . . . . . . . 48 Location of College. . . . . . . . . . . . . . 51£ Marine Biology . . . . . . . . . . . . . . . . . . 63 Marks .......................... 38 Mathematics, reasons for instruction in ......................... 28ff Admission requirements ......... 55 Requirements ............. .43, 70f Tutorials . . . . . . . . . . . . . . . . . . . . . 28ff aock-hours of classroom work in. 29 List of Mathematical Classics. . . . 48 Medical Schools, preparation. . . . . . 43ff Music .................... 24, 35, 49f Concerts . . . . . . . . . . . . . . . . . . . . . . 50 Natural Science .............. 34ff, 48 Occupancy of Dormitory Rooms. . 52f Officers of Administration. . . . . . . . . . 8 Philosophy . . . . . . . . . . . . . . . . . . . . . . 48 Political Science . . . . . . . . . . . . . . . . . 48 Pre-military Training ............. 78 Preparation For admission . . . . . . . . . . . . . . . . . 55f For graduate schools ........ 43ff, 70 For life ...................... 14ff President Former .................... 13, 66ff Present . . . . . . . . . . . . . . . . . . . . . . . 8 Emeritus . . . . . . . . . . . . . . . . . . . . . . 13 89 Probation .................... 42, 71£ Procedure for Admission. . . . . . . . . . . 56 Promotion .................. .42, 71£ Reading Parties . . . . . . . . . . . . . . . . . . 39 Registration ................ .4, 5, 55f Regulations Admission .................... 55f Academic Standing ............ 4lff Attendance . . . . . . . . . . . . . . . . . . . . 42 Degree Requirements ..... .42ff, 70ff Residence . . . . . . . . . . . . . . . . . . . . 5lff Religion Non-denominational ........ 50f, 64f Reports ......................... 38 Requirements Admission .................. 55f, 77 Attendance . . . . . . . . . . . . . . . . . . . . 42 Degree ................... .42, 70ff Graduation ............... .42, 70ff Languages ................. .43, 70f Mathematics ........... .43, 56, 70f Familiarity with Great Books . .43, 70f Residence .................... 5lff Research . . . . . . . . . . . . . . . . . . . . . . . 40£ Residence ... , . . . . . . . . . . . . . . . . . . 5lff Rooms ......................... 52f For new students ............... 52 For old students ................ 52 Furnishing . . . . . . . . . . . . . . . . . . . . 52 Occupancy . . . . . . . . . . . . . . . . . . . . 52f Caution money .............. 53, 58 Schedules Weekly ...................... 37ff Student, typical ................ 38 Term ................... .4, 5, 37f Years ................... .4, 5, 37f Payment of fees ................ 58 Scholarships . . . . . . . . . . . . . . . . . . . . 60ff College . . . . . . . . . . . . . . . . . . . . . . . 60f State ......................... 61 Patriotic Societies . . . . . . . . . . . . . . 62 Athletic .................... 52, 76 At other institutions . . . . . . . . . . . 62f Science In modern world ............... 21£ In St. John's Program ....... 21, 33ff Laboratory ............ 21, 33ff, 70ff Liberal ........................ 21 Classics in science. . . . . . . . . . . . . 45ff Semester-Hour Credits Equivalent . . . . . . . . . . . . . . . . . . . . 43 Seminars ................. 24, 30f, 71 Seniors, list of. . . . . . . . . . . . . . . . . . . . 84 Social Sciences ................ 22, 48 Sophomores, list of. . . . . . . . . . . . . . . 85f �'JU Ci\TALUCUE OF ST JOI!N'S COLLEGr: Staff, administration Faculty ........ , Medical Standing, academic Student Activities ... Athletics Elective ' ' Music ... Clubs Publications Dramatics g 9fF 54 ... 4lf 46ff . 49f ' 49ff 49£ 50f 51 51 Stu<lent J\id 60IT Students List of 84 Theological Schools, preparation 43ff Transfer of credits. . '.44, 56 Tuition ' .... ..... . . . . . . . 58 Tutorials 25 Mathematics ' ' 28ff Language ..... ". 25ff J. Vacations ',, 5, 37 Year Book 51 " � ST~ JOH 'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 1942-1943 ANNAPOLIS, MARYLAND APRIL, 1943 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: 1. A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Taught, for the duration of the war, in a schedule which allows students to finish in the three calendar years before they are subject to military service; 4. Available to applicants who have finished two years of high school work or an equivalent preparation as evidenced in the St. John's Entrance Examination in English, one foreign language, and mathematics. St. John's College has no graduate or professional schools. OF CONTENTS PAGE COLLEGE CALENDAR . . . . . . . . . . . . . . . . . . .. . 4 BoARD OF VrnnoRs AND GovERNORS ................ . 6 OFFICERS OF ADMINISTRATION .. 8 FACULTY .................................... . 9 THE ST. JoHN's PROGRAM On College Catalogues ..................... . 14 Why a College Education Should be Liberal .. 14 The Crisis in Liberal Education. 16 The Liberal Arts ......... . 17 The Classics as Teachers ............. . 18 Science and the Modern World . 21 The Curriculum .......... . 22 The Tutorials ....... . 25 The Language Tutorial. .. 25 The Mathematics Tutorial. 28 The Seminar .... 30 The Formal Lecture ........... . 31 The Laboratory 32 The Schedule 37 The Faculty . . . . . . . . . . ........ . 39 Academic Standing . . . . . . . . . . . . ....... . 41 The Degree of Bachelor of Arts. 42 A List of Great Books .............. . 45 In Chronological Order. 45 By Years .................... . 47 By Subject Matter ... . 48 RESIDENCE AND ACTIVITIES .. . 49 How To APPLY FOR ADMISSION. . ......... . 55 FEES . . . . . . . . . . . . . . . . . . . ..... . 57 FINANCIAL Arn ................................ . 60 APPENDIX A, HISTORY OF THE COLLEGE ......... . 64 APPENDIX B, THE DEGREE OF BACHELOR OF ARTS. 70 APPENDIX C, INTERCOLLEGIATE ATHLETICS .. . 74 APPENDIX D, THE GREAT BooKs AT WAR ........... . 77 BIBLIOGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM .. 82 STUDENTS ENROLLED IN ST. JoHN's PROGRAM ...... . 84 INDEX ...................................... . 88 �COLLEGE CALENDAR COLLEGE CALENDAR 1943-1944 1942-1943 1942 September 16-19 ............ Annual Examinations September 19 ............... Registration September 20 ............... Convocation September 21 ............... First Term begins December 16 ................ First Term ends (Vacation begins 12 noon) December 30 ................ Second Term begins (Vacation ends 9 A.M.) 1943 March 6 .................... Second Term ends (Vacation begins 12 noon) March 15 ................... Third Term begins (Vacation ends 9 A.M.) May 22 ..................... Third Term ends (Vacation begins 12 noon) May 23 ..................... Baccalaureate Sunday May 24 ..................... Class Day s CALENDAR JANUARY M T WT F S •••••••••• 12 3 4 5 6 7 8 9 10111213141516 17181920212223 24252627282930 31 •• •• •• •• •• • • FEBRUARY •• 1 2 3 4 5 6 7·9 910111213 14151617181920 21222324252627 28 • • • • • • • • • • • • •••••••••••••• FOR 1943 JULY APRIL S M T WT f S • OCTOBER S M T WT f S S M T WT F S •••••••• 1 2 3 •••••••• 1 2 3 •••••••••• 12 4 5 6 7 8 9 10 3 4 5 6 7 8 9 4 5 6 7 8 910 11121314151617 11121314151617 10111213141516 18192021222324 18192021222324 17181920212223 252627282930 •• 25 26 27 28 29 30 31 24 25 26 27 28 29 30 • ••••••••••••• • ••••••••••••• 31 •••••••••••• AUGUST MAY 1 2 3 4 5 6 7 •••••••••••• 1 8 910 11 121314 2 3 4 5 6 7 8 9101112131415 1516 1718 19 20 21 22 23 24 25 26 27 28 16171819202122 23 24 25 26 27 28 29 293031 •••••••• 3031 •••••••••• NOVEMBER •• 1 2 3 4 5 6 7 8 9 10 11 1213 1415 16 17 1819 20 21 22 23 24 25 26 27 282930 •••••••• DECEMBER SEPTEMBER MARCH JUNE 1 2 3 4 •• 1 2 3 4 5 6 • • .. 1 2 3 4 rs •••••• 1 2 3 4 •• •• 5 6 7 8 91011 7 8 910111213 6 7 8 9101112 5 6 7 8 91011 14151617181920 13141516171819 12131415161718 12131415161718 21 22 23 24 25 26 27 20 21 22 23 24 25 26 19 20212223 2425 19 20 212223 2425 28 29 30 31 .. • • • • 27 28 29 30 • • • • • • 26 27 2829 30 •••• 262728293031 •• 4 May 26-29 ................ Annual Examinations July 7 ..................... Registration July 8 ..................... First Term begins July 11 .................... Convocation September 15 .............. First Term ends (Vacation ·begins 12 noon) September 29 .............. Second Term begins (Vacation ends 9 A.M.) December 15 ............... Second Term ends (Vacation begins 12 noon) 1944 January 5 ................. Third Term begins (Vacation ends 9 A.M.) March 15 .................. Third Term ends (Vacation begins 12 noon) March 29 .................. Fourth Term begins . (Vacation ends 9 A.M.) June 3 .................... Fourth Term ends (Vacation begins 12 noon) June 4 .................... Baccalaureate Sunday June 5 .................... Class Day *June 6 .................... Commencement " Because of the accelerated war schedule, members of the class of 1944 may complete the degree requirements earlier. May 25 ..................... Commencement • 1943 • CALENDAR JANUARY SMTWTFS •• •• •• • • • • • • 1 2 3 4 5 6 7 8 9101112131415 16171819 20 21 22 23 24 25 26 27 28 29 3031 . . . . . . . . . . FEBRUARY •••• 1 2 3 4 5 6 7 8 910 1112 13141516171!! 19 20 21 22 23 24 25 26 272829 •••••••• MARCH •••••• 1 2 3 4 6 6 7 8 91011 12131415161718 19 20 21 22 23 24 25 2627 28 29 30 31 •• FOR APRIL 1944 JULY • OCTOBER S M T W l F S S M l W T F S SMTWTFS ............ 1 2 3 4 s 6 1r8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 . . . . . . . . . . . . MAY •• 1 2 3 4 5 6 7 8 910111213 141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • • • • • • JUNE •••••••• 1 2 3 4 6 6 7 8 910 11121314151617 18192021222324 262627282930 •• •••••••••••• 1 1 2 3 4 5 6 7 2 3 4 s 6 1 8 8 9 10 1112 13 14 9101112131415 1516 17 1819 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 3031 . . . . . . . . . . AUGUST •••• 1 2 3 4 5 6 7 8 9101112 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • • • • SEPTEMBER •••••••••• 12 3 4 5 6 7 8 9 10111213141616 17181920212223 24252627282930 5 NOVEMBER •••••• 1 2 3 4 5 6 7 8 91011 12 13 14151617 18 19 20 212223 2425 2627282930 •••• DECEMBER •••••••••• 1 2 3 4 6 6 7 8 9 10111213141616 17181920212223 24 25 26 27 28 29 30 31 •••••••••••• �MEMBERS EX OFFICIO BOARD OF VISITORS AND GOVERNORS President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. ARTHUR H. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. THOMAS E. CONLON, Speaker of the House of Delegates, Baltimore, Md. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. JUDGES OF THE COURT OF APPEALS DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. D. LINDLEY SLOAN, Chief Judge. . . . .... Cumberland, Md. BENJAMIN A. JOHNSON, Associate Judge. . .. Salisbury, Md. Enwrn S. DELAPLAINE, Associate Judge ....... Frederick, Md. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. BRICE, President of the Senate, Betterton, Md. STEPHEN R. CoLLINs, Associate Judge. . Chestertown, Md. T. ScoTT OFFUTT, Associate Judge ............. Towson, Md. WALTER J. MITCHELL, Associate Judge ... LaPlata, Md. RIDGELY P. MELVIN, Associate Judge. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. ScoTT BucHANAN, Dean, St. John's College, Annapolis, Maryland. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. DR. WILLIAM J, FRENCH; Director~ Anne Arundel County Health Department, Annapolis, Maryland. HENRY F. STURDY, Professor, United States Naval Academy, Annapolis, Maryland. 1 . ... Annapolis, Md. �FACULTY• OFFICERS OF ADMINISTRATION PRESIDENT FELLOW AND PRESIDENT • STRINGFELLOW BARR, B. A., M. A. ........ 12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph.D ........... 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. H AMMOND, M . A., Ph . D . ..... . 14 McDowell Hall STRINGFELLoW BARR ..................... 139 Market Street B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; diplilme, University of Paris, 1922; student;University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-. FELLOW AND DEAN ASSISTANT DEAN WILLIAM KYLE SMITH, B. S., Th. B. ...... 14 McDowell Hall TREASURER WALTER R. PEABODY, B. A. .............. 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. ................. 11 McDowell Hall LIBRARIAN ScoTT BucHANAN .................. 248 King George Street B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July 1, 1937-. LuLu VIOLA EBAUGJI ...................... Woodward Hall DIRECTOR OF ADULT EDUCATION OLGA LAw PLUNDER, Ph. B. ............... McDowell Annex DIETITIAN MARIAN E. ALEXANDER, B. S.................. Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M.A., M. D ........ . .... Infirmary SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT ................... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A. ....... New Haven, Connecticut TUTORS GEORGE ALTHOFF BINGLEY ..................... Brice House B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, · Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, ,1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. RICHARD ScoFIELD ......................... 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-. lO 8 Cf. pg. 39. 9 �CATALOGUE OF ST. JOHN'S COLLEGE 11 CATALOGUE OF ST. JOHN'S COLLEGE '~WILLARD JoHN SPANGLER KIEFFER .......... 245 Prince George Street B. A., Harvard College, 1927, as of 1926; M.A., 1929, Harvard University. Mast~r in French and English, Litchfield (Connecticut) Sc~ool, 1927-28; Instructor. 1 ~ Classical Languages, St. John's College, 1929-34; Ass1,stant Professor of Class1ca Languages, St. John's College, 1934-39. Tutor, St. Johns College, 1939-. GEORGE HAROLD McF ARLIN ... .101 Monticello Avenue B. A., 1925, M.A., 1926, Indiana University. Instructor. in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; I~struc~or in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, t. John's College, 1931-39. Tutor, St. John's College, 1939-. GEORGE CoMENETZ. . 96 Cathedral Street B. S., College of the City of New York, 1930; M.A., 1931, ~h. D., 1934, Columbia University; Fellow, The Institute for Advanced Stu.dy (Pnnceton, NeVI'. Jersey)'. 1935-37. Teaching Fellow in Physics, College of the City of New York, spr~ng, 1930, Instructor in Mathematics, Columbia University, 1934-35; Tutor, St. Johns College, 1937-. WILLIAM GORMAN ........... . B. A., Chicago, Chicago, 1937-38. ..... Brice House University of Michigan, 1932 .. Ass~st_a~t in Law Sc~~ol, Un!vers~ty of 1934-36. Research Assistant m Dr~1s10n of ~uman!tles,. Umvers1ty of 1936-37. Fellow in Institute of Medieval Studies, Umvers1ty of Toronto, Tutor, St. John's College, 1938-. JACOB KLEIN .......................... 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., .Uni".ersit:i:' of Marburg-Lahn, 1922; Research Work, University of Berlin and Umvers1ty of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssoh~ Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John g College, 1938-. '-•RAYMOND NEIKIRK WILBURN .... . Brice House B. S., 1935; M.A., 1938, University of Virginia. Lectur;r in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. Johns College, 1938-43. EDWARD STAINBACK ... B. S. in Architecture, University of Virginia, 1928; Certified Architect in Virginia. Tutor and Superintendent of Buildings and Grounds, St. John's College, 1940-41. Tutor and Architect, 1941-42. *KENT CAMPBELL . 248 Prince George Street B. A., 1939; M.A., 1942, St. John's College. Tutor, St. John's College, 1940-42. * Resigned, after the beginning of the session, to join the Armed Services. ....... Brice House 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. NICOLAS NABOKOV ... . . 36 East Street State Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lecturer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Department, Wells College, 1936-41. Tutor and Director of Music, St. John's College, 1941-. *BERNARD MANN PEEBLES. .. 145 Prince George Street B. A., 1926, University of Virginia; M.A., 1928, Ph.D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42; Assistant to the President, 1942. JosEPH WINFREE SMITH ..... . 176 Prince George Street B. A., 1934, M.A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. ERNEST ABRAHAMSON .. . 42 East Street Ph.D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chalons-sur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. WILLIAM ALBERT DARKEY, JR .. 210 Randall Hall B. A., St. John's College, 1942. Tutor, St. John's College, 1942-, *ROBERT TAYLOR EVERETT, JR .. ');JOHN OTTO NEUSTADT . .. Brice House . . 123 Charles Street B. A., St. John's College, 1942. Tutor, St. John's College, 1942-43. * Resigned, after the beginning of the session, to join the Armed Services. �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE . Reverdy- John~on House LEWIS MACHEN HAMMOND. B. A., 1928, M.A., 1929, Ph.D., 1932, University of Virginia; American-German Exchange Student, University of Hamburg, 1930-31. Instructor in Philosophy, University of Virginia, 1932-1936; Assistant Professor of Philosophy, University of Virginia, 1936--; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. MARK vAN DOREN . B. A., St. John's College, 1942. Tutor, St. John's College, 1942. . 69 Shipwright Street WILLIAM KYLE SMITH. B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. . . 393 Bleecker Street, New York City A. B., 19~4, A.~., 1915, University of Illinois; Ph.D., Columbia University 1920 Instructor m E~ghsh~ 19~0-24, _Assistant _Professor, 1924-35, Associate Professor: 1935-, Columbia Umvers1ty. Literary Editor The Nation 1924-28· M t" p· . . Th e N atmn, 1935-38. Lecturer, St. John's College, 1942-. 0 mn lC. ' ' ' ture Cnt1c, . . . Randall Hall *JouRNET KAHN . . . . . . . . . . . . . . . 13 PRESIDENT EMERITUS ENOCH BARTON GAREY . . . . . . . . . . . . . . . . . . Towson, Maryland B. A., St. J~hn's College, 1903; Graduate, United States Military Academy, 1908· LL. D., Washmgton College, 1923; LL. D. St. John's College 1933 p f c' MT S· · ' , . ro essor o S i 1Jta~y, Cc1elnlce an19d2 Tactics, Johns Hopkins University, 1920-23; President of t. o ns o ege, 3-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY ANTHONY STANDEN .................. Truxton Heights B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. 5 St. John's Street ALLAN JoHN STANLEY CLARENCE WILSON STRYKER . . . . . . . Bembe's Beach, Maryland B. A., _Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Econom1cs, Kenyon College, 1912-13; Professor of History and Economics St Joh ' College, 1904-12, 1916-23; Professor of History, 1923-32. ' · ns PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL. . . . . . . . . . . . A. B., Simpson College, 1922; M. S., 1935, Ph.D., 1936, Iowa University; Research Associate in Zoology, Iowa University, 1936-37; Instructor in Zoology, Louisiana State University, 1937-39; Assistant l;'rofessor of Zoology, Louisiana State University, 1939-; Tutor, St. John's College, 1942-. LECTURERS MORTIMER ADLER . . . . . . . . . . . . . . 20 Cedar Street, Chicago, Ill. Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. ALEXANDER MEIKLEJOHN. . .. 1525 La Avenue, Berkeley, Calif. Loma Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College 1912 Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, Univer;ity of' Vermont, 1916, University of California, 1933, University of Hav:aii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor 1903-06 Professor of Lugic ;m<l Metaphysics, 1906-12, Dean, 1901-12, Brown U~iversity;' President, Amherst College, 1912-24; Professor of Philosophy and Chairman Experimental College, University of Wisconsin, 1926-38, Professor Emeritus 'since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940--. "' Resigned, after the beginning of the session, to join the Armed Services. . Baltimore, Md. B. L., and B.Sc., Lycee of Jassy, Roumania , 188'· Ph. D ., CoIum b" umvers1ty · · . "', ia I 893 F II . e ow m Romance Languages Columbia University 1892 93 · I t ·' French, Cornell . University, 1893-96; Sorbonne, Paris 1896-9,7· Ins-tru'ctor mruFctor hm ns. . , renc CorneII Umvers1ty, 1897-1900· Lecturer Modem , Languages M G"ll U · · ' 1900 01· I · ' ' . , c 1 mvers1ty, - - , nstrnctor m French, CoUege of the City of New York 1901-03· p f of Ro L U · . f , , ro essor . mance _anguages, mvers1ty o Mame, 1903-20· Professor of French U ·vemty of Jl:iam~, 1920-28; Visiting Professor of Fren~h, Summer Session western Umvers1ty, 1928; Professor of Romance Languages, St. Joh.11's 'Colle e 1928-29; Professor of French, St. John's College, 1929-39. g ' r•for:- �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college cat~­ logues in general and a bit of advice to the reader of this catalogue in particular. . . b d When liberal colleges were started m this country e"!ery o { knew that education at the college level ~~ould be hberal. bl t was generally admitted that every free c1t1zen shou~d a e to read, write, and reckon, and that ev~ry. p~ofess1ona man should have a mind free enough and d1sc1plmed enough to recognize his professional ends and to underst~nd the ~eans which must be used to achieve them. Academies and hberal colleges were established to assure i?tellectua.l freedom and discipline to the professions and theu respective. ~chools. It was therefore necessary merely to use a few fam1har :phrases to identify and describe an institution that was teachmg the . "liberal arts an d sciences. " . . . . The multiplication of such institutions, the mcrease m numbers of students, and the confusion of profession~! and t:ade schools have robbed the familiar ph~ases of t.heu meanmgs. To a far greater degree than we reahze, the hberal art.s and sciences have themselves disappeared and w~a~ remams of them has been confused in the minds of adm1mstrators and teachers as well as in the minds of the people, all of wh~m now need the education that the liberal college should yrov1de. It would be convenient and truthful to d~scnbe t~e New Program at St. John's College as the. re-est.abhshment · of the original college with its original function of mtellectual fr~edom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a. warning that he is reading an unusual college catalogue, wh1~h attempts to define and expound the end~ and me~ns of hber.al education as well as to describe St. Johns College m Annapohs. bf WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wise~t a~d ?est regulated States have promoted a~d encou~ag~d mst.1tu.tions for the liberal education of youth m the prmc1ples of virtue, •·Cf. Appendix A. 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the culthration of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are 2 �16 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in tum was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE .~his sit~ation, as. soon as it is recognized, constitutes a cnsxs, a pomt where Judgment and decision can be m a de. W e . h can .c oose to restore t he hbe.ral arts, not necessarily the old cumculum, but a modern eqmvalent. That is what St J h ' Colleg~ deci?ed to d? in 1937. Its financial condition ~r~~ atte~t10n to its e.ducatwnal bankruptcy; the authorities decided to remvest the liberal arts. 0 THE LIBERAL ARTS The front cover of t~is catalogue carries the official seal of the CoUege. The Latm proverb on it says, N 0 Way is Impassable to Courage. T~e College has courageously undertaken t~e larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they sh~uld be at work: _The seal on the back cover of the catalogue pou:~ts ~o t~e t.rad1t1on from which we derive our courage. The L~tm mscnpt10n says that we are making free men out of children by means of books and balances. The figures on the seal r~present the seven liberal arts as they were traditionally conceiv~d for about two thousand years, up to the beginning of the .mne~eent~ cent~ry. In ancient style they are grammar, rhetonc, d1alect1c, which form the trivium·, and a n'th me t"ic, . geometry, music, and astronomy, making the quadrivium. In the. center and forel?round stands a pair of chemical balances which represent t~e mstruments of the modem scientific laboratory, where. the liberal arts are being practised at their best and fullest m the modem world. A great deal ~s said these days about the teaching of methods but the professmr.iaI and specialist's bias has left its mark her~ as elsewhere. It is ~bvious to any teacher that there are different m~t~ods f?r different subject matters, but where experts and specialists d1s~gree then free men must decide. Free minds r~st _be able ~o view concrete ~ituations, deliberate by formu.atmg clear dile.mm~s, and arnve at a deciding choice. This mv?lves a cornbma~1on and ?r~anizing of all methods, and edutt!~n shoul~ provide a trammg which would bring precision ac~ ity and mdependence in this most human of all i..,,__ a_: act o Th f I · uuw u h. ns. e. ormu atwn of alternatives for such choice is the big est art of freedom toward which all the liberal arts should e ordered. Considerations of various kinds of truth and falsity h �CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions ~nvolving the use of symbols in imaginatio? as well a~ reasonmg must be made. Memory, manual dextenty, calculation and ~easure­ ment must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, and this mean.s t~at he has the capacities which these arts ~equire .. The realization of these capacities comes about by the~r exercise. under controlled conditions in which ordinary learnmg by tnal and err~r becomes discipline under the guidance of teachers. By children then we mean men who are capable of learning. THE CLASSICS AS TEACHERS Although we have no new fads in tea.ching ?1ethods, but rather use all available methods and devices, still we have a special interpretation of the teach~r'~ function .. This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th~ greatest books of European and American thought. The l~st of the great books and their ~uthors w~? are now .t~a~hmg ~t St. John's, subject to contmual rev1s10n and cnt1crnm, w1U be found on page 45. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twent.Y years by auxiliary teacher~ in variou~ places, notabl~ Col~mb1a University, the University of Ch1cal?o, the Umvers~t?'. of Virginia, and St. John's College. ~he hst w~s under ~nt1c1sm and testing by teaching and leammg expenence. ~urmg that period, and the process has continued i:nder cond1t10ns set by the single all-required curriculum which all students at St. John's take. . . . This experience of co-operative teachmg with the authors of the great books has led us to a new unders~and~ng of the classics and classical education. The pre-elective liberal arts colleges understood and defi~e~ the classics in ~ern:s of the symbolic mediums of transm1ss10n an? commumcat1on? they taught Greek, Latin, and . mathei:n~t1cs as an. exten~1on of primary education in readmg, wntmg, and a:1thmet1c. We are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d w~ a~e reading the classics in English. As we do that, certam cntena CATALOGUE OF ST. JOHN'S COLLEGE 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. T~e first criterion is that a classic must be a masterpiece in the liberal arts. I ts author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends the understanding and exposition of the truth as he sees it. ' The second criterion follows from the first namely that a classical book must be a work of fine art. It'must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first imP?rtance. in teaching, and its principle is almost universally v10la.ted m the textbooks that have developed in the ordinary ~lect1:e system .. The great books were written for the ordinary mtelhgent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work sue~ ~s Dante's Divine Comedy or Newton's Principia sever~l d1stmct, complete, and independent meanings, each allowmg the oth~rs to stand by its side and each supporting and complementmg the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a g~e~t book ~h~II be honest about the limits of its powers of expos1twn, adm1ttmg the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it mean.s .that a liberal artist should not allow a false moJesty or scept1~1sm to exc~se him from push~ng reason and imagination to ?lt1mate questions. The entertamment and exploration of ultimate questions concerning number and measurement, form �CATALOGUE OF ST. JOHN'S COLLEGE 21 CATALOGUE OF ST. JOHN'S COLLEGE and matter, substance, tragedy, and God e.x~end, moderate, and balance the use of our intellectual capac1t1es. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individ1:1al and social problems as much as to books on metaphysics and theology. . · The extrinsic criteria concern the relat10ns of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books hav:e had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all-European best sellers; there are a few exceptions but it would be almo~t saf~ to take this criterion as a working rule for the select10n of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. . Although each book must tell its own independent story, it is an important fact, which we regularly expl01t, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. ~~~h book in a list of classics is introduced, supported, and cnt1c1zed by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the. chronologic~l ordering of the classics, and difficult books. surpr~se us ~y th~ir intelligibility and eloquence as they come m t,heir pro;1?ential order. Thus Newton's Principia and Maxwell s Electricity a_nd Magnetism as gracefully submit themselves to the learm~g processes of the student of the liber,al art.s .who has read Euclid, Apollonius, and Ptolemy as Kant s Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. . The fact is that such a collection of the great books has m it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its lo~s ?a.s made it neces~ary to construct synthetic cultures, and it IS its ghost t~at fnghte~s decadent liberals who would have us get along without trad1- tions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths, SCIENCE AND THE MODERN WORLD The tr~diti?n m?ves on into the modern world, and it is transfo~mu~g itself m mos~ liv~ly and ~mportant ways. This is happemng m two ways pnmanly, one m mathematics another in the Ia?oratory. St. John~s College has more 'required mathematics than .any other hberal college in the country; it also ha~ more reqmred laboratory work than any other liberal college m the country. Three h_undred ~ears ago algebra and the arts of analytic mathematics "'.er~ mtroduced into European thought by Rene Descartes. This xs perhaps the greatest intellectual revolution ~n re~~rded history, paralleling the other great revolutions m rehg1ox_i,. morals, politics, and industry. No liberal, and therefore no c1t1zen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole n~tural and cultural world. Although it is not the only fo:aI po~nt .around which the St.John's curriculum may he. orgamzed~ it is one which we take special care to emphasize. There rn scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could not be appreciated without the first two year~ which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the qreeks, made mo~ern mathematics and the laboratory possible, so that now if we would follow the classical thread into the mode~n. world we must know the constructions of the mathemat1c1ans and find our classical loci in the instruments of the laboratory as well as in the great books. For this. purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that ;e need. There is the theme of mathematical constructions aug~t and exemplified in a great variety of exercises with the ?rawmg board. There is the theme of measurement which mvoives the analytical study of the instruments of observation �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE and measurement, the chemical bala.nces, the meter stick, the thermometer, the barometer, the microscope, telescope, spectrometer and interferometer, the use of scales, gauges, and graphic ~ethods of recording observa~ion.. There is the s~~dy of concrete materials and situations m biology and medicme which demand the combination of scientific findings, both in theory and in fact; and this in turn demands I?r~ctice in crucial experiments in the history of science. A~l this is backed ~y a solid training in the mathematical techmques and symbolisms as far as differential equations. All this provides the material and inte~lect~al backg.round for the modern study of humanistic and social science. Without this it is empty and romantic. With it ?1?-e ma}'." hope for a generation of competent economists, political scientist~, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they d~ we shall aim the mathematical and scientific work at the pomt where the medical and humanistic traditions cross and agree that the proper study of mankind is man. THE CURRICULUM The proper subject matter for the stud}'." of the liberal ~rts is man and the world, with all that these imply; the ~e.dmJ? we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of lea!ning and tea.chi~g ~re. the liberal arts· the end of the teachmg and learnmg is msight, understanding, and good intellectual and moral hab.its which provide the basis for human freedom. The followmg paragraphs will be a description of the s~heduled arrangements for doing this in four thirty-week sess10ns of the college course. For the duration of the war, the regular four-year schedule of four ses~ions will be given in three calendar years. Such arrangements call for tw~ kinds of distr~bution of the materials and methods of instruction, one accordmg to allotted times and the other according to teaching functions. On pages 45 to 48 the reader will find three listings of the books. The first shows the chronological order for books and authors, beginning with Homer and ending wi:h Russel!, Freud, Veblen and Young. This represents the reqmred readmgs for the four years a~d i~plies further readings in secondary books as well as teachmg ~n .n:iethods of re~ding and writing. The second list shows th.e division of books mto four groups according to the four sess10ns (three years) of the college course. This list also d.ivides the bo~ks into three columns according to the classificat10n of the primary sy~bolic medium in which they are presented, languages and literature, mathematics and science and t.hose books fewer ~n number whic? deal explicitly with the liberal arts and sciences. The thud list shows how these boo~s distribute themselves over the conventional array of sub3ect I?iJtters as they are. studied in the contemporary colleges which follow the elective system. This third list is presente,d for those w.ho wish to compare and contrast the St. Johns program with the ordinary college; they should be warned t~ assure themselv~s of a real comparison by using only the select10ns from the sub3ect matters which a normal student would make in the elective system. It s~~~ld also be ~oted that many books actually fall in several divlSlons accordmg to subject matter as on the other hand ?'lany. books in an ele~tive system are re;d in almost complete 1solat10n, therefore without background and aid from other b?oks. There is also ~ ~eneral. warning that such lists are only d1ag!ams for en;iphasizmg this or that special aspect of the curriculum; for mstance there is nothing in any of these diagrams to s~ow the weightings. of .time or emphasis on special books, nothmg to show the weightmgs that individual students are encouraged to put upon them for their own individual beneor interests. 'Yith t?ese qu~lifications, which should suggest still others? the lists give a fairly accurate general impression <!of the curriculum. fit: i 23 ':,/ •The division into four years has an interesting significance. · ·.~i.(1For the du~ation of t~e war, the regular four-year schedule ~f twel~e trimesters will be given in three calendar years.) .~~~methmg over two thousand years of intellectual history is red _in the .first; two years; about three hundred years of o~ is studied m an equal or slightly greater number of ks m the last two years. The first year is devoted mostly the Greeks and their special understanding of the liberal ; t~e second year contains books written for the most part at~n and covers the Roman and medieval periods· the d year has books originally written in Romance lang~ages ... �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE for the most part although English has a large share; th~ fo~rth ear introduces German works and concentrates on t e nme~eenth and the twentieth centuries. This four-year sch~dule, now completed in three years, was made n~t because ? any underlying theory about recapitulations of history, but it h~~~ pens to catch any genuine values that such a theory may p out in practice. . . f There are certain critical quest10ns raised by. the use o a selected book list. A great many of these .quest10ns turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the om1ss10n of the Oriental classics and the classics of the pure .fme arts. . Two reasons may be given for omitting th~ Onental classics. They are culturally and linguistically unav~1lable to us of t.he Occidental world; they are therefore ~ubJeCt t~ almost mevitable corruption and misuse as educat10nal media: We modl ems may be able to exploit them when our own mtellectua disciplines have been recovered. . . . The fine arts contain the most imposin¥ set. of d1sc1plmes that have established themselves and surv1v~d m the moter~ world by claiming independence ~rom the liberal .arts. t. i,, one of our aims to recover and re-mtegrate them with ~he hb·1 arts We are therefore providing for them outside the ~~:riculu~ and planning to re-assimilate th~m by s~ages, first by including music in the curriculum, ~eadmg musical ~cores in the seminars, and studying harmony m the_laboratoI) ..We hope that by this and other stages to follow, mtellectual hght will be transmitted to the fine arts and th~t they may make their reflected light available to all the classic~.. . The main emphasis in teaching is on the w~1tmg and readmg . · d isc1p i·mes, but the actual teaching . falls mto five sharply f h · distinguished kinds of teaching techmques. None o t ese _is newly discovered or invented, but some of them have be:n m disrepute for fairly long periods. We call t~em respect1v~ly Seminar, Formal Lecture, Languag~ Tutonal, Mathematics Tutorial, and Laboratory. The semmar _comes perh~ps. nearest to the immediate educational end which we are a1mmg at, while the tutorials, laboratories and lectu~es make secondary contributions. The picture will be dearer if we take them up in inverse order. 25 The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial A man's language is his most intimate external possession. Like his body and his senses it determines what he shall know and what he shall not know; together with his imagination it filters and informs his experience as it is brought to his understanding. A man's mind is seldom better than his language habits; his mind can be improved greatly by improving his language. The first step in linguistic education is learning to speak the mother tongue, usually from one's mother. The next step is the intentional systematic improvement of that skill by talking and writing under grammatical criticism and theory. A minimal degree of these preliminary learnings is assumed to be present in the students in the language tutorial. No high degree however can be safely assumed since American society and American schools are heirs to a chaotic tradition and •·students of college age have bad linguistic habits. Preparatory sc:hools and colleges have done what they could to use the old remedies, doses of foreign languages. These have been used a~. drastic disciplines because they were difficult, as teasing stmmlants because they are useful in travel, business, and polite and as models of science because they have become the matter of the "science of philology," that recent substitute for the liberal arts. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In the last six years we have attempted to rediscover and to use the techniques by which foreign languages once strengthened and disciplined the imagination. We studied Greek the first year, Latin the second year, French the third year, .and German the fourth year, since this order paralleled the semm~r readings, and their rapid succession would force them to their highest use, the understanding. We have m.ade use of ~he routines of rote memory, not only for declensions and conJUgations, but also for important passages in the great books where language is being used for its highest purposes. Such memory has for a long time been the missing link in the chain that connects language and thought. We have tried various schemes of translation ranging from the literal through the ' . stylistic variations of great translators to the abstract concise formulation of scientific and philosophical styles. We have devoted about a third of the time to slow reading of texts with analytical commentary both oral and written. We have exploited the special genius of the Greek language for fine grammatical distinction, the genius of Latin for rhetorical development, the genius of French for subtle clarity, the genius of German for dialectical complication. The results have been applied to English since that is the chief medium of our study of the great books in translation. It must be obvious that we do not suppose that we are mastering these four languages in the allotted time. In fact we very successfully avoid the vices of modern specialization in language. The St. John's training does not tum out Greek scholars nor founders of French Circles. We have tried to put our own training to better uses. We have parsed words and diagrammed sentences to get at the grammatical structure, detected figures of speech and enthymemes to unravel rhetorical complications, and classified figures of the syllogism in or~er to follow and test arguments. Students who have entered with superior skills in Latin and French have found themselves moving in new directions and discovering new dimensions in all language. On the other hand such successes as we have had, leave something to be desired. We are therefore reorganizing the language tutorials for next year; the plan will show the point where our failures have occurred. We shall teach Greek for the first four terms, adding one term to the three that we now do. This will allow Greek, the best language for our purposes, to sink in a little deeper and become second nature. After this initiation to liberal linguistic study, we shall turn back to English and concentrate on slow analytical and critical reading of English texts for the remaining eight terms. Such reading with the added freedom that it provides has been tried on some of our adult courses with rather remarkable results, both in the language itself which becomes sharper and more powerful because it is in closer contact with the processes of ~nterpretation and discussion, and in the depth and power t?at i.t lends to the more rapid reading of the seminars. By this shift we shall be able to achieve a hio-her degree 0 of integration throughout the whole course. We believe that nothing essential will be lost. Most students enter St. John's with skills of the ordinary kind in at least one forei~n. language; read.ing one foreign language is required for adm1ss10n. The beauties and precisions of Greek will be used throughout the course, and we shall encourage the acquisition of new languages and new skills in other languao-es by means of clubs and extracurricular classes. "' We have also discovered the importance of a continuous s1:1bject matter ii: the Ian?uage tutorials. It is not enough to pick. out good pieces of literature. We are therefore varying readmgs around the central themes of politics and ethics as they are presented in poems and treatises. We read the first book of ~lato's R~public in Greek during the first calendar year, along with selectwns from the historians and poets. In the second calendar year we shall read in English St. Thomas's Treatise on Law and Rousseau's Social Contract ao-ain with selections from the poets. For the last calendar ;ea; we shall read Kant, Hegel, and Marx along with Goethe and the Bible and some of the later dialogues of Plato and Aristotle's Metaphysics. The learning and use of Greek during the first four te.rms will es~abli~h ha~its essential to the liberal arts, and they vvdl be 1exercised m their full free development on English texts througnout the rest of the course. _Beginning with the session 1943-44 fifty clock hours of Greek wdl be added for more reading of Plato's Republic, making two hours of Greek. The remaining four hundred hours be distributed as this chart shows except that the texts be studied in English without the aid of Latin French ' , grammar. 26 27 �CATALOGUE OF ST. JOHN'S COLLEGE 28 LANGUAGE TUTORIALS FOR CATALOGUE OF ST. JOHN'S COLLEGE 1942-43 Clock-hours of Class-room Work Assigned Exercises First Year Greek Second Year Latin Third Year French Memorizing Paradigms 40 hours Grammar 10 hours Grammar 10 hours Grammar 20 hours Grammar Selections 10 hours Euclid St. John Plato 20 hours Virgil Catullus Horace 20 hours Baudelaire Racine 20 hours Goethe Hoelderlin Nietzsche Reading Double Texts 35 hours 20 hours 20 hours Descartes Bible Phaedrus Latin-French Faust Greek-Latin Hegel 5 hours St. John Greek-Latin Translation and 50 hours Close Reading Plato Republic I Formal Logic Treatises 50 hours Virgil Aeneid IV 150 hours 50 hours Rousseau Social Contract 20 hours 20 hours Boole Thomas Laws of De Ente et Thought Essentia 20 hours Aristotle Categories Prior Analytics Formal Logic 25 hours 30 hours Dante Selections Practice in Thomas Analytical Anthology On Law Commentary Sophocles Thucydides Demosthenes '""""' Total Fourth Year German 150 hours 30 hours Pascal Rousseau 150 hours 25 hours Lessing Schiller 20 hours Kant Hegel 30 hours Kant Hegel 150 hours 600 hours (Four years) The Mathematics Tutorial Next to the mother tongue the la.nguage o~ numbers and figures is the most important symbolic possession of ~~n. ~n fact it is a language within the mot~er tongue _Providmg. its most powerful practical and . theore~ical ex~e~sion. I~ view of our present scientific and mdustn_al ~onditions. of l.ife, the decay and elimination of mathematics m education is most disturbing. This default has become so common now t~at many persons believe that they nat~vely lack _ma.t~ematical ability. Nothing could be more crippling to the mdividual nor 29 more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This MATHEMATICS TUTORIALS FOR 1942-43 Clock-hours of Class-room Work First Year Mathematics Plane Geometry ........... . 56 Solid Geometry ........... . 40 Theory of Numbers ........ . 30 Theory of Real Numbers .... . 17 Trigonometry ............. . !naJytic Geometry ........ . Calculus .................. . '' Differential Equations ..... . .Fourier Series ............. . l'l'on-Euclidean Geometry .. . , 'transfinite Numbers ....... . ';'Projective Geometry ....... . Second Year Third Year Fourth Year 12 8 8 19 57 37 Total 68 48 30 25 19 57 50 10 87 10 5 5 20 10 10 20 10 10 Total for four years of Mathematics in Mathematics Tutorials .......... 389 nomy . . . . . .. . .. . .. . .. anics and Hydrostatics. . th of Materials ....... . ······················ ............... ······· 7 9 63 50 50 120 20 20 25 59 25 3 3 itiil for four years of Physics in Mathematics Tutorials .............. 227 hook that made European mathematics possible, and it ' be used to remedy our deficiencies. Given this year the other books in mathematics and natural science, formidable to both teacher and student, can be apand conquered. is purpose the tutorial classes in mathematics meet five .week throughout the four years (now three calendar ·The teaching is conventional and familiar for the most sition, recitation, drill in calculation and proof. On �30 CATALOGUE OF ST. JOHN'S COLLEGE the other hand intelligibility must ~e ad?ed to op_er~tional skills, and this is brought to light by discuss10n of the inc~dence of mathematics not only on the sciences, but also on logic and metaphysics, a~d through this on the entire. subject matter _of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws ~ great deal of light not only on speculation but upon the literary and scientific imagination. Again the small cl_ass of r;iot over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises J?rescrib~d for. him. Th~s hand-minded boys may discover the liberal dimensions of their skills. ' The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intentio?, is one of the highest performances in the liberal arts .. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for _semina~ discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the ~eminar with the French method of explication de texte to insure understanding. It is assumed that other books have presente~ a subject, and discussion starts where they leave off, fol~owing the ai:gument where it leads. Litera11'." works demand literary criticism· scientific books demand a philosophy of nature. Versatility in question and answer allows the exploit.a~ion ?£ the work done in other parts of the program. Training in language facilitates formulation of opinion; mathemati~al imagination and insight. open UJ? ne': depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. . . One immediate result is the improvement in actual readmg. The seminars meet twice a week for two hours as the books are being read. Recovery from confusion and misunderst~nding may result from the first meeting; on the other hand 1t may CATALOGUE OF ST. JOHN'S COLLEGE 31 be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the ~hole prog~a.m a_nd the intellectual process prepared for by reading and wnting is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once. a week. :f:ecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the > purpose of a sustained and artistic exposition of a subject IJltatter that may have been studied in fragments in other f!ays. About half of the lectures are given by guest lecturers, bly Mortimer Adle_r of the University of Chicago, Mark Doren of Columbia, and Edward Kasner of Columbia. hers of the resident College faculty give the rest, no single rer giving more than three during the year. cturing except on the popular platform is almost a lost ' this country. It is a very high art demanding artistic and sensitivity which are dulled and killed by the forced ice of the ordinary university class-room. Long prepara• needed to free it from sophistry and empty personal Our lectures are not always successful, but when e successful they might be given and understood on asion. Students learn to listen to good talk, to talk often over their heads, but talk that is remembered tbed long after the immediate hearing. Each lecture d by a period of informal query and discussion, in students learn to talk back. •·· > FORMAL LECTURES 1940-41 · • · · · · · · · · · . . . . . . . . . . . . . . . . . . . . . . . . . ....... Stringf ellow Barr '· ·• · · · · · · · · · · · · · · ·. · .. · ................ Ford K. Brown · · · · · · · · · · · · · · · · · · · · · .. · ................. Scott Buchanan · · · · · · · · · · · · · · · · · . · ..................... Mark Van Doren ·' ·' · · · · · · · ·. · ·. · ........................ Jacob Klein �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 32 FoRMAL LECTURES, 1940-41-Continued ................. Edward Kasner Geometry · · · · · · · · · · · · · · · · · · · · · · · · · Columbia University Scott Buchanan Music · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·::::::::::.:::::::John Neustadt Astron01ny · · · · · · · · · · · · · · · · · · · · · · · · · ................ Heinrich Zimmer The Growth of Language.··············· y D . T7ie G iea t Wh'te Whale·· E 11ierson' Thoreaii, Melville ..... . Mark an oren 1 Nicolas Nabokov What is Miisical Forni? I.····························· ·M · J Adler E · z L k . . . . . . . . . . . . . . . . . . . ortimer . pisteino ogy: oc e · · · · · · · · · · · · · · · .................. Stringfellow Barr War · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Richard Scofield Virgil · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ......... Nicolas Nabokov Forni in Music. II .......... . · · · · · · · · · · · · · · · · ·: · · · · · · · · A.p~c~l~~.s~. '.~ -~ ~t·a·p!'.~s.i~~ .~~~ ... Lee Bowen Boston College Clemens Sommer Fiero della Francesca.··· - · · · · · · · · · · · · · · · · · · · · · · · · ·U~i~~rsity of North Carolina Erwin Strauss The Science of Psychology····························· ·Black Mountain College Mortimer J. Adler Berkeley and Hume.·····:····························· 0 ei Temkin The Fam· Beasts of the A·rchitecture - - - - - - - - l;~:~i~:7~s!;~·Hi~~~r; ~f 'i{~di~i 1~~: T°he. J~h:s Hop~ins University Paracelsus and r L eonar do,s ~as t s11 pper ................... Edgar Wrnd Vv ashington Square College Gordon K. Chalmers Idols of the Theatre· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Kenyon College • •• • · • · • • •• • •• · Lewis M. Hammond SL Thomas: Ethics········ · · · · · · · · · · · · · · · · · · · · · · · · · · · · University of Virginia Mechanical Instrii11ients and Geo1iietry · · · · · · · · · · · · · · · · · · · Edward Kasner Columbia University .................. Mortimer J. Adler The Intellect - · · · · · · · · · · · · · · Alexander Meiklejolm Rousseau . · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · .. · J hn S. Kieffer Mytlws and_Log~s .................. J. McGill Historical Dialectic · · · · · · · · · · · · · · · · · · · Hunter College ··:::::::::::::::::.J. The Liberal Arts in the Middle Ages ..... ... - ....... j~~ti~~~t~~ ~:~iaeval Studies · Mark Van Doren The Hero As Patient.·······························.· .Alexander Meiklejohn After Rowseau · · · · · · · · · · · · · · · · · · · · · · · · '.: : : : : '.: : ·.::::'.King William Players Macbeth · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · N" las Nabokov Ritssian Satanism · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·. E~~ard Kasner More Geometrical Instruments· · · · · · · · · · · · · · · · · · · · · · · · · · · Columbia University ................. Jacques Maritain Man's l1nmortality · · · · · · · · · · · · · · · · · · · Alexander Sachs Thucydides · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·. New York City tive system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to reeducate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff .contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course (now three calendar years). Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings concrete problems. The laboratory classes meet once a week for three hours the first two years.* Laboratory time is increased last two years.* This is more than is required by any liberal college at present. following is a list of Laboratory Exercises by years. It based on a schedule which was followed in 1941-42 but to continual revisions, corrections, and improveas teaching experience indicates them. _............................ Jacob Klein Descartes ............. · . · The Laboratory The scientific laboratory is perhaps the most characterist~c institution of the modern world. It shoul? ~e ~ecalled that it was for the purpose of introducing and. ass1m1latmg the laboratory that Eliot of Harvard opened the liberal college to the elec- 33 ruler FIRST YEAR* 6. Weight 7. Light 8. Circles and regular polygons 9. Ratios 10. Lenses the duration of the war, the regular four-year schedule of twelve trimesters .given in three calendar years. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 35 FIRST YEAR-Continued 21. 22. 23. 24. 11. Telescope and microscope 12. Compound ratio 13. Heat 14. Quadratic equations 15. Musical intervals and scales 16. The Greek diatonic scale 17. The just scale and its uses 18. The keys in music 19. Environment and health 20. Environment and health 25. 26. 27. 28. 29. 30. Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR 1. Digestive system of rabbit . 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola 6. Perspective projection 7. Perspective projection 8. Perspective projection 9. Focal points and light (floating paraboloid) 10. Parametric equations of ellipse 11. Conics as four-line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Celestial machines Celestial machines Sun and moon Gilbert's De Magnete Music Music Music Copernicus Kepler Prism colors and dispersion Chromatic aberration of a lens Geometrical characteristics of Iceland spar Double refraction Double refraction of polarized light Speed of light Fluid pressure THIRD YEAR* L 2. 3. 4. 5. 6, 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Power of the vacuum Strength of beams Strength of beams Strength of beams Failing bodies Projectiles Sheep heart Blood vessels of cat Matter: crystalline state Blood vessels of cat Boyle's law Living heart in frog and turtle Matter: liquid and gaseous states Smaller blood vessels in living frog Urogenital system of male cat 'Water af1d irn properties, distilh~tion Dogfish shark and aqua tic vertebrates 18. Surface tension 19. Dogfish shark and aquatic vertebrates 20. Dogfish shark and aquatic vertebrates 21. Electrostatics 22. Electrolysis of water, Faraday's laws 23. Electrolysis of water, equivalent weight 24. Rigid body equilibrium 25. Conservation of mass; filtration, reduction with charcoal 26. Compound pendulum 27. Lavoisier on calcination and combustion; oxygen 28, Atwood's machine 29. Chemical reactions 30. Conservation of momentum *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. THIRD YEAR-Continued 31. Centripetal force 43. Standard units in chemical reactions. 32. Hydrogen, acids, oxidation and reChemical notation, equations, duction formulae 33. Viscosity 44. Faraday's laws of electrolysis 34. Law of definite proportions, law 45. Acids in aqueous solution: HCI of multiple proportions, Dalton's 46. Atomic and equivalent weights. Reatomic theory duction and oxidation, valence 35. Vibrations 47. Potentiometer 36. Gay-Lussac's law of combining vol48. Metallic hydroxides and salts in umes, molecular weight, Avoaqueous solution. Neutralization gadro's number 49. Electromagnetic induction 37. Pressure-temperature relations 50. Ionization 38. Dalton's law of partial pressures; 51. Young's interference of light steam distillation, vapor tension, 52. Mendeleyev's Table critical temperature 53. Spectrometer 39. Diffusion and osmosis 54. Colloidal state 40. Magnetic fields 55. Music 41. Sodium chloride: the active metal 56. Music sodium 57. Music 42. Sodium chloride: the active nonmetal chlorine FOURTH YEAR* Fabrics of the animal body 27. Hydra Magnetic measurements 28. Hydra Fabrics of the animal body 29. Genesis of animals Law of magnetic forces 30. Genesis of animals Fabrics of the animal body 31. Genesis of animals Standard measures of electric current 32. The Protozoa-animal taxonomy 7. Fabrics of the animal body 33. The Protozoa-animal taxonomy 8. Fabrics of the animal body 34. Heredity in the pomage fly 9.. Fabrics of the animal body 35. Heredity in the pomage fly 10. Fabrics of the animal body 36, Heredity in the pomage fly 11. Fabrics of the animal body 37. Spectral analysis 11: Fabrics of the animal body 38. Esters, their hydrolysis, mono- and CB. The structure of the atom di-basic acids, polyalcohol Law of mass action 39. Potentiometer, thermocouples Diffraction, interference 40. Ethers, acid anhydrides, hydroxyChemica! equilibrium acids 41. Electromagnetic induction Diffraction grating Carbon and its compounds: I: the 42. Carbohydrates (sugars, starch, cellu~ paraffins lose) II: Isomerism of organic com43. Joule's electric heat the carbon-carbon double 44. Isocyctic, aromatic hydrocarbons; bonds. Unsaturated hyCyclo-olefins, -paraffins 45. Fourier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49, Music 50. Music 1. 2, ). 4. 5. 6. duration of the war, the regular fonr-year schedule of twelve trimesters m three calendar years. �CATALOGUE OF ST. JOHN'S COLLEGE 36 37 CATALOGUE OF ST. JOHN'S COLLEGE 1942-43 CLOCK-HOURS OF LABORATORY WORK FOR First Year Physics and Astronorny Mechanical Drawing ....... . 18 Astronomy . . . . . . . . . . . . . . . . 3 Mechanics and Hydrostatics.. 30 Sound ..................... 12 Heat ..................... . Light ..................... . Electricity and Magnetism .. . Atomic Theory ............ . Second Year 15 24 9 Third Year Fourth Year Total 33 6 36 9 3 21 3 18 6 9 33 21 33 66 30 9 33 THE SCHEDULE 54 21 Total for four years of Laboratory in Physics and Astronomy ...... · .. · · 279 Chemistry General Inorganic ......... . Physical .................. . Qualitative ............... . Organic .................. . 45 12 15 15 99 Total for four years of Laboratory in Chemistry .... ·. · · · Biology Anatomy and Physiology .... . Cellular Biology ........... . Heredity ................. . Embryology .............. . Protozoology ............. . 15 60 27 9 9 36 9 9 9 Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes· Molecular weight; Avogadro's number; ::Jalton's law of partial pressures'. Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas· HCl· Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic' struc: ture; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. 48 36 9 9 9 Total for four years of Laboratory in Biology ................... ·.···· lll Norn: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 70. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. . . Biology: Environment and health (Hippocrates); Form and locomot10n of. ammals; Digestive and urogenital systems and other parts of female rabbit; Heart and blood vessels in cat, living frog and turtle, sheep, and dogfis~ shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates· Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals· The Protozoa-animal taxonomy; Heredity in the pomage fly. Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. . . Music: Intervals; Scales; Keys (the rest not yet planned m detail). . Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton);_ Surface tens10n, viscosity; Heat 4 (Joule, Fourier, etc.); Strei;igth of ma:enals. 4 (Gal~leo); Light 14 (Newton, Huygens; telescope and microscope, d1ffract10n and mter. ference; spectra); Electricity 11 (Gilbert, F~raday, .etc.). Chemistry: States of matter; Water-electrolysis, eqmvalent weight (Farada?'); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that Hall Greek to me" look is on. all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first six terms; in the last six terms, two afternoons a week. Two evenings from eight to ten each attends a seminar in organized conversation and disof the scheduled readings. On one or two evenings are formal lectures. Nineteen or twenty hours per week spent in regular classes. The rest of the time is spent in eating, sleeping, talking, athletics, and other activias music and dramatics. The week is the elementary of the schedule and shows one complete rotation through · of work and play. three terms of the College year (four terms in each '"'ttJrc:u,ua1 year for the duration of the war) average ten weeks in and mark pieces of work projected and accomplished. of this there are oral examinations at the end term. These are conducted by seminar leaders with ,~·-- ... ~·~ of the tutors. Each student sits with his examiners for during which he is questioned freely and informally e texts he has read, on his critical or interpretative opinencouraged to consider parts of his study in relation �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed tionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The ~nnual. examinations are aimed at detecting and encouragmg this process. There are plans for reading parties in the sum~:r vacation in whi~h students may arrange the proper con?1t10ns for the maturmg of knowledge gained during the sess10n. Unfortunately, such plans cannot be carried out during the war. 38 A Hour 9 THE FACULTY STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Tues. Language Tutorial Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat. Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 - Laboratory Laboratory Laboratory for for for Juniors, Seniors Freshmen, Sophomores Juniors, Seniors 8 to 10 39 Seminar (Lecture) Seminar Formal Lecture I by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not recorded in these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. Under normal peacetime conditions, the annual written and oral examinations are given in the following September after the long vacation period during 'Nhich the salutary processes of forgetting, assimilation, and the maturing of insights have taken place. The dose organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations func- Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the combinatior: o~ tea~hing and research in each member of the faculty. T~e prmc1ple IS that the teach!ng mind must be a learning mmd, and therefore good teachmg demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first prinand making another application of them. Leaming is a ~""~,~~ 0 enterprise and it is best carried out when persons stages of comprehension work together. The typical situation at St. John's involves ten or twelve learners. in the learning line come the author-teachers, the writers great books, who are talking in most cases at the high of their own learning. Next comes the reading and talk~'"'"'·'-11''" who is a member of the faculty: his stage of learning , ,:1!i'so1ne·where between the author and the best student. There follow the other students at distances proportional to their ·'<> ,'€!!~2!t1ee ?f understanding. The old-fashioned ranking of classes little red schoolhouse is the image that we have in mind. >,'"""""''" u11: head of the class is the author-teacher, at the foot of the worst student in relation to the subject matter. All thers are both teachers and pupils, each learning from above and teaching those below. aim in all the classes is to exploit the differences in dge, character and skill as they are distributed among ~udents and the tutors. Since it is not our policy to select the best students for admission, but rather to aim at the . al distribution of ability that is found in the average �40 CATALOGUE OF ST. JOHN'S COLLEGE American community, we count heavily on the norma~ social processes of mutual understa.ndi~g to .catch_ and amplify the teaching. Our classes exemplify m ~heir vanous styles all the types of collaborative study, allowmg even t~e dull _or slow student on occasion to hold the class to the mam learnmg purpose. Socrates and the slave-boy is not an.unfamiliar spectacle in the St. John's class-room; we count on it to keep our teaching fresh and genuine. . . . The faculty member is then researchmg m the subject matter of the book with the guide and help of the author and any other special professional aids that he may able to use. He may have beside him a colleague ':hos~ spe_cial kno".'ledge complements his own. This is the situation m .a ~emmar, whe~e there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of ~he great b_ooks are already in cheap and easily available English translations, b~t there are a considerable number of them that need new editions and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: ?e Plato· Phaedrus, in Greek and Latin Gosp~l According To St. John, ~ Greek and Lath~ Descartes: Discou1·se on Method, m French and Latm Hippocrates: Selected Works Archimedes: Selected Works Lucian: T1'ue History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political T1'eatise Gilbert: On the Magnet Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theo1'y of Heat Virchow: Cellula1' Pathology The following books have been translated for the first into English by members of the faculty: Apollonius: Conics Ptolemy: Almagest Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Ast1'onomy Pico: On the Dignity of Man CATALOGUE OF ST. JOHN'S COLLEGE 41 The following books have been re-translated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of A1'ts to Theology Cantor: Transfinite Numbe1'S This represents the first line of research. The second line of research consists in the constant reinterpre<tation of the book list which occurs as an immediate by-product r:\ of teaching the books in tutorial, in seminar, and in the labora. ry. Criticism of the books takes place in two directions i:rnarily, first their historical order and background which tinually change and enrich themselves by connections with er books; secondly in the bearing these books have on the ediate teaching problem and the progress of current ught in general. aking the actual reading schedule for the seminars for each is a result of much faculty and student deliberation, and reading schedule registers teaching and learning experiences year to year. e products of this kind of research go first into teaching tly. Production for publication and learned societies is should be a secondary result. The students thus have .t' and contributing parts in research, and research has a .and contributing role in instruction. e present faculty has been selected by two criteria. embers of the previous faculty at St. John's, experience ching the elective system and capacities which promise r becoming reeducated in all the subject matter of the rogram have guided the policy of reappointment. New rs of the faculty have been chosen for their varying of understanaing of the general subject matter and ,rk they have done to educate themselves in it. faculty now represents a well-balanced distribution "al knowledge. Eventually the graduates from the fourl:lfse itself will be the best teachers, and some of them eady been taken on as teaching assistants. C STANDING stem of instruction allows for a close and varied ce of instructors and students; therefore the stu- �42 CATALOGUE OF ST. JOHN'S COLLEGE dent's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the "don rag" and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievem_e?t, and there is ample room within it for a wide range of ab1hty and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled college exercises is required. A record of abse~ces is kept and poste?. This .record. is taken into consideration whenever there 1s occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. · THE DEGREE OF BACHELOR OF ARTS• The original title of Bachelor of Arts signified the firs officially recognized stage of competence in the seven libera arts and sciences: grammar, rhetoric, logic, arithmetic, geom " Cf. Appendix B, pg. 70. CATALOGUE OF ST. JOHN'S COLLEGE 43 etry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list· Competence in the laboratory arts. ' Competence in mathematics through the elementary calculus· A reading knowledge of at least two foreign languages. ' semester hours as recorded in the regular elective system 's amounts to: One Year Four Years Language and Literature. . . . . . . . . . . . . . . . 10 40 Mathematics and Science ................ 10 40 Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory .. .. .. .. .. .. .. . .. .. .. .. . .. . 3 (! actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 the war the four years will be completed in three calendar years. ore detailed analysis of the content of these degree requirewill be gladly given by the Registrar on request. "rights and privileges appertaining" to the Bachelor of degree have undergone serious scrutiny during the last f the period in which the colleges have been under the tion of the elective system. There have been concerted s to maintain common standards under the rapidly g conditions of expansion in student bodies, in subject , and in methods of instruction. Throughout the there are regional boards which inspect the colleges region and rate their degrees. The Middle States Asof Colleges and Secondary Schools operates in this These Boards cannot put a college on the approved l its educational product can be judged. Since there graduates of the new administration and program e, 1941, there will be an interim in which a rated B. A. annot be guaranteed. eans that the St. John's Bachelor of Arts degree is only by the charter of the College and the Maryland rd of Education. other hand there is no serious doubt that the currich is now offered and the instruction that is now more than fulfill the common standards and that �CATALOGUE OF ST. JOHN'S COLLEGE they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommendation will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the exigencies of the war and revolution through which the world is passing. There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education. There may be some doubt in the minds of the small business man and the crafts~ man about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions. The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members. The professions that base themselves on specialization in the natural sciences have set up graduate schools that actually need more liberal education in their preparatory stages than is at present available. In failing to get students who have that general preparation they have turned to a second best, a specialized preparatory training. In some cases they make stipulation of specific requirements beyond high school griaduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy. pre-professional requirements. Our faculty has had long ex- CATALOGUE OF ST. JOHN'S COLLEGE 45 perience in preparing students for graduate wo k · h r m t ese sc h ooIs, and we have made . a study of the essent;al nee d s m t h e · . • naturaI sciences. The curnculum rnpresents on 1 science s1 e "ts · "d . lts of these studies. It more than meets the the resu · · h · se reqmrements b ot h m t eory and m laboratory train;ng . Th ere are . • I ab oratory hours reqmred t~an are demanded by any mor~ medical school, the source o_f the highest requirements in this ~espe:t. The rest of the curnculum keeps these subject matters m a hberal balance. I. A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey lEschylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hipp~crates: Ancient Medicine and Airs, Waters, and Places Eunp1des: Medea Th_ucydides: History of the Peloponnesian War Ar~stophanes: Frogs, Clouds, Birds Anstarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics Politics Archimedes: Selected Works ' Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: .IEneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History Ptolemy: Mathematical Composition Lucian: True History Galen: On the Natural Faculties Enneads Confessions, On Music, Concerning the Teacher Institutes of Roland of Burnt Njal .l:i1rossete.ste: On Light On the Reduction of the Arts to Theology Being and Essence, Treatise on God, Treatise on Jl;fan Comedy 1..a1~te1'bUr'V Tales nrouuins of Forms On the Dignity of Man �CATALOGUE OF ST. JOHN'S COLLEGE Shakespeare: Henry JV, Hamlet, Kr,ig Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geomet·ry, Discourse on Method, Iv! editations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-PoZ.itical Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philono·us Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromega.s Rousseau: Socia.I Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitiltion of the United States Federalist Pape7s Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: F a.ust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra. Boole: Laws of Thought Virchow: Celliilar Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental M edicinc Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Possessed Marx: Capital Tolstoi: W a.rand Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bo·uvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers James: Principles of Psychology Freud: Studies in Hysteria Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics Veblen and Young: Projective Geometry CATALOGUE OF STO JOHN'S COLLEGE 47 II. SCHEDULE OF READINGS BY YEARS First Year Second Year Third Year Year 4 Languages and Literature Homer Herodotus Thucydides lEschylus Sophocles Euripides Aristophanes Plutarch Lucian Tacitus Cicero Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Shakespeare Cervantes Milton Rabelais Corneille Racine Grotius Moliere Erasmus Montaigne Machiavelli Pascal Vi co Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Malthus Marx Flaubert Ibsen Dostoevski Tolstoi Liberal Arts Plato Aristotle Lucretius Ma.thematics and Science Euclid Hippocrates Nicomaclms Aristarchus Archimedes Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Grosseteste Calvin Pico Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler Spinoza Francis Bacon Hobbes Locke Berkeley Leibniz Hume Kant Peacock Boole Galileo Harvey Newton Boyle Huygens Lavoisier Dalton Hegel Bentham Mill James Freud Poincare Hilbert Russell Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobachevski Veblen & Young �48 CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for .residence and extra-curricular activities as well, are ordered to this purpose. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can play in order to work. The hard work of the curriculum would be wasted if it were looked upon as a drudgery to be endured until it was possible to get away to the movies. Unless a student can he helped through to the stage in which he finds actual enjoyment in the use of the powers he is developing, his progress will be too slow for profit. In a community where people relax in order to be able to work better the amusement must be primarily amusing and not merely disguised instruction. However, in order to be amusing at all, college activities have to be proportioned to the expanding abilities of the members. Forms of amusement that involve disuse of developing powers, rather than change of use, tend to be dull rather than amusing. Activities have to derive some vitality from the work they support or else degenerate into mere time-killers. The general policy of the College is to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College cooperates in the financing of those activities that require expenditures; and advice is given where necessary to the smooth functioning of the activity. Music and Gymnastic Music and athletics seem to furnish the clearest paradigms extracurricular activities at St. John's. The recreation and 49 �50 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE relaxation furnished by athletics and music also result _in the development of new skills which in turn add to the vigor of the curricular work. . Since .1939 athletics at St. John's have been organized _on an intramural basis with active participation by more than e1ghtyfive per cent of the student body.*. With the aid of stude~t athletic scholars who are experts m sp?rt~, . the St. John s Athletic Director carries on a series of md1v1~ual ~Il:d. te~m sports throughout the entire year. The athletic fa~1ht1es mclude a well-equipped gymnasium, two la:ge playmg fields, tennis courts surfaced for all-weather playmg, and a Colle~e boathouse with six sailing dinghies, a sailing sloop, and coord_1nate facilities for water sports. Excellence of performance m a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, _swimm_ing, ba~eball,_ basketbal~, fencing, lacrosse, and track is t~e 1_n~truct1onal ideal and is recognized through a number of md1v1dual an~ team awards. Extracurricular music complements the musical part of the regular curriculum. Curricular mu~ic inc~udes _formal lect~res on music, group readings and semma_r d1scu_ss10ns of musical scores laboratory practice with strmged mst.ruments, and conce;ts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program ma~es available to a maximum number of stu~ents the opp?rtumty of acquiring the necessary personal habits for the enjoyment of music. Two large orchestral and choral groups _composed of members of the College and residents of Annapolis an~ the surrounding territory meet reg1:1larly un_der the leadership .of the St. John's Director of Music, and give a number of concerts during the College year. The upper floor of. Humphreys Hall is a music center, containing a well-~tocked l~brary of recordings sheet music and scores, a recordmg machme, an automatic phonograph, a grand piano, and a number of ~Hchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. Other Extracurricular Activities Some student activities are really an ext~nsion. of the curriculum: for example, the Theology Club m which students * Reasons for the elimination of intercollegi_ate competition from the College athletic system are set out in detail in Appendix C. 51 and faculty pursue in greater detail problems raised by the seminar discussions of philosophical and theological works. Other groups represent similar specialized pursuits in politics law, medicine. ' The St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. The St. John's Yearbook is a student-edited yearly publication which departs radically from the conventional year-book format. In its present form it is a magazine whose purpose is to recapitulate and summarize the past academic year. The King William Players serve as a center for the reading of drama and poetry in general, as well as for the activities of play production. The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Cotillion Club presents a series of formal and informal dances throughout the year, including eight popular motion pictures, followed by dancing to recorded music and Coffee Shop table service around the dance floor. The Film Club, organized in 1941, has presented a series of the outstanding foreign and domestic film productionsthe "classics" of cinematic art. As supports for an active social 'life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with radios, ping pong tables and comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is situated on the edge of the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE liberal education of young men in St. John's College. A number of retired naval officers and men of business live in estates in Anne Arundel County surrounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities, each with a smallscale unit for student government within the common life of the College. An attempt is made to relate the grouping of students in the houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help and support that other students can give him in his college life. Lower class dormitory units will be under the supervision of resident house masters who are older upper classmen or junior tutors, beginning with the 1943-44 session. Rooms in dormitories may not be occupied during t' except by s · 1 · · Th vaca ions .J?ecia permission. e dormitories will be o en for p occupancy m July as follows: 52 Dormitories All students not living at home are required to live in the College buildings and to take their meals in the College Dining Hall. Each dormitory room is provided with the necessary furniture, including a single bed with mattress, pillow, pillow cover and bedspread, a chest of drawers, book shelves, Venetian blinds or window shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective roommate, if any, and his own good taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. 53 For upperclassmen taking Annual Written Ex . . f f h ammat10ns rom noon o t e day before the Examination days For freshmen from noon of the second day bef . · · day. ore regrstratwn For definite dates in 1943 see the College Calend The College m~intains the car~ of the dormito:f~s. There are stu~ent dormitory managers whose duty it is t complamts, to maintain order and cleanliness and too refport · . the follow·mg regu1at10ns concernmg breakage' and d en orce College property: amage to Any damage to College property will be charged to the occupant or. occu~ants ?f the room, or to the occupants of the dormitory, m which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of the College on registration D Coll "ll b h · amage to ~ge property wi 'e c arged against this deposit accordm~ to. the student s responsibility. The deposit must be mamtamed at all times during the session. It will be returned a~ the end of any session, or upon the withdrawal ?r graduat10n of the student from the College Th· d . is called Caution Money. . is eposit The College reserves the right to repair completely at the expense of. the occ~pant or occupants, any dormi;ory room an~ furmture which have been seriously damaged. · ffIntentional damage to College property i· s a senous · . o ense, and it will be dealt with summarily. The Dining Hall The Dining ~all .is maint~ined by t?e Manager of the Dining ~all an~ Dormi_tones. _Special attention is given to a balanced di~t~ an mter.estmg vanety of menus, and reasonable cost The Dmi?g Hall ~s \:lose? when the College is not in session, ~xcept for ~mgle hohd.ays; it will open for supper on the day just precedmg the begmnmg of each term; and only breakfast will be served on the last day of each term. �54 CATALOGUE OF ST JOHN'S COLLEGE Infirmary Service A fully equipped Infirmary is maintained at the College. It is in charge of the College Physician, a trained nurse, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are f:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of . t~e . C~llege lnfirmaiy staff, whether for sickness or for athletic mJunes, are not paid for by the College. Any illness must be reported promp.tly bJ_T the s~udent. Students suffering from contagious or mfect10us diseases must reside in the Infirmary until discharged by the College Phys1c1an. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General* The revolution which reestablished the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the c_;ollege, it was_ known that many of the contemporary educat10nal ~onvent10ns do not p:omote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. The :var has hei~~ten~d the necessity that already existed of makmg the rev1s10n m entrance requirements which has been obviously implied by the curriculum since its bevinnino-. The admission procedure which is described below sh~uld be understood as the fulfillment of two purposes: ( 1) to assure both teachers and the student of his ability to pursue the St. John's curriculum, and (2) make it possible for students to complete their formal liberal education before being called into military service. Requirements A student will be eligible for admission if he can fulfill :my two of the three following requirements: 1" Two years of attendance at a high or preparatory school with credit for one year of algebra, one year of plane geometry, and two years of a foreign language. 2. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended. 3. Passing the St" John's Entrance Examinations in arithmetic algebra, plane geometry, English reading and grammar,' and one foreign language (Latin, French, German or Spanish). The Entrance Examinations have been compiled particularly for St. John's College. They aim to reflect two years of genuine work in a high or preparatory school and to assure both the faculty of the College and also the student of his ability to pursue the St. John's course. In <loubtfu l cases the Psvcho''CL Appendix D. The Great Books at War. 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE logical Examination provided by the American Council on Education may also be taken. Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your for~al preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to giv~ the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. . 3. Return the Application for Admission to the Registrar .who will collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher or c.ol~~ge graduate who will be willi~g t~ accept the responsibility for administering the exammatmns to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic recoErd, recommendations and the results of the Entrance xaminations, we shall promptly report the decision of the Admissions Committee. 6. If you are not able to pay the full college fees, a~k us .to se?d you a blank of Application for ~tudent Fmancial ~id. Fill this out with special attentmn to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. Requests for further informa~io~ may be . ~irected to the Registrar. You are urgently invited to v1Slt the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no adv~nced standing in the program is granted for other college credits. FEES College Finance !~ is the aim. of St. John's College to establish its fees for tmtion and re~idence at a figure which will approximate as closely as possible the actual cost of furnishing tuition board and room, and meeting the administrative and other o;erating expenses of the College. St. John's College adopted this principle and established the fee for r~sidence and tuition at $1,000 for students entering the College m the fall of 1941, or thereafter. This fee will be continued unless, in following years, conditions of war and rising costs should force revision. (The fee of $1,000 covers the three terms of the regular session. For the duration of the War a fourth term, held during the summer, will raise the annual fee to $1,300 f?r the first year, and $1,200 for each year thereafter. It will be noted that this wartime increase is less than proportional.) By setting its student fees at appr?ximate operating cost, the College. has f~ee~ ~ther sources of mcome, principally support by. p~ivate individuals and by the public through state appropriations for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. T~e var~ous other fix;ed charges for attendance at St. John's are listed m th~ following paragraphs. In figuring the budget for the academic year, each student should include additional items for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission find it necessary to take the College entrance examinations in order to complete the requirements for admission, h~ will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination· it will not be refunded, nor will it be deducted from other fee~. 57 �I 58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Annual Fees For students entering the College in 1943, the total fixed charges for the first year are: Tuition Summer Term .......................... $240 Fall Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Winter Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Spring Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Residence $160 120 120 120 Total $400 300 300 300 Total for year for tuition and residence ........................... $1,300 These fees are payable in full on registration in July or, if preferred, in four installments: $400 on registration, and $300 at the beginning of each of the following three terms, that is, on September 29, January 5, and March 29. The higher fee of $400 is charged only for the first term of the freshman year. On registering, the student must procure a Treasurer's card showing that fees have been paid or that suitable financial arrangements have been made in order to be admitted to classes, dormitories, the dining hall, the library, gymnasium or infirmary. Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the dates due. Caution Money Each student must make a deposit of $10.00 with the Treasurer on registration, subject to charges for laboratory breakage and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Except for the caution money deposit, which is refundable at the close of the college year, the College has no extra fees. Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the 59 regular schedule a deferred tuition plan , wh1'ch prov1"d es for . . payment m equal mstallments during the College · · t l · year, m most ms ances, e even mstallments · This method of d e ferre d tm. · . twn ~ayment 1s handled through "Tuition Plan I ,, porat h" h ff h" . ' nc., a cor10n w IC o ers t is service to. many schools and colle es g throughout the country. The plan is put into effect b tract signed b th . Y a cony e parent or guardian of the student a d b the -~ollege and handled entirely by "Tuition Plan Inc,? Th~ add1t10nal cost is four per cent of the amount fin;nced. . ·_ mum charge one dollar. ' mmi �CATALOGUE OF ST JOHN'S COLLEGE 61 canv:a~sed .. T~e Committee has the grave responsibility of adm~nrntenng Justly a common financial resource of the comFINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for four terms amounts to not more than $250, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest. Since the available amounts of both work and money are limited, it is desirable that only students who could not otherwise meet their college expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for four terms amounts to more than $250, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the ;:i.pplication altogether. This practice is based on the experience that in most cases $250 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so dearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committee on Aid will reject all applications, whether for loans and employment or for outright grants, which do not dearly demonstrate that all local sources have been thoroughly 60 mumty ?f scholars which the applicant seeks to join. It therefore .s~b_Jects e~c~ case .to ~ thorough investigation and it cannot m1t1ate this mvest1gat10n until the student aid blank h b.een fille~ out fully, dearly, and accurately, and with su~~ c1ent detail to enable a judgment to be made. AU students hold aid, whether loan and employment or money .grant, ?nly on condition that they maintain good a.cadern1c standmg. ~pp~ication for aid should be made. at the t1m~ the formal apphcatwn for admission is forwarded to th Registrar. .e MARYLAND STATE SCHOLARSHIPS R.esid~nts ?f ~he several .counties of Maryland and the six Le~1~lat1ve d1s.tnc~s of Baltimore are eligible to take the competitive e'."ammat10ns for scholarships at St. John's College of these scholarships pay full fees, including tui~ t10n, board, and room; twenty-nme pay tuition fees only. They are granted for four years or in the case of a student already at the College. for the re~ain?er of his course to graduation. I? al! counties an? _Legislative districts the competitive exammat10ns are adm1mstered by the respective county or city School Boards, and reports are rendered to the respective Senators who i:nak~ the formal appointments. The College supplies the e~ammat10?s and grades the papers in an except three counties, Carolme, Montgomery, and Prince George's where the School Boards examine candidates and report dir~ctly to the Senator. Al~ appointments are conditional upon admission of the candidate to the College. The procedure for application, examination and appointment to State scholarships is as follows: ' ~wenty-nme 1. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for .the announcement of the time and place of the examinat~on and apply to the local School Board for examinat10n. 2. Candidates sh?uld supply to their respective Senators evide~ce of th~1r good character and financial need. 3. Appomtees will be notified of their appointments by the Senator and by the College. :11 �62 CATALOGUE OF ST. JOHN'S COLLEGE SCHOLARSHIPS AWARDED BY THE COLLEGE THE PHILIP A. MYERS, II, SCHOLARSHIP be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. THE CLIFTON C. CATALOGUE OF ST. JOHN'S COLLEGE 63 cation should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 21 East 65th Street, New York City. SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS RoEHLE ScHOLARSHIP SCHOLARSHIPS IN ENGINEERING To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JoNATHAN VON ScHWERDTNER ScHOLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Th~ee sch?Iars?ips in engineering are offered at the Johns Hopkms Umvers1ty to graduates of St. John's College. These scholarships are awarded by the F acuity Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuiti~n sc~olarship applicable to an approved course either at the B1olog1cal Laboratory at Cold Spring Harbor New York, or at the Marine Biological Laboratory Woods' Hole Mass~chusetts, i~ o~ered annually to graduate; of St. John's'. This scholarship IS awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA In 1941-42 the Colonial Dames of America awarded a scholarship amounting to $250.00 at St. John's College to Mr. Richard Devan, Class of 1944. Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Appli5 �CATALOGUE OF ST. JOHN'S COLLEGE 65 called King William's School, and managed by certain trustees nominated, and appointed by your sacred majesty. ' Laws of Maryland, Session of July 1-9, 1696. APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE a liberal a.rts ST.It JOHN'S COLLEGE is andsmall been so smce c_ollege fo: men. is non-denominational, has foundmg. It 1776 According to tradition King William's School was used as a gunshop during the Revolutionary War, its has never been co-education~l. It maintains no graduate or professional schools. It is the third oldest college in the United States. 1696 King William's School, first public free schoo~ on d~e. American Continent, founded in accordance with the followmg Pet1t10nary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency Francis N~cholsor:, Esq.; your Majesty's Governor of this your Provmce, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. Al'm MAY IT BE ENACTED, by the King's most e.xcellent ma7esty, by and with the advice, prayer and consent of this present General Assen_ibly, and the authority of the .sarne~ That for the propagat10n of the gospel, and the educat10n 01 the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher and one writing-master, or scribe, to a school, and one hund;ed scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propao-ated and established under your royal patronage. And that ~he most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be 64 1784 St. John's College chartered by the General Assembly of the State of Maryland: WH~RE_As, Insti~utions for the liberal education of youth in the prmc1ples of virtue, knowledge and useful literature are of the highest b~nefit to society, in order to train up and prepetuate. a success10n of able and honest men for discharging the vanous offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learnino· have accordingly been promoted and encouraged by the wises~ and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint Joh?'s, be established on the said Western Shore, upon the follo':"mg fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever upon a most liberal plan, for the benefit of youth of every 'relio-ious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors oJ the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said colleP-e on account of, his particular religious profession, having ;e~ard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen . . . . . The petition for this Charter was signed by William Paca * and others. • Signer of the Declaration of Independence. �CATALOGUE OF ST. JOHN'S COLLEGE 66 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows: William West, D. D. Thomas J. Claggett, D. D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase * John Thomas Thomas Stone " Alexander Hanson Thomas Jennings J arnes Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D. D. First Principal of St. John's College, Dr. John McDowell. 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner, 1799 Graduation o~ George V:T ashington Parke Custis, step-grandson of George Wash1,ngton. Fairfax and Lawrence Washington, nephews of George Washmgton, were also students at the College, 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College. 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. GEORGE ANNAPOLIS, 67 April 17, 1791. " Signers of the Declaration of Independence. wASH!NGTON First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of T rigonornetry Conic Sections Chemistry Natural Philosophy Elements of Criticism Second Year Greek Horner Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Mod€m Languages by special arrangement in addition, �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 68 69 1886-1923 1868 Principalship of James C Welling. Second Year First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Fo·urth Year Third Yea1· Greek Plato lEschylus 'Thucydide~ Sophocles Latin Cicero Juvenal Plautue English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equatioos Analycic Geometry Descriptive Geometry 1Jse of Instrurnent.s l'>Tatural Ph_ilosophy (~hernisrry fl_i3t0rical T'·y1cthoi.fa Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Lectures in Philosophy and Social Science on: Plato Aristotle 1~ristophanes Augustine Demosthenes Thomas Aquinas Latin Vico Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, 14th, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Hegel Logic Buckle E1,idence of Christianity Lecky Malthus Mill Butler Greek Plato Aristotle Presidency of Thomas FelL A curriculum of Block Electives and Military Training. l. Classical Course leading to the B. A. Degree 2. L~tin _Scientific Cour~e leading to the B, L Degree 3. Scientific Course leadmg to the B. S. Degree 4. Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies J.mder the Open Elective SystenL 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of to-day. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Preamble Degrees Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any i17stitution ?f learning must require of its students certain marks and signs of t~eir attainments and progress even though misuse of such reqmr~­ ments has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant deg~ees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astroi:omy. The St. John's degree of Bachelor of Arts signifies competence m the modern equivalent of these arts and sciences. This implies: 1. 2. 3. 4. Ways& Means Enabling examina~ tions Knowledge of the contents of the required books in the lisL Competence in mathematics through the elementary calculus. A reading knowledge of at least two foreign languages. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, the degree of bachelor of arts, magna cum laude, cum laude, rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Med~cine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 70 71 laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September of the fourth year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general quP,stions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in the differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 72. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of bachelor of arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either ( 1) the student is accepted as a candidate for the degree, or ( 2) he is not accepted but allowed to finish the four years of college work, or ( 3 ) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a dissertation, to be agreed upon by the faculty, to be written during his fourth year, and to be publicly expounded, amplified and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth year, the student Petition Disserm tation (general) �72 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE DisserQ tation (particU lar) 0 Examin~ ing Hoard may request more time to prepare and submit his dissertation for the approval of the faculty" He may even request permission to return to the college for a fifth year, attending what tutorials, laboratories, and seminars he pleases within the limits of college discipline" The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge" For the year 1942-43 the Instruction Committee will act as an Examining Board" The duties of the Examining Board are as follows: l. To formulate and administer the Enabling Examinations which are to be given in Septembec 2" To accept and approve projects for the final dissertation" Such projects must be prepared and formulated by each candidate with the help of a faculty adviseL 3" To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees" The present members of the Instruction Committee are: Buchanan, Chairman, ex officio Barr, ex officio Comenetz Gorman Kieffer Klein McFarlin Scofield APPENDIX I The books of the fo::st three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Bno!e Texts studied in Seminar Iliad Republic Timaeus CEdipus Hamlet King Lear The Tempest Harvey Poetics Laviosier Physics Wealth of Nations Federalist Papers Galen Divine Comedy Don Quixote 73 As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instru~ men ts" following list is arranged under three headings: Elements, Scopes, and Meters, One fundamental way of classifyin<Y scientific instruments is into two kinds: scopes and meters" Th~ scopes are aids to observation and the meters are aids to measure1nent" With the former, distinctions of a qualitative kind can be ma~e, such as between m~re and less, up and down, straight and not ~tra1ght, ~he latter perT?1t" us to i:nake quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with t?e thing observed" Often the same piece of apparatus can be used either as a scope or as a meteL The elements are certain devices not scientific instruments themselves, which enter into the construe~ tion of different instruments" !he Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope 111 eters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulomb meter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts" In one the student will be asked to make certain observations ;nd measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments" The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above" �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX C ST. JOHN'S COLLEGE RADIO PROGRAMS. SERIES II, NO. 3 By STRINGFELLOW BARR, President From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have foreseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work. Yet I shnuld have known this by analogy. I had known countless students who withdrew from intercollegiate athletics when they entered medical or other professional work. They withdrew 74 '15 because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't hav~ to study to ear? a B.. A The undergraduate fills in his idle time with athletics. w~1ch at its most professi?nalized is a lot better thing to fill idle tim~ :iv1th ~han some other thm?s .I know. But _suppose there isn't any idle time? Suppose there is Just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are reallv doing serious work know without being told that you can't "mak~ up" for something you should have learned but didn't · the magic word "excuse." An excuse may square you with the ~ It won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquirino- a medical education in a medical school. But if it is a serious busi~ess, then it h~d better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. . '_['ha~ big busi?ess substitutes spectator psychosis for actual part1c1pat10n,_ cheenng sections for playing teams, an orgy of sportsg~ods eqmpment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natu_ral antagonists, monotonous physical drill for learning to play by playmg, pressure from fellow-students for zest to play, the exhibitionrnm of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long. a~ unde:graduate education is run in low gear. In fact, I sh?uld ms1st agam that, so long as education is run in low gear, these thmgs are better than idleness. But there is somethino- better still and that something is amateur athletics, amateur a~hletics of ; quality no college can achieve so lonrr as it is meshed in with the new kind of athletics, the big-busines~ kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms ?f h~alth, recr~ati~n, skill, and coordination,, To get that support, it will expand its mtramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities a good country club offers. Every game we now play we 6 �76 CATALOGUE OF ST. JOHN'S COLLEGE shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the College but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. APPENDIX D THE GREAT BOOKS AT WAR Men must have often lifted their eyes from battlefields where corruptible things take on corruption and turned to a shelf of books for assurance that some things are not corruptible. Battlefields these days extend themselves farther than they sometimes have, and many a school and college must have looked from its campus and classrooms, now given over to war training, to discover what it is in a college that ought to persist. Except in places like Louvain in the last war and enemy countries in this war, the assurance of survival comes from the college library. At St John's College reassurance is simpler. Five and a half years ago, when war clouds were darkening, the faculty with the approval of the Board and the assent of the students entrusted its curriculum and its teaching to the few greatest books of the western tradition and their authors. When war actuaUy came and the need for assurance was undeniable it was possible to keep our eyes on the book shelf and at the sam~ time to take account of the cost of the war; we were sure that this curriculum and this teaching need not be lost or corrupted. We were even sure that these things would help win the war. We were ready and eager to make any adjustment and to take any risk that might become necessary. It was not thought necessary that we should accelerate the teaching schedule; in fact it was thought that acceleration and the addition or substitution of war courses would detract from rather than add to the realities of the learning process-even those that war demands. Our mathematics could not be improved, except as our teaching might improve; our language study would be fundamental to communications whether in the writing of directives or in cryptography; our laboratories were already laying the ground in mathematics, astronomy and physics, for navigation and for meteorology; and the touch-and-go conversations of the great book seminars were proving grounds for the executive responsibilities of future officers. But these features were only secondary applications of the master plan of the curriculum, which was aimed at general or liberal education for every man, for his freedom and morale both in war and in peace. The great advantages of a master plan are the variability and adaptability that it allows and supports. In the case of the St. John's program maximum risks are j~~tified because the plan is rooted in the great books which have survived all the emergencies of the past, and presumably will continue to go 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE through this one and others with us. A bomb may destroy the paper and ink, the draft may decimate the faculty and student body, but the books will not be forgotten and they can be put to work by anyone who remembers. We can therefore view any new directive with assurance and can promptly answer any call to war service without fear of losing what we are fighting for. In the past year we have therefore been able to take care. of our army, navy, and marine reserves without changing our curnculum. We have required calisthenics, infantry drill, military track, and hand-to-hand combat in place of our former system of voluntary intramural sports. We have offered extracurricular training in gas engines, specialized navigation, physics, and mathematics. None of these things has displaced or been a substitute for the funda~en~als of the liberal arts, which in turn have supported the specialties. In spite of the high degree of assimilation that these developments indicate, it has been a tough year for both students and faculty. There has been hardly a week when some students have not left for military duty; there has hardly been a month when some fac;ulty member was not needed and called for the country. Badly wntten military directives have transmitted the chaos of the battlefield to the College; we have recoiled and rallied. At the end of the .secoi:d term we held imitation commencement exercises for the th1rty-s1x students called to the colors; the recital of the Ephebic Oath conquered the day. "We, students in arms, salute the youths of the ancient republics." We were also saluting the other colleges who were 1ommg us rn arms. But the master plan has also found new meaning in the events of the world and of the college. We have learned that about half of the books from Homer to Tolstoi discuss war and peace with realism and wisdom. Beneath this surface they explore the problems of law and anarchy, they report man to man, they weigh sin and tragedy, they record learning by recognition in calal!1i~y. The study of the great books in war time confirms the conv1ct10n t~at such reading and discussion is the birthright of every human bemg. When the Congress decided that men should be drafted ~t the age of eighteen, we therefore decided that we would take the nsk of the last planned step of the St. John's revolution, to teach these books and the accompanying liberal arts to younger students, students who might not have graduated from high school, and who might therefore not be able to get their liberal education as long as the war lasts. Teaching students of this age already was a part of the master plan, but we had hoped to have som~ of our own graduates in the faculty to help us to make the ~hr!t. We had theref?re postponed it a few years to allow the rebmldmg of the faculty with the younger and more aptly trained teachers. But the present CATALOGUE OF ST. JOHN'S COLLEGE 79 faculty has been going to school with the great books and they for reasons of age and training will not be useful and effective in the armed forces. The need of their teaching is obvious and they are ready for the adjustments in teaching that the task will require. After a great deal of discussion with faculty, Board, and students, and also figuring of costs, the administration has been authorized to announce the four-year college course in the liberal arts to be given in three calendar years to students between the ages of fifteen and eighteen. The great books are offered to these youths who might otherwise lose their opportunity to participate fully in the arts of free men. There is no doubt that this radical step will be ;.,.iewed in many quarters with alarm. There will be doubts that such important instruction material can be handled ade·quately and safely by younger boys; there will be doubts that the treatment younger boys can give the great books is in keeping with the high aims of the program itself. On the first point we have considerable evidence that younger boys not only can handle the great books with profit, but that they can get greater profit with less readjustment than the graduates of our present schools of preparation for college. We have already taken a small group of younger boys at St. John's, and they show the same variation in aptitudes and progress that the older boys have been showing. But in addition they evidence a fresh, direct amateur's interest in ideas that high school graduates have to recover from their earlier years. It appears that the ordinary high school graduate has in the last rather empty years of his preparation for college acquired many of the academic pretenses which are so characteristic of the American high school, that he has actually been bored with scholarly husks and has substituted flattery of his teachers for genuinely tough intellectual work. The fault is not in the teachers; many of them are also bored with the subject matter that they teach, and they also turn to flattering the student. All of this together with the progressive decay of the linguistic and mathematical disciplines points to a dead spot in our educational system, a point where preparation in the grammar school has finished, for better or for worse, and the real business of liberal education has not yet begun. We drag students through two to four years of this wasteland, and the acute stages of boredom appear in the last two years of high school or the first two years of college. Some of the better preparatory schools and colleges fill in with literature, fine arts, and science, but they know that they are either doing college work or it will all have to be repeated in a staler form later on. Liberal education is in origin and tradition a European institution, and a glance at its structure lets us see where we have improvised and perhaps fumbled. The grammar schools in European coun- �80 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE tries lead directly to the Gymnasium and Lycee, whose curricula were made of Latin, Greek and mathematics with a scattering of national history and literature. The Gymnasium and Lycee led directly to the universities whose primary structures and functions were ordered to training in the professions: law, medicine, theology, and teaching. The Gymnasium and Lycee came at the end of the child's education and they were concerned to initiate in the student the free and independent use of his mind so that he could worthily attain the knowledge and discharge the duties of the learned professions in the community at large. The Gymnasium and the Lycee devoted themselves single-mindedly to liberal education. It should be interesting to us in the United States in 1943 that the liberal education thus institutionalized was provided to all young men who were admitted to it before the period of their military training and service. As the youths of the ancient republics of Greece took the Ephebic Oath at the end of their common formal education and at the beginning of their three years of military training and service, so the Europeans had the military dead line to mark the end of common formal education in the liberal arts. We have lacked this mark until now, and have allowed our structure and sense of function to become confused. The high school and the college have fused and grown together, and at the same time the college and the professional schools have lost their identities in the elective system which makes the worst of both. The collaborators and originators of the St. John's program were aware of this confusion in our educational system, and were at the outset intent on clarifying and articulating the system. They were also aiming at introducing and initiating the student to the liberal arts in their full deployment at the end of common formal education. At St. John's we faced the risk of looking like a high school or a junior college and yet teaching subject matters and arts that are at the college level in importance and difficulty. The ages of our students admitted on high school graduation were equal to the ages for military service or university training in Europe. We therefore at the start planned to shift the age to a lower bracket as soon as we had established our curriculum by teaching experience. Now the war has given us the military deadline at eighteen years of age, the same that Europe has prescribed since the Greeks, and we may be looking forward to its permanent adoption. We are therefore fitting the last item of our original program into the master plan and at the same time meeting the current emergency for liberal education in this country, by admitting students a.t the age of fifteen. We trust that we shall not be accused of causing the war, but it may be pointed out that it has nicely punctuated the steps of our return to the ancient tradition. In th~s con~ection it w~ll bear repeating that we are following out to its logical conclus10n the American tradition that liberal education is for everyman, rather than for the few as the Gymnasium and the. Lycee have offered it. We have also departed from the Gy~nasmm and the Lycee in their original establishments by includmg a large portion of the natural sciences which they omitted and passed over to the various Realschulen for the education of those who did not ~xpect to .be free men. Our rediscovery and use of the great books is the basis of our confidence that liberal education, including the natural sciences and the laboratory, can be given to everybody at the end of the period of their common formal education. No essential changes in the booklist or in the teaching and class schedule need to accompany this shift in the age of students. The great books themselves offer many levels for reading and understa~d!ng'. and in particular allow the more poetical and imaginative ass1m1lat10n that the older student avoids too easily. The classroom. scheduled hours. are those familiar to boys at this new age. Intelligent teachers will welcome the direct amateur interest and will eagerly shift their contributions of help and guidance to meet the traditional youthful mind that is ready for the liberal arts, the arts that help boys to become men. Two other changes we regret to find necessary during the war. We shall have to add another term to the calendar year and forfeit the long summer vacation in order to complete the four-year course in three calendar years. The long summer vacation has a very high educational value· the tra~it~ona~ v~cation has allowed time for the maturing of lear~ing while it is ~till. m p~ogress, and there is evidence that it has been very effe~t1ve m this respect. We shall recover it at the earliest opportumty. The other regrettable change is in the omission of three ~oreig?- languages: Latin, French and German. Competent teachers m this program are difficult to keep during the war. On the other hand the addition of a term of Greek and the concentration on slo~ reading in. E~gli~h are intere~ting and promising experiments m a field which 1s difficult to assimilate to the realities of the liberal arts, and the experience may lead to a more genuine solution of the whole problem in the future. It will be interesting to see if some of the thinking that we have done to set the liberal arts in motion at St. John's will be recognized and followed by other colleges as the war recedes and the solid ground of liberal education, unencumbered by wreckage, reappears. 81 �CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BOOKS, by Mark Van Doren, The Nation, December 6, 1933. ST. JOHN'S REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Gradu~ ates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S.]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education, January, 1939. Reprints available. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. 82 00 OJ REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1939. Reprints available. SOCRATES CROS5ES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK TO FIRST PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TOWARDS A DISCIPLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfel!ow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Ass'n of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JOHN'S, by John S. Kieffer, The Classical Journal, December, 1939. HOW CAN WE BE TAUGHT TO THINK, l. "Back to First Principles," by Scott Buchanan, .in Democracy's Challenge to Ediication, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Come Into Their Own Once More Life Magazine, February 5, 1940. ' REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, ]\!fay 1941. Reprints :::vaibble. A COLLEGE IN SECESSION, by Stringfellow Barr, Atlantic Monthly, July 194-1. Reprints available. THE WAR AND THE COLLEGES: Two Radio Addresses, by Stringfellow Barr, May 1942. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, July 19'12. Reprints avail a b!e. CRISIS AND REFORM IN EDUCATION, by Walter Lippnnnn, New York Times, February 14, 1943. CLICK AND PICK vs. THE ATLANTIC, by James Harry Price, The Clrnrchman, Christmas, 1942. CLASSICS OF THE WESTERN V\TORLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. HOW TO READ A BOOK oR THE ART oF GETTING A LIBERAL EDUCATION. l:lv Mortimer J. Adler, Simon & Schuster, 1940. A book expounding the technique.s by which adult groups or individuals can come to terms with the great books. HOW TO READ A PAGE, by I. A. Richards, W. W. Norton, 1942. Still more detailed techniques of reading. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1942-1943 FOURTH YEAR-CLASS OF 1943 Alexander Scott Abbott ........................ Oconomowoc, Wisconsin Burton Armstrong ............................ Scarborough, New York Ralph Levi Baltzell ........................... Union Bridge Carl Benjamin Blaker ......................... Macedon Center, New York Monte Ferris Bourjaily, Jr...................... New York, New York Douglas Buchanan ........................... Annapolis Waiter Lawson Cooley ......................... Aberdeen Paul Ehrlich ................................. New York, New York Glenn Allen F eamow .......................... Williamsport Ernest Christopher Friess, Jr ................... Oakley John Louis Hedeman .......................... Baltimore Robert Hunter ............................... Mobile, Alabama Ogden Worthington Kellogg-Smith .............. Chestertown Edward Kramer .............................. Montclair, New Jersey Claude Spencer Leffel, Jr....................... Woodbine Francis S. Mason, Jr .......................... Plymouth Meeting, Pennsylvania Adrian Curtius Mayer ......................... Ossining, New Yorlc Alexander Leonard Slafkosky ................... Bethlehem, Pennsylvania Ollie Hammond Thompson, Jr.................. Hurlock Thomas Orville Usilton ........................ Centreville John Weber, Jr ................................ Cleveland, Ohio THIRD YEAR-Class of 1944 Robert Seaver Anderson ....................... Billings, Montana Earl Secord Bauder, Jr ........................ Utica, New York Nicholas Daniel Bona dies ...................... Winsted, Connecticut Robert Fredric Garland Bunting ................ Baltimore Richard Clark ................................ Easton Lindsay Edmonds Clendaniel ................... Denton Edward Born Cochran ......................... Birmingham, Michigan David Dobreer ............................... Los Angeles, California Ahmed Munir Ertegun ........................ Washington, District of Columbia Henry Raymond Freeman, III .................. Sewickley, Pennsylvania Norman Atwood Garis ......................... Summit, New Jersey Edward Ury Godschalk ........................ Glen Ridge, New Jersey Carl Schlee Hammen .......................... Linkwood Richard Edward Holle ......................... Elberon, New Jersey Joseph Francis Hollywood, Jr ................... Forest Hills, New York VliHiam Hayiwar3 Horsey" ..................... Denton James G. Huber. ............................. Baltimore Richard Henry Hutchings, IV .................. Poughkeepsie, New York Richard Ernest Huyck ......................... Mishawaka, Indiana Arthur Hyman ............................... Tampa, Florida 84 Casimir Thaddeus Krol ........................ Chicago, Illinois Jack Landau ................................. Pittsburgh, Pennsylvania Charles Russell Levering ....................... La Pia ta Samuel Wesley Marvin, Jr. .................... Crozet, Virginia Thaddeus Edmund Prout ...................... Owings James Maurice Raley ......................... Compton James Henry Roe ............................. Pittsfield, Massachusetts David John Sachs ............................. Chicago, Illinois Henry Harrison Sasscer, IV .................... Chevy Chase Haven Ely Simmons ........................... Cedar Rapids, Iowa John Calvin Smedley .......................... Beverly Hills, California Robert Perry Snower .......................... Kansas City, Missouri John Clarence Somers, Jr ...................... Crisfield John Trimble Spencer ......................... Easton William Gideon Spohn, Jr ...................... Baltimore Irwin Robert Tucker .......................... Bayonne, New Jersey Martin Zacharia Vogelhut ..................... Baltimore Robert Arthur Wilcox ......................... Storm Lake, Iowa Andrew S. Witwer, Jr .......................... Joliet, Illinois Peter Christian Wolff .......................... Glen Echo Warren Seymour Zeik ......................... Bayonne, New Jersey SECOND YEAR-CLASS OF 1945 Rogers Garland Albritton ...................... Chevy Chase Alvin Barton Barber, Jr ....................... Bethesda Stephen Windsor Bergen ................. , ..... St. Albans, New York Joseph Patrick Blocher ........................ Grantsville Robert Thomas Bonham ....................... Greenbelt Harold Milbourne Boulden ..................... Elkton George Brunn ... , ............................ New York, New York Robert Luther Campbell, Jr .................... Hagerstown Theodore Willes Clark ......................... White Plains, New York Robert Orval Davis. . . . . . . . . . . . . ............. Scottdale, Pennsylvania Alvin Epstein ................................ Los Angeles, California Duane Thomas Kaye Furbush .................. Palmyra, Michigan Clarence Westcott Gallup, Jr .................. , .Englewood, New Jersey William Michael Goldsmith .................... Forest Hills, New York Douglas Laird Guy .......................--..... Wauwatosa, Wisconsin Earl Judson Hendrickson ...................... Dundalk Chester Peter Hewitt. ......................... Woodmere, New York Christian Arneson Hovde ...................... Pittsburgh, Pennsylvania Harold Julius Hyden .......................... Tulsa, Oklahoma Solomon Kadis ............................... Baltimore Donald Stewart Kaplan ........................ Groton, Connecticut Michael Christopher Keane .................... Brooklyn, New York Donald Hartley Kellogg-Smith .................. Chestertown Arthur David Kelso, Jr. , ...................... Linthicum Heights Lawrence Leslie Levin ......................... West Hartford, Connecticut George E. Long ............................... Salisbury William McCormick Lundberg .................. Winnetka, Illinois Henry Resolved Mack ......................... Dover, Delaware John Duncan Mack ........................... Yonkers, New York Charles Ferris Maikoffske ...................... Pleasantville, New York Michael Joseph Manley ........................ Cumberland 85 �87 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Frank B. Marshall, Jr ......................... Baltimore Orsell Montgomery Meredith, Jr ................ St. Petersburg, Florida Alexander Beauregard Morse ................... Washington, District of Columbia Edward Wingate Mullinix ...................... Round Bay Charles Arthur Nelson ......................... Berwyn, Illinois Erich Nussbaum ............................. Elizabeth, New Jersey Allen Homarei Ohta ........................... New York, New York Elmer Thomas Owings ......................... Hinsdale, Illinois Walter Cabot Paine ........................... Chestnut Hill, Massachusetts Morris Albert Parslow ......................... Muskegon, Michigan Benton Bloch Perry ........................... Baltimore Harry Fletcher Pfeiffer, Jr ..................... Baltimore Benjamin Franklin Pumphrey, Jr ............... Severn William Edward Schaefer, Jr ................... Baltimore Allen Polk Schoolfield, Jr ...................... Pocomoke Verne Schwab ............................... Greenbelt R~bert Julian Scolnik ......................... Grand Rapids, Michigan Edward Parkinson Taylor ...................... Provo, Utah Stephen Wayne Terry, Jr .... , ................. Indianapolis, Indiana Robert Treat Thompson ....................... Oakland, California Gene Perkins Thornton ........................ Greensboro, North Carolina Roger Tilton ................................. San Francisco, California Vincent Wood McKay ......................... Montgomery, West Virginia Eugene Thomas McNamara .................... Somerville, Massachusetts Alexander Stuart Macdonald, Jr. ................ Tacoma, Washington John Richard Maguire ......................... New Rochelle, New York Ellis Wooster Manning, Jr..................... Brinklow Basil Etherton Moore, Jr. ...................... Annapolis Leonard Eugene Mudd ........................ La Plata Robert Wilson Mueller ........................ Milwaukee, Wisconsin George William Norman ....................... Springfield, Massachusetts Robert Frederick Novak ....................... Baltimore James Howard Ogden, Jr. ...................... Prince Frederick William Noel Ogden ........................... North Plainfield, New Jersey Daniel Safford Parker ......................... Janesville, Wisconsin Charles Allen Lyles Patterson .................. Baltimore Harry Winslow Porter ......................... Cincinnati, Ohio Harry Charles Rockey, Jr....................... Philadelphia, Pennsylvania James Willard Sharp .......................... Freeland, Pennsylvania Samuel Sheinkman ........................... New York, New York Francis Key Shepard .......................... Vienna, Virginia Bruce Harris Sinkey ........................... Maplewood, New Jersey Richard Edward Starke ........................ Shenandoah, Pennsylvania James Thomas Taylor, Jr. ...................... Princess Anne Charles Lincoln Van Doren ..................... New York, New York John Campbell Wakefield ...................... Washington, District of Columbia Peter Weiss .................................. New York, New York Henry Theodore Wensel, Jr ..................... Chevy Chase John Williams, Jr.............................. Annapolis John Scott Woodward ......................... Coldwater, Michigan 86 FIRST YEAR-CLASS OF 1946 Robert Lord Arner ............................ Washington, District of Columbia Gerald Atterbury ............................. Annapolis Charles Crittenton Baldwin .................... Flushing, New York George LeRoy Bowen ......................... Baltimore Chester John Bricko ........................... Baltimore Philip Albert Camponeschi ..................... Baltimore William George Chenoweth .................... Loch Raven John Hurst Childs ............................ Baltimore Thomas Jam es Cosgrove ....................... Bayonne, New Jersey John Murray Cuddihy ......................... New York, New York George Howell Daffer ......................... Washington, District of Columbia Milton A. Dauber ............................. Passaic, New Jersey Laurence Elfenbein ........................... Jersey City, New Jersey Sidney Hugh Fitch ............................ Glenelg Alvin Fross .................................. Bayonne, New Jersey Thomas Irwin Fulton, Jr. ...................... Irwin, Pennsylvania John Christian Gall, Jr. ........................ Fairfax, Virginia John Parker Gilbert ........................... McLean, Virginia Samuel Milby Harrington, Jr. .................. Quantico, Virginia Allen Zimmerman Harvey ...................... Frostburg E. Bennette Henson, Jr. ....................... Charleston, West Virginia William Crawford Hill ......................... Pueblo, Colorado Leon David Israel ............................. Union Bridge Irving Brooks Jackson ......................... Newton Centre, Massachusetts Samuel Newton Kirkham, Jr ................... Denison, Texas William Kenneth Kline ........................ New York, New York Joseph Robert Kovarik ........................ Buffalo, New York Clarence J. Kramer ............................ Muskegon, Michigan John James Lobell ............................ Baltimore Thomas Delmar Lyne ......................... New York, New York SUMMARY OF ENROLLMENT Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Second Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 41 53 58 Total in College ..................................................... 173 �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absence, excuses for. . . . . . . . . . . . . . . 42 Academic standing . . . . . . . . . . . . . . 4lff Acceleration ................ 2, 22, 81 Activities . . . . . . . . . . . . . . . . . . . . . . 49ff Athletics ................. .49f, 74ff Clubs ........................ 50£ Dramatics ..................... 51 Music .................. 24, 35, 49f Publications ................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission ...................... 55ff Application .................... 55 Requirements .............. 55ff, 77 Procedure . . . . . . . . . . . . . . . . . . . . . 56 Advanced standing . . . . . . . . . . . . . 56 Aid, student . . . . . . . . . . . . . . . . . . . . 60ff Applications Admission . . . . . . . . . . . . . . . . . . . . . 55 Student Aid . . . . . . . . . . . . . . . . . . 60ff Rooms ........................ 53 Scholarships . . . . . . . . . . . . . . . . . . 6lff Articles, magazine, on St. John's .... 82f Athletics ................... .49f, 74ff Attendance Church ....................... 65 Classes ........................ 42 College exercises . . . . . . . . . . . . . . . 42 Board of Visitors and Governors ... 6, 7 Books, list of great ........... 18ff, 20ff Chronological . . . . . . . . . . . . . . . . . . 45 By years ...................... 47 By subject matters .............. 48 Calendar, College ........... .4, 5, 37 Campus ........................ 51£ Caution Money ............... 53, 58 Charges, fixed . . . . . . . . . . . . . . . . . . . . 58 Charter of College. . . . . . . . . . . . . . . . 65 Of King William's School. . . . . . 64f Classics, new definition of ..... 18ff, 20ff Clubs, College . . . . . . . . . . . . . . . . . . 50£ College Calendar ........... .4, 5, 37f Collegian .......... : . . . . . . . . . . . . . 51 Credits Semester hours . . . . . . . . . . . . . . . . . 43 For entrance to graduate schools . . . . . . . . . . . . . . . . . 43ff, 70 Transfer of .................... 56 Curriculum Elective system . . . . . . . . . . . . . . . 16f St. John's 1835 ................. 67 St. John's 1868 ................. 68 St. John's 1886-1923, block elective 69 St. John's 1923-37, open elective .. 69 Degree Requirements ........ .42, 70ff Dining Hall ..................... 53 Discipline ........................ 53 "Don Rags" .................. 38, 42 Dramatics ....................... 51 Elective Program ............. 16f, 67 Engineering Scholarships at Johns Hopkins ..................... 63 English, admission requirements. . . 55f Enrollment . . . . . . . . . . . . . . . . . . . . . 84ff Summary ..................... 87 Entrance Examinations ........... 56 Essays .......................... 38 Examinations Entrance . . . . . . . . . . . . . . . . . . . . . . 56 Oral ....................... 38, 70f Written .................... 38, 70f Annual .................. .4, 5, 38 State Scholarship . . . . . . . . . . . . . . 61 Excuses, for absence ............... 42 Expenses ....................... 58ff Faculty List .......................... 9ff Author teachers ............. 18, 39 Tutors ........................ 9ff Fellows . . . . . . . . . . . . . . . . . . . . . . . 9 Research . . . . . . . . . . . . . . . . . . . . . 40f Reeducation of . . . . . . . . . . . . . . . . . 41 Appointments .......... .41, 78f, 81 Fees College finances . . . . . . . . . . . . . . . . 58 Examination ................... 58 Annual ........................ 58 Tuition ....................... 58 Residence ..................... 58 Payments ..................... 58 Deferred payment ............. 58f Caution money ................ 58 With financial aid . . . . . . . . . . . . . 60£ Foreign Language Admission requirements . . . . . . . . . 56 See Greek, Latin, French, German French . . . . . . . . . . . . . . . . . . . . . . . 26, 56 Freshmen, list of. . . . . . . . . . . . . . . . . 86f German ................... 26, 56, 71 Grades .......................... 38 Graduate Schools, preparation for . . . . . . . . . . . . . . . . . . . . . 43ff, 70 Greek ........................... 26 88 History Of College . . . . . . . . . . . . . . . . . . . 64ff Chronological order of classics .. 22, 45 In St. John's Program ........ 22, 45f Infirmary Service . . . . . . . . . . . . . . . . 54 Instruction Methods in St John's Program ............... 22ff, 49ff Juniors, list of. . . . . . . . . . . . . . . . . . . 84f King William's School. . . . . . . . . . . . 64f Laboratory .................. 24, 32ff Exercises ..................... 33ff Total Hours ................... 36 Subject Matter ............... 36f Language, reasons for instruction in. 25 Requirements . . . . . . . . . . . . . 43, 70f Tutorials . . . . . . . . . . . . . . . . . . . . . . 25 Clock-hours of classroom work in. 28 Classics in Language and Literature ........................ 47 Latin ......................... 26, 56 Law School Preparation .......... 43ff Lectures, formal .............. 24, 31£ Liberal Arts and Sciences, 14ff, 17f, 21, 45ff List of Great Books, Classics. . . . . . 45ff List of Laboratory Exercises. . . . . . 33ff List of Lectures . . . . . . . . . . . . . . . . . . 3lf List of Students. . . . . . . . . . . . . . . . . 84ff Literature, Language and. . . . . . . . . . 48 Location of College. . . . . . . . . . . . . . 51£ Marine Biology . . . . . . . . . . . . . . . . . . 63 Marks .......................... 38 Mathematics, reasons for instruction in ......................... 28ff Admission requirements ......... 55 Requirements ............. .43, 70f Tutorials . . . . . . . . . . . . . . . . . . . . . 28ff aock-hours of classroom work in. 29 List of Mathematical Classics. . . . 48 Medical Schools, preparation. . . . . . 43ff Music .................... 24, 35, 49f Concerts . . . . . . . . . . . . . . . . . . . . . . 50 Natural Science .............. 34ff, 48 Occupancy of Dormitory Rooms. . 52f Officers of Administration. . . . . . . . . . 8 Philosophy . . . . . . . . . . . . . . . . . . . . . . 48 Political Science . . . . . . . . . . . . . . . . . 48 Pre-military Training ............. 78 Preparation For admission . . . . . . . . . . . . . . . . . 55f For graduate schools ........ 43ff, 70 For life ...................... 14ff President Former .................... 13, 66ff Present . . . . . . . . . . . . . . . . . . . . . . . 8 Emeritus . . . . . . . . . . . . . . . . . . . . . . 13 89 Probation .................... 42, 71£ Procedure for Admission. . . . . . . . . . . 56 Promotion .................. .42, 71£ Reading Parties . . . . . . . . . . . . . . . . . . 39 Registration ................ .4, 5, 55f Regulations Admission .................... 55f Academic Standing ............ 4lff Attendance . . . . . . . . . . . . . . . . . . . . 42 Degree Requirements ..... .42ff, 70ff Residence . . . . . . . . . . . . . . . . . . . . 5lff Religion Non-denominational ........ 50f, 64f Reports ......................... 38 Requirements Admission .................. 55f, 77 Attendance . . . . . . . . . . . . . . . . . . . . 42 Degree ................... .42, 70ff Graduation ............... .42, 70ff Languages ................. .43, 70f Mathematics ........... .43, 56, 70f Familiarity with Great Books . .43, 70f Residence .................... 5lff Research . . . . . . . . . . . . . . . . . . . . . . . 40£ Residence ... , . . . . . . . . . . . . . . . . . . 5lff Rooms ......................... 52f For new students ............... 52 For old students ................ 52 Furnishing . . . . . . . . . . . . . . . . . . . . 52 Occupancy . . . . . . . . . . . . . . . . . . . . 52f Caution money .............. 53, 58 Schedules Weekly ...................... 37ff Student, typical ................ 38 Term ................... .4, 5, 37f Years ................... .4, 5, 37f Payment of fees ................ 58 Scholarships . . . . . . . . . . . . . . . . . . . . 60ff College . . . . . . . . . . . . . . . . . . . . . . . 60f State ......................... 61 Patriotic Societies . . . . . . . . . . . . . . 62 Athletic .................... 52, 76 At other institutions . . . . . . . . . . . 62f Science In modern world ............... 21£ In St. John's Program ....... 21, 33ff Laboratory ............ 21, 33ff, 70ff Liberal ........................ 21 Classics in science. . . . . . . . . . . . . 45ff Semester-Hour Credits Equivalent . . . . . . . . . . . . . . . . . . . . 43 Seminars ................. 24, 30f, 71 Seniors, list of. . . . . . . . . . . . . . . . . . . . 84 Social Sciences ................ 22, 48 Sophomores, list of. . . . . . . . . . . . . . . 85f �'JU Ci\TALUCUE OF ST JOI!N'S COLLEGr: Staff, administration Faculty ........ , Medical Standing, academic Student Activities ... Athletics Elective ' ' Music ... Clubs Publications Dramatics g 9fF 54 ... 4lf 46ff . 49f ' 49ff 49£ 50f 51 51 Stu<lent J\id 60IT Students List of 84 Theological Schools, preparation 43ff Transfer of credits. . '.44, 56 Tuition ' .... ..... . . . . . . . 58 Tutorials 25 Mathematics ' ' 28ff Language ..... ". 25ff J. Vacations ',, 5, 37 Year Book 51 " � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1942-1943 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 90 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1942-1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943-04 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1942-1943 Catalog Catalogue College catalog