47 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5c068bc4bcb90eb26e960bc9e3a90774.pdf 9dc11109145eee76f91a5ff94bd915ae PDF Text Text Page ST. "J, JOHN'S COLLEGIAN severe body-blocking causing most of , the casualties. ST . JOHN'S COLLEGE Randall clinched third pla~e in · the final standings, when they defeated Friday, November 26: 3 :00-5 :00 ·P. M. WP 7-6 on Friday afternoon. Diel< 5 ~45 . P. M: . Powder ran the length of the field for 6 :45~8 :00 P. M. a touchdown after intercepting a 7·:·oo M. ' Randall pass on his own goal iine. But · Perry.'s touchdown and Camp~ · ' 8 :O'O P: M.' ". bell's extra-point gave the upp~rclass­ men the lead and the game. 52.turday, November 27: 10:30 A. M.-12:0:0· M. 9:30 P. M. p: Arts · Fri., ~ov. 26 - Sat., Dec. 4, 1 -----.: Athletics Vesp'er _S~rvice Bible Class ·' Meetin~ bf the Chorus · Violin . Recital by Szigeti Back Canipu, Great llall McDowell 22 ANNAPOLIS, FRIDAY, DECEMBER 3, 1943 Humphreys~ Szigeti Price: I Oc The lack of pretence on Schubert's gram music for which one felt no The Bach Chaconne for unaccom- part, the utter simplicity with which apologies were being made. Petroushka's Dance was infused anied violin is an immense composi- he carries out his intentions serve only p . · · cion. A senes o f towenng chmaxes to increase the stature of the work. with a vitality and intensity one rarely Athletics Back Catnpu1 threaten to negate one another and_to The piece must be played with a style finds in the orchestral performance of Movie-Secret Agent Iglehart Hall destroy the unity of the work. It closely akin to that of Mozart, but one the Stravinsky work. Informal Dance immeCoffee Shop The first encore was the entire Stemcequires a master architect and crafts- which makes a difficult distinction bediately following Plan to realize its dimensions and to tween the two. Which stylistic mas- penyu Suite of Joseph Achron dedimovie harness its immensities. Mr. Szigeti tery might be pointed out as one of the cated to Mr. Szigeti and written short Sunday, Nove·mber 28: chief characteristics of Mr. Szigeti' s art ly before the composer' s death last 2 :00-4 :00 P'. M. Recorded Concert Humphreys HaU was just such a master. We may crutbfully say that we have never been -an unfailing ability to distinguish April. The first two movements are Monday, November 29: that which is Bach from that which is richly Hebraic, not unlike the corcloser tu Bach. 3 :00-5 :00 P. M. Athletics Back Campus responding sections of Ernest Bloch's Preceeding the Chaconne Mr. Szi- Beethoven or Schubert, or Debussy. 4 :00-6 :00 P. M. Recorded Concert Humphreys Hall An encore to the Schubert, Mr. Szi- Baal Shem Suite for violin. One geci and Mr. Foldes opened the recital 5:45 P. M. Vesper Service Great Hall geti played that composer's Rondo woQld like, in fact, to substitute the 7:00 - P. M. Meeting of the Chorus Humphreys Hall with the Seventh Violin and Piano Sonaca of Beethoven. The initial from the D Major for piano in a tran- last movement of the Stempenyu for Tuesday, November 30: We still heard that of the Bloch, which seems a weak 1110 vement lacked assurance on the part scription for violin. 3 :00-5 :00 P. M . . Athletics Back Campus of the violinist and a rapport be- Schubert-we are, in fact, still hearing finale to a piece whose first two move.5 :45 P. M. Vesper Service Great Hall ments tell us in more pungent terms tween violin and piano. It must sure- Schubert. 7 :00-8 :00 P . M. Bible Class (Freshman) McDowell 22 After the intermission, Mr. Szigeti what the first two movements of the ly have been due to the obvious fact .7:00 P. M. Latin Club McDowell 24 that thi~ was the beginning. There performed Debussy's last composition, Achron say to a less convincing de8 :00 P. M. Mathematics Club McDowell 21 The Acbron Finale, subtitled was no such failing in the remainder the G Minor Violin and Piano Sonata. gree. Wednesday, Dec:ember 1: of cbe prog ram . The second move- This is a weird work and a difficult Stempenyu Dances, is an incredible 3 :00-5 :00 P. M. Athletics Back Campus ment, considered by many to be the one to grasp. The word transparent thing. It was incredibly played. The 5:45 P. M. Vesper Service Great Hall high point of the piece, seemed to us comes to mind when attempting to de- syncopated left and right hand pizzi6:45 P. M. Projective Geometry McDowell 21 mmly hollow Beethoven idiom whose scribe this piece-or for that matter, cati made one think of Darius MilClass pretentiousness suffered in contrast a.ny of Debussy. Is it lasting music baud, the composer who seems alone 7:30 P. M. Boat Designing Class McDowell 22 wich fhe sponteniety and infectious or merely novel, and if so, must novel- among serious writers to have captured 8 :00 P. M. · Meeting of the OrchesHumphreys Hall humor of the Scherzo that followed. ty wear off in time, or can it resolve the essence of the jazz rhythm in a tra The Scherzo had a brevity which the into something that will endure? It sufficiently compact form. Both Thursday, December 2: Adagio migh t well have considered. is too early for us to say. We are too Achron and Milhaud have unashamed3 :00-5 :00 P. M. Athletics Back Campus 4 :00-6 :00 P. M. Recorded Concert Humphreys Hall The well intentioned finale was repe- close to it. This particular piece still ly explored the medium and come out titious to excess and even the artists' has for us a freshness and charm not with some very exc1tmg - pieces of 5 :45 P. M. Vesper Service Great Hall perceptive traversal of the movement often found in the music of our cen- music. We beard one of them in the 7:30 P. M. College Meeting Great Hall could not succeed in clarifying an ap- tury. As for the performance it was Acbron Finale. Whether Benny friday, December 3: pmntly inborn confusion . Debussy alone that we were listening Goodman had any thing to do with 3 :00-5 ;00 P. M. Athletics Back Campus Beethoven will do this occasionally. to. it we don't know, but Mr. Szigeti 5 :45 P. M. Vesper Service Great Hall It is easy to be fooled by it, but once The violinist then concluded the playeq more than the notes Friday ' 6 :45-8 :00 P. ·M. Bible Cia-ss McDowell 22 7:00 P'. M. Meeting of the Chorus Humphreys Hall mognized, o ne feels the great works scheduled program with three short evening. that much mo re. It is almost as easy modern works. First was the " MasThe next encore was a transcrip tion 8 :00 P. M. Formal Lecture-Great Hall ro be fooled by a Szigeti performance ques" of Prokofiev from the opera of Debussy's piano prelude, "The Vesalius-Owsei ll'hen the wo rk is not one of the bigb - Romeo and Juliet . The peculiar Maid with the Flaxen Hair." The Temkin . ~t c.aliber. This is not often , but in, whimsy of the idiom was always evi- arrangement does not seem a satisfac:Saturday, December 4: or instance, the Adagio of the Beet- dent, but again went no further than tory one. The transcriber has broken Athletics Back Campus J0 :30 A. M.-12:00 · M. hoven, his playing seemed almost a being idiom. We wanted to chuckle, the thread of the theme, elusive enough Faculty ,Meeting McDowell 24 10 : 3 0 A. M. ftattery. but we found nothing to chuckle at. in the original, and passed it from vioDemonstration of AviaBack Campus 5 : 00 P. M. Following the Chaconne, Mr. Szi- There were little more than "effects" lin to piano and back again , such that tion Models played the first Sonatina for vio- in the ·sounds that the violin produced.· a necessary consistancy of color is de8 :00 P. M. Movie and Lecture on Iglehart Hall in of Franz Schubert. It is difficult Prokofiev can do much better than stroyed. Mr. Szigeti again deceived us. the Ptinciples of 10 conceive of a more perfect transition this. Debuss y w rote nothing as lovel y as Flighr tom the Bach than to this. We could The "Snow" of Lie, with the dou- this. . .THE ST. JOH_N'S OOLLEGIAN is the ; official news organ of St. John's Collel' rd!y have been more gently released hie stopped harmonics in the violin Next came Fritz Kriesler' s Variations pubhshed every Friday during the academic year. Entered as se<'ond class in __.Jo m the heights-but this , too, is was wholly enchanting. October 15, 1919, at the Post Office at AnnApolis, Maryland vnder tht> Act of MHere was on a Theme of Corelli. The com3, 1879. . ,. • music. Here is pure · delight. "e~ect" put to use in a piece tf pro- poser treats a noble theme with re'. . • Saturday's session of passiv it y (a nod to the Cotilliol) Board) consists of Secret Agent, a thriller of the 019 school which will seem tame in comparison to Tartu's exploits, and a record-dance, once again in the cellars of McDowell where there will be candle-light and open fires. The movie, by the way, will not be shown in the depths but rather in the Gym. Secret Agent has served as the pattern for a lot of good red-light-green-light spy films. Any attempt to keep face and smile at the good and frown at the bad is completely frustrated by the prospects of the local theatres. Red Skelton. like a shiny tin penny, has turned up again, this time Whistling in Bro.oklyn. That is '"somewhat" of justice anyway. Then again on \Vednesday there's Sweet Rosie O' Grady, featuring the sweetheart of the trucking industry, Betty Grable. At the Republic , Unknown Guest-completely. Currently at the National in Washington is Uncle Harry with LeGallienne and Schildkraut. Beginning on Monday for a two-week run is The Patriots. This is Sidney Kingley's prize-winning play all about Jefferson and Hamilton and that important, formative period. The cast is beaded by W alter H ampden and Julie Haydon. Although the issues with which these Federalists were concerned are not as sharply stated as we would like and the entire cast is weighted down with tons of wig and costumes, it is an apt and intelligent play. Foe Whom the Bells ToU is residing at the Mayfair in Baltimore for a short time. We have been told (along with the rest of the American public) over and over again, that it will not be possible to see this for anything less than $1.10 until 1945. t. John's Collegia n CALENDAR I ·~ Iglehart Hali rti I �ST. Page 'l JOHN'S COLLEGIAN College Meeting ,. spect, lapsing only infrequently into an casualties around unrelated mood. T he perfo rmance had assured us is not majesty, without which there is n o The Dean first explained that this 1 diction. Corelli. college meeting w o uld be ritual for the W. E. Ji. t. John's Collegia n VoLLVI No. 17 ANNAPOLIS. FRIDAY, JANUARY 14, 1944 Finally came the dash of the youth- older members of the community , but fol Beethoven with the R ondo fr om perhaps informative for the Sept. the E flat Sonata. Here the break Freshmen. This, however, was not exactly the case as a few of his stateThe desperate tone of the season lel(I away from Mozart is not yet clear, but h lb d ments very vividly concerned some of us astray-. t ese s_en ays ev en cI 0., one feels the stress increasing. It was h "" the upperclassmen who are tottering. t e oncommg vacation to say nothinz The ultimate aim of govfitting that a memorable evening be of the oncoming films . imt11ent is not to rule or restrain by brought to a close by a piece which He read the circular letter sent to first , created a link to the initial offering parents which explains that Don Rags Pack a lunch and toodle off to Thi fear, nor to exact obedience, but conlron Major at the Circle on Sund of the recital and second, presented bave been substituted for numerical f iy icalllise, to free every man from fear, We acknowledge the act that yo problems of equal importance to both grades at this college because a confer, . • ihat he may live in all possible securwon t have to think-and that see artists. Mr. Szigeti and Mr. Foldes ence between student and bis immedib h M . , b. f Ir Ill dg' in other words, to strengthen h~l/i solved them with the sensitivity and ate tutors has a great advantage over tToh e t de h aJor s c iel se m g poi11. nal~tal right to exist and work withat an t e news- ree . . . insight which we had by that time grad.es in removing impediments in the · . out in;ury to himself or others. -N_o, come to assume. It is a high tribute, student's progress and helping the Sweet Rosie O rady, star nng b lhe object of government is not to indeed, which one must pay to such scudent to be able to appraise himself. Grable of the legs, moves over to thi change men from rational beings into musicians. Mr. Buchanan stressfd this point, that Capitol which is quite a walk away- asls O ( puppets, but to enable them S. G. B. is, that as the student tells the tutors and that is good. develo p their minds and bodies in in Don Rags what he thinks of himOn Wednesday the big event will ht curity, and to employ their reason self, he will learn not to fool himself. the revival of In Old Chicag o at the shackled; neither showing hatred, Orals, Mr. Buchanan went on to say, Republic. It was a long time ago tlui ger, or deceit, nor watched with the may conflict with Lab. examinations this first occurred and even longer aga es of jealousy and injustice. In The much publicized touch-foot- in some cases. If they do, do not be that the historical incident it fussa true aim of government is ball championship gam.e between disturbed, as the instructor in charge of about happened. If memory serv Paca-Carroll and Chase-Stone was your exam will excuse you for the Cto use a cliche that we haven't us1d for some time now according to 011 For the first lecture of the Winter played off last Saturday to a debatable half-hour that orals require and it is h d A d Used Cliche Dept.) this was a film not 11m. we ear lexan er Meiklejohn 7 to 7 tie. Paca scored first, legally, very likely you will be allowed the to be missed. It is the kind of spec- lk on the problem of freedom of on the old Welch sleeper play and half-hour at the end of the lab. exam. eech in war-time. As a means of added the extra p oint on a passHe explained that orals have a two - tacle (sorry, no Technicolor) in which Hollywood excels. Tyrone P ower · aking certain relevant distinctions, Haines to Smith. The game stayed fold purpose. Firstly, they are deM 'kl . h d h there along with Alice Fay and Mo. r. ei eJO n use t e story of the this way until the third quarter when signed to find out what you know , 'Leary's cow (hundreds were test " and death of Socrates as told by al O Chase-Stone was awarded a touch- not what you do not know , a check for the part). Alic/Brady,- the Mo. lato in the Apology and Crito. _ At on you for yourself and for the rutor~. end of his lecture, Mr. Meiklejohn down on interference with Maury m the end zone. Harris passed to And, secondly, an oral exam can be a The fire is exciting and "Xpensive II utioned us to remember that we are didactic device, if the student ties up ~ Robertson for the conversion. for the first time many ideas that he only pre-Pearl Harbor fires could ht ot reading Plato for understanding The game on the whole, was quite Come the end of the war, and there'll an end in itself but as a means of has heretofore toyed with, but never uneventful regarding spectacular plays; before connected. be no limit. lping us to decide what to do and even so priv t feuds and t' ble hat no t to do in action. Perhaps a e ques IOna Mr. Buchanan said that the best Guadalcanal Diary is the film adap- 15 · refereeing kept the contest from assumwas the real message of the lectpreparation for an oral is a movie. tation of Tregaskis' eye-witness a1· re and tbat it did not cause discusing epic proportions. Don 't review, don't cram, don' t sweat, count of a lot that happened in tbt n during the question period is st»Of the crowd of 2 0 or 3 0 that go to the movies. (This is not a paid Pacific to the Marines. It has an ex rising. came to watch the spectacle, only a advertisement.) cellent cast and some rather persuasin In ou r daily newspapers there has few remained after the half, and these Here the college meettng took a seri- scenes but our military friends tell 0 some discussion of the arrest of cons;sred of umpires and the side-line ous turn. The entire college com- of a lot that' s phony. Certain obvio irty men by the Dept. of Justice as · referees . The others mysteriously dis- munity should be concerned about the omissions make it at times a li ttle uo Tbe major charge against appeared-one by one- probably so Dean's report. believable. It is , however, one oft em wo uld seem to be that they met as not to be seen at the scene of such This term, it seems, has been very better war-films and has God's gift to d planned to indoctrinate the people dubious competition. All' in all , the peculiar. There · has been much con- the Marine Corps , William Bendit. •nst democracy and compared our · game was hardly representative of one cern in the faculty circle with regard At the Circle on Wednesday. vernment unfavorably to another of the great American sports. to the fact that many students are not At the Roslyn Theatre in Baltim 0 vernment. Have we the right to assuming the responsibility so neces- they are showing Casablanca, one P them ? sary for the functioning of their com- the most pleasing films of all ti me. W Clearl y, our problem is to decide TH.BJ ST. JOHN'S COLLEGIAN is the Too much class-cutting, urge you to see it or see it agai n. official news organ of St. John's Col- munity. ether there is a realm in which tbe lege, published every Friday during dorm defiling, too little regard for Monday. at the Maryland in that cit ernment may not interfere and one the academic year. Entered as second This is not idle talk. begins Maxwell Anderson ' s ne w pla Which it may and then draw the class matter October 15, 1919, at the others' rights. Post Office at Annapolis, Maryland, The D ean said there would be some Storm Operation. under the Act of March 3, 1879. I Arts Socrates and Free Speech •d Backcampus I . line between the two realms so that people may understand and conform. As commonplace we say man's thoughts are not subject to regulation, but that action is. Thus the government may take away life and property but not tho ught. The question of whether the separation of thought and action may be used as a working principle arises, for as soon as the principle is pur inco practice there are difficulties. For further explication of the problem the speaker turned to Plato's Apology and Crito. In the first dialogu""- we find Socrates saying (when accused of corrupting the youth and denying the gods) that he will disobey any state that forbids him to teach philosophy, while in the Crito when he is asked to run away, he says that he muse obey the laws. As a teacher, Socrates is free; no state may tell him what he shall teach. As a living body, he must do what the state commands. he must conform body politic. Price: 1Oc l'O the decision of the However, freedom is not the guarantee of a person's license-a person is not allowed to libel. There are limitations as to where, who , and how one should speak. Thus, speech as an action is subject to control. The traditional model of free government has been the Town Meeting. The purpose and quality of this form is unlimited freedom of speech. In order to carry out the town meeting there is a moderator who calls the meeting to order. If one wishes to speak, he must speak to the motion , not speak too long and not be abusive, for it is the moderator' s business to see that no one interferes with freedom of speech and so speech is abridged but not freed of speech. This is a way of making sure that all sides of the case may be brought forth and be considered. Freedom of speech means freedom of ideas rather than freedom of individuals; freedom of speech means that every idea rdevant will be assured freedom of expression . If one side is presented. the opposite side must be heard; in some cases it may be proper to bar both sides ( such as m a sick room ). The principle of freedom of speech applies only to public discussion and does not apply to a jail. an army . or an insane asylum. It is a principle of government- of democracy, government tbrough the consent o f the governed. In the Bill of Rights, this distinction is the difference between the first and fifth amendments. In the first amendment we are told that " Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof, or abridging the freedom of speech or of press; or the rigbt of the people peaceably to assemble and to petition the govern~ent for a redress of grievances; " in the fifth, that no man " may be deprived of life, liberty. or property without due process of law. It is co be understood that the freedom of the first amendThe tone an d sp irit o f Mr. Mci klement is not the same as the liberty of john's lecture remind us of the famous the fifth as that (liberty of action) passage of The Republic where may be abridged. Socrates says: " Unless , either philosoBut why should speech be free? phers become kings and rulers take to Mr. Meiklejohn answers that speech the pursuit of philosophy seriously is the procedure by which the business and adequately, and there is a conof our government is carried-i.e. , by junction of these things . political public · d:scussion. In order to have power and ph ilosophic intelligence , free government-government by the while the motley horde of the natures consent of the governed-speech must who at present pus ue either apart from be free . In so far as a man is one of the other, there can be no cessation of tbe governors of the state. he is free: troubles for ou r states nor fo r the in so far as he is one of the governed, human race either. " A. F. I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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. LVI No. 16 Title A name given to the resource St. John's Collegian, December 03, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943-12-03 Description An account of the resource Vol. LVI, No. 16 of the St. John's Collegian. Published on December 03, 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/ccb1a3b97e68ea7aa1c99ac653e0840a.jpg 069caed14b89a7b565ca19147e261ac0 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-0327 Title A name given to the resource Salvatore C. Di Grandi and Other Students Standing by the "St. John's College Founded 1696 as King William's School" Sign on College Avenue, 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 1943-1947 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Students. Di Grandi, Salvatore C. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource pdf Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a0d966521feccfbdab5557fa56c37abc.jpg 13a4ef87e4b6cbe42c7e32c4500db9cc 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 12.5 x 17 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-0695 Title A name given to the resource Portrait of Leonard J. Eslick Seated in Chair Description An account of the resource 1 photographic print : b&w Subject The topic of the resource St. John's College (Annapolis, MD) -- Faculty. Portraits Eplick, Leonard James Date A point or period of time associated with an event in the lifecycle of the resource 1943-1948 [circa] Creator An entity primarily responsible for making the resource Unknown Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. 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 Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8f4750d8bd9e50bf9374b99418fc1799.jpg f68861c0d52c273ca442c9f233d6d788 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 12.5 x 18 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Unknown Title A name given to the resource Simon Kaplan Standing outside Woodward Hall, St. John's College, Annapolis, Maryland Date A point or period of time associated with an event in the lifecycle of the resource 1943-1953 [circa] Description An account of the resource 1 photographic print : b&w Identifier An unambiguous reference to the resource within a given context SJC-P-0049 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Subject The topic of the resource Kaplan, Simon. 1893-1979. Format The file format, physical medium, or dimensions of the resource jpeg Type The nature or genre of the resource still image Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/cf9891901e274d40bdb4ec83be226309.pdf 1c6edf5513d5c82ab904835e5ae66a7f PDF Text Text �·. �Dedicated to the Spirit of the College and the Tradition of the Liberal Arts ��St. John's College year b 0 0 k Annapolis, Md. 1944 Table of Contents The War ....... ................ ............ ....... ................... ..... ............ page The Curriculum .... .............. .. ....... ...... .......... ........ ............ . page The Freshman Plan ...... ......... .. ........ ........ _. ........................ page The Fine Arts .................................................................... page Hemisemidemiquavers .................................................... page Social Activities ........................................ .... .................. .. page Athletics .............................................................................. page Service Photographs ........................ ........... ............. .. .... .. page Commencement ............. ............................. ...................... page Senior Photographs ..................... .... ... .............................. page Faculty Photographs ........ .. ......... ...................... .. .......... ... page Student Photographs ..................... ......... .'.......... .... ....... .. . page This Yearbook ............................................. ,...................... page 6 11 14 17 24 26 28 30 34 36 38 40 45 Editor: Robert Campbell; Art Editor: Jack Landau; Business Manager: Verne Schwab; Professional Photographers: Meade Studios, Hayman Studios, Mrs. George Jones; Amateur Photographer: Dick Van Der Voort; Faculty Advisor: Mr. Lewis Hammond. �The War ... has introduced chaos into all the aspects of our student life. The pattern of its effects upon us has changed considerably during the past few years. It is not an easy task to determine the effects which the war has had on this community during the past year, nor is it a simple matter to bring to light the principal means by which these have been produced. One thing, however, seems evident and this is that the current influence of the war upon us, and our corresponding reaction t() it, are quite different from that of a year ago. In order to make this clear we must divide the · College's war history into three periods and examine each: (1) from Pearl Harbor to the calling of the Army Reserve in March, 1943, (2) from this time to the summer vacation, and, (3) from the opening of the school session of 1943-44, on July 7th, 1943, to the present. During the first period the nation was at war, although the student body had not, as yet, suffered materially. Even during this time, however, a few of the seeds of discord were sewn. We had lost a number of our best faculty members by the spring of 1943. Mr. Kelly had been at M. I. T. for a year, Mr. Comenetz had left the previous June, Mr. Taliaferro during the summer and Mr. Neustadt in January. During the second we suffered our serious material decrease by the successive calling of the reserve groups on the campus. Finally, except for the Sophomore Class, we once again achieved a state of equilibrium under the new Freshman Plan. This annual covers temporarily the third period, but in order to discover and illuminate the complex form of our relations to the war during the days with which we are concerned we must first go back and look briefly at our life during the preceding intervals. Period I We felt that we were aware of the magnitude of the war, its causes, its issues, its implications and especially the possibilities involved in its outcome. We held our War Meetings and concerned ourselves with what we determined quite rightly to be the most important problem-a lasting peace. We participated well in what seemed to be the best course of action open to us at the time and felt our thinking to be sound, our proposals necessary. It was not difficult to approach the problems presented for they appeared before us as speculative objects which we regarded with aloofness and emotional detachment. This mode of consideration was familiar to us since we employed it daily upon other objects, similarly distant, which we were likewise commensurate with the mode. We read and discussed the news as we read and discussed Thucydides. Gradually, however, we became aware of our insecurity as spectators; it became increasingly evident that we were being drawn into the position of active participants. We enlisted in reserve groups and remained in college in this capacity, judging soundly that we could be of most value to the nation as students; but we soon realized that this �/ choice, although the best, was only a postponement of the inevitable, that one way or another the result would be the same. It was merely a question of time. The last of the reserve groups had been called and it appeared that the Junior and Senior classes, at least would remain relatively stable ·until their respective graduations. The war potential of these groups had been almost completely exhausted. The Sophomores, on the other hand, found themselves in much the same position this year as that of the other two classes last Spring; they were destined to suffer gradual and continual loss of members throughout the year. As a consequence the chaos of last Spring continued but remained confined to this group, and its reaction was much the same as that of the two classes above it had been. This effect of that disease which is war was intelligible to us; we had expected it, reacted badly when it carne and understood, upon reflection, the injustice of our actions. We had experienced fully the insecurity necessarily felt by any community during war time and those of us who remained were desirous of a better course of action and seemed willing to take it. It appeared that we succeeded; beneath this appearance were concealed essential failures. We went to classes, worked hard and learned, but in spite of this the spirit of the college became immersed in an appalling gloom. Intellectual excitement had vanished. Individually we were working better; as a community we failed. As a community we no longer existed. The Juniors and Seniors, decimated, retired to Randall Hall and formed a number of small communities of their own, each with its implied constitution determining its peculiar mode of action wth respect to its end, this end being identified by each diminutive group with that of the highly nebulous body known as the College Community. Any such multiplicity of constitutions, all directive to the same end, leads inevitably to warfare within the whole, since any group, in order to justify its existence, must believe that its mode of action is the best, its understanding the true one. The Sophomore Class suffered by itself the chaos produced by continual diminution while the Freshmen, abandoned by the Period II When the first of the reserve groups was called we believed that the war had hit us with its full force. We were mistaken; the real impact carne much later and its appearance was much more subtle, illusory and diabolical. The loss of a large portion of our student body to the armed services in the spring of 1943 introduced chaos into all the aspects of our student life. We watched our friends disappear one by one; we held farewell parties and indulged in the miseries of drunkenness in our futile attempts at self-deception and we reached a point, finally, where we becarne utterly confused, even about the ends of these occasions-the loss of friends was secondary, indulgence and escape primary. We lost sight of the communal end and consequently were unable to follow the means with the necessary discipline. We neglected our studies and sought diversion, and, although we knew on the one hand that such a quest could lead to nothing but an increase in misery, yet, on the other, we felt ourselves unable to escape. We became adept and ingenious at excusing our own vices and our facility in this respect usually manifested itself in criticism, not of the Program itself, (for we knew too well its necessity, goodness and consequences), but of the way in which it was being applied. Students criticised the Faculty, classes and one another, all as being inadequate, and the Faculty reacted to some extent in the same way. Although our criticism was made in the spirit of self-indulgence, and consequently was not good in intention, (this intention being the justification of vice), there was, nevertheless, much truth in it. We had lost a large and irreplaceable part of our Faculty, irreplaceable because of the nature of a faculty member adequate to the Program. Many of our best students had been called. But instead of taking the better course of action-doing what we could with what we had, we chose the worseinertial lamentation. Period III During the summer vacation we were able to recognize to some degree the unhappiness of our past action and resolved to attempt the better. The Upper-classmen, returning in July, found their number pitifully small, discovered that only a handful remained of what had been, the year before, three large classes. Contrary to past experience, they found themselves to be a tiny part of a community dominated, numerically at least, by a mob of youngsters admitted under the new Freshman Plan. 7 .. . ' \ l '\\~\ .._;,.., �upper classes, who guarded jealously their communal secrets, struggled vainly to determine what that social form was into which they were ostensibly being initiated. The upper classes refused the information and were indignant at the result. The Coffee Shop, which in our experience had been the informal center of the intellectual life of the community, had become, oddly enough, a refreshment counter. We remember it as a place in which discussion was always to be found, where tutors and students continued their seminars until two and three in the morning. Someone always had a problem and many were available to contribute eagerly to its discussion. Now we found that few were interested. This year, for the first time in its history, the Coffee Shop made a profit. No one rejoiced. A number of factors seemed contributive to this decline of intellectual interest. For five years we had struggled to build up the Program, Faculty and student body, overcoming almost insurmountable obstacles in doing so. Imperfections remained, it is true, but the Program, in generaL was established on a sound basis. The majority of the faculty members, although lacking knowledge and experience in many parts of the Program, possessed requirements more essential to success than either of these: (1) the firm conviction of the necessity and goodness of the plan, (2) the personal excitement in undertaking the Program both as teachers and as students, and, (3) the capabilities of becoming good faculty members of the true Liberal Arts College. The student body, given the current state of secondary education, was probably as good as could be expected. The advent of the war, although unable to affect the Program, certainly introduced deficiencies into the teaching of it. A good Faculty is absolutely essential to good participation in the Program by the student body. It may be argued that the books are, after alL the teachers, and that the student learns from them rather than from the Faculty, the latter being only the means leading the students to the end, but from this it would be difficult to con- 8 �elude that the quality of the means is unimportant. It is, rather, all important, for in general a student's predisposition to learning is not sufficient to insure that it occurs and this is especially true during the initial stages of the learning process, before knowledge and good habits of study are acquired. Here the quality of the means may make all the difference. Later the means may become less important, but still they will never be entirely irrelevant. A faculty member, as mediator, must lead the student to the books and this is achievable only in so far as he is able to impart his own knowledge, conviction and excitement. The majority of the pre-war Faculty possessed these necessary qualifications and where knowledge was lacking other factors substituted themselves and the consequences were manifested in the student body. The war took from us a great number of these men that we had so carefully and painstakingly acquired and the whole community suffered accordingly. We tried to make up this loss with replacements but in many respects this was little more than a numerical achievement. Such a loss, corning after five years of struggle, corning just at the moment at which success seemed imminent, might well have proven disastrous. Minimally speaking it was disheartening and depressing. It meant that after the war we must again set our house in order. And indeed we must, ·for if we fail in this struggle there will certainly be little left to fight for. As the Faculty suffered, so did the student body. It lost the majority of that group which had experienced the infusion of intellectual excitement and devotion, which had created for itself habits, customs and myths, producing an established relation to the Program. Because of the quality of the Faculty and the minuteness of the body of Upper-classmen, the incoming Freshmen found little in their experience to indicate that one mode of behavior in respect to the Program might be more desirable than another. Tradition was confined to the few who remembered; the majority was left to create its own. The war confronted us on all sides with vast, swirling seas of human activity, and the very immensity of the spectacle of this fundamentally physical action, its inescapable presence and inevitable, permeating influence, dwarfed by comparison, that appearance which was our own intellectual activity. We were deceived by this, thinking, or, more properly, being forced to think that the relative magnitudes of the outward manifestations of these two kinds of human endeavor were consequences of their importance and relevance to the life of man, and because of this error we were led to feel, generally without being aware of it, that deliberation and discussion by us as a community were insignificant, trivial, perhaps even unjustifiable, certainly pitifully ineffectual in a world which, in appearance, was dominated almost completely by action in another order. The dictates of reason had become irrelevant to action. Our existence as an intellectual community was chaotic; we seemed continually on the verge of �dissolution. We were passive and impatient with any group discussion of war and peace, the necessities of law and liberal education. The propositions which, a year ago, we had accepted with enthusiasm had become routine and obvious. The period of communal deliberation seemed no longer useful historically; communal action was imperative. We failed to realize that, for us, the two should be synonymous. In spite of our failure as a community we achieved, individually, certain notable successes. The war confronted us, as individuals, wiih the necessity of justifying our own particular course of action and this necessary self-justification produced, in many cases, an application and mode of operation in respect to the Program which otherwise might not have been achieved. Individual working habits improved and if, as a community, success was not possible, nevertheless it was imperative individually and personally. The desire for d iscussion and argument was at least present among some of the Upper-classmen and to some extent this was fulfilled, although the satisfaction was personal rather than communal. The first formal lecture by an undergraduate was given. Several Upper-classmen originated, for them at least, a school of philosophy, concerned quite seriously with the formulation and explication of its Platonic doctrine of the relation of knowledge to reality. We knew the factors which were necessary to determine a durable peace and we were aware of the necessity of federation, sacrifice and legislation in order to insure this end. But as the war progressed we recognized two things, intrinsically related, which made this end seem hopelessly chimericaL its pursuit pathetically quixotic. The first was the highly complex and massive form which modern society had attained and the second was the incredibly great motive force necessary to overcome the inertia of this mass. If true peace was to be achieved then this leviathan had to be moved, stirred throughout its being. Force was necessary for the motion, but where was such a force to be found? As our perception of the war grew it became increas- ingly evident that the answer was-nowhere. We had created a machine of such a complex nature that it had become self-moving, and paralysed. The only hope seemed to be that it would reveal the seeds of its own impossibility, its essential contradiction, and dissolve by self-destruction. By forcing upon us this realization, then, the war dealt our community its most powerful devastating and diabolical blow. If government was to be good, peace established and happiness insured, then liberal education would have to exist as an institution for all. We, and those who saw the truth with us, would have to bring this about and such a thing was achievable only by political action. But through our continued contact with the war the political scene revealed itself in its almost unimaginable complexity and with this revelation brought to us the realization that our efforts would be pitifully ineffectuaL that the fight which we must undertake might well be hopeless-hence tragic. 10 �The Curricul urn ... has apparently suffered only slightly, in spite of the war. The effects of a few of the changes, however, have been somewhat serious. Lectures With a few notable exceptions the lectures this year were disappointing to all of us excepting, perhaps, the Freshmen. In fact the majority seemed to be Freshman lectures, either by accident or intention. There were eight lectures on the Liberal Arts; Mr. Adler devoted his three lectures to the Freshmen specifically. We do not wish to imply by this that we are either above or removed from lectures on the Freshman level; we were, and still are, intimately concerned with the problems of their year. The Administration, if it was responsible, may have had reasons for devoting so much of the lecture time to this class. Perhaps it did so because this was the predominant group on the campus or possibly because it felt that their intellectual status needed it. Whatever the reason, we cannot concur with that judgment and do not feel happy at the result. The former procedure of letting the Freshmen grow into the lectures rather than the opposite seems to us a better solution, for it entailed much more excitement and considerable anticipation. We remember fondly the first few lectures which we experienced as Freshmen. The wiser Upper-classmen informed us that we would not understand them at all and it is certain that we didn't. This was more or less insured, since the Dean customarily gave the first lecture. But we were excited rather than repelled by this and knew that we would have to listen carefully and follow as closely as we could and looked forward eagerly to the time when we would comprehend. Neither of our two perennial visiting lecturers, Mortimer Adler and Mark Van Doren, achieved that standard of excellence which they, by example, had set for us in previous years. . No lecturer do we anticipate more fondly than Mr. Van Doren. More than any one else he has always succeeded in captivating us, in persuading us to feel his own sympathy and sincerity for his subject matter, almost regardless of what it may be. He is a poet, and as such he almost invariably succeeds in moving us to share his own poetic perception and delight. His artistic analysis seems unfailingly good. However, he lacks to some degree the gift of philosophic analysis. Consequently we were disappointed by his lecture on rhetoric. The subject did not seem appropriate to his talents. :Again, in the case of the Confessions, we were moved by his perceptions of Augustine as poet but not as philosopher and Christian. We are closest to Mark Van Doren when he asks us to share with him the poetic understanding and sympathy for Homer, or Virgil, or Shakespeare. The question period of Mr. Adler's first lecture, Man's Essence, brought out in full regalia those two Freshman prejudices which have unfailingly appeared with each class and which have generally been abandoned soon enough, until they are raised once more in the Senior year. As a consequence Mr. Adler decided to settle the problem once and for all by devoting his next two lectures to them; accordingly his second lecture was Materialism and his third Evolution. Such attention to the Freshmen seems unwarranted. Two of the most significant lectures of the year were both first appearances for the lecturers. The first lecture by an undergraduate was given by Peter Wolff on Astronomy. Although those with strong affiliations elsewhere could not share Mr. Wolff's provacative affinity for Newton, the lecture was notably comprehensive and was received with well deserved enthusiasm. The Reverend Winfree Smith likewise made his debut on the platform this year and, with a remarkable degree of clarity and understanding, stated his objections to the theologians' reduction of God to Theology. The Language Tutorial In no other department of the Program has the failure of secondary education been felt more keenly than in the Language Tutorial. Here, for a number of years, we have been struggling with two tasks only one of which is properly our own. The first is the acquirement of adequate familiarity with the ·languages in which were written the majority of the books of the Program: Greek, Latin, French and German. The second is the employment of the knowledge of these languages in translating and close reading. This tutorial is essential to the Program. As the Mathematics Tutorial is devoted to the arts of the Quadrivium, so is the Language Tutorial related to the Trivium; but whereas the language of the ll �former is almost unique and universal in its vocabulary that of the latter is diverse and can only be brought to the universality of the Trivial Arts of all languages by a familiarity with a number of specific ones. This familiarity, recognized as participating in the universal Grammar, Rhetoric and Logic, gives mastery of the particular, leads one to the highest and fullest usage of one's native tongue. Such mastery is not possible without first a familiarity with other languages. Only after this has instill a certain amount of familiarity, some feeling, for instance, for the subtlety of Greek or the eloquence of Latin. This achievement in itself is not inconsiderable and has proven conducive to that perception of universality which we desire. The war took from us a number of our language teachers and the Freshman Plan increased the number of necessary Language Tutorials. As a consequence it was no longer possible to continue the four languages this year. Instead, the Administra- been attained can the universal Trivial Arts be acquired. The mastery of languages should not confront a college as a problem. Extreme youth is the time during which this type of learning is most readily and easily achieved. By the time the student reaches college age the problem has become acutely difficult. Such a task at this stage is dull and routine and consequently not easily faced. Current secondary education, in failing to teach languages, (especially the two most fundamental ones, Greek and Latin), forces us to assume its responsibility as well as our own. It is obvious, of course, that we can not pretend to teach four languages in four years but we can tion decided to devote all of the Freshman and half of the Sophomore years to Greek and the remaining time to the close reading of English translations. In considering the prospects for the Freshmen under this plan we were, of course, envious of the time that they had to devote to Greek. On the other hand we regretted deeply that they would not be able to undertake Latin. The language of Virgil would be an irreplaceable loss to them. We felt that such a loss should not occur unless absolutely necessary, that perhaps it would have been possible for them, even under the present conditions, to have had a year of Latin after their year and a half of Greek. As it turned out it became possible for us to rein12 �state the four languages in December. Consequently the Freshmen who were doing Greek did not suffer from the change. The three upperclasses did, however, for each lost a year of that language which it would have had ordinarily. Vacations Despite the fact that we accepted high school juniors this year it was necessary, in order that they be graduated by draft age, to eliminate the summer by the end of the year with considerable regret how essential vacations were to us if we were to work well. The year began in July and ended in March. By the end of the summer term all of us were exhausted from our continuous effort to overcome the enervating influence of an Annapolis summer in order to work. The heat was terrific. For forty days there was no rain. We cheered ourselves by imagining that we were Foreign Office representa- vacation. By instituting a summer term we were able to telescope to three years our four year program. This policy had been adopted by almost all other colleges in the country long before we decided that it was necessary but we had been highly critical of such a move and had withstood it as long as possible. Our reasons for this abstinence followed from our belief in the essentiality of vacations to good participation in the Program. The Program was difficult; the work concentrated. We referred, perhaps lightly, to the summer vacation as a period of digestion. We professed, paradoxically enough, to do most of our learning during this time. Although most of us did not regard these statements with complete seriousness, we realized tives in some forgotten tropical outpost. We waited restlessly for the mail boat to come. The quinine ran low. The brief vacation which we had before the beginning of the fall term was not sufficient to restore our lost energy. The story was the same at Christmas. As a result we passed the whole year under a sort of unnatural nervous tension and we were never sufficiently relaxed to work well. After such an experience we realized all too well how desirable a full summer vacation was. We hoped that, with the end of the war, it could be reinstated; we felt that the present plan would prove increasingly harmful to the community if it were continued. 13 �The Freshman Plan ... for admitting younger students to the College has not conformed to our expectations. We, as well as they, have been responsible for the failure. The Freshman Plan During the Summer Term, for the first time in its history, the Administration put into effect a plan which, ideally, it had always considered desirable: the admittance of a Freshman Class whose secondary education requirement was the completion of two rather than four years of high school, as is the case generally. Thus the College sai.d , in effect, that the last two years of high school, given the present state of secondary education, were relatively useless to the program of Liberal Education and hence, by the implication of its own principles of the desirability and necessary universality of its Program, useless almost without qualification. This condition of secondary education presents three possible courses of action; it seems to us that only the first is a cure, the remaining two merely narcotics: (l) Revising secondary education so that its program becomes of use to Liberal Education, (2) Accepting students, provided they have certain necessary qualifications, before high school graduation, and, (3) Insisting that students fulfill the secondary educational requirements as they stand, hoping for three possible results: (a) That during the last two years of high school they will increase in maturity, thus facilitating their subsequent Liberal Education, (b) That, given certain possible choices, they will elect a few studies relevant to a liberal program, and, (c) That, at a minimum, they do not suffer from common errors and falsehoods, (such as the proposition-Science cures all). Deliberation led us to choose the second of the three possibilities, the first being impossible at present and the third undesirable. There were two principal reasons for not continuing the third course of action, as we had been doing up to now; one was our uncertainty of its value in terms of maturity and the quality of curriculum, and on the other hand there was, in opposition to this plan, our experience of a number of ill effects suffered rather generally during these years; the other was the draft which, if we continued on the old plan, would prevent the graduation of the majority of our students. Consequently we accepted a Freshman class in July whose qualifications were twofold: the completion of two years of high school and the passing of an entrance examination. We awaited their arrival with a few misgivings which only experience could substantiate or annul. Three principal questions had to be answered before we could determine either the success or failure of the plan: (l) Would they have sufficient intellectual maturity for the Program? (2) Would they be mature socially? and (3) Would they acquire the necessary habits of study, given the lack of enforced discipline by the Administration? Although a judgment is possible, we cannot answer with finality the second of these questions; we can answer the other two without too many qualifications. �became aware of this at all that awareness was of highly unreal character. If this younger group of students continues in its state of intellectual immaturity, regarding the whole as a task to be performed, and failing to perceive its personal relation to them, then, in so doing, they must fail the Program. It may be argued that they will grow into it, (sometime during the Sophomore Year, say), but such an argument is truly unfair to a Liberal Arts student. The intellectual content of the Freshman and Sophomore years is far superior to that of the latter two, and how shall it profit a student if, in order to complete the four years, he neglect essentially the first two? It would be better for him if he waited until he was prepared to undertake the Program even though, as a consequence, it were necessary for him to leave before he had completed it. Although these are, so to speak, the dictates of reason in the matter, a college, unfortunately, cannot follow these alone, for if it did it might find itself non-existent. In all fairness, then, although the foregoing might suggest that we should refuse to accept high school juniors, such a choice might prove fatal to the College. How many high school students, upon being graduated and faced with the likelihood of being drafted within a year or a year and a half, would elect to go to college for that length of time? Very few, seems to be a fair guess. It is easy enough for us to say that we would grasp willingly whatever we could get of Liberal Education in that time, hoping to return afterward, but we would make this judgment after experiencing the value of the Program, even in part, and it would be highly unrealistic of us to assume this judgment on the part of a high school graduate who, in all probability, would be only vaguely aware of the content of the Program. On the other hand, the same student, given the prospect of finishing college before induction, might well be interested, to say the least. And although he be immature, and miss much because of this, he wilL in time, grow and will The new Freshmen had adequate habits of study. Our doubts, which had seemed justified, had led us to fear that the opposite would be the case: that they would take advantage of the possession, too soon, of almost boundless freedom and would run rampant. We imagined the necessity of a continual flow of administrative restrictions to keep them in check. Experience proved this particular fear to be unwarranted, for they did the work asked specifically of them and, in some cases, their habits in this respect proved to be more firmly rooted than those of many Upper-classmen. Our fears for the intellectual maturity of a freshman class considerably lower in age were well grounded. They worked well but the quality of their intellectual life was of high school rather than college goodness. Perhaps the best statement of · the case would be, (although this must be amplified), that they did what they were asked to do yet failed to perceive the wealth of toil not required of them and that the latter was the most important part of the Program. Another way of stating this would be to say that what they did seemed to be unrelated to what they were. They read the Republic and the Ethics because they were assigned and they discussed them because they had read them, but they failed to perceive the personal consequences involved. If they were aware at all of the problem of the assurance of happiness both in the part and in the whole it was in the light of a task, not of an intimate and personal concern. They were not able to perceive the great problems in the works they were studying and, if confronted with them, seemed incapable of retaining and examining them in any substantial way. The Platonic proposition-Virtue is Knowledge, has serious educational and personal consequences but if they 15 �also understand and profit and doubtless, even under these conditions, be really much more of a college graduate than those who imag i ne, after they are graduated, that they have finished. Ideally speaking, however , neither our current plan for the Freshmen nor the one in effect previous to the war can be called truly satisfactory. Until such a time as secondary education can be cured of its many ills, college liberal education must necessarily suffer. Students should enter college knowing how to read and write; they should have had previous training in Greek, Latin and Mathematics, specifically, Euclid. The problem of the Language Tutorial has been discussed elsewhere, but the very fact that we have such a problem is a reflection on the inadequacy of current high school education. It should not be the burden of a college to teach its students the fundamentals of these languages. Extreme youth is the time for learning languages, just as it is the time for learning the multiplication table; these are the years in which this kind of training takes place with the most facility. By the time one reaches college age the difficulty is increased tenfold. The task by then appears dulL systematic, routine; it is not easily faced. The principal difficulty that confronts us in judging the social maturity of the Freshmen is the fact that we have not experienced them in any communal form of society. A number of people, on entering a community, would probably expect to find certain beliefs, customs and laws; they might imagine that they would be informed of these and would be expected to follow them as members of the community. To the new Freshmen, at least, there appeared to be no beliefs, no customs, no laws, but if the sacred fire did exist, then it was buried in the inaccessible sanctity of Randall Hall and it appeared that it would have been presumptuous of Freshmen to go there in search of it. Hence, rather than be invited to become part of a community, they were forced to form one. They entered expecting to comprehend and then to lead what they vaguely anticipated to be a form of college life, but they discovered, to their bewilderment and confusion, that before this could be done they themselves, rather than others, would have to determine what this form was. It was a long time before they became aware of the necessity that was imposed upon them and it is still doubtful that, as a group, they are fully conscious of it. They remained in a state of chaotic suspension, anticipating the imposition of the communal form upon them but growing more and more doubtfuL as time passed without action, that this would ever occur. Had they been informed at the outset that they would have to determine for themselves what form their communal life would have to take the result might have been less chaotic, although even under these conditions it is doubtful that this form would have been good. The common end which leads people to form any particular community must determine the communal form of action with respect to that end; and presumably those of good judgment who see the end most clearly should be determinative of that form. In a college this is don e by the Upper-classmen with administrative cooperation. Since we cannot grant the Freshmen the intellectual maturity necessary to an adequate perception of the end, it is doubtful that, in any case, a communal form constituted by them would have been sound. 16 �The Fine Arts ... have never found a satisfactory place at St. John's chiefly because we have failed to reach an agreement in the understanding of their relation to the Program. Introduction come involved in a paradox and are unsuccessful as a consequence. Almost any proposal for the presentation of some function of the Fine Arts to the community reveals within itself the necessary but tacit assumption that this is a formal activity and that consequently we have available that constant and adequate group of trained people necessary to success. When we recognize that this is not the case then we must either acknowlege failure, (as was necessary in the case of the Chorus this year), or slacken the communal ties to the Program to make possible a kind of professional adequacy, (which we managed for The Tempest). It is evident that any such attempt must entail a kind of failure, either with respect to the Arts or to the Program, that the excellence necessary to the success of the former can be had only if they are formally recognized. Although our aspirations to study and to present the Fine Arts at St. John's have been, and, of necessity, shall be defeated, there is still open to us a third course of action which has been successful. This is the presentation of the works of other artists to ourselves as spectators. By the means of records and the concert series we have heard the greatest music and through the Film Club we have seen the finest drama that the cinema has to offer. These enterprises have been successful chiefly because they are of the kind most commensurate with our present position on the Arts. Moreover (except for the local Durkee Enterprises, which are somewhat antithetical to our desires), we are rather fortunately situated with respect to the offerings of Baltimore and Washington. However great has been our critical success with our seminars, lectures, concerts and films, we have been, and shall continue to be, unsuccessful in our attempts at learning and creating in the field of the Fine Arts. Our reaction to this failure is not trivial, for the poetic desires lie deep and we shall feel deeply this privation as long as the Program necessitates it. Here at St. John's we have never had what could be called, by any stretch of the imagination, a sound and comprehensive relationship to the Fine Arts. Many have lamented eloquently this deficiency and urged the Administration to recognize and rectify it. Others have viewed with alarm the consequences of such a rectification to the curriculum. Some maintain that because the Fine Arts are essential to man we must acknowledge this necessity and include them in the Program. Others admit their essentiality but insist that we cannot maintain them without an expense to the Program which must not be incurred. Any attempt to establish formally a sound relationship to the Arts would, if it did not make serious inroads into the curriculum, at least set up a kind of extra-curricular elective system. The Program demands of the student all of the study time that he is able to devote to it. Were the Administration to acknowledge as necessary a formal study of the Fine Arts it could do so only at the expense of its own Program; were it to set up a group of elective courses in the Arts it would be entering into competition with itself. It has acknowledged music and poetry as desirable to the Program to some degree by scheduling lectures and a concert series each year and by including the great poets among the authors. Indeed, poetry, critically speaking, receives a surprisingly great amount of attention from us. But formally, at least, we have not felt able to go beyond this point and the problem remains, with the arguments on both sides unresolved. Although formal recognition of the Fine Arts by the Administration has been impossible, their recreational value has been emphasized and encouraged. They have been considered, together with athletics, as the most desirable activity in which the student body can engage by way of relaxation. The Administration has adopted a policy of aid and encouragement to any group activity which might prove valuable to the community. Under this policy, however, the majority of our attempts be17 �and , with a quaint device Admired Miranda Which was to please. the baseless fabric of this vision [Solemn music] 18 �Music As is usual with us, we had our difficulties with amateur music. Our attempts to bring together a chorus and orchestra produced little that was perceivable to the community as public. Mr. Nabokov's efforts in this respect were laudable but this year, even more than last, communal cooperation and effort were lacking. Last year our amateur success was achieved through these groups; the orchestra gave several concerts and the chorus an excellent performance of the Missa Brevis. This year we failed here but succeeded with individuals and with small groups. On September 12th Mordecai Sheinkman and Allen Goldstein gave a piano and flute recital and again, on January 22nd, Mr. Sheinkman performed a full program of piano works. His selections were representative and imposing and the program was one which even a highly trained professional musician would consider thoughtfully before presenting to his audience. Although the pianist as yet lacks understanding and sympathy for certain composers and moods, chiefly the modern neurotic, the very attempt on the part of an undergraduate at a full length recital is deserving of commendation. And if one adds to -this Mr. Sheinkman's not inconsiderable ability and familiarity with the classical tradition, then the effort was certainly laudable. The final amateur program of the year was the concert given on March 12th for the Seniors by Mr. Nabokov's flute and string ensemble and by Mr. William Harper. Mr. Harper, accompanied by Mordecai Sheinkman, sang two Schubert songs and Franz's Widmung. We were surprised and pleased by the richness of this voice, hitherto silent before the community, the excellence of the phrasing, the sympathetic understanding of the phonetic possibilities of the German language. Mrs. Benac, to whom we are quite indebted both because she is an accomplished violinist and because she has supported, as first violin, so many of our orchestral endeavors, played a Handel sonata, accompanied by Steve Benedict. The flute and string ensemble opened the program with the Tellman Concertante for Strings and Flute and closed it with the excellent but seldom heard Bach Suite in B Minor. This was the only public appearance of this group but the performance, although it deserves praise, was, for amateur music, not nearly so important as the ensemble's existence. This music exists for its own sake; the performers are primarily concerned With the pleasure they derive from working together and All _the world 's a stage Drama On Friday, August 20th, the King William Players presented The Tempest. It must be confessed that this did not come as a surprise to the community. Since it was staged and rehearsed on McDowell Plaza, we all had at least a partial pre-view of it in its formative stages. We observed Messrs. Nabokov and Abrahamson directing the actors, Landau sketching scenery and costumes, Chenoweth, Sharp and Gilbert building scenery and hanging lights, Goldstein and Mr. Standen, off in a corner, experimenting with pyrotechnical effects. Once on our way to the Coffee Shop, we heard Peter Weiss declare with solemnity to a group of stage hands that "our revels now are ended". On another occasion we happened upon a tender love scene between Tris Campbell and Laetitia Dickinson. We even glimpsed Novak, muttering something about being "plagued", as he disappeared into the bushes pursued by Killorin and Williams. When Friday evening came, however, and we took our seats in the darkness just in time for the first spot light and the alarmed cries of the mariners, all that we had seen and heard during the previous days was forgotten. A magic spell was cast over us and we were transported quietly and convincingly to that mystical and enchanted isle where the arts of Prospera prevailed even over the evil of Caliban and where the breezes sparkled with the jewel-like songs of Ariel. We hovered above the island like ethereal spectators as we watched with intensity the unfolding of the drama. We followed the intricate workings of Prospera's arts as they tested and brought Ferdinand and Miranda together, as they restored the dukedom and finally freed Ariel. At last, with Prospera, we relinquished reluctantly the arts that had held us, as well as the actors, under their spell. 19~ �although they may appear publicly this is a secondary consideration. It is unfortunate that amateur music receives so little active support from the St. John's community. Perhaps it is because we are so self-critical that our musical talents seem absurdly inadequate; perhaps it is because we are lazy. In any case we, as a community, by our failure to bring ourselves to the position of more active participation in amateur music, have done ourselves an injustice, have confined to a few interested persons a pleasure that should pe had by many more. It would be possible for us to institute this as a significant activity but this would require a critical abandon to which we have never been friendly. During the past few years the Book Store has become the center of a wide variety of diverse activities, some leading a mushroom-like life, arising one day and disappearing the next. and others achieving a state of stability and permanence. This condition is obviously due to the approachability, interest and cooperativeness of Mrs. Lathrop, who is generally a willing pushover for even a somewhat wild scheme for an activity which might, if one is a bit imaginative, be connected with her own enterprise. Of the latter kind the most valuable has been the recorded concert. The top floor of Humphreys had by no means been an ideal place to listen to records. It was isolated, gloomy, formal and associated with all kinds of laboratory unpleasantness and it was a fortunate day for the college record library when units of it began to be heard on the phonograph established in the Book Store for the Poetry Club's Linguaphone recordings. Here, (as opposed to the third floor of the laboratory, which one tended to disassociate from music-excepting the sonometers), one was always reminded that the College had a record collection and, since all paths lead eventually through the Book Store, one was constantly tempted to stop and listen. Besides these concerts we continued with success the practice of previous years of holding outdoor concerts on McDowell Plaza when the weather was warm. On September 5th Ertegun and Campbell presented, by this means, the only jazz concert in the history of the College, (excepting those impromptu affairs which used to occur during dance intermissions, when Davis borrowed a trumpet, Terry played the drums and Goldsmith put on a song and dance routine, or when McKay accompanied Charlie Van Doren's clarinet on the piano). Such things, however, as Joe Oliver's cornet seemed incongruous in this classic setting. The three professional concerts scheduled by Mr. Nabokov this year were excellent in all ways. They were as representative as three such events could be, the programs were well chosen and one of the performances, at least, can safely be called unforgettable, even by those of us who will be closely associated with music in the Joseph S:z:igeti I . • 20 �future. This was the opening concert of the year by Joseph Szigeti on November 26th. Mr. Szigeti is a fine violinist but perhaps the most significant thing that can be said of him is that he is a great musician. Not infrequently is one able to hear a good soloist but it is, unfortunately, a rare experience to hear one who, besides being technically proficient, is truly understanding and sympathetic to the music that he is playing and who, moreover, possesses the power of conveying that intelligence and feeling to his audience. The latter qualities distinguish the musician from the mere performer and Josef Szigeti's recital made us aware more than ever of this distinction. We heard the Bach Chaconne played with an almost incredible degree of warmth and sensitivity, with a fullness we are still not quite willing to concede with complete credence to the possibilities of a solo violin. Mr. Szigeti's performance of the modern works on the program is open to criticism, but so is any understanding which one, without satisfactory conviction, assumes for them. We listened without restlessness to the encores we demanded and left the concert whistling melodies from the Schubert Sonatina. Even now, from time to time, one hears snatches of them. The brief lectures, the anecdotes of John Jacob Niles seemed out of place and failed to move us. The presentation was too elaborate; one felt that even here, where one had hoped to find the purity of folk music, (as Henry Adams the purity of architecture, the unity of purpose), the professional mechanism had penetrated, and sullied. Yet one could not fail to perceive the purity and the childlike simplicity, hence the penetrating depth, of these songs. We shall not forget the beauty and loveliness of Barbara Allen or of Black is the Color of my True Love's Hair. John Jacob Niles The Budapest String Quartet The Budapest String Quartet began the Seniors' graduation week on March 3rd. The performance was equal to the expectations that one would have for this group. The most significant work on the program was the perennial favorite of this community, the moody, elaborate, 21 �and sermons of Blake and Donne. The selections were carefully chosen as representative of the various aspects of the thought of these two poets and the reading was handled quite well by both. The third program, on October 13th, was composed of selections from two modern poets in whom this community has shown perennial interest -Joyce and Eliot. Ahmed Ertegun read a group of Joyce sonnets and Jack Landau three of Eliot's poems-The Love Song of]. Alfred Prufrock, Gerontion and Portrait of a Lady. Following the program there was a discussion by the audience of the two poets precipitated and guided by the readers. During this time two of our most prized Linguaphone recordings were played, one of Joyce reading Annalivia Pleurabelle and the other of Eliot reading The Hollow Men and Gerontion. In many ways the most interesting, certainly, as might be expected, the most scholarly was the Chaucer program by Mr. Scofield on October 24th. Generally we are aware of Mr. Scofield's unique knowledge and experience in the field of English literature in only a secondary way. On this occasion, however, both were primary, for he read the selections in the original dialect with remarkable and impressive ease and familiarity. Although each of these programs was received by the community with enthusiasm, that enthusiasm alone, in Mrs. Lathrop's absence, was not sufficient to perpetuate the meetings and the project was abandoned. Th~ interest, however, still lingers and we hope that soon this activity will be reinstituted. mysterious and great C Sharp Minor Quartet of Beethoven. We have always exalted this work as a masterpiece, felt as keenly about it as about the Mozart operas, and yet it has defied our analysis and left us inarticulate about its greatness. Hearing it performed added significance to an already unanimous opinion. Poetry One of the most influential and short-lived of this year's enterprises in the Fine Arts was the Poetry Club. We call it influential because, after four meetings, it unde rwent a metamorphosis and, after a period of imperceptible transition, emerged as a recorded concert series. The fault , (if, the result being good, there can properly be one), lies with us, as usual. Mrs. Lathrop went to the West Coast after the fourth meeting, leaving behind the record player and a number of people energetic enough to play music but not to read poetry. As is not uncommon in many such things, the origin of the club is somewhat hazy, although one might guess with some certainty that Killorin and Bird were at least partially responsible for the idea, that Mrs. Lathrop provided its mobility and that there was additional support from many others. Whatever the case, on Friday afternoon, September 3rd, Mr. Killorin gave a reading of Murder in the Cathedral to a large audience which gathered in the Book Store for the occasion and unquestionably the venture was a success. The reader showed dramatic talent to a degree remarkable and unique in this community. His interpretation of the characters was perceptive and consistent. The audience was quite enthusiastic and suggested the possibility of more occasions of the same sort. Thus began the Poetry Club. On the following Wednesday night Peter Weiss and Robert Campbell read a number of the poems The Cinema The Film Club is in the enviable position of being able to meet with comparative ease the highest critical standards of the cinema audience. Aside from the necessary familiarity with the classic films and a sound critical judgment of them, it is faced with no particularly difficult problems. This by no means implies that knowledge and aesthetical judgment are either frequently found or easily acquired. The reverse is, of course, true; but whereas in the case of successful drama, for instance, at St. John's this is quite insufficient, (since the requirements of time, talent and finances are imposing obstacles), in the case of film judgment alone is alrriost sufficient. It costs no more to show a good film than a bad one. This being the case the Film Club, during its three year history at the College, has been able to show the best that the cinema has to offer. Outstanding among its presentations this year were: Birth of a lecture review 22 �Carnival in Flanders, Alexander Nevsky, Grand Illusion, A Nous La Liberte and Harvest. It has proven itself one of the most valuable and consistent of our artistic organizations as well as one whose type is most adequate to our means. The St. John's Collegian It has been said, truthfully enough, that we are not a writing community. Our failure to acknowledge the literary arts i:p this respect has had its· consequences, a number of which are quite evident to us. This condition is always noticeable in our theses and it must be admitted that even Seniors have been guilty of incompetence on the grammatical level. Secondary education, rather than we, must acknowledge most of the responsibility for this misfortune, but we must admit that here, as elsewhere in the Fine Arts, the Program has not permitted us to function well. We have always had on the campus a number of people who have insisted on and fought for more writing, have asked that more time be devoted to it, but here too the result has been little more than a stalemate. Most patient and long suffering of the activities which have faced this problem has been the Collegian. It could be an excellent paper if enough people had the time to write for it; as it is, it barely manages to come forth with its regular features. Now and then there have been responses . to the pleas of its editors for additional contributions but the result has never been sustained and of sufficient quantity to warrant the formulation of any real policy on original material, except possibly the one of printing what it can get. This is hardly a policy. Especially in the field of poetry, however, it was able to make some headway this year. Two of our former students, now in the Navy, submitted poems which they had written since leaving College. Warren Zeik sent us Anchors Aweigh and Gene Thornton On Intimations of Mortality. Both were expressive of the reactions of the majority of St. Johnnies to the services. The Quadrivium, (Hyman, Wolff, Ertegun, Landau and Campbell), specialists in esoteric humor, made three contributions, only two of which need be mentioned. The first was an observation of the The Quadrivium Senior Table and was entitled A Neo-Hegelian Looks at the Salad Bowel and the second a poetic review of Mr. Klein's lecture on Geometry called The Ghost Goes West. Two Faculty wives, Mrs. Peebles and Mrs. Scofield, permitted us to publish two of their poems, the former a translation of a passage of the Agamemnon entitled The Sacrifice of lphigenia and the latter a unique work of phantasy, Tree Design. For the last issue of the paper Robert Campbell submitted two portraits, To Beethoven and Aeneas. The Arts Column, written weekly by Jack Landau, proved to be an excellent and entertaining additional feature again this year. Written in New Yorker style, with opinions which were at least provocative, if not acceptable to all, it was a review of theatre offerings in Annapolis, Baltimore and Washington. Interlude 23 �Hemisemidemiquavers As is usual in the writing of a Year book there are left over several dozen notes and comments which either can not or should not be catalogued. We were on the point of throwing them in the waste basket but changed our minds and, against our better judgment, decided to print the lot. Do you remember: The Locs & Bengel Club-its Friday night meetings in Sheinkman's rooms; its unique Jewish, Christian, Jewish-Christian .and Mohammedan membership ... The Bridge Club-the insatiable desire and incredible bidding of Schwab; the pensiveness of Mr. Gorman and Campbell; the psychic debacles of Mr. Klein and, occasionally, Ertegun; the absenteeism of Mr. Smith ... Randall politicsthe Terrible Trio's resounding conferences in the john; the Quadrivium and its friends versus the natural law, culminating in the Landau slipper episode and the lacrosse stick revenge; the great battle between the second and third floors and Landau's utter failure in the guarding of the prisoners; the Sasscer soirees; Cochran and the Dormitory Committee ... the many visits of friends in the Services-Ned Lathrop, Jack Neustadt arriving in the middle of the War and Peace seminar, Davis, Terry, Gallup, Jimmy and Joe Hollywood, Donald Kellogg-Smith, Mike Keene with new songs, Goldsmith arriving at midnight on his way to or from the Army, Navy or Marines, Mason, Kramer, Slafkosky and Poppiti ... the Quadrivium's continual Variety Show which was never presented-Garis and Sonny Boy, Campbell & Landau and Mr. Presi- The Bridge Club dent & Mr. Dean, Ertegun and Tin Roof Blues . the two rival Randall night spots-Jimmy's Place and Jack's Place, Goodman versus Oliver & Arm- · strong; the night Jack's Place was barricaded and Mr. Pucket, the watchman, brought to the rescue by Snake Rag; Campbell's Unfinished, the Five Pats Rag; the choruses of The Third floor of Randall .. . the impromptu Senior Party in Jack's Place-Raki; Sasscer and the brandy inhaler; the speeches and Huber's objections from the top bunk overruled by Campbell, as M.C.; serenading the Freshmen and the parade in caps and gowns; the lectures in the Great Hall interrupted by Ertegun's "few announcements"; Hyman, in his office of Dorm Manager, evicting Cochran from Campbell's room . . . the night at Carvel when we scouted, from the bar, Jascha's Faculty party . . . the Atwood Garis Memorial Society ... the Senior Table, which brought together the Quadrivium and resulted in its first effort, A Neo-Hegelian Looks at the .Salad Bowel . .. the singing of Happy Birthday in the dining hall to Atwood . . . The War and Peace seminar at the Dean's house-Landau's birthday present; Sasscer's egg-nog ... The Senior paper writing month-Hyman's weekly change of thesis; Cochran and the Laws; Landau and Croce; Hyman's Thurberisms; Ertegun's plan to write in Washington . . . nonbirthday parties, dinner and music at the Germans' . . . Cochran, Eleanor Lynd and Middletown .. . Ertegun's collar bone and new math course .. . The Waste Land ... vetch and rye ... the Harvard lecturers ... Mr. Kieffer and the housing situation ... the new Faculty members-Messrs. Reis, William Harper, Ralph Harper and Max Dehn .. . the rise of the Dialectical Realists . .. Winkie's cut rate coats and pants ... Mr. Standen, Joe Smith and the rope tricks . . . Brittanica's presentation of Great Books of the Western World ... Hegel, Spinoza and the Dean for two weeks in Senior Language . . . shipwrecks on the Eastern Shore .. .. Mr. Klein, Mr. W. K. Smith, the war and five spots ... Air Raids and wardens . . . the Freshmen bootleggers . . . Brandy ... serials at the Republic . .. Garis, Randall and the bed bugs . . . Mr. Gorman and Wolff ver- �sus Newton and Schwab . . . the Apostles Peter and Paul and the arrival of Ed ward . . . the interpretation of Mr . Bingley's dream and Mr . Bing ley's in terpretation of Brahms .. . the epidemic at the old swimmin' hole which almost vanquished the Tempest cast . . . Sasscer, foremost L authority on anti-St. Inseperables John's literature . . . the blast on the back page of P.M. . Huber's urinal broad jump record, broken by Campbell . . . Ertegun's Wednesday until Tuesday weekends . . . Mr. Harper's opulent rooms .. . Roeder, Pumphrey, Marshall and the French records . . . Bill Harris and St. John's society . .. the Senior Tea, with the Dean's -reluctant samovar, to which no Freshmen came .. . the incredible debacle of Groton's Mr. Pick-Gerard Manley Hopkins .. .-Mr. Bingley's Washington debut . . . Elfenbein, Van Doren and the search for a bridge game . . . Wensel and Van Gogh . .. Nussbaum smoking a cigarette .. . the Dean, the Evans equipment and Mrs. Kelly's sewing machine ... Junior chemistry . . . English 4F ... the Collegian deadline ... wine at the College banquets ... the Coffee Shop's discovery of the hot dog . . . one A.M. and no place to eat . . . this just-nascent Year Book .. . Das Ding an Sich ... bacon and eggs after the Christmas Cotillion . . . Perry's kimono and ties . . . two cards face down; Why not, Ben; why not? " .. . the transcendental dice ... Cochran sub-letting to the Navy ... the all-night packing of various Seniors in order to escape being locked in Randall. Be fruitful and multiply End Of A Decade Mr. Buser Solstice 25 �Social Activities ... this year have revealed the necessity of formalization and cooperation. Perhaps the final result will be constituted student government. and built a fire in the fire place and engaged a fivepiece colored band. The band proved to be of interest to some of us for the pianist turned out to be, ostensibly at least, Teddy Wilson's uncle and the trombone player, in spite of grey hair and few teeth, managed from time to time a style which could have been const.r ued as New Orleans tailgate. Almost everyone appeared on the scene and the number of girls present was sufficient to make the affair a success. On November 27th, to tide us over until the Christmas Cotillion, we held another movie dance in the gym, this time accompanied by Secret Agent. By now we had become well aware that this type of affair was bound to fail. Almost invariably too few couples came. Those that did were swallowed up in the cavernous darkness of the gym. The stags played bridge. Everyone planned for the Christmas Cotillion for days in advance. Small scouting parties found their way to Baltimore and Washington in search of brandy, that being the only available alcohol on the market at the time. Pre-dance, intermission and post-dance parties were arranged. Girls came. If we are not mistaken there were even a few late dates. Charlie Gibney's band played its farewell performance at St. John's and the only long faces were those that- appeared for Sunday morning breakfast Wensel evicted them from the dining hall and the College settled down for a quiet morning's rest. The Cotillion Board was reorganized at the beginning of the winter term and Frank Pumphrey was elected Chairman. The new board scheduled three dances for the term, the first an informal and the others formal Cotillions. McDowell basement had proved superior to the gym as a place for informals and accordingly the first of this term's dances was held there on January 29th. Unfortunately there were not as many girls present as would have been desirable and the affair suffered from this. Perhaps the most re- Dances The Cotillion had more than its usual amount of troubles this year. With a considerably younger student body, lacking that initiative and ingenuity which had made dances a somewhat dubious success in past years, it became necessary to plan these affairs more carefully and to inveigle the community to attend. The Freshmen were reticent to date and the Board tried, sometimes with, sometimes without success to bring groups of girls from the town to the College. However, with additional pressure and hard work on the part of a few, many were able to enjoy a number of successful dances. It seemed undesirable to attempt a formal during the summer term, but Charlie Van Doren's Board arranged two movie dances on the old Greenwich Village pattern. The first was The Scarlet Pimpernel on August 21st and the second My Little Chickadee on September ll th. With the coming of the fall term and Hallowe'en the Board felt that something new and more ambitious was in order. Accordingly they cleared the Coffee Shop and the Junior Common Room of most of their tables and chairs, opened the Book Store Gavotte 26 �markable spectacle of the evening was the colored band. It was made up of students from the local high school and was dominated, to say the least, by saxes. In fact, we cannot recall any other instrument at all save, perhaps, a piano. On February 19th the gymnasium blackout restrictions were lifted for the first time in our remembrance and the result was indeed marvelous. The occasion was the Valentine Cotillion. We had the delightful experience of seeing more than the band lights and the limited number of couple s which could or would appear under that ghastly red spot light that we recall being hung in one of the corners, facing the wall, on previous occasions. One could even glimpse a few familiar faces in the chaperone corner. It was reported that Mrs. Scofield abandoned her request for a reading lamp as a result. Much embarrassment was eliminated since now it was possible to identify one's date, or anyone else's, for that matter. The eight Seniors, unforgivably insulted because they had been asked to pay' the regular admission fee, turned out en masse and a bit tight, (having first attended Mr. Bingley's afternoon party and then the President's d inner), for their Ball on March llth. The music was offered by the Navy band, which had played its first engagement here at the Valentine Cotillion, and was much superior to any that we can recall during the past few years. Again there were lights and we observed suspended from the gym ceiling a canopy of streamers with several branching clusters which reached column-like to the floor. Since this was the last dance of the year the number of dates, the number of guests and the number of private parties were greater than usual. At least one of the highlights of the even;ng was th e energetic gavotte executed with aband on by Lad y Mayer and Mr. Nabokov to One O'clock lump. The aff air was fittingly climactical. The Senior Ball Board of Directors, composed of Robert Campbell, Thomas Fulton, Thomas Cosgrove, Robert Novak and Chao Li Chi, was elected for the year and it chose as its managers Peter Weiss and Harry Pfeiffer. The organization proved efficient throughout the year and by being a successful example served to suggest that other activities might well be organized cooperatively. House Masters and Dormitory Committees With the younger group of Freshmen occupying most of the dormitories this year the Administration felt it advisable to introduce House Masters into all except Randall Hall. As the year progressed however, and disorder in the dormitories became increasingly disrupting to the community, the Dean proposed that the House Masters and the Administration select Dormitory Committees. These were groups of students, chosen from each dorm, having qualifications which made it evident that these, at least, seemed to be aware of the kind of dormitory life that was desirable in this community. They received authority from the Administration to take or suggest whatever action they judged possible and desirable to make the dormitory function more sahsfactorily. Their power was not unlimited since if administrative action was proposed by them it necessitated approval. It appeared doubtful, however, that suggestions would be overruled. Although steps have not been taken as yet, here, as with the Employment Cooperative, a number of possibilities for student organization and government suggest themselves. The Committees, if built into a single organization, could lead us to a sound form of Student Government which might result in the establishment of that desirable communal form which we have been seeking for a number of years. Cooperatives In the early part of August the Student Employment Bureau was organized on a cooperative basis. The Dean had announced previously in College Meeting that the Administration was willing to grant charters to such organizations and that cooperatives might prove the solution to a number of our social problems, such as the dances. A meeting of the Bureau membership was called, the proposal to organize cooperatively was made, discussed and approved, a board was chosen to draw up and present for ratification a constitution and at the next meeting the constitution was approved. A 27 �Athletics ... have continued as our most successful form of recreation. The Freshmen, however, brought with them more high school spirit than we could absorb and the result was a mild confusion of the status of Gymnastic at St. John's. Here are the year's results: . Soccer Standings l. East Pinkney ... .. .............................. ... 2. Randall ... ...... .............. ...... ................... 3. Chase-Stone ........... .................. ........... 4. Paca-Carroll ..................... ........... .. ...... 5. West Pinkney ... .................... ............. Individual honors .................. ....... ...... ........... Chenoweth Winning team ........... ...... ......................... West Pinkney 100 yard dash ... ...... ..... .... .. ll.8 seconds, winning time Won by .... ...... ...... ... ... ....... .. ... .... R. Harris (Chase-Stone) 220 yard dash ............. ... .... .. 28 seconds, winning time Won by ............ .................. .. Wakefie1d (West Pinkney) 440 yard dash ...... .. ...... .. ...... ..... .1 minute, winning time Won by ... ...... .. .... ...... .. ..... .... Wakefield (West Pinkney) 440 yard relay .. .................... 55 seconds, winning time Won by ............... ... .... ........... .. ... ..... ... ........ West Pinkney 12 pound shot put.. ...... ..27 ft. 8 in., winning distance Won by ... .......... ... ... .. ....... .. Van Doren (West Pinkney) Singles-won by ...... ........... ..... ... ........ ................... Maury Doubles-won by ..... ..................... Maury and R. Harris Javelin throw ...... .. .. .............. .. llO ft ., winning distance Won by ... ...... ....... ..... ... .. ............ Harvey (West Pinkney) l. 2. 3. 4. Chase-Stone tied Paca-Carroll Randall ················································ 3 East Pinkney ··· ········ ········ ············ ······· 2 West Pinkney ······················· ············· 1 L. 0 2 4 6 8 Tennis Tournament Finals Softball throw .............. Won by Maury (Chase-Stone) L. T. 0 0 0 0 0 Championship won by ... .... .. .... .......... .. ... West Pinkney Discus throw ..... ..... ...... .. .. 70 ft. 3 in., winning distance w. W. 3 2 2 0 0 Softball Won by .. ........ .. .................. Chenoweth (West Pinkney) Football Standings L. 1 0 1 3 2 Basketball Standings W. l. East Pinkney ....... ............ ............................. 8 2. Chase-Stone .................... ... ........ ................... 6 3. Paca-Carroll ... ..... ...... ... .... .... .... .. .. ... .... .......... 4 4. West Pinkney .............................................. 2 5. Randall ... ......... .. ....... .. ... ............. ................... 0 Track and Field Meet Badminton T. Won by ......................... ........ ...... ... ... .. .. ... ..... ....... Benedict 3 4 7 2 2 0 Squash Won by ........................ ................... ... .......... Marchowsky · Boxing Finals Equity 121 pound class .......... .. ......... ............... won by Newton 135 pound class ..... .................... .. ... won by Hoffenberg 145 pound class ... ......................... .... ..... .won by Powder 165 pound class .. ... .. .. .. ............ ....... .. ... .won by Durning Unlimited class ....................... ......... ..won by W. Harris Wrestling Finals 128 pound class .................................... won by Clogher 145 pound class .... ....... ......................... won by Putnam 165 pound class ........ .. ........ ...................... .. won by Jones Unlimited class ......................... .... ............ .won by Smith 28 �A dull moment The boat house Jimmy takes a cut The navigators The play-off Dick Harris around end The diamond �MEMBERS OF THE l1tWL COMMUNITY NOW SE RVING IN THE ARMED SERVICES .ti ~-{ lin& r ~ ~l~ u• · ._....._ . . ! t .• 4 cr d~ �;"-~. .-~, : !~ ]..,! i I j i l . ' I,. ' Pvt. R. Snower, USA . �,\ �,/ I ,1 ' ·,. ·.... -~· ~~4 -· �Commencement "The College, as it were, releases you now into this world. What more could I do than warn you-if this be necessary at all-that you are facing a difficult task?" ~ -·· -- -----~ ·------------ -------------· ------------~ "We, the President, the Dean, and the Professors of St. John's College in Maryland, bear witness that these youths, tried and true, have happily applied themselves among us to humane letters, philosophy, and eloquence; that they have passed the period of their course in our halls; that they have been called to examination in the presence of the trustees and many other worthy citizens; that they have abundantly proved themselves well versed in all these studies; and finally that, . n accordance i with the order of the trustees, in this public session on the fourteenth day of March in the year of our Lord 1944, they have reached the degree of Bachelor of Arts. In witness of this we have on this aforesaid day and year subscribed our names to these letters, which have been confirmed by the great seal of the College. By command of the visitors and governors of Saint John's College, I admit you to the degree of Bachelor of Arts." With these words, in The Speakers the funereal atmosphere of Iglehart HalL the seven remaining members of the Class of 1944 were graduated. This spectacle was the finest and most fittingly timed mirror image of the College's war history that was presented to us during the whole year. Somehow all the factors which contributed to make this year a unique The Graduates entity were apparent. The Class of 1944, which had been the largest ever to enter St. John's, had, by the time proper to its commencement, been reduced to only a bare handful. The gloom which enveloped both participants and witnesses of the ceremony was ample evidence that almost all present were well aware that St. John's was not graduating the traditional knights-errant who would slay with facility the dragons born of social vice. The war had long since destroyed such illusions. Rather, we were graduating men of understanding who s.aw, perhaps too clearly, that the possibilities for just action and the good life were, because of the complex form which modern society had attained, relatively few. The recognition, that the knowledge of what should be, would not, in all probability, become manifested in experience as the evident result of action, could lead but to sadness. One wondered, at times, whether knowledge and misery were preferable to ignorance and bliss. Mr. Klein, in his address to the Graduates, set the mood of the occasion by admitting that he found it easier to speak of vice than of virtue. There are at least seven intellectual vices and, corresponding to them, seven temptations. Among the latter there are the temptations of lucidity, detachment, conviction, system, vagueness, limitation and incompleteness. Man's intellect is constantly subject to them and continually converts them into virtues. He cannot escape the sensation of having a panorama of problems appear as ~oluble with clarity and lucidity. He cannot avoid feeling that he is absolutely certain about the truth of his opinions. He confuses vague apprehension with absolute certainty. He inevitably stumbles over these precipices but it is possible for him to be aware, rather than ignorant, of this failure. In fact he must know this if he is to lead a life which is significant. "The College, as it were, releases you now into this world. What more could I do than warn you-if this be necessary at all-that you are facing a difficult task? What more could I wish than that you might know how to use �your skills-acquired or yet to be acquired-in sailing through all the cliffs you are bound to meet? You might fail. Never mind. In failing you learn most." The graduates of the Class of 1944 are: BACHELOR OF ARTS Rite Edward Born Cochran Ahmed Munir Ertegun James G. Huber Commencement Afternoon Cum Laude Norman Atwood Garis (Class of 1941) Jack Landau Henry Harrison Sasscer, IV Magna cum Laude Arthur Hyman Peter Christian Wolff As of the Class of 1932 Rite Alfred Dowd Departure Honors and Prizes To the member of the Freshmen, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green Prize of $25.00 PETER WEISS Honorable Mention ROBERT LUTHER CAMPBELL, JR. To the member of the Senior Class who has written the best final essay, a prize of $30.00. Offered under the will of the late Judge Walter I. Dawkins .. ....................................... .... .ARTHUR HYMAN To the Senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors .. .... ... ... .... ...... .. PETER CHRISTIAN WOLFF Awaiting the Procession The Faculty �THE SENIORS -. ·r .. / ·-:'" . ~ l , "'~ ' . . Arthur Hyman Peter Christian Wolff Jack Landau Henry Harrison Sasscer, IV 36 �THE SENIORS Edward Born Cochran Ahmed Mi.inir ErtegUn James G. Huber Norman Atwood Garis 37 �THE FACULTY • ~"'.t........... . ·~· -~ ~~ HAMMON D ' . .. . -~ W. K. SMITH Assistant to the President Assistant Dean .. BUCHANAN and BARR Dean and President --·------ GORMAN SCOFIELD KIEFFER 38 KLEIN �THE FACULTY i --r----- AHA MSON AB R --- •. I- ---- DAR KEY -- -l -------!: J ---·- -- .... ... ESL ICK. y t_ _ -------·• ___ ·~--- t. ~.HARPER l-; ------ - r·-...---· -·-'·-· - -~ R. HARPER I · : ~- ,_ ..... -~-- REIS -- -l- STANDEN .· 39 ~ - __J:___ SMITH W. �THE STUDENT BODY Randall Hall FOURTH YEAR-CLASS OF 1944 Edward Born Cochran ....... .. .. ............... ............ .. .... .. .. ... .......... ... ........ ....... ... ...... 316 Puritan Road, Birmingham, Michigan Ahmed Miinir Ertegiin ................ .. .... ................................................ l606 Tw enty-third Street, N.W ., Washington , D. C. Norman Atwood Garis ........ ..... .. ...... .. .................................. ... ............................ 28 Oakland Place , Summit, New Jersey James G . Huber ......... ..... .. .. ... ..... ... ... .. ..... ... ....... .. ..... ............. .. ...... .. ....... .... ........ 330 Ruby Street, Lancaster, Pennsylvania Arthur Hyman .... .. ..... .... .. ..... .. .... .. ... .... .... ..... .. ...... ... ... .. ... ... .. .... ....... ....... .................... 705 South Boulevard, Tampa, Florida Jack L3.ndau ........ .. ............................ .. .. ..... .. ... .. ........... .. .. .... ...... ......... 5532 Wellesley Avenue, Pittsburgh, Pennsylvania Henry Harrison Sasscer, IV .. .... ................ .. .. .... ............ .. .... 4856 Chevy Chase Boulevard, Chevy Chase 15, Maryland Peter Christian Wolf£.. .......... ... ............................... .. ...... ... ....................... 103 University Avenue , Glen Echo, Maryland THIRD YEAR-CLASS OF 1945 Stephen Windsor Bergen .. .. ..... ...... .... ..... .. .......... l89-20 One Hundred and Sixteenth Avenue, St. Albans, New York George Brunn ........................................ .. .................. 20 West One Hundred and First Street, New York 25, New York Robert Luther Campbell, Jr.. ............ .. .. ... .. ........ ... .... .. ................. l20 West Washington Street, Hagerstown, Maryland Solomon Kadis .... .. .. .......... .. .......... .. ..... ... .. .. ...... ........ ...... ..... ...... .29 North Patterson Park Avenue, Baltimore, Maryland Donald Stewart Kaplan ............ .. ...... ........ ... .................... .. ............ .. .. .. .. .... .. ... 6l Brandigee Avenue, Groton, Connecticut Frank B. Marshall, Jr. ............. .. ...... .. ........ .. .... .. ..... .... .. .. .. ... .... ........ .... .......... . l522 Round Hill Road, Baltimore, Erich Nussbaum .. ... ................................................ ... ..... .. ........... .. ...................... St. John's College, Annapolis, Benton Bloch Perry ....................... .............................. ...... .. ................... .. ........ 910 Whitelock Street, Baltimore, Harry Fletcher Pfeiffer, Jr ....... .. .... .... ...... ... ..... ............ .. .. ... ..... .. ...... .. ........ 4024 Cranston Avenue, Baltimore, Benjamin Franklin Pumphrey, Jr ...... ... ... ... .. ... ...... .. ... .............. .. ............. ..................... ..... .... .. .. ...... ........ ... Severn, Verne Schwab .. ....................... .... .. ............. ... .... ... .... .... ..... ... .............. ... ....... .......... ll-S Ridge Road , Greenbelt, Maryland Maryland Maryland Maryland Maryland Maryland SECOND YEAR-CLASS OF 1946 . Gerald Atterbury ... ... ........................... ..... ......... .... ..... ..... ... ... ..... .......... ... ... ..... ... ... .Maidstone Farm, Annapolis, Maryland William George Chenoweth ..... ... .... .. .............. ........... .. ..... ....... .. ...... ... ..... .. ...... .... ............. Box 355, Loch Raven, Maryland Thomas James Cosgrove .............. ................. .. ...... .. .... ...... ...... .............. ..... 88 West Fourth Street, Bayonne, New Jersey Laurece Elfenbein .. .. .. .. .. .......... ............. .. .. .. ........ .. ............. .... ...................... l46 Bowers Street, Jersey City, New Jersey 40 �Sidney Hugh Fitch ......... ..... ......... ................. .. .... ......... .... .... .. .. ........................... ....... ...................... ...... ...Glenelg. Maryland · Alvin Fross ............... .. ................ .. .. .... ... ... .......... .... .... ............ .. ............ .. .................... .429 Broadway. Bayonne, New Jersey Thomas Irwin Fulton, Jr ................ .......... .. .. ...... ................................................. 607 Eighth Avenue , Irwin, Pennsylvania John Parker Gilbert .. .. ....................... .. .... ........ ......................... .. .. .... ...... .. ........ .. ........ c/0 Putney School. Putney. Vermont Samuel Milby Harrington, Jr ............................................... Quarters 2001 , Camp Lejeune, New River, North Carolina Allen Zimmerman Harvey .. ........ ... ........... .......................................................... .. .... .... 62 Broadway, Frostburg. Maryland Leon David Israel. ..... ....... ... ........... ..... ...... ....... ...... ........ ...... .. .... ...... .. ..... .... ..... ..... .. ... .... .. ....... ........ Union Bridge, Maryland William Kenneth Kline .................... .. ....................................................... .200 · Cabrini Boulevard, New York. New York Vincent Wood McKay ...... .. ...................... .............................................. 320 Fifth Avenue, Montgomery. West Virginia Ellis Wooster Manning, Jr.. ........ ...... ...... ..................................... ........ .......... ...... ... .... ..... Springdale, Brinklow, Maryland Robert Wilson Mueller.. ......................................... .. ................ ..... 2667 North Summit Avenue, Milwaukee, Wisconsin Robert F. Novak .......... .......... ............... ............. ....... .... .. ............... BOl North Patterson Park Ave ., Baltimore 5, Maryland Harry Charles Rockey .. ............ .... .... .. .. .. .. .. ........ :................ ........ .......... .7023 Lincoln Drive, Philadelphia, Pennsylvania James Willard Sharp ........ .. ....... .. ......... ....... ............ .. ......... ............ ................ .. 719 Front Street. Freeland, Pennsylvania Samuel Sheinkman .. ................ .. ...... .. .. ........ ............ ....... .. .. .. .. .. .. .... .... .... ..... 87 Hamilton Street, New York 31. New York Charles Lincoln Van Doren .. ...................................................................... 393 Bleecker Street, New York 14. New York John Campbell Wakefield .... .... .... .. .......... ....................... .............. .... ..... 2840 Sixteenth Street, N.W. , Washington, D. C. Peter Weiss .................................................................... .. ...... .. ........................ 344 West 87th Street, New York, New York Henry Theodore Wensel. Jr .. ........ .............. .. .. ................................................. ll4 Trevose Lane, Oak Ridge, Tennessee FIRST YEAR-CLASS OF 1947 (Admitted in July) Daniel Brown Barber.. ......................................... .... ...... .. ........ ............ .S430 Virginia Avenue, Charleston, West Virginia Victor Ewing Barton ............ .................. .. .... .... ........ .... .................... ................ Sll Cameron Street. Alexandria, Virginia Samuel Bancroft Bird, Jr ...... .............. .. ............................. c/o Joseph Bancroft & Sons Co., Wilmington 99, Delaware Carl Henry Bruggmann .......... ... .... ...... .... ... .......................... .......................... 2920 Cathedral Avenue , Washington, D. C. John Brunn .... .. .. .................. .... .... .. .. ...... ...... .. .... .... .. .... 20 West One Hundred and First Street. New York 25, New York Peter Frederick Buri .................... .. ..... .. ............................................................. 2ll0 State Street, Eau Claire, Wisconsin Tristram Joseph Campbell, Jr .... ..................... .. .. .... .. .. ........ ...... ...... .. ...... l49 Avondale Road, Ridgewood, New Jersey West Pinkney 41 �East Pinkney Jerome Herbert Cantor .... ............ ...... ... ........ ............... ....... .... .... ......... .... .... lSl Crawford Street, Boston, M3.ssachusetts Ch'ao-Li Chi. ........ .. ............. ....... ..... ......... .... ... ...... ... ..... ...... ... .......... .... ........... 255 East Tenth Street. New York, New York Peter Clogher .... ..... ... ..... .... .. ... ..... ............... ........ ....... .... .. ... ...... ............ ... .. ... 359 Hillcrest Road, Englewood, New Jersey Robert Mitchell Courtrigh\... .......... .... ...... ... .. ........... .... .. ... ....... ........ .406 West Calhoun Street, Sumter, South Carolina John Scott Desjardins .. ..... ... ........ ...... ..... ............ ........ .........................R.R. l, Drake Road , Indian Hill, Cincinnati, Ohio Salvatore Carmela DiGrande ...... ... ...... ..... ... ..... ..... .... .. .. ..... ... ... .... ........ S Minerva Place, Box 58, New York. New York Alvin Hamilton Durning .. .... ...... ........ ................. .. ......... ...... .. ....... ...... ....... 306 Claremont Avenue, Louisville, Kentucky Klaus Werner Epstein .......... ...... .... ... ....... ... .. .... ..... ... .... .... ...... ............. ..910 Memorial Drive, Cambridge, Massachusetts Allen Abbey Goldstein .. ......... ..... .... ...... ....... .... ..... ... ......... .... .... ..... ........ ..... ..4015 Barrington Road, Baltimore, Maryland Charles Davis Haines ............. .. ..... ... ... .. ..... ....... .... ...... ....... ..... .... ... .. ... ...... ........ .... 2136 R Street, N.W ., Washington, D. C. Bernet George Hammel... .. .... ..... ..... .. ...... .... .......... .. .... ........ ... ..... ... ............ 89 North Essex Avenue, Orange, New Jersey H. Anthony Hammond ......... ..... .... ...... ... ...... .... ....... ... .. ............ ....... ..... .. ..... .. .. 243 Palmer Court, Ridgewood, New Jersey Richard Scott Harris .. ..... ... ..... .......... ...... ....... .. ............... ..... ... ..... .... .... ... .28 W . Hannum Boulevard, Saginaw, Michigan William Edwin Harris ............ ..... ... .. .. .... .... .... .. ...... .. ... .. ........ ......... ......... .28 W . Hannum Boulevard, Saginaw, Michigan Courtenay Jenifer Harrison .... ....... .. ... .... .. .. ........ ... ..... ... ..... .. .. .. .... ......... ..... ..... .... .. ......... .... ..... ... .... .....".Riverside, Maryland Harry Gerald Hoxby ... .... ...... .... ... .... ....... .......... ...... .... .. .... .......... .. ... .... ........ 3827 Indian View Avenue, Mariemont, Ohio Richard Eagleston Jameson ................. ....... ........... ........ ................. ... .. .... ... ....... .... .... ... ... .. ... ... ... ... .. .... ..... Fallston, Maryland John Milne Janney .................... ..... ... .... ... ...... ... .... ...... ........ ....... .... ........... ... ...... ... Maidstone Farm, Annapolis, Maryland Thomas Gillis Jewell ... .... ... .. ... .. .. ..... ....... .... .... .......... ... ............... .... ..... .. ........ .......... ........ ... ......... ...... Grasonville, Maryland Archer Jones ..... ............ ... ....... ..... ........ ..... .......... .... .......... ... .. ... ... .. .. ... ...... .. ...900 W. Franklin S treet, Richmond, Virginia Joseph Ignatius Killorin , Jr. .... ...... .... .. .... ... ... ... ...... .. .. ... .. ... .... .. ..... .. 305 East Thirty-Seventh Street, Savannah, Georgia Paul David Malchenson ........... ........ .............. ........ .. ..... ... ........... ... . ll3 W . Washington Street, Hagerstown, Maryland Ira Wendell Marine .......... ... ......... ......... ....... .... .. ...... .... .. .. .. ..... .. ...... ....... ......... .3219 Sixth Street, S.E., Washington, D. C. William Rankin Mathews, Jr. ............. ........ ... ... ............ ... ...... .... ... .... .. ......... 725 North Norris Avenue, Tucson, Arizona Richard Fontaine Maury ..... ....... ... .. .. ....... ... .............. ....... .. ......... .. .2812 Connecticut Avenue, N.W ., Washington, D. C. Charles Hugh Messick. .............. .... ..... .... ..... ..... .... ... .. ...... ...... .... ... ........ ... ....... ..... .. ....... ... .Main Street, Hebron, Maryland Alanson David Morehouse, II ........................ .......... ....... .... .. ...... ... ....... .... .... .. .. .l526 0 Street, N.W. , Washington, D. C . John Mathew Morgan .. ... .... .... ..... ..... .... .. ...... ..... ...... ............. ..... ......... .......... ..... ..2ll8 Robinwood Avenue, Toledo, Ohio Robert Florian Nayden ..... ..... ... .... ....... ..... ..... ... .... ......... .. ..... ......... ..... ...... ..... ...... l46 Charles Street, Annapolis, Maryland Brewer Norwood Newton ............ ........... .. .... ... ........ ... .... ..... .... ..... ...... ... .. .. 3502 Fairview Avenue , Baltimore, Maryland James Richard Powder .... .......... .. .... .... ....... ......... ..... .... .......... ..... ........... .... ............. Morris Avenue, Lutherville, Maryland 42 �Peter Bradley Price ........ ..... ...... .. ... .. ... ...... ...... .... .............. .......... .... ... ............ ........ ............ R.F.D. #2. New City, New York James W . Ray ...................... ...... ..... .......... ...... .............. ............................ .4 Forestdale Road, Worcester, Massachusetts Philip Stevens Richardson, Jr ... ....... .. ............. .. ............. ... ........... ........ .... ..... ... .... ............... ........... ........ ... Hurlock. Maryland Ian Leonard Robertson .................. .. .... .. ................ .. ............ ....... .......... .. ....... 87 Hobart Avenue, Short Hills, New Jersey Thomas Evans Robertson ........................................................ ................ .. .................... .. 835 Ivy Avenue , Glendale, Ohio Larry Winter Roeder ........................................... .......................... .. .. .. ... ... ......... St. John's College. Annapolis, Maryland William Warfield Ross ..................... ....... ...................... ..... .. ............................ 5407 Hampden Lane, Bethesda, Maryland Rowell Anton vM. Schleicher.. .. ............ ............................. .. ......... ....... .... .... .7 Archway Place, Forest Hills, New York Mordecai Sheinkman .... .. .................. .. ......................... .. ................................... 87 Hamilton Place, New York. New York George Faison Smith .................... .. ............................................. .... .. .... ........... Route l. Box 15, Greenwood, Mississippi William Kyle Smith, }r .......................................................... ~.... .... .. .............. 68 Shipwright Street, Annapolis. Maryland Eugene Victor Thau ......................... .. ........................................................... 900 Grand Concourse, New York. New York Richard Van der Voort.. .................. .. .... .. ...... .. .............................. .... .......... R.D . #7. Bellevue, Pittsburgh, Pennsylvania George Montgomery VanSant.. ...... .. .............. .. .... .... ...................... .. .. 5808 Forty-fourth Avenue, Hyattsville, Maryland Robert Russell Weiss ........ ... ............... ....... ..... .. ........................................ 210 Academy Street, Federalsburg, Maryland George Patrick Welch, Jr .... .. ................... .... .................... ...... ...... .............. .. 387 Angell Street, Providence, Rhode Island William Ogden White .. .... ...... .... .......... Mount Royal Hotel, Mt. Royal Ave. and St. Paul Street, Baltimore, Maryland Justin Cadwalader Williams .............. ........ ................... ..... ...... ........................ Pinehurst Lane, Moorestown, New Jersey FIRST YEAR-CLASS OF 1947 (Admitted in September) Irving Victor Abb ................................ .. ................................. .. ..... .. ....... .. ............... 239 Dill Avenue, Frederick. Maryland Ted Barber .............. ............................. ........................... .. .... .. .. ..... ....................... 616 Thirty-second Street, Bellaire, Ohio Roberto Beascoechea .. .. ................. ... ... ........ ............. ..... ...... .. .... ....... .. .. .. ............ ...... 50 Park Street, Santurce, Puerto Rico Stephen Gordon Benedict... ...................................................... .... ..................... .. ......... .... ............... Scarborough, New York Louis Leon Brin ..................................... .. .... ....................... ... .............. .. .. ..... 99 Welland Road, Brookline, Massachusetts Asa Neal Chandler.. ........ ........................... ........... .. .... .... .......................... l08 Choptank Avenue, Cambridge, Maryland Edmund Anthony Connor.. ... .. .. ................... ... .............................. ........ .. ... 665 Oak Hill Avenue, Hagerstown, Maryland Arthur Oudry Davis, Jr. .......... ......... .......................... ...... .................. .. ... .. ........ 315 South Fourth Street, Coshocton, Ohio Paca-Carroll 43 �Chase-Stone Douglas East Dawson ....................... ...... ...... ..... ..... ...... ..... .... .............. .. ... .. ... ...................... Mountain Lake Park. Maryland Julian Abbott Dor£... .. ....... ........ .......... ....... ..... .............. ....................................... . 106 High Street, Chestertown, Maryland Arthur Eugene Dunsmore , Jr. ........ ....... ............... .. ................. .. ................. 4614 Hunt Avenue, Chevy Chase, Maryland Nathaniel Isaac Durlach ....................... .. .... ... ........ .... .... .. ..... .. ............................. 875 Park Avenue, New York. New York Edward Henry Eissler.. .......................... .. ....................... ..... ............ l009 Weller Avenue, Upper Darby, Pennsylvania William Paul Elliott... ......... ......... .. ........... .. .. ........ .. ... .... .... .............. ... ..... ..... ............. ... 449 Spruce Street, Aurora, Illinois Theodore David Ernst... ............. ............................... .. ....... ....... .. ... ... .. ...... .................. ..... ........ .. ..Box 67, Cordova, Maryland Paul Carlyle Evans .......... ........ ...... .. .................................. ...... ............ .. .......... .. .. 403 Marshall Street, Syracuse, New York John David Farnham, Jr. ............. .. ....... .. ..... .. ..................................... .. .. l07 West Eleventh Street , New York, New York William Henry Gordon, Jr. ............. .... ... ........ .... ...... .. ................. ...... .. ........... l944 Edison Boulevard, Detroit 6, Michigan John Gormly .... .. ... ............. .. .. ....... .. .......................................... .. ........ .. .... ... 707 Hopkins Street, Sewickley, Pennsylvania William Joseph Harris .............. ... .... ............................... .......... .. .. ...... ..... ... ................. ................... ............ Preston, Maryland Marvin James Hoffenberg .... ...... .... .. ...... .. ......... .. .. .... .................. .. .. .... ............ .. .2202 Park Avenue, Baltimore, Maryland Walter Lindsay Jacob ...... ...... .. .. ....... ..... .. .. ... ..................... ...... .. ...... ll59 Murrayhill Avenue , Pittsburgh, Pennsylvania John Leonard Jarboe .................................... .. ... ........ ........ .. .................................. ....... ................... .Leonardtown, Maryland Ralph Lincoln Klein ............... .. .............. .. ............ .. ................................ .. ............... ... .. .... .... .. .. ...... .. ...... ... .. Fallston, Maryland Harry Marchosky ............... .... ... .... ................. .............. .. .......... ... 8049 Eighth and G Streets, Colon, Republic of Panama Ruben Marchosky ............ ...... ........ .. ................... .. .. .... ...... ...... ... 8049 Eighth and G Streets, Colon, Republic of Panama David Arthur Ogden .................................. ...... .. ......... .... ........... ..... ..... ................ 3308 Oriole Drive, Louisville, Kentucky John Newton Opie, Jr. .... .. ........ ...... .. .. .. .................. .. ............. .. ... .... ..... .. ....... .... 624 Palmer Turn Road, Norfolk S, Virginia Albert FitzRandolph Peters, Jr ............... .. ....... .... .... .. .. .. .... ... .................................... The Westchester, Washington, D. C. Royal Pollokof£ ............ ............................. ... .. .......... .. ............ .. .... .... .... 3407 Park Heights Avenue, Baltimore , Maryland Charles Pickering Putnam ....... .......... ........ ... .. .... ................... .. ............... 3200 Highland Place , N.W ., Washington, D. C. Henry Page Robinson ............. .............. .. .......... .. ....... ................... .. .. ..................... ... .. .. .. ................... Barstow P.O., Maryland Paul Ginsburg Sifton ................... .. .................... .. ......... .. .... .. ... .............. .31SO Highland Place, N.W ., Washington 8, D. C. Warren LeRoy Skidmore ................ .. ................................................. ...... ..... .-.. .. ............... 806 Avon Street, Akron 10, Ohio Lowell Stanley ...................... .......... ... ............ .. ....... .. ..... .. ....................... 3410 Quebec Street, N.W ., Washington 16, D. C. Austin Stevens ...... .......... ....... ..... ..... .. ......... .. .. ....... .. ...... ....... ...... .......... ......... ......... Goodhill Road, Wes tport , Connecticu t Roger Clark Stone ....... .. ..... .. ... .... ........ ... ...... .......... .. ... ..... .. ...... ................ ..... ........ ....... ..... ................... Conowingo, Maryland James Howard Taylor. ....... .. ................ .. ...... .. ............................. ......... ............ .... .. ll02 Ninth Street, Seattle, Washington John Van Doren ........................................................................ ... ................. 393 Bleecker Street, New York 14, New York Eugene Francis Young ........................... .. ............................................... ll02 Market Street, Pocomoke City, Maryland 44 �This Yearbook Any Yearbook should be, as its name implies, a representation of the period with which it deals. If its scope exceeds this it is superfluous; if it falls short it is inadequate. Obviously the poesis involved in its presentation may follow from a number of different concepts of representative form. The result may be simply a chronological narration of events. If so, the reader must impose order and intelligibility upon such a chaos. It may be a statement of departmental occurrences. If this be the case the concept of the department as ideal is again required of the reader in order that the occurrences herein be significant and understood critically. Finally an Annual may be a critical comparjson of the ideal and the actual, of a College Year as it should be and as it appeared. This last seems to us the best. A Year book is written primarily for those who experienced the year . which it records. To remember the concept of the College as ideal with enough clarity to make possible a critical relation of this to the actual seems to us too much of a demand to make upon our audience, especially those who are leaving the community. The good historian is also a poet and as such must meet the poetic obligation of revealing with clarity the form manifested in the particular. This has been our intention. To our readers we owe several apologies. The war made impossible the repair and purchase of some of the desirable photographic equipment. As a result we could do very little indoor photography. Also, this effort of a staff depleted in all departments must necessarily lack a certain degree of comprehensiveness. Due to limitations of time, space and materials, only a limited number of pictures of St. Johnnies in the armed forces could be included in the pages of service photographs. We would like to thank the business personnel of the College for its assistance in the preparation of the book and a number of the members of the Faculty for suggestions regarding the manuscript. We wish especially to acknowledge our gratitude to Mr. and Mrs. William Gorman to whom we are indebted for much valuable criticism and a number of our best ideas. This Yearbook is 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; James S. Martin, 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; Steward and Monde, Auditors. BOARD OF VISITORS AND GOVERNORS Chairman, Dr. Thomas Farran, Jr., Surgeon General U. S. Public Health Service; Vice-Chairman, Francis Pickens Miller; Secretary, Richard F. Cleveland; Dr. Amos F. Hutchins, Mr. Edwin Warfield, Jr., Mr. Paul L. Banfield, Mr. Robert 0 . Bonnell, Dr. Robert M. Hutchins, Mr. Stringfellow Barr, Mr. Clarence W. Stryker, Lt. Comdr. Harold F. Linder, U.S.N.R., Dr. Scott Buchanan, Mr. Hervey Allen, Dr. William J. French, Dr. Alexander Meiklejohn, Dr. Mark Van Doren, Mr. Richard Scofield, Mr. John Spangler Kiefer. 45 �THE ST. JOHN'S BOOK STORE IN ANNAPOLIS, MARYLAND Headquarters for the Purchase of THE GREAT BOOKS CARRIED REGULA RLY IN STOCK THROUGHOUT THE YEAR - - -*- - Sole distributors for books published by ST. JOHN'S COLLEGE ___ *___ A Price List of the Great Books can be Obtained Free of C harge by Writing ST. JOHN'S BOOK STORE McDOWELL HALL St. John's College Annapolis, 11aryland 46 �PASTEURIZED MILK Of Laboratory Controlled Quality Produced, Bottl.ed and Distributed UNDER RIGID SUPERVISION The Annapolis · Dairy Products Company Visitors Always Welcome 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 THE ANNAPOLIS BANKING & TRUST COMPANY Annapolis, Maryland Main Street at Church Circle Phones, 2688-2689 Annapolis, Md. 47 �KENNETH G. DAVIS , Proprietor COUNTY TRUST CO. Established 1901 OF MARYLAND DIAL 3712 Meade Studios Davis' Stationery * 43 Maryland Avenue Resources Exceeding 76 Maryland Avenue $34,000,000.00 Annapolis, Md. Annapolis, Md. Greeting Cards for All Occasions * Phone 4013 Fountain Pens Repaired MEMBER: The Federal Reserve System The Federal Deposit Insurance Corporation HUTZLEK BRJTHERS € General Depository- United States Government Funds * greets all its friends at St. John's College Appreciative of Your Business and congratulates * CHURCH CIRCLE and Gloucester St. ANNAPOLIS MARYLAND THE MEMBERS OF THE CLASS OF 1944 MAKE H. K. & CO. * Your Headquarters for * * The Arundel Corporation Fine Quality Sportswear BALTIMORE, MD. Men's Furnishings, First Mezzanine 'Dredging HOCHSCHILD, KOHN & CO. Sadler's Hardware Store Paints engineering AND You Will Find Good Food And Good Service Oils Feed Electrical Supplies Plumbing· Supplies Construction Distributors of AT THE SAND - GRAVEL - STONE and COMMERCIAL SLAG G and J GRILL House Furnishings 67 Maryland Avenue 122-128 Dock St . Phone 4604 Y:l block from State House * Annapolis, Maryland 48 * * �(omplinzents of . Annapolis Utilities, Inc. ANNAPOLIS, MARYLAND Telephone 2345 89 West Street CONGRATULATIONS Congratulations and Best Wishes AND to SINCERE BEST WISHES TO THE The Class of 1944 CLASS OF '44 THE MAY COMPANY SAMUEL KIRK & SON I N C. STEWART & CO. Congratulations and Best Wzshes Schreiber &Jones, Inc. 210 W ; SARATOGA ST. 421 N. CHARLES STREET to the Class of I944 BALTIMORE, MD . BALTIMORE Engagement Rings Men's Gold Jewelry Fine Wrist Watches ESTABLISHED 1815 Sears, Roebuck & Co. 8 West St. Annapolis, Md. 49 Phone 2396 SPORTING GOODS ATHLETIC EQUIPMENT �The Music You Want When You Want It B ui ld You r R ecord L ibra ry wi th Albu ms from Strange & White Albright's Sound Service 155-157 Main St. Annapolis, Maryland ~nnapolis' 78 Maryland Avenue Annapolis, M d. ,(3.rgest Radio Repair and Finest Hotel Henry Albert Jr. &Co. Smart Haberdashery * Mechanical Engineers Official St. John's Blazers The choice of those who appreciate true hospitality, quiet comfor t and exceptional fo od. and Contractors 6 Church Lane Pikesville 8, Maryland * Day Phone Pikesville 81 Fores t 1029 Opposite U.S . Na ual Academy Nl~h t Compliments of On King George Street P h o n e- T u x. 3883 * * * Ryan Fuel Corporation THE HoRN-SHAFER Co. 2701 Falls Road of Baltimore Baltimore, Maryland is privileged to have produced The 1944 YEARBOOK Compliments of The J. F. Johnson Lumber Co. Annapolis, Md . Compliments of for Economy Hardware Co. ST. JOHN'S COLLEGE * * * 38 West Street Annapolis, Maryland 50 �� 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 Page numeration Number of pages in the original item. 51 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-Four Yearbook Description An account of the resource St. John's College yearbook for the year 1944. Creator An entity primarily responsible for making the resource Campbell, Robert (Editor) 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 1944 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 1944 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/eb3a53748fc82867556d0a2f62e6c2c8.jpg 8c1228c5ae01b43e1e35154616ea5642 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 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-1902 Title A name given to the resource Edward B. Cochran and Date in Formal Dress at Dance in Iglehart 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 1944 [circa] Creator An entity primarily responsible for making the resource The Irwins Subject The topic of the resource Cochran, Edward B. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/97676ffc91afffef789051e24381e074.jpg bb805e6fa2f76cf210ff8c2136e2999c 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 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-2418 Title A name given to the resource Portrait of Andrew S. Witwer Date A point or period of time associated with an event in the lifecycle of the resource 1944 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Witwer, Andrew S. 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. Description An account of the resource 1 photographic print : b&w Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/05e954a6a43a5d59d75ddfee56bb04d2.pdf 2542d146c3b4bc58d2b19acc29c8755c PDF Text Text , J I-IN~ IN C LL AN1~APOLIS E �~---------------"~ I 'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE SEMINAR LANGUAGE FOR 1943-1944 Tu~ ANNA OLIS, MAR JANU Founded as King William's School, 1696 LAND RY, 1944 Chartered as St. John's College, 1784 �F 'J 6 8 9 COLLEGE BoARD oF OFFICERS OF FACULTY THE ------ _ , _ - -~----· -~----- ST. JoHN's PROGRAM College ---~-------- H -l l7 18 21 2. '7 l .) ~ 32 3. for the duration of the vvar, m a schedule which allo-ws students to finish in the three calendar years before 37 4. 40 42 Subject lVfatter and Instructional 49 or pro- FEES Arn OF ARTICLES ON REGISTER OF STUDENTS . INDEX 88 �COLLEGE CALENDAR COLLEGE CALENDAR 1943-1944 1944-1945 1943 ] uly 8 . . . . . . . . . . . ......... First Term begins July 11 . . . . . . . . ......... Convocation September 15 ....... First Term ends (Vacation begins 12 noon) September 29 · . . . . . . . . Secon d T erm b egms (Vacation ends 9 AM.) December 15 ............... Second Term ends (Vacation begins 12 noon) 1944 1944 July 8 July 9 July 10 September 15 ... Registration ..... Convocation .. First Term begins . First Term ends (Vacation begins.12 noon) ... Second Term begins (Vacation ends 9 A.M.) ....... Second Term ends (Vaca ti on begins 12 noon) October 2 December 13 January 5 ............ Third Term begins (Vacation ends 9 A.M.) March 15 .................. Third Term ends (Vacation begins 12 noon) March 27 .................. Annual Examinations March 28 .................. Registration March 29 .................. Fourth Term begins (Vacation ends 9 AM.) April 2 ..................... Convocation 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. • CALENDAR JANUARY SMTWTFS APRIL FOR 1944 JULY S M T WT F S S M T WT • OCTOBER SMTWTFS 1 2 3 4 5 6 7 f S • • •• • • •• • • • • f 2 3 4 5 6 7 8 8 91011121314 9101112131415 15 16 17 18 19 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 30 31 •.•.•••••• •• •• •• •• •• •• 1 2 3 4 5 6 7 8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 31 .•.•••.••• •• • • •• • • •• • • 1 234567'8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 ..•••••••••• FEBRUARY MAY AUGUST NOVEMBER JUNE SEPTEMBER DECEMBER 1 2 3 4 5 1 2 3 4 5 6 •••• 1 2 3 4 5 1 2 3 4 6 7 8 910 1112 7 8 910111213 6 7 8 9101112 5 6 7 8 9 10 11 13141516171819 141516.171819 20 13141516171819 12131415161718 20 21 22 23 24 25 26 21 22 23 24 25 26 27 20 21 22 23 24 25 26 19202122232425 272829 .•.•••.. 28 29 30 31 . • • • • • 27 28 29 30 31 • • • • 2627282930 •••• MARCH •••••• 1 2 3 4 •••••••• 1 2 3 •••••••••• 12 •••••••••• 1 2 5 6 7 8 9 10 11 4 5 6 7 8 910 3 4 5 6 7 8 9 3 4 5 6 7 8 9 12131415161718 11121314151617 10111213141516 10 11 12 13 141516 19202122232425 18192021222324 17181920212223 17181920212223 262728293031 •• 252627282930 •• 24252627282930 24 25 26 27 28 29 30 31 •••••••••••• 4 1945 January 2 January 3 ........ Registration . Third Term begins (Vacation ends 9 A.M.) ......... Convocation January 7 . Third Term ends March 14 (Vacation begins 12 noon) ...... Fourth Term begins March 28 (Vacation ends 9 A.M.) .... Fourth Term ends June 8 (Vacation begins 12 noon) ............. Class Day June 9 June 10 ................ Baccalaureate Sunday June 11 ..................... Commencement • JANUARY S MT WT f CALENDAR s •• 1 2 3 4 5 6 7 8 9 10111213 14151617181920 21 22 23 2~ 25 26 27 28293031 •••••• APRIL S MT WT F FOR 194 5 JULY S MT WT F s s 1 2 3 4 5 6 7 1234567 8 9 1011121314 8 9 1011121314 15161718192021 1516171819 20 21 22 23 24 25 26 27 28 22 23 24 25 26 27 28 29 30 •••••••..• 29 30 31 •••••••• • OCTOBER S MT W T f $ •• 1123456 7 8 9 10111213 141516171819 20 21 22 23 24 25 26 27 28293031 •••••• .. .. .. .. .. .. .. .. .. .. .. .. .. .. . ............. .. .. .. .. .. .. ... FEBRUARY •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 1819 20 21 22 23 24 25262728 •••••• MARCH •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 MAY AUGUST JUNE SEPTEMBER NOVEMBER •••• 1 2 3 4 5 •••••• 1 2 3 4 •••••••• 1 2 3 6 7 8 9101112 5 6 7 8 9 1011 4 5 6 7 8 9 10 13141516171819 12131415161718 11121314151617 20 21 22 23 24 25 26 19 20 212223 2425 18192021222324 2728293031 •..• 262728293031 •• 252627282930 •. •••••••••• 1 2 •••••••••••• 1 2 3 4 5 6 7 8 3 4 5 6 1 8 9 10111213141516 19 101112131415 171819 20 212223 16171819202122 24 252627 2829 30 23 24 2526 27 28 29 30 •......••..• .............. .. .. .. .. .. .. .. 5 DECEMBER .•.•......•• 1 2 3 4 5 6 7 8 9 10 111213 1415 161718192021 22 23 24 25 26 27 28 29 3031 •••••••••• �0 fax, Secretary, RICHARD F. Bldg., Baltimore, AMOS CLEVELAND, HUTCHINS, Surgeon, 1227 N. OF THE COURT OF APPEALS Baltimore, Maryland. EDWII\T WARFIELD, ]R,, Editor, toga Street, Baltimore, Maryland. LmnLEY R L. BANFIELD, Headmaster, The Landon Edgemoor, Vvashington, C. PAUL RoBERT BoNNELL, President, 15 E. Fayette Street, President, Maryland. RoBERT IVL HUTCHINS, President, University STRINGFELLO'W BARR, Resigned, April 5, 1943 to become a raember of the State Tax Commission. i" Resigned, May 20, 1943 to become President of the Ci'y Coancil, Baltimore. Erneritus of Depart- College, Author, "Bonfield," Oxford, DR. l FRENCH, Director, Department, Annapolis, 's RICHARD KIEFFER, Tutor, St. John's 6 �FACULTY .;t. FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION . .. 139 Market Street STRINGFELLOW BARR . PRESIDENT B. A, M. A .. STRINGFELLOW BARR, . 12 McDowell Hall DEAN Ph.D. SCOTT BUCHANAN, . 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. HAMMOND, M. A, Ph. D.. . .. 14 McDowell Hall RA., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; diplome, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modem 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-; Board of Visitors and Governors, 1937-. FELLOW AND DEAN ASSISTANT DEAN B. S., Th. B. .. Wn.LIAM KYLE SMrrn:, . 14 McDowell Hall TREASURER *WALTER R. PEABODY, B. . 13 McDowell Hall REGISTRAR MIRIAM STRANGE, A. .11 McDowell Hall LIBRARIAN DIRECTOR OF ADULT EDUCATION OLGA LAW PLUNDER, Ph. B.. E. ALEXANDER, .McDowell Annex B. S. . Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A, M. D .. . Infirmary SUPERINTENDENT OF lJUILDINGS AND GROUNDS ARCHIBALD .. McDowell Annex McCouRT AUDITOR S:irvVARD AND MoNDE, P.A. ... New Haven, Connecticut Resigned, December 15, 1943. Suc<.:eeded by James S. Martin. 8 TUTORS GEORGE ALTHOFF BINGLEY. DlETlT!AN MARIAN 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-; Board of Visitors and Governors, 1937-. . Woodward Hall LULU VIOLA EBAUGH. . 248 King George Street ScoTT BucHANAN . . 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-; Board of Visitors and Governors, 1943-. '' Cf. pg. 34. �JO CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE _joHN ALBERT DARKEY, JR .. EL A., Harvard College, 1927, .as of l.926; l\IL A., Harvard University. Mastel in French and English, Litchfield (Connecticut) 1927-28; fostrnctor in Classical Langmi.ges, St. John's College, 1929-34; Assistant Professor of Chrnsical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939--; Boan! of Visitors and Governors, 1943-. ]AMES STEWART MARTIN. . Wilson Road, Weems Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, University of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant Professor of History and Political Science, St. John's College, 1937-39; Treasurer and Assistant to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-42. Special Assistant to the Attorney General, U. S. Department of Justice, 1942-43; Chief, Economic Warfare Section, War Division, U. S. Department of Justice, 1943. Tutor and Treasurer, St. John's College, 1943-. House GORMAN. RlL, University of 1934-36. Research in Division of Chicago, 1936-37. Fellow in Institute of M;;dieva! 1.937-38. St. John's College, 1938-. jACOB School, University of University of lmu~•• 0 ••·., of 'Tornmo, Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of M:uburg-Lahn, 1922; Research Work, University of Berlin and University of Marbmg, 1924-33; Visiting Lecturer, University of Prague, 1934--35; Fellow of the Mendelssohn Stiftung zur Foerdenmg der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. NICOLAS NABOKOV. . Brice House State Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lec<:urer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Wells College, 1936-41. Tutor and Director of Music, St. John's College, VVINFREE 176 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 . East Street Ph.D., Prngue, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chalons-sm-Marne, F:rance, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; St. John's 1942-. . Paca B. A., St. John's College, 1942. Tutor, St. John's College, 1942-. MACHEN HAMMOND. . Reverdy-Johnson House 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 Virgini@, 1936--; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. KYLE SMITH. . 69 Shipwright Street R. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 192,1. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. STANDEN. 36 East Street B. A. (First Class Honors), Oxford University, 1928; !Vt 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-. t ALLAN JOHN STANLEY. 5 St. John's Street 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 Professor of Zoology, Louisiana State University, 1939-; Tutor, St. John's College, 1942-43. House LEONARD ]AMES ESLICK. RA., University of Chicago, 1934; M.A., Tulane University, 1936; Ph.D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. WILUAM IRVING HARPER. Stone House B. A., Ohio State University, 1931; M.A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Cla.ire Coilege, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. \IVILHELM DEHN 176 Prince George Ph.D. et A.. JVI., University of Goettingen, 1900. Assistant in Geometry and Analysis, Teclrnische Hochschule, Karlsruhe, 1900-01; Privat Dozent in Mathematics, Umversity of 1901-11; Professor Titnlarius, 190.1; Professor Extraordinarius o£°Mathematics, of 1911-13; Professor of Mathematics, Technische HochschuleJ , of l\!Iathematics, 1Jniver:frcy of Frankrmt, 1921" 193S; Acting of Mathematics, Tekniske Hoiskole, Trondhjem, 1939-'W· Aosistam Professor of Mathematics and Philosophy, University of Idaho (South~rn Branch), 1941-42; Visitmg Lecturer, Illinois Institute of Technology, Chicago, 1942-43; Tutor, St. John's College, 1943-. t Resigned, after the beginning of the session �CATALOGUE OF ST. JOHN'S COLLEGE SIMON KAPLAN. 58 State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph.D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. CATALOGUE OF ST. JOHN'S COLLEGE PRESIDENT EMERITUS ENOCH BARTON GAREY . . . . . . . . B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY RAUH HARPER. . 40 East Street CLARENCE WILSON STRYKER. B. A., Harvard University, 1937; Special Student, Oxford University, 1937-40. British Council, Athens, 1940-41; American Red Cross, Washington, D. C., 1942-43; Tutor, St. John's College, 1943-. LINCOLN REIS. . 7 Giddings Avenue B. A., 1930, M.A., 1931, Ph.D., 1936, Columbia University. Instructor in Philosophy, New York University, 1935-36; Brooklyn College, 1936-40; Hunter College, 1940-43; Tutor, St. John's College, 1943-. LECTURERS MORTIMER ADLER. .227 East Delaware Place, 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 1\!1E1KLEJOHN. . 1525 La Loma Avenue, Berkeley, Calif. Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-. MARK vAN DOREN. .. Towson, Maryland . 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph.D., Columbia University 1920. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. . Annapolis, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. PROFESSOR EMERITUS OF FRENCH ]ACOB BERNARD SEGALL. . Baltimore, Maryland B. L., and B.Sc., Lycee of Jassy, Rumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modem Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Mame, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern. University, 1928; Professor of Romance Languages, St. Johr's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal Ei}ducation of youth in the principles of virtue, • Cf. Appendix A. 14 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 clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are 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. T~e. liberal colleges, together with the public schools, are the spmtual 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 colleg~ 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. Thu~ the elective system became an unorganized array of special ~eqmred c~urses,. and each of these in turn was sanctioned by Its connect10n 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 col~ lege forgot its function, redoubled its efforts and its courses and became timidly and fanatically preparatory. In accedin~ 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 ~hoice 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 17 This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modern equivalent. That is what St. John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �CATALOGUE OF ST JOHN'S C0Ll,EGE CATALOGUE or S'L JOHN'S COLLEGE measureminds free, man, this means that he arts require. The realization of by their exercise under controlled learning by and error of By children if vve are to THE CLASSICS AS TEACHERS we have a the arts. of his time, and arts of thought and ".""'"'··" standing and exposition second criterion book must be a fine art. and beauty on surface which mtelligibility leads the mind of the depths of illumination and portance in teaching, and its principle rn ·violated in the textbooks that have developed in elective system. The great books were 'JVritten for intelligent public, and they therefore have the works in the fine arts. They are intrinsically · impose their · · pleasure. The third criterion concerns the internal classic. A great book has many possible · does not mean that it is simply ambiguous On contrarJr it is possible to work such as Dante's Divine Comedy or N several distinct, complete, and independent allowing the others to stand by its side and and complementing the others. It is the business artist to construct such vmrks and to them. The fourth criterion demands that the persistent and humanly great themes in experience. that a b0ok shall be honest of exposition, admitting practice of the means that a liberal scepticism to excuse to ultimate questions. entertainment ultimate questions concernmg number measurement, form 0 �20 CATALOGUE OF STO JOHN'S COLLEGE as to books of poetry, to to books on mathematics on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of dassi.cs, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without tradi- CATALOGUE OF ST. JOHN'S COLLEGE tions. would have us as persons detach the tradition knowing it is or has been . current textbooks which · themselves tradition Yve would be saluting tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modem world, and it is transforming itself in most lively and important ways. This is happening in two ways primarily, one in mathematics, another in the laboratory. St. John's College has more required mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's cu.rriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made modern mathematics and the laboratory possible so that now if we would follow the classical thread into the ~nodern world we must know the constructions of the mathematicians and find our classical loci in the instruments the laboratory as well as in the great books, For this purpose we have set up a four-year laboratory mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with ~he drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S cm.LEGE 23 and rneasurement, thermometer, the barometer, trometer, and interferometer, graphic methods of recording observation. concrete materials situations in which demand the of scientific theory and in fact; and this in rnm demands pr;ictice m experiments in the history of science. this is solid training in mathematical as far as differential equations. This the marerial intellectual the modem studv of humanistic and this it is empty -and romantic. generation of competent economists, even sociologists. Social studies at present intelligible set of organizing principles; aim the mathenrnticai and the medical the proper study of mankind is man. THE CURRICULUM The proper subject matter for is man and the world, with that these we have chosen to convey this knowledge appreciation the classical books arranged in both a chronological gogical order; the methods learning teaching liberal arts; the end of the teaching learning is understanding, and good intellectual moral provide the basis for human freedom. The following paragraphs be a description of the scheduled arrangements for doing this in four thirty-week sessions college courne. For the duration of the war, the regular four-year schedule four sessions will be given in three calendar years. Such arrangements call two materials and methods of insnuction, one according to times and the other according to teaching 40 to 43 the reader find three listings The shows the beginning Homer and ending repre;~ents the required an originally vvritten in Romance �24 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE languages for the most part although English has a large share; the fourth year introrluces works and concentrates on nineteenth the twentieth This four-year schedule, now completed in three years, was not made because of any underlying theory about recapitulations of history, but it happens to catch any genuine values that such a theory may pomt out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions tum out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We modems may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modem world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Formal Lecture, Language Tutorial, 1\!Iathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the irnmediate educational end which we are aiming at, the tutcrials, labc,1ator~ts, and lectures make secondary contributions. · 25 The Tutorials Every good student knows that his lea.rning mus~ be double. He must be acquiring the skills that go with the subject matte~, 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 need.ed. Th~re is also an opportunity for each student to contribute hrn 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 la~gua~e habits; his mind can be improved greatly by improvmg hrn language. . The first step in linguistic education is learnmg to speak t~e mother tongue, usually from one's mother. The n.ext step rn the intentional systematic improvement of that skill by talking and writing under gramI?a~ical critici~m a~d theory: A minimal degree of these prehmmary learnmgs rn. assumed. to be present in the students in the langu~ge tuton~l. No ~1gh deo-ree however can be safely assumed smce Amencan society and American schools are heirs to a chaotic tradition and students of college age have bad linguistic habits. Preparatory schools and colleges have done what they could to use the old remedies doses of foreign languages. These have been used as drastic disciplines because they were difficult, as teasing stimulants because they were useful in travel, business, and polite society, and as models of science because they had become the subject matter of the "science of philology," that recent fashionable substitute for the liberal arts. �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 27 In the first 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 seminar readings, and their rapid succession would force them to their highest use, the understanding. We have made use of the 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. · We have also discovered the importance of a continuous and cumulative subject matter in the language tutorials, that it is not enough to pick out good pieces of literature. As the natural sciences and metaphysics push and develop the mathematical arts, so the great themes in ethics and politics as they are presented in poems and treatises discover and emphasize the highest functions of language. We therefore read the first book of Plato's Republic in Greek along with selections from the historians and poets. This is the initiation during the first year, followed by such works as Virgil and St. Thomas's Treatise on Law, in Latin and English for the second year, Rousseau's Social Contract and Pascal's Pensees in French and English for the third year, and Kant, Hegel, and Marx in German and English for the fourth year. The chart on page 44 will show that the line of subject matter is not hard or narrow. Likewise the use of double texts, Greek-Latin, Latin-French, French-German, and considerable slow reading in English texts to parallel the seminar readings throughout the four years, steadily aim at the acquisition of versatile habits in grammar and in deep discriminating reading. It must be obvious that we do not suppose we are mastering these four languages by these methods in the allotted time. In fact we rather successfully avoid the modern vices of specializing in the languages. The St. John's training does not turn out Greek scholars or founders of French Circles, although the language tutorial may well prove to provide the foundations for many special attainments. We parse words and diagram sentences to get at grammatical structure, we detect figures of speech and complete enthymemes to unravel rhetorical complications, we collect figures of the syllogism in order to follow and test arguments. We use many English translations and commentaries and any other aids that lead deeply into the original texts. It is important that students come to these tutorials with some previous experience in foreign language, if we are to be successful in this rather drastic regimen to stretch the linguistic sense. The great variety and spottiness of such preparation present a difficult teaching problem. Small classes meeting five times a week and the best possible texts and subject matters provide a framework,within which continuous individual instruction meets the difficulty with success. The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing its most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor 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. �28 CATALOGUE OF ST. JOHN'S COLLEGE Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years (now three calendar years). The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic an.cl metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus hand-minded boys may discover the liberal dimensions of their skills. The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the a~gument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. CATALOGUE OF ST. JOHN'S COLLEGE 29 Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for 'the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no single member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk �30 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE FORMAL LECTURES, Each lecture Russian Satanism, ... ~;[ore Geometrical Instruments . .. o 111a.ii' s I111rnorto.lity .. Thucydides ... FORMAL LECTURES Descartes ••••• 1940-41-Continucd . ......... Nicolas Nabokov . ......... Edward Kasner Columbia University . ........... Jacques Maritain .......... . ..... Alexander Sachs New York City . . . . . Jacob Klein 1940-41 ....................... Stringfellow Barr ................. Ford K. Brown .............. Scott Buchanan . .... Mark Van Doren . ............. Jacob Klein ................ Edward Kasner Columbia University iVI usic ... . .............. Scott Buchanan Astmnomy . . . . ........... John N eustadt The Growth of ........ . . ............... Heinrich Zimmer The Great White Emerson, Thorea·a, Melville ...... Mark Vm Doren What is IVfosica.i F orn1! I. . ....... Nicolas Nabokov Locke . , ... Mortimer J. Adler ...... Stringfellow Barr Virgil ................... Richard Scofield Form in Music. !I. . ............. Nicolas Nabokov The Fo1.w Beasts of the ApocalyjJse in Jl;J eiaph.ysics and Architecture ........... . . . Lee Bowen Boston College Piero della F mncesca. . . Clemens Sommer University of North Carolina The Science of Psychology .. Ervvin Strauss Black Mountain College Berkeley and Hu.me. . . !Vfori:imer J. Adler Paracelsus and latro-Chem.islry. . Owsei Temkin InstitutE. in the History d lVIedicine, The Johns Hopkins University f,eonardo' s Last Snpper. . .... Edgar Wind Washington Square College l dols of the Theatre. . .. Gordon K. Chalmers Kenyon College St" Tho1nas: Ethics_ ... Lewis M. Hammond University of Virginia IV! echa,n·ical lnslnMnenls and Geo1nelry . Edward Kasner Columbia University T h.e fotelleci . Mortimer J. Adler Rousseau, ...... Alexander l.Vleiklej0hn Jl/Iythos and Logos. S. Kieffer _H,istorical Dialec(i,e lVkGiH Hunter CoHegc GrtMnniar Rhetoric Dialectic I Want a Hero . Arithmology ... Geometry institute of ~Jediae,lal Studies ... !Vl:ark V ~.n Doren ... i\Je:;t:ander MeildeJohn Ki,1g WilfrMn Pbyero the rnost characteristic should be recalled that :it The was for the purpose of introducing tory Eliot of Harvard opened the college to the elective system. The hope was that the college would provide and the techniques for liberalizing and humanizscience. The present disorganization of our colleges is that the problem is not yet solved. It is of utmost that it be solved. John's College is making strategy is to recruit m the sciences as teachin the liberal arts, and to reorganize the as an instrument of liberal rather than pre-profes. This is the research problem that is set for the to the problem 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 mathematioam:, 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 liberal arts and the classics in the program. The present tactics are to ordering the sciences as it is to anchor it m the scientific find rnam 3.re instrnrnents techniques experiments, and the m concrete problems. 3 findings �32 The laboratory classes meet once a week for three hours during the first two years.* Laboratory time is increased in the last two years.* This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. 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 weelc Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year ( terms in each calendar year for the duration of the war) average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation * For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. 3J 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 A Hour[ 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Tues. Mon. Language Tutorial Language Tutorial Wed. I Thurs. Fri. Sat. Language Tutorial Language Tutorial Language Tutorial - 10 --- !-- 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to s Laboratory Laboratory for for Juniors) Seniors Freshmen, Sophomores 8 to (Lecture) Seminar 10 Laboratory for I Juniors, Seniors 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 which 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- �CATALOGUE OF ST. JOHN'S COHEGE important. As one learns to swim in winter, so examinations are process,. There are summer vacation in the maturing session. Unfortunately, such ing the war. CATALOGUE OF ST. JOHN'S COLLEGE m sur11n1er or slow on occasion to the to main learning purpose. Socrates and the slave-boy is not an unfamiliar spectade in the classroom; we count on it to keep our teaching fresh and genuine. The faculty is rhen researching in the subject rnatter book guide and help of the author any special professional aids that he may to use. He may have beside a colleague whose knowledge complements This is the situation · there are at fied in the members already in there are a tions, and a are badly THE FACULTY Part the intention of the elective system of its introduction at Harvard has been to bination of teaching research in The principle is that the mind, and therefore good ing. This come to good teacher must be edge and he must The faculty at St. John's and another books, In rnost cases at point their own r·,;r ext comes the reading ing teacher who is a member the faculty: · stage of learnmg is somewhere between author the best There then the other students at proportional to degree of understanding. The old-fashioned in the schoolhouse is At the the Plato: Phaedrn.s, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discoune on Jjlj et hod, in French and Latin Hippocrates: Selected Works Archimedes: Selected Wo;ks Lucian: Tr'ue History Aristarchus: Dfrtances of Sun and !Vfoon Nicomachus: lntrod'action to Arithmet·ic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Lavoisier: Eleraents of Che-mist7y Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental j}[ edic-ine Fourier: of Heat Virchow: Pathology The 'nme HltO the only the normal distribution average Apollonius: Conics Ptolemy: Jl!lathemaiical Composition (Almagest) Augustine: On iVlusic Scotus Erigena: The Division of N atitYe Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revohition of the Sphens Kepler: of Astronomy Pico: On Dignity of Man �36 CATALOGUE OF ST JOHN'S COLLECE CATALOGUE OF ST. JOHN'S COLLEGE The following books have been retranslated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physic1, Books I-IV Bonaventure: Red,uct-ion of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. . 'J_'he second line rese~rch consists in the constant reinterprerat10n o~ the book hst which occurs as an immediate by-product of teachmg the books in tutorial, in seminar and in the laborato~. ~riticism of the books takes place' in two directions pnm.anly, first their historical order and background which contmually change and enrich themselves bv connections with ?ther ~ooks; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. M~king the actual reading schedule for the seminars for each year IS ~ result of much faculty and student deliberation, and the readmg schedule registers teaching and learning experiences from year to year. . The products o~ thi~ kind of re~earch go first into teaching duecdy. Production rnr pubhcat10n and learned societies is ai:id should be a secondary result. The students thus have d~rect and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria, ~or men_ibers of the previous faculty at St. John's, experience m teachmg th~ elective syste~ and capacities which promise well for becommg re-educated m all the subject matter of the new program have guided the policy of reappointment. New members .of the facul~y have been chosen for their varying degrees ot understandmg of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them have already been taken on as teaching assistants. o! ACADEMIC STANDING The_ system of instruction allows for a dose and varied acquamtance of instructors and students; therefore the stu- ''7 j, dent's academic standing is known in detail day to day. This knowledge is pooled at end each term on the occasion of the don rag and the combined judgments the staff are based on more than recorded grades. th.is 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 achievement, and there is ample room within it for a wide range of ability 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 absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; The College Physician. THE DEGREE OF BACHELOR OF ARTS " The original tide of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geom* CL Appendix B, pg. 70, �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 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. In semester hours as recorded in the regular elective system this amounts to: Semester Hours One Year Four Yean Language and Literature ................ 10 40 Mathematics and Science ................ 10 40 · Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 (t actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 During the war the four years will be completed in three calendar years. A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that 39 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 recommendations 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 craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the 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 no stipulation of specific requirements beyond high school g11aduation. 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 perience m preparing students for graduate work in these schools, and we have made a study of the essential needs in the natural sciences. The curriculum represents on its science side the results of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hours required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. I. A UST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey 1Eschylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Ain, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the S11n and Moon Plato: Dialogues Aristotle: Organon, Poetics, Phys·ics, Polit·ics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Natiwe of Things Virgil: /Eneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Compositfon (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On Music, Concerning the Teacher Justinian: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on !Han Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms· Pico della Mirandola: On the Dignity of JV/ a11 Leonardo: Note Books Machiavelli: The Prince Erasmus: In PlGise ;:;j Fotly Rabelais: Gargantua Copernicus: On the Revolutions of tlte Spheres Calvin: l nstitutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote CATALOGUE OF ST JOHN'S COLLEGE Shakespeare: Henry lV, Hamlet, King f,p,ar, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvev: On the Motion, of the Heart Corneflle: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartidfe Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Ph.ilonous Leibniz: Discoiwse on Metaphysics, M onadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Hiiman Nattire Montesquieu: Spirit of Laws Fielding: Tom Jones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United States Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental M edici·11e Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karanwzov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbus Maxwell: Electiicity and Magnetism Flaubert: Bouvard and Pernchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers J,ames: Principles of Psychology Freud: Stiidies ·in Hysteria, The Interpreta.t·ion of Dreams Cantor: Transfinite Numbers Hi\bert: Foundations of Geometry Pomcare: Science and Hypothesis Russell: Principles of Mathematics Veblen and Young: Projective Geometry 41 �42 First Year Second Year CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Literature Liberal Arts Homer Plato Herodotus Aristotle Thucydides Lucretius JEschylus Sophocles Euripides Aristophanes Plutarch Lucian Tacitus Cicero Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Shakespeare Cervantes Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Grosseteste Calvin Pico Milton Rabelais Corneille Racine Grotius Moliere Erasmus Montaigne Machiavelli Pascal Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Spinoza Francis Bacon Hobbes Locke Berkeley Leibniz Hume Kant Peacock Boole Mathematics and Science Euclid Hippocrates Nicomachus Aristarchus Archimedes UJ ~ ~ Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler ~ ~ < ~ ~ () ~ ....... :::i UJ P::i ~ > ..... ~ C..l Third Year ~ Galileo Harvey Newton Boyle Huygens Lavoisier Dalton ..-1 ~ 0 ~ Cl z ..... A ~ 0 () () ~ z 0 ..... ~ < () ..... .... '"" (/) (/) j () ,_; Fourth Year Goethe Malthus Marx Flaubert Ibsen Dostoevski Tolstoi Hegel Bentham Mill James Freud Poincare Hilbert Russell Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobachevski Veblen & Young ..... ..... 43 �LANGUAGE TUTORIALS DURING MATHEMATICS TUTORIALS DURING 1942-43 Clock-hours of Class-room Work J} stron01ny Fourth Year German 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 10 hours 20 hours Virgil Catullus Horace 20 hours Baudelaire Racine 20 hours Goethe Hoelderlin Nietzsche Selections Euclid St. John Plato Reading Double Texui hours St. John Greek-Latin Translation and SO hours Plato Close Reading Republic I Formal Logic Treatises 20 hours Aristotle Categories Prior Analytics 150 hours Kant Hegel Total 120 59 20 20 25 3 18 25 3 227 1942-43 15 3 30 12 24 6 9 36 9 33 33 3 21 3 6 9 18 33 66 30 9 33 21 Kant Hegel Pascal Rousseau 150 hours 54 21 56 40 9 Anatomy and Physiology .. Cellular Biology ........... . Heredity ................. . Embryology .............. . Protozoology ............. . 1943-44 Second Third Fourlh Yca.r Ycor Year Total 68 12 8 48 30 30 17 8 25 19 19 57 57 37 Total for four years of Mathematics in Mathematics Tutori;i]s. 50 10 87 10 5 5 20 20 10 10 10 10 60 27 9 3 99 Biology Clock-hours of Class-room Work Fit"St Year 15 15 Total for four years of L?.boratory in Chemistry. 150 hours 150 hours 45 12 General Inorganic Physical ............ . Qualitative ............... . Organic .................. . 30 hours 30 hours MATHEMATICS TUTORIALS DURING Plane Geometry ........... . Solid Geometry ........... . Theory of Numbers .. Theory of Real Numbers .... . Trigonometry ............. . Analytic Geometry ........ . Calculus .................. . Differential Equations Fourier Series . . . ......... . Non-Euclidean Geometry .. . Transfinite Numbers ....... . Projective Geometry ....... . 50 50 Total for four years of Laboratory in Physics and Astronomy .......... . 279 600 hours (Four years) 111'1>th.ematics 63 Fourth Year Year Chemistry 30 hours 25 hours Formal Logic Dante Selections Practice in Thomas Anthology Analytical On Law Sophocles Commentary Thucydides Demosthenes Total 20 hours 20 hours 20 hours Boole Thomas Laws of De Ente et Thought Essentia 7 9 Third Total for four years of Physics in Mathematics Tutorials .. Mechanical Drawing . . . . . Astronomy . . . . . . . . . . . . . Mechanics and Hydrostatics.. Sound . . . . . . . . . . . . . . . . . . . . . Heat ..................... . Light ..................... . Electricity and Magnetism .. Atomic Theory ..... Lessing Schiller Rousseau Social Contract Astronomy . . . . . . . . . . . . . . . . Mechanics and Hydrostatics. Strength of Materials .... . Heat ..................... . Light .................... . 1943-44-Continued Second Year Physics and Astronomy 25 hours 50 hours Virgil Aeneid IV and Physics First Year CLl>CK-HUURS OF LABOR.HUR) WORK DURING 35 hours 20 hours 20 hours Bible Descartes Phaedrus Faust Latin-French Greek-Latin Hegel 50 hours 45 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 389 15 33 Total for four years of Laboratory in Biology ... 36 9 9 9 48 36 9 9 9 111 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. As_tronomy: fl.lristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biolog~: E'.nvuonment and. health (Hippocrates); Form and locomotion of animals; Digestive and urogemtal systems and other parts of female rabbit· Heart and blood vessels in cat, living frog and turtle sheep and dogfish shark· . ' ' Urogerntal system of male cat; Other parts of dogfish shark and aquatic verte-' �CAT A LOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE brates; Fabrics of the animal body; Growth of animals and plants; Hydr;i; 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 in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry.· States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; :'.)alton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCI; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 16 The following is a list exercises years. It based on a schedule 1941-42 rn subject to continual revisions, corrections, and improvements as teaching experience indicates them. is FIRST YEAR '' 2. 3. 4. 5. 6. 7. 8. 9. 10. IL 12. Orthographic projection Orthographic projection Trisection of an angle Areas Plane, right angle, rnler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio 13. Heat l'k Quadratic equations 15. Musical intervals and scales 16. The Greek diatonic scale 17. The just scale and its uses 180 The keys in music 190 Environment and health 20, Environment and health 21. Form and locomotion of animals 22, Photometry 23. Solid figures 24. Rect~ngular solids 25. Aristarchus 26. Archimedes' levers 27. Machines 28. Static equilibrium 29. Floating bodies 30. Metacenter SECOND YEAR L Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central ner,,1. '"fhe 5. Ellipse and hyperbola 6. Perspective projection 7 Perspective 8. Perspective 9. Focal points (floatiHg 10. Parametric equations of ellipse *For the duration of the war, the regular fonr-year schedule of twelve trimesters will be given in three calendar years. JL Conics as four-line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 150 Celestial machines 16. Celestial machines 17. Sun and moon 18. Gilbert's De Magnete 19. Music 20. Music 17 2L Music 22. Copernicus 23. Kepler 24. Prism colors a.nd disper3ion 250 Chromatic aberration of a lens 26. Geometrical characteristics of Iceland spar Double refraction 280 Double refraction of polarized light 29. Speed of light 30. Fluid pressure n THIRD YEAR% L Power of the vacuum 20 Strength of beams 3. Strength of beams 4. Strength of beams 5. Falling bodies 60 Projectiles 7. Sheep heart 8. Blood vessels of cat 9. ]\fatter: crystalline state 10. Blood vessels of cat l L Boyle's law 12. Living heart in frog and turtle l l Matter: liquid and gaseous states 14. Smaller blood vessels in living frog 15. Urogenital system of male cat 16. Water and its properties, distillation 17. 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 wacer, 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 2.8. 29. Atwood~s n1achine Chemi~a.l reactions 30 Conse•-var-ion of rnornentum 31. Cernn petal force 32, Hydrogen, :tcids,1 oxidation and rt~ duction 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's atomic theory 35, Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avogadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmosis 40. Magnetic fields 4L Sodium chloride: the active metal sodium 42. Sodium chloride: the active non:11etal chlorine 43. Standard units in chemical reactions. Chemical notation, equations, formulae 44. Faraday's laws 0£ electrolysis 45, Acids in aqueous solution: HCl 46. Atomic and equivalent weights. Reduction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts m aqueous solutiono Neutralization 49. Electromagnetic induction 50. Ionization 5L Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56 Music 57. Mnsic *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. 4 �48 CATALOGUE OF ST. JOHN'S COLLEGE FOURTH YEAR" l. Fabrics of the animal body 2. Magnetic measurements 3. Fabrics of the animal body 4. Law of magnetic forces 5. Fabrics of the animal body 6. Standard measures of electric current 7. Fabrics of the animal body 8. Fabrics of the animal body 9. Fabrics of the animal body 10. Fabrics of the animal body IL Fabrics of the animal body 12. Fabrics of the animal body 13. The structure of the atom 14. Law of mass action 15. Diffraction, interference 16. Chemical equilibrium 17. Diffraction grating 18. Carbon and its compounds: I: the paraffins 19. II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons 20. Alcohols, aldehydes, ketones 21. Fabrics of the animal body 22. Fabrics of the animal bodv 23. Fabrics of the animal body 24. Fabrics of the animal body 25. Growth of animals and plants 26. Growth of animals and plants 27. Hydra 28. Hydra 29. Genesis of animals 30. Genesis of animals 31. Genesis of animals 32. Protozoa-animal taxonomy 33. Protozoa-animal taxonomy 34. Heredity in the pomage fly 35. Heredity in the pomage fly 36. Heredity in the pomage fly 37. Spectral analysis 38. Esters, their hydrolysis, mono- and di-basic acids, polyalcohol 39. Potentiometer, thermocouples 40. Ethers, acid anhydrides, hydroxyacids 41. Electromagnetic induction 42. Carbohydrates (sugars, starch, cellulose) 43. Joule's electric heat 44. Isocyctic, aromatic hydrocarbons; Cyclo-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 *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. 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 extracurricular 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 be helped through to the stage in which he finds actual enjoyment in the use 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 co-operates in the financing of those activities that require expenditures; and advice is given where necessary to the smooth functioning of the activity. Music :md GymDastic Music and athletics seem to furnish the clearest paradigms for extracurncular activities at St. John's. The recreation and 49 �50 CATAJ~OGUE OF ST" JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE !fl water a variety of sports including squash, badminton, boxing, fencing, lacrosse, recognized scores, ~· Reasons for the eliminaiion of <'.th!e1ic system are set out in detail competition from C. die College governmg state government offices, and 51 �CAT ALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE liberal education of young n1en in SL John's College. A number of retired naval officers 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 upperclassmen or junior tutors, beginning with the 1943-44 session. Rooms in do_rmitories may not be occupied during vacations except by spenal per~nission. The dormitories will be open occupancy at the begmnmg of each term as 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 Dming Hall and Dormitories. Stu~ dents who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's off.ice as soon. as their applications for admission have been accepted. 53 For upperclassmen taking Annual Written Examinations from noon of t~e day before the Examination days. For freshmen from noon of the day before registration day. For definite dates in 1944 see the College Calendar. The College m~intains the care of the dormitories. There are stu?ent dorm1.to~ managers whose duty it is to report complamt~, to mamt~m order and cleanliness, and to enforce the followmg regulat10ns concerning breakage and damage to College property: Any damage to College. property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of th.e College on registration. Damage to Coll:ge property will be charged against this deposit accordm~ to, the student'.s respon~ibility. The deposit must be mamtamed at all tunes dunng the session. It will be returned a~ the end of any session, or upon the withdrawal ?r graduat10n .of the student from the College. This deposit rn called Caut10n Money, 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. Intent10na~ d~mage to College property is a serious offense, and it will be dealt with summarily. The Dining Hall The Dining Hall .is maint~ined by the Manager of the Dining Hall an~ Dorm1_tones, Special attention is given to a balanced an mter.estmg variety of menus, and reasonable cost. The . Hall ~s close? w~en the College is not in session, except smgle hohd~ys.; 1t wdl open for supper on the day just prethe begmnmg of each term; and only breakfast will be on the last day of each term. �54 CATALOGUE OF ST. JOHN'S COLLEGE HOW TO APPLY FOR ADMISSION Infirmary Service A fully equipped Infirmary is ma~n.tained at t_he College. It is in the charge of the College Phys1c1an, two tramed nurses, and student assistants. The College Physician holds o~ce h?urs 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 Infirma1:Y staff whether for sickness or for athletic mJunes, are not paid ' for by the College. Any illness must be reported promp.tly b~ the s~udent. Students suffering from contagious or mfect1ous diseases must reside in the Infirmary until discharged by the College Physician. The College Physician makes a daily report to the Dean. RELIGIOUS EXERCISES Services are held every week day in the Great Hall. Attendance on these services is voluntary. St. John's College is non-denominational and has been so since its founding. In accordance with this the readings, responses, and prayers are taken only from the Bible. General* The revolution which re-established 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 College, it was known tha.t many of the contemporary educ~­ tional conventions do not promote the most successful pursmt 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 war has heightened the necessity that already existed of making the revision in entrance requirements which has been obviously implied by the curriculum since its beginning. The admission procedure which is described below should 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) to 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 any 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 doubtful cases the Psychological Examination provided by the American Council on Education may also be taken. •Cf. Appendix D. The Great Books at War. 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE 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 formal 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 give 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 then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Exaininations, give us the name and address of a teacher or college graduate who will be willing to accept the responsibility for administering the examinations 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 record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decision of the Admissions Committee. No assurance of admission can be made before the above data are provided. 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention 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 information may be directed to the Registrar. You are urgently invited to visit 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 advanced standing in the program is granted for other college credits. FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence 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 operating expenses of the College. St" John's College adopted this principle and established the fee for residence and tuition at $1,000 for students entering the College in 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 for 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 approximate operating cost, the College has freed other sources of income, principally support by private 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. The various other fixed charges for attendance at St. John's are listed in the following paragraphso In figuring the budget for the academic year, each student should include additional amounts 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 finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he 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 fees. 57 �58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE Annual Fee;; Summer Term ........ . Fall Term ............ . Winter Term .. Spring Term ......................... . Tuition $2t}0 Total for year for tuition and residence. 180 180 180 Residence $160 120 120 120 Total $400 300 300 300 '. $1,300 These fees are payable in in four installments: at the beginning of each of the on October 2, January 3, is charged only for the first term of the freshman yeaL On registering, the must procure a Treasurer's Card that fees have been or suitable financial arrangements to classes, gy:nmasmm or infirmary. of BiHs Bills for fees are presented directly to the student, and the student assumes their on the dates due, Caution l.Vfoney Each student must make a of $10.00 'Nith the Treasurer on registration, subject to charges laboratory breakage and damage to College property. The amount of this deposit must be nuintained at all · the session. refund check for deposit sent to student upon request after the end of any session or withdrawal or graduation from College. Except for the money posit, which is refundable at close of the college year, College has no extra fees. Defer.red Payment of Fees There is available to 59 plan, provides the College year, in most method deferred tui"Tuition Plan, Inc.," a corto many schools and colleges into effect by a conis tract signed parent or guardian and by the College and handled entirely by "Tuition Inc." The cost is per cent the amount financed, minii:num charge one �CATALOGUE OF ST. JOHN'S COLLEGE 61 canv.a~sed .. T~e Committee has the grave responsibilit of adm1.mstermg 3ustly a. common financial resource of the mumty ?f scholars which the applicant seeks to join. It therefore .sl'.bJects e~c~ case .to a thorough investigation and it cannot m1tiate this mvest1gation until the student aid blank has b~en fidlle~ out fully, clearly, and accurately, and with suffi c1ent etad to enable a judgment to be made. AU students hold aid, whether loan and employment or money ·grant, only on condition- that th ey mamtam goo d . _· d · . . a.ca em1c standing. ~ppl.1cat10n for aid should be made at the tRim~ the formal apphcat10n for admission is forwarded to the eg1strar. ~om­ FINANCIAL 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, 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 will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly 60 Maryland State Scholarships .l!esi~ents. of .the several counties of Maryland and the six leg1~l.at1ve dist.net~ of Baltimore are eligible to take the com- pet1t1ve e~ammat1ons for scholarships at St. John's Colle e ~wen~y-nme of these scholarships pay full fees, including t~i~ t10n, oard, and room; twenty-nine pay tuition fees only They :~e t~:acterf for f four years o~ in the case of a student ~lready o ege. or the reI?am.der of his course to graduation. I.n al.I counties an_d. leg1slat1ve districts the compet1t1ve exammatrons are admm1stered by the respective county or citv School Boards, and reports are rendered to the respective Sen;tors who ·make the formal appointments · The C o ll ege supp 1· h · 1es t. e exammat10ns and grades the papers in all except two counties, ~ontgon:ery and Prince George's, where the School Boards examme ca~d1dates and report directly to each Senator. Al~ appomtments are conditional upon admission of the candidate to the College. The procedure for application, examination and appointment to State scholarships is as follmvs: ' l. 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 examination. 2. Candidates sh?uld supply to their respective Senators evide1~ce of their good character and financial need 3 · Appomtees will be notified of their appointment~ by the Senator and by the College. �62 CATALOGUE OF ST. JOHN'S COLLEGE Scholarships Awarded by the College CATALOGUE OF ST. JOHN'S COLLEGE 63 Scholarships at Other Institutions for St. John's Students THE PHILIP A. MYERS, II, SCHOLARSHIP SCHOLARSHIPS IN ENGINEERING To be awarded annually, the income from $10,000, the gift of Philip A Myers, II, Class of 1938. Th~ee sch?lars?ips in engineering are offered at the Johns Hopkms Umvers1ty to graduates of St. John's College These sch~larships are awarded by the Faculty Co~mittee on Scholarships and Student Aid. THE CLIFTON C. RoEHLE ScHOLARSHIP 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. 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, Massachusetts, is offered annually to graduates of St J h ' This sc?olarship is awarded by the Faculty Com~itt~e no~ Scholarships and Student Aid. THE FRIEDRICH JoNATHAN voN ScHwERDTNER ScHoLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to 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 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. Application 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. 5 �CATALOGUE OF ST JOHN'S COLLEGE APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE a liberal arts ST.It JOHN'S COLLEGE is andsmall been so since college for men. is non-denominational, has its founding. It has never been coeducational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 65 called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty, Laws of lvlaryland, Session of ] uly 1-9, 1696. 1776 According to tradition King William's School was used as a gunshop during the Revolutionary 1784 St. John's College chartered by the General Assernbly of the State of Maryland: 1696 King William's School, first pub~ic free schoo~ on t~e. American Continent founded in accordance with the followmg Pet1t10nary Act of the Ge~eral 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~cholso~i, 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 Leaming, 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 h MAY BE ENACTED, IL AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer am~ consent of this present General Assembly, and the authority of the .same, That for the propagation of the gospel, and the educatwn of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher and one writing-master, or scribe, to a school, and one hund;ed scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronag: .. And th~t t:he .ffiOSt reverend father in God:i Thomas, by DrI1n.e Prov1dence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the .said s~hool; and that, to perpetuate the memory of your ma3esty, 1t may be 64 VvHEREAs, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and prepetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent 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 college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen . . . , . The petition for this Charter was signed by William Paca * and others. ~Signer of the Declaration of Independence. �66 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The Board of Visitors and Governors William as folhws: James Bnce John Allen Thomas Gustavus R. Bro•c11n Edward Gantt Clement Hill Rich<Jrd Sprigg Ch:ules Carrnll of Canollt011 Jeremiah T. Chase Charles Walbce John C<lrroll, D. D. Thomas Nicholas John H. Stone William Beanes Richard Ridgely Samuel Chase John Thomas Thomas Stone ~ Alexander Hanson Thomas Jermings Dr. First McDowell. 1796 Graduation of Francis Scott author of The Star Distnct Banner. of the United 1799 Graduation of George Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector 1785 The property, funds, masrers, and students School conveyed by an Act of the General College. Reverend Ralph Higginbotham, Master of VVilliarn's became Vice Principal of St. College. Two members of the Board of Visitors and Governors of William's School became Visitors and Governors of St. John's College. 1791 Demosthenes Isocrates Plato Latin Livy Horace ::r vugu Mathematics Algebra -~ visits St. To the F acuity of Si. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and xny \Vish~s for its progress to perfection art: proffered with sincere regard. The very promising appearance of its infancy must natter all its friends (with whom I entreat you to class me), with the hope of an early and ac the s<:lme time mature manhood. You will do justice to the senciments which your kind toward me inspires, by btheving that I reciprocate the good wishes your addnsss, and ] sincerely hope the excellence of your seminary will be manifested in the morale and science of the youths who are favored with your care. GEORGE \VA8fllNGTON ANNAPOLIS, First Yeat Greek Xenophon Herodotus Thucydides Lysias April 17, 1791. Sigmxs of the Declaration of fodependence. Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Second Y ea-r Greek Homer Hesiod Tragedies L.atin Juvenal Cicero l\lfathematics Plane Geometry Solid Geometry Logarithms Trigonomeny i.Ai..,ourth Year Latin Horace l>f a tural Philosophy Logic Astronomy Geology Civil Engineering J\_rnerican Jiistory Political Economy Natural English Composition and Declamation in all four year3. Modern Languages by special arrangement in addition �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE 68 69 Ul86-l923 1868 of James C. Curriculum during First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Third Year Greek Plato JEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakes pea re Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments N-atural Philosophy Chemistry Historical Methods Fourth Year Lectures in Philosophy Greek and Social Science on: Plato Plato Aristotle Aristotle Aristophanes Augustine Demosthenes Thomas Aquin:i_s Latin Vi co Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, Hth, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Hegel Logic Buckle Evidence of Christianity Lecky Malthus Mill Butler of Thomas Fell. A curriculum of Block Electives and Military Training. 1. Classical Course leading to the B. A. Degree 2. Latin Scientific Course leading to the B. L. Degree 3. Scientific Course leading to the B. S. Degree 4. Mechanical Engineering Course leading to the l\/L E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. �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 ca~rying on of ~earning, although these very institutions may become its great~st ~un~rance through unwise direction and time's dull~ess, so any i~st1tut10n ?f learning must require of its students certam ~arks and signs of t~eir attainments and progress even though misuse of such requir~­ rnents has often prevented true progress. T?eir. us~ m~st entail care. Such requirements are inevitable if an m_stitut10n is to pronounce public judgment upon its students,_ th:it is, to grant deg~ees. The original title of Bachelo~ of Arts s1gi:i1fied the first o~ciall~ recognized stage of competence m the seven liberal _arts and sciences· grammar rhetoric logic arithmetic, geometry, music, and astroi;iomy. The St. john's de~ree of Bachelor of Ar~s signifies ~o-?1pe~ence m the modern equivalent of these arts and sciences. This implies: l. Knowledge of the contents of the required books in the 1 1 list . 2. Competence in mathematics through the el_ementary ca cu us. 3. A reading knowledge of at least two foreign lai:ig.uages. 4. Four hundred and fifty hours of laboratory trammg. Now, since students are of different ~apacities, and since co~leges of liberal arts, of all institutions of learmng, are called up~n 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, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged ~atisfac~ory bot? in attainments and progress, and capable of pursumg their work m Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic. and me~a­ physics. The third to be awarded to those student~ who, I~ the opmion of the faculty, have made sufficient progress m the mtellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the severa~ arts and s~iences a~d therefore on whose actual capacity for advancmg further m profess10nal 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 ~et up. ways. and means of Ways& Means reaching decisions. To this end the followmg stipulations are m:ide: At the end of his third year, the student must stand fo~r wntt~n Enabling examina- enabling examinations, one in language, one in mathematics, two m tions 70 71 laboratory, theoretical and operational, and one oral examination on seminar reading. _These examinations are given normally in September after the third 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 techniq~e required must be at al_l times ~elated to the whole body of the liberal arts and to appropnate sub1ect matters. This relatedne~s is formally guaranteed by basing the enabling examinations on a list of books nam~d in Appendix I. The examination in language covers general ~uest10ns_ of ~rammar of all four languages, and logic. !he mathematics exammat10n covers specifically simple operations 1~ geom~try, conics, trigonometry, analytic geometry, and in the d1fferent1al calcu_lus. The exa-?1ination in laboratory covers specifically the analysis and operat10n of certain important instruments to be named in Appendix I, p. 73. ~f~er 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 t_hrough 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 _(I) the student is accepted as a candidate for the degree, or ( 2) he 1s not accepted but allowed to complete his fourth year of college work, or ( 3) he is dismissed from the college. In _examining a student's record the committee of the faculty espec1all:y named for this purpose is at liberty to question the tutors and semu1:ar 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 ~ot accept as a candid~te for the degree any student who had consistently neglected and ignored or had consistently failed in ~ny. of the essential divisions of the first three years' program; that 1s, 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 c~ndidate for the degree, may judge the student capable of benefitmg from the fourth year's work without detriment to the college community. An_Y student accepted as a candidate for a degree or allowed to remam the fourth year must then indicate a subject for a dissertation, to be agreed upon ~y 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 Disser· tation (general) �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE 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 acted as an Examining Board. The duties of the Examining Board were as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. of a qualitative .kind can be made such ac betV11ee 11 more ancl I ess up . , .' ~ and down, stra1ghc and not straight. The latter per·n 't ~ . ' l. · · · cl · . 11 us LO 1na ze quant1tat1ve JU gments, that is to associate throtio-h ·. ·1 . · . ' . · "' s1m1 ar rat10s some one of a senes of numbers with th,, th 1no· obser· ve d . Of ten t h c ' . ~ ~ ",l~ same piece of apparatus. can be used either as a scor)e 01. . Tl1e eIements are certam devices, not scientifir ·ns~Lrum as t a meter. 1 . . .~ 1 en s tnemselves, which enter mto the construction of different 111 st- uments. · 1 72 Disser· tation (particu- lar) Exam.in· ing Board APPENDIX I The books of the first three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus i.Edipus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments" The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions 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 73 Meters 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 Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The ex~unination in labmatory will be in two parts. In one the st~dent will be asked to make certain observations and measurements with .some of the above instruments, and in the other to answer quest10ns on the theory and application of some of the elements and mstruments. 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. COLJ~EGE By RADIO PROGRAMS. SERIES STRINGFEJ,LOW 3 President From. Station PlFBR in Baltinwre, Nov. 20, 1938 · · · · " Jo,in '" College h<is 1- :; . I propose to drncuss an important step w Iucn . .· taken within the past ten days. Many of those w~o are hstem,ng to ,u,uucu,·ul'. alumni members of the College, w1H by now _a1.most somebody that the admmmtration has Those who believed statement · l!ravely disturbed. I think I ought ff seems to me, b e ·~· . 'I shall to d. ' 1saouse tnem. To l':e·""P tL•e '_.·ecord • u • first state the facts. Athletics have not been but "-"""-"-" has decided that after the dose of the session facilities will be increased and at be placec on a intramural basis. I arn · significant changes have been anat St. to take effect next these changes I am liberal such have candid vniters like are sheer senti~nentalists arHi · arhletics are the same do better now, equipment, transconticoaches and this. The first thing learned about was that we were booked to our and N. Y. U"-in an effort to keep the athletics earning a " But still I . -" athletics to to with thanks to prote-ct the coaches from to hire ;;ithletes, I was nie I was mistaken was what --,.n:-1,,-1 with '.'urriculum that re" work. Yet I shQ.ul;i"h'~~~~kn:wn thi; by, " I had known .:0 untless students who v;rithdrew from intercollegiate athlet1~s. v;hen entered medical or other work. vv:i.tnare·;v 74 75 because they knew, along with everybody else, that vou have to study to earn an M. D. while ordinarily you don't hav; to stud" to earn a RA. The undergraduate fills in his idle time with athle~ics, which at its most professionalized is a lot better thing to fiH idle tim~ ;vith ~han some other thin~s _I know. But .suppose there isn't any idle time? Suppose there 1s JUSt enough lernure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse!' For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignorance into k:nmvledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical schooL But if it is a serious business, then it had better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu of natural antagonists, monotonous physical drill for learning to play playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well it is The sum total of these more fun to play a game well than things is hysteria, lost m,otion, the death of the amateur spirit, and an athletic system that competes with study instead of ing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles, But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In I should insist again that, so long as education is run in lov1 gear, these things are better than idleness, But there is · better and that something is amateur athletics, amateur of a quality no college can achieve so long as it is meshed m with the new kind of athletics, the big-business kind" The program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its 101:ramur;il athletics. varieties of sport ~vill be offered and more facilities. Our are often called country dubs. I want to see St. athletic facilities a good country club offers. game we now we 6 �76 CATALOGUE OF ST. JOHN'S COLLEGE shaH continue to play, except that the six-man footbaH we started this year will replace the standard game. fo addition we want to ~·· . . -··- water sports, with particular on The alumni have already gfven us one sailboat; we acquire five more. Finally, it is essential, not that games be played at the College but that they be well played. tutor with wide athletic experien.ce need a number of stu~ent assrnwill be placed in charge, but he tants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legiti~ate '..!Se to which athletic scholarships have been put an Amencan college. I think you may rest assured there YviH be of excellent candidates, I you will help me find the best '-"""nun~·o, Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics wiH hang itself. 'When it does, the problems that caused us to take our present s~and will When it does we shall doubtless play games with other colleges as naturally as ;uch games were once played. Meanwhile athl~tics at St, John's will be for the student, not the student for athletics. THE GREAT BOOKS AT April, 1943 Men must have often lifted their eyes from battlefields where 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 i:o persist. Except in places like Louvain in the last ~war and enemy countries in this war, the assurance of survival comes from the college At St. John's College reassurance rs Five and a half years ago, when war clouds were darkening, faculty with the approval of the and the assent of the students entrusted its curriculum and its teaching to the few greatest books of the western tradition and their authors. war actually came and the need for assurance was undeniable, it was possible to keep our eyes on the book shelf and at the same tirne to take account of the cost of the war; we ·were sure that this curriculum and this need not be lost or corrupted. We were even sure that these would win the war. 'li/ e were ready and eager to make any to take any risk that might become necessary. It was not necessary that we should accelerate the teaching schedule; in fact it was thought that acceleration and the addition or substitution of vvar courses would detract from rather than add to the realities of the learning process-even those that war demands. Om 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 in mathematics, astronomy and physics, for navigation and 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 vvere secondary apof the master plan of the which was aimed at or liberal education for every man, for his freedom and morale both in war and in peace. The great of a master a~ the that and support:. In the case of the St. program maximum risks are · is rooted in the great books which have survived ;:oJI because the the emergencies of the past, and will continue to go 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE 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 inarine reserves without changing our curriculum. Vv e 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 fundamentals 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 faculty member was not needed and called for the country. Badly written military directives have transmitted the chaos of the battlefield to the College; we have recoiled and ral!iedo At the end of the second term we held imitation commencement exercises for the thirty-six students called to the colors; the recital of the Ephebic Oath conquered the day. students in arms, salute the youths of the ancient republics." were also saluting the other colleges who were JOmmg us 111 arms. But the master plan has also found new meaning in the events of the world and of the college. \Ve have learned that about half of the books from Homer to Tolstoi discuss war <tnd 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 calamity. The study of the great books in war time confirms the conviction that such reading and discussion is the birthright of every human being. 'Vhen the Congress decided that men should be drafted at the age of eighteen, we therefore decided that we would take the risk of the List 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 was a part of the master but we h;id hoped to have some of onr own graduates in the faculty to belp us to make the shift. \Ve had therefore postponed it a few years to allow the rebuilding of the faculty with the younger and more aptly trained teachers. But the present 79 foculty has been ,l!Oillg tO - ' · -., sr·J-oO')ll L · ,, tue great for reasons of age and will not be u -f· J . l . - d f 'I' . - - se.u anc in th~ ar me orces. he need their teachino- is _·· · c ready for the adjustments in teaching th;~ th t ~k aJ.i~H __ . are After a great deal of discussion with faculty 1::J/eo ;id,,u wd1 redqmre. d I fi · f . . ' "-' ar , an stu ents an a so gurmg o costs, the adm1mstration has been auth · d ' h r 11 . onze to announce t e rour-year co ege course rn the liberal arts to be iven m three calendar years to students between the aaes of fir g d e'P-ht een. Th e great b oo k are o ffered to these youths ,,,h b iteen ·an 1,,, 's h ·h . I h · . . . " o m1g _ t of r erw1se ose ti eir opportumty to part1c1pate fully in the arts of ree men. - There is. no doubt that this radical step will be viewed in many quarr~rs with a!a1 rm There will be doubts that such important ii•struct10n matena can be handled adequately apd safely by b . h ·11 • younger oys, t ere w1 .b~ doubts tha~ the tre~tme1~t younger boys can give the great books. 1s 111 keepmg with the high aims of the program itself. On the first pomt. we have considerable. evidence that younger boys not only can handl~ the great b?oks with profit, but that they can get greater profit with less read1ustment than the graduates of our present schools of preparation for college. We have alreadv taken a sm~ll ~rm.~p of y_ounger boys at St. John's, and they show"the same vana~10n m aptitudes and progress that the older boys have been showmg. But in addition they evidence a fresh direct amateur's interest in ideas that high school graduates have ~o recover from their earlier years. It appears that the ordinary high school graduate has m the l~st rather empty years of his preparation for college acquired many or the academic pretenses which are so characteristic of the American high scho?l, that he has actually been bored with scholarly ~usks and has substituted flat~ery of his teachers for genuinely tough 1~i:ellectual _work .. ,The fault. is not m the teachers; many of them a1 e also bmed w1tn_ the subject matter that they and they also tur~ to flattenng the student. All of this together with the pr?gress1ve decay of. the linguis~ic and mathematical disciplines pomts to a dead spot m our educat10nal system, a point where preparat10n m the grammar school has finished, for better or for worse and the real business of liberal education has not yet begun. W ~ drag stude~ts through two to four years of this wasteland and the acute stages of boredom appear in the last tVlfo years of hi~h school or the first two years ?f colleg:. Some of the better preparatory schools and colleges fill m with hterature, fine arts, and science, but they know that they are either doing college work or it will a!! have to be repeated in a staler form later on. . Liberal education is in origin and tradition a European institutwn, and a glance at its structure lets us see where we have improvised and perhaps fumble<L The grammar schools in European coun0 �80 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 li~erature. The Gymnasium and Lycee led directly to the universities whose primary structures and functions were ordered to training in the professions: law, medicine, theology'. a~d teachi?g. The Gymnasium and Lycee came at the end of the child s educat1.on and they were concerned to initiate in the student th.e free a.nd 111dependent use of his mind so that he could worthily .atta1? the knowledge and discharge the duties of the learned profess10ns 111 the community at large. The Gymnasium and the Lycee dev~ted the.mselves single-mindedly to liberal education. It should be 111terestmg 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 servi~e. As the youths of the ancient republics of Greece took the Epheb1c 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 deadline 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 p~ofessional 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 lib~ral arts in their full deployment at the end of common formal educat10n. 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 at 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. CATALOGUE OF ST. JOHN'S COLLEGE 81 In th~s con~ection it w~ll bear repea~ing that we are following out. to. Its. logical conclus10n the American tradition that liberal educat10n 1s for everyman, rather than for the few as the Gymnasium and the. Lycee have offer,ed. it. e h~v:e also departed from the Gy~nasmm and th~ Lycee 111 the1r ong~nal 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 expect 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 understanding, and in particular allow the more poetical and imaginative assimilation 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 ~ar 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 traditional vacation has allowed time for the maturing of learning while it is still in progress, and there is evidence that it has been very effective in this respect. We shall recover it at the earliest opportunity. The other regrettable change is in the omission of three foreign languages: Latin, French and German. Competent teachers in this program are difficult to keep during the war. On the other hand the addition of a term of Greek and the concentration on slow reading in English are interesting and promising experiments in a field which is 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. W. [NOTE: After two terms of the current session we have found it possible to return to the program of four languages (Greek, Latin, French, and German) in four years. Beginning January 5, 1944, the program of language tutorials charted on page 44 will again be in force.] �CATALOGUE OF ST. JOHN'S COLLEGE B Lim MAGAZINE: The Classics-At St. John's Thev Come · t More, Febmary 5, !940. MORTIMER J .: Tfie Crisis i·n Conleniporary Education, The Social Frontier, February 1939. ADLER, - - - - : Liberalism and Liberal Education, The Educational Record, July 1939. BARR, STRINGFELLOW: The Art of Liberation, Free America, September and October 1939. Reprints available. - - - - : A College in Secession, Atlantic Monthly, July 1941. Reprints available. - - - - : T/ie College of the F11tnre, New York Times, May 9, 1943; Magazine Digest, November 1943. - - - - : A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. - - - - : Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. - - - : The Education of Free1nen, The New Republic, August 31, 1942. - - - - : The Ends and 111 eans of General Educat·ion, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. - - - - : The Fiiture of the American College, London Economist, July 3, 1943. - - - - - John Doe Goes to St.. Joh.n's, Progressive Education, January 1939. Reprints available. The St. John's Program, Encyclopaedia of Modern Education, The . · · J In 83 ° ·1_-11 ,_~-11_ (")"'ll •· r dncc LIPPMANN, WALTER: Crisis aud Reform in E,focalion Tl i\f y ! .!·Jp_-i·olcl Tribune, February 15, 194-3. . ·· ' le 1 nv or' - ---- The St. John's Program, "Today and Tomo1-ro"-" · . N, appearmg in 165 newspapers, D ecem b er ? 7, 1938. Reprmts available. - LYONS, Lo urn M.: A College Education fm;n 117 Books, The Boston Sunday Globe, September 13, 193 7. Back to the Classfrs, The Dartmouth Alumni Magazine, - MARDEN, PHILIP S.: October 1938. MAYER, MILTON S.: Hutch-ius of Chicago, Part I, "The Daring Yoti'o- ''I " - l P art II , "Th e Fl ym!l. 1'rapeze, " H arpers Magazine, J\!Iarch and ''" iv an, <IJH . April 1939. - - - - Socrates Crosses the Delaware-St. John's College and the Great Books Harpers Magazine, June 1939. Reprints available. ' MARTIN, W. A. P.: The Revival of Learning, The Commonweal, December 31, 193 7. McCARDELL, LEE: A Series of Four Articles on The St. Johu's Program, The Baltimore Evenmg Sun, January 23, 24, 25, 26, 1939. Click and P·ick vs. the Atlantic, The Churchman Ch · , nstmas PRICE, JAMES HARRY: 1942. Aristotle in Annapolis, Survey Graphic, June 1938. SLESINGER, DONALD" TALIAFERRO, R. CATESDY: Concerning the New Progu1.-m at St. ]olin's, The JvL1ryland Club Woman, February 1938. TIME MAGAZINE: St. John's Revival, July 19, 1937. I-'hilosophical Library Inc., 1943. - - - - : The St. John's P·rogra·m, The Virginia Spectator, December 1938. - - - - : Siispending Education, Address, Columbia Broadcasting System, February 4, 1943. - - - - : The Training of a Free M·ind, Catholic Digest (Condensed from Free America), December 1939. Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. - - - - : The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BEIRNE, FRANCIS: All Quiet at St. John's, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. - - - - : A Crisis in Liberal Ed1lcation, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experinient to Reclaim a Lnst Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapol·is-After Five Years of Operation, The Commonweal, October 22, 1943. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. DoNOVAN, HEDLEY: Educators Strive for "Free Jl1ind," The ·Washington Post, ja1utafy 15, 1939. HENRY, THOMAS R.: Education by "Book Learning," The ·Washington Star, December 5, 1937. HESLEP, CHARTER: Exper·inient, Washington Daily News, July 28, 19.i7. KIEFFER, JoHN S.· The Classical Revival a.t Si. Jo7m's, The CL1ss1cal Journal, December 1939 82 VAN DoREN, MARIC: Education by Books, The Nation, December 6, 1933. WrLcus, C. J.: From St. Joh.n's to lvlark Hopkins, The Journal of Higher Education, January 1939. \Vmrn, E. B.: A Plan for America, Harpers l\!Iagazine, February 1940. ST JOHN'S COLLEGE BULLETINS REPORT REPORT REPORT REPORT REPORT OF OF OF OF OF THE THE THE THE THE PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, April 1939. Reprints available. April 1940. Reprints available. May 1941. Reprints available. July 1942. Reprints available. July 1943. Reprints available. BOOKS ABOUT LIBERAL EDUCATION MoRTIMER J.: How to Read a Book--or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. AMERICAN LIBRARY AssocIATION: Classics of the Wes tern W arid, with forewords by John Erskine and Everett Dean Martin. One of the book lists out of which the St-. John's program grew, this pamphlet contains valuable secondary bibliographical matenal. It was first published in 1927 by the American Library Association for the use of adult classes. 1934. ADLER, HUTCHINS, ROBERT M.: Edu.cation for Freedoin, Louisiana State University Press, 1943, MARITAIN, JACQUES: Education at the Crossrnads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Ed1lcation between Two W otlds, Harper & Brothers 1942. ' RICHARDS, I. A.: How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of reading. VAN DoREN, MARK: li/Jernl Erlurntion, Henry Holt & Co., 1943. �___. ---ill!!!... ~~=~-- I. .. _IJICCI, ·"""'-~-•••••I. !fl!lll. CATALOGUE OF ST. JOHN'S COLLEGE 85 l'JRST YEAR--CLASS OF 1947 JOHN'S FOURTH YEAR-CLASS OF 1944 Edward Born Cochran............ . .. Birmingham, Michigan Ahmed Mi.inir Ertegun ........................ Washington, District of Columbia Norman Atwood Garis. ......... . ...... Summit, New Jersey Tames G. Huber. . . ...... ... ... . ... Baltimore Arthur Hyman . . . . . . . ... Tampa, Florida Jack Landau . . ...... ... . . .. Pittsburgh, Pennsylvania Henry Harrison Sasscer, IV. . .. Chevy Chase Peter Christian Wolff. . .................... Glen Echo THIRD YEAR-CLASS OF 1945 Stephen Windsor Bergen. . . . . . . . . . . . . . . . .. St. Albans, New York George Brunn . . . . . . . . . . . . . . ....... New York, New York Robert Luther Campbell, Jr .................... Hagerstown Solomon Kadis . . . . .......................... Baltimore Donald Stewart Kaplan. . . . . ........ Groton, Connecticut Frank B. Marshall, Jr..... . . . . . . . . . . . . . . . . . Baltimore Erich Nussbaum . . . . . . . . . ..... , .. Annapolis . . . . . . . . . . . . Baltimore Benton Bloch Perry. . . . . . . Harry Fletcher Pfeiffer, Jr ..................... Baltimore Benjamin Franklin Pumphrey, Jr. . ........... Severn Verne Schwab . . . ....... Greenbelt SECOND YEAR-CLASS OF 1946 . ...... , . . . . . . ...... Annapolis Gerald Atterbury . . William George Chenoweth. . . . . . . . . . . ....... Loch Raven Thomas James Cosgrove ............ , . . . . . . . . . Bayonne, New Jersey Laurence Elfenbein .................. Jersey City, New Jersey Sidney Hugh Fitch . . . . . . . . . . . . ......... Glenelg Alvin Fross . . . . . . . ........... . . Bayonne, New Jersey Thomas Irwin Fulton, Jr. . . . . . . . . . . . . ..... Irwin, Pennsylvania John Parker Gilbert. . . . . . . . . . . . . . . . . . . . . . ... Putney, Vermont Samuel Milby Harrington, Jr ................... New River, North Carolrna Allen Zimmerman Harvey ...................... Frostburg Leon David Israel. . . . . . . . . . . . . . . . . Union Bridge William Kenneth Kline........ . ......... New York, New York Vincent Wood McKay... . ...... Montgomery, Wes~ Virginia Ellis Wooster Manning, Jr..... . ......... Brinklow Robert Wilson Mueller. . . . . . . . ...... Milwaukee, Wisconsin Robert Frederick I'-Jovak. . . . . . . . ........ Baltimore Harry Charles Rockey. . . ......... Philadelphia, Pennsylvania James Willard Sharp. . . . . . . . . . ..... Freeland, Pennsylvania Samuel Sheinkman.. . ... New York, New York Charles Lincoln Van Doren..... . ..... New York, New York John Campbell Wakefield.. ...... ... . .. O:iklancl, California Peter Weiss . . . . ... New York, New York Henry Theodore Vi1ensel, Jr . . . . . . . . . Oak Ridge, Tennessee 84 (/1oMJ'fTRD IN J•n.y) Daniel Brown Barber. West Virgmia Victor Ewing Barton. Samuel Bancroft Bird, Jr. . .... Wilmington, Carl Henry Bruggmann . Washington, District of Columbia John Brunn ... . .. New York, New -'{ork Peter Frederick Buri. . . . . . . . . . . ....... Eau Claire, \VisconsiG Tristram Joseph Campbell, Jr. . ...... Ridgewood, New Jersey Jernme Herbert Cantor. . . . . . ... Boston, Massachusetcs Ch'ao-Li Chi .. New York, New York Peter Clogher . . . . . .. ...... . . .. Englewood, New Jersey Robert Mitchell Courtright. ......... . . Sumter, South Carolin;, John Scott Desjardins.. . .......... Cincinnati, Ohio Salvatore Carmelo DiGrande.......... . .New York, New York Alvin Hamilton Durning. . . .......... Louisville, Kentucky Klaus Werner Epstein. . . . .......... Cambridge, Massachusetts Allen Abbey Goldstein..... . . . . . . . . . . . . . Baltimore ....... ... . .. Washington, District of Columbia Charles Davis Haines... Bernet George Hammel. . .. . .. . .. . . . . . .. Orange, New Jersey H. Anthony Hammond. . ............... .Ridgewood, New Jersey Richard Scott Harris. . . . . Saginaw, Michigan William Edwin Harris. . . ....... Saginaw, Michigan Courtenay Jenifer Harrison. . . . . . . . . . . . . . Riverside Harry Gerald Hoxby. . . . . . . . . . . Mariemont, Ohio Richard Eagleston Jameson . . . .. Fallston John Milne Janney. . . . . . . ... Anna polis . ..... Grasonville Thomas Gillis Jewell. Archer Jones . . . . . . . . . Richmond, Virginia Joseph Ignatius Killorin, Jr. . .... Savannah, Georgia Paul David ]\i[alchenson. . .... Hagerstown Ira Wenaell Marine... . . . . . . . . . . . . . ... Washington, District of Columbia William Rankin Mathews, Jr. . ....... Tucson, Arizona . . Washington, District of ColmnbiJ Richard Fontaine Maury. Charles Hugh Messick . Hebron Allanson David Morehouse, II. . . . . . . . . . . . . Washington, Dmtrict of Columbia John Ma thew Morgan. . . . . . . . . . .............. Toledo, Ohio Robert Florian Navden..... . . .. Annapolis . Baltimore Brewer Norwood j\f~wton. Jam es Richard Powder. .. Lutherville Peter Bradley Price. . ..... New New York . Worcester, Massachusetts James vV. Ray...... Hurlock Philip Stevens Richardson. Jr. lan Leonard Robertson .. , .. Short Hills, New Jersey Thomas Evans Robertson. . Glendale, Ohio · Larry Winter Roeder. . ..... St. Louis, Missomi . .. Bethesda William Warfield Ross. . . . . . . . . . . . . . . . . .... Forest Hills, New York Rowell Anton v M. Schleicher. Mordecai Sheinkman ... New York, New York George Faison Smith. . .. Greenwood, Mississippi William Kyle Smith, Jr. . .. Annapolis EugeneVictorThau....... . ...... New York, New Yo£k Richard Van der Voort... . . . . . . . . ..... Pittsburgh, Pennsylvania George Montgomery Van Sant ................ , Hyattsville Robert Russel Weiss. . . Federalsburg 11. __ �86 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE George Patrick Welch, Jr. William Ogden White. Justin Cadwalader Williams 87 DEGREES CONFERRED, MAY 25, 1943 .... Providence, Rhode [slJ nd . ... Baltimore BACHELOR OF ARTS . .... !Vinorcstown, Nnv fcrscv Rite FJRST YEAR-CLASS OF 1947 (ADMITTED IN SEPTEMBER) . . . . . Frederick Irving Victor Abb .. . . . . . . . Bellaire, Ohio Ted Barber ....... . Roberto Beascoechea . . . . . . . . . . . Santurce, Puerto Rico .... Scarborough, New York Stephen Gordon Benedict ... . . . Brookline, Massachusetts Louis Leon Brin ........... . .... Cambridge Asa Neal Chandler ..... . . . . . . . . . . . . . . . . . Hagerstown Edmund Anthony Connor. . . . . . . . . . . . . . . Coshocton, Ohio Arthur Oudry Davis, Jr. . . Mountain Lake Park Douglas East Dawson .. . Julian Abbott Dorf ..... . . .. Chestertown .. Chevy Chase Arthur Eugene Dunsmore, Jr. Nathaniel Isaac Durlach .. . .. New York, New York H. Edward Eissler ..... . . . . . . . . . . . Upper Darby, Pennsylvania William Paul Elliott ... . . ..... Aurora, Illinois . .. Cordova Theodore David Ernst. Paul Carlyle Evans ..... ..... Syracuse, New York . . . . . New York, New York John David Farnham, Jr.. William Henry Gordon, Jr. . . . New York, New York John Gormly ...... . . ... Sewickley, Pennsylvania . . Preston William Joseph Harris ... ................ Baltimore Marvin Jam es Hoffenberg. Walter Lindsay Jacob. . ................. Pittsburgh, Pennsylvania . Leonardtown John Leonard Jarboe. ..... Fallston Ralph Lincoln Klein. Harry Marchosky ... ............... Colon, Republic of Panama Ruben Marchosky . . . . . Colon, Republic of Panama ... Louisville, Kentucky David Arthur Ogden. . ... Little Creek, Virginia John Newton Opie, Jr. Albert Fitz Randolph Peters, Jr ..... Washington, District of Columbia .... Baltimore Royal Pollokoff ...... . .... Washington, District of Columbia Charles Pickering Putnam .. .. Barstow Henry Page Robinson. Paul Ginsburg Sifton .. . . . . . . Washington, District of Columbia . ... , Akron, Ohio Warren Leroy Skidmore. . ..... Washington, District of Columbia Lowell Stanley ..... . . ... Westport, Connecticut Austin Stevens ...... Conowingo Roger Clark Stone ... James Howard Taylor .. . .. Seattle, Washington . .. New York, New York John Van Doren .. . .. Pocomoke City Eugene Francis Young. SUMMARY OF ENROLLMENT Fourth Year Th.!rd Yeu Second Year First Year (Admitted in July) ... First Year (Admitted in September) . Total in College .. 8 11 23 ............. 56 40 . ... 138 Burton Armstrong .. ...... Scarborough, New York Carl Benjamin Blaker. . ........ Macedon Center, New York Walter Lawson Cooley .. ....... Aberdeen Paul Ehrlich .. . ................... New York, New York Glenn Allen Fearnow .. . .... 'Nilliamsport Robert Hunter ......... ll/lobile, Alabama Ogden Worthington Kellogg-Smith . . .... Chestertown Edward Kramer . ........ Montclair, New Jersey Francis Scarlett Mason, Jr . . ... Plymouth Meeting, Pennsylvania Adrian Curtius Niayer ... . ............ Ossining, New York Alexander Leonard Slafkosky . ......... Bethlehem, Pennsylvania Cum. Laude Ernest Christopher Friess, Jr . Ollie Hammond Thompson, Jr ... ......... Oakley ..... Hurlock JV! agna cnin Laude John Louis Hedeman . Claude Spencer Leffel, Jr .. . .. Baltimore . .... Woodbine HONORS AND PRIZES AWARDED, MAY 25, 1943 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green Prize of $10.00.. . .Warren Seymour Zcik To the member of the Semor Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge Walter I. Dawkins ...................... Claude Spencer Leffel, To the senior wbo has the highest standing, a gold medal. Offered by the Board of Visitors and Governors ............. . Jr. .John Louis Hcdcrnan �CATALOGlJE OF ST JOHN'S r_:oLLEGE INDEX Absence, excuces for. . .. 37 Academic standing 36ff Acceleration .... 2, 22, 81 Activities 49ff Athletics ......... 49f, 74ff Clubs ....... 50f Dramatics . . ......... 51 Music . 24, 47f, 49£ Publications ........ 51 Administration 8 Admission .. 55ff Application .. 55 Requirements ... ... 55ff, '77 Procedure 56 Advanced standing .. 56 Aid, student 60ff Applications .... 55 Admission Student Aid .. 60ff Rooms .......... 53 Scholarships ......... 6lff Articles, magazine, on St. John's. 82f Athletics ......... .49f, 74ff Attendance Church ..... 54, 65 Classes 37 College exercises . . . . . . 37 Board of Visitors and Governors ... 6, 7 Bott Oub 50 Books, list of great. . .18ff, 20ff Chronological . . . . . . . . . . . . . . 40 years ... ...... 42 subject matters. 43 Calendar, College .. 4, 5, 32f Campus 5If Caution ]\!Ionev .. 53, 58 Charges, fixed ~ . . . ... , 58 Charter of College. . . 65 Of King William's School .. , , . 64f St. John's 1886-1923, block elective 69 St. John's 1923-37, open elective .. 69 Degree Requirements . 37£, ?Off Dining Hall 53 Discipline . . . . . 53 "Don Rags" ....... 33, 37 Drama tics . . . . . . . . 51 Elective Program . . . . .. 16f, 67 Engineering Scholarships at Johns Hopkins 63 English, admission rc·quirements. 55f 84ff Enrollment Summary .... 87 Entrance Examinations .... 2, 55f Essays . . . . . . . 33 Examinations Entrance ssr Oral .. 32f, 70f Written .. . . ' ... 33, 70f Annual .. . . .4, 5, 33f State Scholarship .... 61 Excuses, for absence. 37 Expenses 57ff Faculty List ... 9ff iluthor teachers . ' .. ' .18, 34 Tutors 9fT Fellows 9 Research 35 Re-education of 36 Appointments .......... 36, 78f, 81 Fees College finances 57 Examination 57 Annual 57f Tuition 57£ Residence 57f Payments 58 Deferred payrnent 58f Caution money ...... 58 With financial aid. 60f Foreign Language Admission requirements .2, 55 See Greek, Latin, French, German French . ' . 26, 44, 55 Freshmen, list of. 85f Gern1an .......... 26, 44, 55 Crades .... 33 <]raduate Schools, preparation for 43ff, 70 (]reek .... '.26, 44 Classics) neyv definition of. . . . 18ff, 20ff Clubs, College 50£ College Calendar ........... .4, 5, 32f Collegian Credits Semester hours For entrance to graduate schools Transfer of Curriculurn Elective systen1 St. 1835. St. 1868. 51 38 43ff, 70 S6 16f 67 68 88 History Of College 64ff Chronological order of classics .. 22, 40 In St. John's Program.. . .22, 43 Infirmary Service S4 Instruction Methods in St. John's Program . , ............. 22ff, 49ff Juniors, list of, . , .... , . . . . . . . . . . . 84f King William's School. . . . 64f Laboratory .. 24, 3lff Exercises 46f Tota! Hours . . . . . . 45 Subject Matter 45£ Language, reasons for instruction in. 25 Requirements .... 38, 4.4, ?Off Tutorials . . . . . 25 Clock-hours of classroom work in. 44 Classics in Language and Litera43 ture ....... . .26, 44, 55 Latin ...... SOE Latin Club 39ff Law School Preparation. ' ... 24, 29 Lectures, formal Liberal Arts and Sciences, 14ff l 7f 21, 40ff List of Great Books, Classics .. ' 40ff List of Laboratory Exercises ... 46f 30£ List of Lectures. List of Students ......... , . 84ff 43 Literature, Language and. Location of College .... 5J.f Marine Biology 63 Marks 33 Mathematics, reasons for instruction ~ .... 2n Admission requirements ...... , 2, 55 Requirements ..... 38, 70f Tutorials . . . . 27£ Clock-hours of classroom work in. 44f 43 List of Mathematical Classics Club 50£ Medical Schools, preparation. . . . . 39£ Music .. 24, 47f, 49£ Concerts .......... 50 Natural Science , . .43, 46 Occupancy of Dormitory Rooms. , 52f Officers of Administration. . . . 8 Philosophy . . . . . . . . . . . 43 Political Science 43 Preparation For admission 55f For graduate schools. 70 For life President .. 13, 66ff Former 8 Present Emeritus .. , ... . . ". 13 Probation Procedure fo1· Admission. Promotion ........ . Reading Parties Registration Regulations Admission Academic Standing Attendance .. , .... Degree Requirements Residence .... Religion N on-deno_inina tional Religious Exercises Reports Requirements Admission . Attendance Degree f.19 . 37) 71f 56 . .. 37f, 7lf 34 .., 5, 55f LI. 55f 36ff 37 38f, 70ff 51ff .. . 54, 64f :;4 33 . . 55f, 77 37 3 7f, ?Off Graduation .3'7, 70RLanguages, for degree ..... 38, 44, 70f Languages, for admission .. , .. ,2, 55 Mathematics, for degree ... 38, 44, 70f Mathematics, for admission., ... 2, 55 Familiarity with Great Books. 38, 70£ Residence 5 llf .... 35 Research Slff Residence 52{ Rooms 52 For new students. 52 For old students ...... . 52 Furnishing 52f Occupancy .. , . 53 58 Caution money .. Schedules 32 Weekly .... 33 Student, typical 5, 32f Term 5, 32f Years 58 Pay1nent of fees. 60ff Scholarships ..... 60f College 61 State 62 Patriotic Societies ..... 76 Athletic 63 At other institutions. • Science In modern world ... < J 2lf In St. John's Program. . 21, 31. 45£ ... 21, 31, 45£, ?Off Laboratory Liberal 21 Classics _m SClence .. 43 Semester-Hour Ctedits Equivalent 38 �� , J I-IN~ IN C LL AN1~APOLIS E �~---------------"~ I 'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE SEMINAR LANGUAGE FOR 1943-1944 Tu~ ANNA OLIS, MAR JANU Founded as King William's School, 1696 LAND RY, 1944 Chartered as St. John's College, 1784 �F 'J 6 8 9 COLLEGE BoARD oF OFFICERS OF FACULTY THE ------ _ , _ - -~----· -~----- ST. JoHN's PROGRAM College ---~-------- H -l l7 18 21 2. '7 l .) ~ 32 3. for the duration of the vvar, m a schedule which allo-ws students to finish in the three calendar years before 37 4. 40 42 Subject lVfatter and Instructional 49 or pro- FEES Arn OF ARTICLES ON REGISTER OF STUDENTS . INDEX 88 �COLLEGE CALENDAR COLLEGE CALENDAR 1943-1944 1944-1945 1943 ] uly 8 . . . . . . . . . . . ......... First Term begins July 11 . . . . . . . . ......... Convocation September 15 ....... First Term ends (Vacation begins 12 noon) September 29 · . . . . . . . . Secon d T erm b egms (Vacation ends 9 AM.) December 15 ............... Second Term ends (Vacation begins 12 noon) 1944 1944 July 8 July 9 July 10 September 15 ... Registration ..... Convocation .. First Term begins . First Term ends (Vacation begins.12 noon) ... Second Term begins (Vacation ends 9 A.M.) ....... Second Term ends (Vaca ti on begins 12 noon) October 2 December 13 January 5 ............ Third Term begins (Vacation ends 9 A.M.) March 15 .................. Third Term ends (Vacation begins 12 noon) March 27 .................. Annual Examinations March 28 .................. Registration March 29 .................. Fourth Term begins (Vacation ends 9 AM.) April 2 ..................... Convocation 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. • CALENDAR JANUARY SMTWTFS APRIL FOR 1944 JULY S M T WT F S S M T WT • OCTOBER SMTWTFS 1 2 3 4 5 6 7 f S • • •• • • •• • • • • f 2 3 4 5 6 7 8 8 91011121314 9101112131415 15 16 17 18 19 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 30 31 •.•.•••••• •• •• •• •• •• •• 1 2 3 4 5 6 7 8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 31 .•.•••.••• •• • • •• • • •• • • 1 234567'8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 ..•••••••••• FEBRUARY MAY AUGUST NOVEMBER JUNE SEPTEMBER DECEMBER 1 2 3 4 5 1 2 3 4 5 6 •••• 1 2 3 4 5 1 2 3 4 6 7 8 910 1112 7 8 910111213 6 7 8 9101112 5 6 7 8 9 10 11 13141516171819 141516.171819 20 13141516171819 12131415161718 20 21 22 23 24 25 26 21 22 23 24 25 26 27 20 21 22 23 24 25 26 19202122232425 272829 .•.•••.. 28 29 30 31 . • • • • • 27 28 29 30 31 • • • • 2627282930 •••• MARCH •••••• 1 2 3 4 •••••••• 1 2 3 •••••••••• 12 •••••••••• 1 2 5 6 7 8 9 10 11 4 5 6 7 8 910 3 4 5 6 7 8 9 3 4 5 6 7 8 9 12131415161718 11121314151617 10111213141516 10 11 12 13 141516 19202122232425 18192021222324 17181920212223 17181920212223 262728293031 •• 252627282930 •• 24252627282930 24 25 26 27 28 29 30 31 •••••••••••• 4 1945 January 2 January 3 ........ Registration . Third Term begins (Vacation ends 9 A.M.) ......... Convocation January 7 . Third Term ends March 14 (Vacation begins 12 noon) ...... Fourth Term begins March 28 (Vacation ends 9 A.M.) .... Fourth Term ends June 8 (Vacation begins 12 noon) ............. Class Day June 9 June 10 ................ Baccalaureate Sunday June 11 ..................... Commencement • JANUARY S MT WT f CALENDAR s •• 1 2 3 4 5 6 7 8 9 10111213 14151617181920 21 22 23 2~ 25 26 27 28293031 •••••• APRIL S MT WT F FOR 194 5 JULY S MT WT F s s 1 2 3 4 5 6 7 1234567 8 9 1011121314 8 9 1011121314 15161718192021 1516171819 20 21 22 23 24 25 26 27 28 22 23 24 25 26 27 28 29 30 •••••••..• 29 30 31 •••••••• • OCTOBER S MT W T f $ •• 1123456 7 8 9 10111213 141516171819 20 21 22 23 24 25 26 27 28293031 •••••• .. .. .. .. .. .. .. .. .. .. .. .. .. .. . ............. .. .. .. .. .. .. ... FEBRUARY •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 1819 20 21 22 23 24 25262728 •••••• MARCH •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 MAY AUGUST JUNE SEPTEMBER NOVEMBER •••• 1 2 3 4 5 •••••• 1 2 3 4 •••••••• 1 2 3 6 7 8 9101112 5 6 7 8 9 1011 4 5 6 7 8 9 10 13141516171819 12131415161718 11121314151617 20 21 22 23 24 25 26 19 20 212223 2425 18192021222324 2728293031 •..• 262728293031 •• 252627282930 •. •••••••••• 1 2 •••••••••••• 1 2 3 4 5 6 7 8 3 4 5 6 1 8 9 10111213141516 19 101112131415 171819 20 212223 16171819202122 24 252627 2829 30 23 24 2526 27 28 29 30 •......••..• .............. .. .. .. .. .. .. .. 5 DECEMBER .•.•......•• 1 2 3 4 5 6 7 8 9 10 111213 1415 161718192021 22 23 24 25 26 27 28 29 3031 •••••••••• �0 fax, Secretary, RICHARD F. Bldg., Baltimore, AMOS CLEVELAND, HUTCHINS, Surgeon, 1227 N. OF THE COURT OF APPEALS Baltimore, Maryland. EDWII\T WARFIELD, ]R,, Editor, toga Street, Baltimore, Maryland. LmnLEY R L. BANFIELD, Headmaster, The Landon Edgemoor, Vvashington, C. PAUL RoBERT BoNNELL, President, 15 E. Fayette Street, President, Maryland. RoBERT IVL HUTCHINS, President, University STRINGFELLO'W BARR, Resigned, April 5, 1943 to become a raember of the State Tax Commission. i" Resigned, May 20, 1943 to become President of the Ci'y Coancil, Baltimore. Erneritus of Depart- College, Author, "Bonfield," Oxford, DR. l FRENCH, Director, Department, Annapolis, 's RICHARD KIEFFER, Tutor, St. John's 6 �FACULTY .;t. FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION . .. 139 Market Street STRINGFELLOW BARR . PRESIDENT B. A, M. A .. STRINGFELLOW BARR, . 12 McDowell Hall DEAN Ph.D. SCOTT BUCHANAN, . 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. HAMMOND, M. A, Ph. D.. . .. 14 McDowell Hall RA., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; diplome, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modem 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-; Board of Visitors and Governors, 1937-. FELLOW AND DEAN ASSISTANT DEAN B. S., Th. B. .. Wn.LIAM KYLE SMrrn:, . 14 McDowell Hall TREASURER *WALTER R. PEABODY, B. . 13 McDowell Hall REGISTRAR MIRIAM STRANGE, A. .11 McDowell Hall LIBRARIAN DIRECTOR OF ADULT EDUCATION OLGA LAW PLUNDER, Ph. B.. E. ALEXANDER, .McDowell Annex B. S. . Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A, M. D .. . Infirmary SUPERINTENDENT OF lJUILDINGS AND GROUNDS ARCHIBALD .. McDowell Annex McCouRT AUDITOR S:irvVARD AND MoNDE, P.A. ... New Haven, Connecticut Resigned, December 15, 1943. Suc<.:eeded by James S. Martin. 8 TUTORS GEORGE ALTHOFF BINGLEY. DlETlT!AN MARIAN 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-; Board of Visitors and Governors, 1937-. . Woodward Hall LULU VIOLA EBAUGH. . 248 King George Street ScoTT BucHANAN . . 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-; Board of Visitors and Governors, 1943-. '' Cf. pg. 34. �JO CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE _joHN ALBERT DARKEY, JR .. EL A., Harvard College, 1927, .as of l.926; l\IL A., Harvard University. Mastel in French and English, Litchfield (Connecticut) 1927-28; fostrnctor in Classical Langmi.ges, St. John's College, 1929-34; Assistant Professor of Chrnsical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939--; Boan! of Visitors and Governors, 1943-. ]AMES STEWART MARTIN. . Wilson Road, Weems Creek B. A., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Leo F. Wormser Scholar, University of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant Professor of History and Political Science, St. John's College, 1937-39; Treasurer and Assistant to the President, St. John's College, 1938-39; Tutor and Assistant to the President, 1939-42. Special Assistant to the Attorney General, U. S. Department of Justice, 1942-43; Chief, Economic Warfare Section, War Division, U. S. Department of Justice, 1943. Tutor and Treasurer, St. John's College, 1943-. House GORMAN. RlL, University of 1934-36. Research in Division of Chicago, 1936-37. Fellow in Institute of M;;dieva! 1.937-38. St. John's College, 1938-. jACOB School, University of University of lmu~•• 0 ••·., of 'Tornmo, Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of M:uburg-Lahn, 1922; Research Work, University of Berlin and University of Marbmg, 1924-33; Visiting Lecturer, University of Prague, 1934--35; Fellow of the Mendelssohn Stiftung zur Foerdenmg der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. NICOLAS NABOKOV. . Brice House State Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lec<:urer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Wells College, 1936-41. Tutor and Director of Music, St. John's College, VVINFREE 176 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 . East Street Ph.D., Prngue, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chalons-sm-Marne, F:rance, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; St. John's 1942-. . Paca B. A., St. John's College, 1942. Tutor, St. John's College, 1942-. MACHEN HAMMOND. . Reverdy-Johnson House 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 Virgini@, 1936--; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. KYLE SMITH. . 69 Shipwright Street R. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 192,1. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. STANDEN. 36 East Street B. A. (First Class Honors), Oxford University, 1928; !Vt 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-. t ALLAN JOHN STANLEY. 5 St. John's Street 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 Professor of Zoology, Louisiana State University, 1939-; Tutor, St. John's College, 1942-43. House LEONARD ]AMES ESLICK. RA., University of Chicago, 1934; M.A., Tulane University, 1936; Ph.D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. WILUAM IRVING HARPER. Stone House B. A., Ohio State University, 1931; M.A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Cla.ire Coilege, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. \IVILHELM DEHN 176 Prince George Ph.D. et A.. JVI., University of Goettingen, 1900. Assistant in Geometry and Analysis, Teclrnische Hochschule, Karlsruhe, 1900-01; Privat Dozent in Mathematics, Umversity of 1901-11; Professor Titnlarius, 190.1; Professor Extraordinarius o£°Mathematics, of 1911-13; Professor of Mathematics, Technische HochschuleJ , of l\!Iathematics, 1Jniver:frcy of Frankrmt, 1921" 193S; Acting of Mathematics, Tekniske Hoiskole, Trondhjem, 1939-'W· Aosistam Professor of Mathematics and Philosophy, University of Idaho (South~rn Branch), 1941-42; Visitmg Lecturer, Illinois Institute of Technology, Chicago, 1942-43; Tutor, St. John's College, 1943-. t Resigned, after the beginning of the session �CATALOGUE OF ST. JOHN'S COLLEGE SIMON KAPLAN. 58 State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph.D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. CATALOGUE OF ST. JOHN'S COLLEGE PRESIDENT EMERITUS ENOCH BARTON GAREY . . . . . . . . B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY RAUH HARPER. . 40 East Street CLARENCE WILSON STRYKER. B. A., Harvard University, 1937; Special Student, Oxford University, 1937-40. British Council, Athens, 1940-41; American Red Cross, Washington, D. C., 1942-43; Tutor, St. John's College, 1943-. LINCOLN REIS. . 7 Giddings Avenue B. A., 1930, M.A., 1931, Ph.D., 1936, Columbia University. Instructor in Philosophy, New York University, 1935-36; Brooklyn College, 1936-40; Hunter College, 1940-43; Tutor, St. John's College, 1943-. LECTURERS MORTIMER ADLER. .227 East Delaware Place, 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 1\!1E1KLEJOHN. . 1525 La Loma Avenue, Berkeley, Calif. Ph.D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-. MARK vAN DOREN. .. Towson, Maryland . 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph.D., Columbia University 1920. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. . Annapolis, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. PROFESSOR EMERITUS OF FRENCH ]ACOB BERNARD SEGALL. . Baltimore, Maryland B. L., and B.Sc., Lycee of Jassy, Rumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modem Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Mame, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern. University, 1928; Professor of Romance Languages, St. Johr's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal Ei}ducation of youth in the principles of virtue, • Cf. Appendix A. 14 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 clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfils this basic common necessity is of the "highest benefit" to democratic society. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are 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. T~e. liberal colleges, together with the public schools, are the spmtual 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 colleg~ 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. Thu~ the elective system became an unorganized array of special ~eqmred c~urses,. and each of these in turn was sanctioned by Its connect10n 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 col~ lege forgot its function, redoubled its efforts and its courses and became timidly and fanatically preparatory. In accedin~ 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 ~hoice 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 17 This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curriculum, but a modern equivalent. That is what St. John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �CATALOGUE OF ST JOHN'S C0Ll,EGE CATALOGUE or S'L JOHN'S COLLEGE measureminds free, man, this means that he arts require. The realization of by their exercise under controlled learning by and error of By children if vve are to THE CLASSICS AS TEACHERS we have a the arts. of his time, and arts of thought and ".""'"'··" standing and exposition second criterion book must be a fine art. and beauty on surface which mtelligibility leads the mind of the depths of illumination and portance in teaching, and its principle rn ·violated in the textbooks that have developed in elective system. The great books were 'JVritten for intelligent public, and they therefore have the works in the fine arts. They are intrinsically · impose their · · pleasure. The third criterion concerns the internal classic. A great book has many possible · does not mean that it is simply ambiguous On contrarJr it is possible to work such as Dante's Divine Comedy or N several distinct, complete, and independent allowing the others to stand by its side and and complementing the others. It is the business artist to construct such vmrks and to them. The fourth criterion demands that the persistent and humanly great themes in experience. that a b0ok shall be honest of exposition, admitting practice of the means that a liberal scepticism to excuse to ultimate questions. entertainment ultimate questions concernmg number measurement, form 0 �20 CATALOGUE OF STO JOHN'S COLLEGE as to books of poetry, to to books on mathematics on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of dassi.cs, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without tradi- CATALOGUE OF ST. JOHN'S COLLEGE tions. would have us as persons detach the tradition knowing it is or has been . current textbooks which · themselves tradition Yve would be saluting tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modem world, and it is transforming itself in most lively and important ways. This is happening in two ways primarily, one in mathematics, another in the laboratory. St. John's College has more required mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's cu.rriculum may be organized, it is one which we take special care to emphasize. There is scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made modern mathematics and the laboratory possible so that now if we would follow the classical thread into the ~nodern world we must know the constructions of the mathematicians and find our classical loci in the instruments the laboratory as well as in the great books, For this purpose we have set up a four-year laboratory mathematics and the natural sciences with four main themes woven together to catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with ~he drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S cm.LEGE 23 and rneasurement, thermometer, the barometer, trometer, and interferometer, graphic methods of recording observation. concrete materials situations in which demand the of scientific theory and in fact; and this in rnm demands pr;ictice m experiments in the history of science. this is solid training in mathematical as far as differential equations. This the marerial intellectual the modem studv of humanistic and this it is empty -and romantic. generation of competent economists, even sociologists. Social studies at present intelligible set of organizing principles; aim the mathenrnticai and the medical the proper study of mankind is man. THE CURRICULUM The proper subject matter for is man and the world, with that these we have chosen to convey this knowledge appreciation the classical books arranged in both a chronological gogical order; the methods learning teaching liberal arts; the end of the teaching learning is understanding, and good intellectual moral provide the basis for human freedom. The following paragraphs be a description of the scheduled arrangements for doing this in four thirty-week sessions college courne. For the duration of the war, the regular four-year schedule four sessions will be given in three calendar years. Such arrangements call two materials and methods of insnuction, one according to times and the other according to teaching 40 to 43 the reader find three listings The shows the beginning Homer and ending repre;~ents the required an originally vvritten in Romance �24 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE languages for the most part although English has a large share; the fourth year introrluces works and concentrates on nineteenth the twentieth This four-year schedule, now completed in three years, was not made because of any underlying theory about recapitulations of history, but it happens to catch any genuine values that such a theory may pomt out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions tum out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We modems may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modem world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Formal Lecture, Language Tutorial, 1\!Iathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the irnmediate educational end which we are aiming at, the tutcrials, labc,1ator~ts, and lectures make secondary contributions. · 25 The Tutorials Every good student knows that his lea.rning mus~ be double. He must be acquiring the skills that go with the subject matte~, 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 need.ed. Th~re is also an opportunity for each student to contribute hrn 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 la~gua~e habits; his mind can be improved greatly by improvmg hrn language. . The first step in linguistic education is learnmg to speak t~e mother tongue, usually from one's mother. The n.ext step rn the intentional systematic improvement of that skill by talking and writing under gramI?a~ical critici~m a~d theory: A minimal degree of these prehmmary learnmgs rn. assumed. to be present in the students in the langu~ge tuton~l. No ~1gh deo-ree however can be safely assumed smce Amencan society and American schools are heirs to a chaotic tradition and students of college age have bad linguistic habits. Preparatory schools and colleges have done what they could to use the old remedies doses of foreign languages. These have been used as drastic disciplines because they were difficult, as teasing stimulants because they were useful in travel, business, and polite society, and as models of science because they had become the subject matter of the "science of philology," that recent fashionable substitute for the liberal arts. �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 27 In the first 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 seminar readings, and their rapid succession would force them to their highest use, the understanding. We have made use of the 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. · We have also discovered the importance of a continuous and cumulative subject matter in the language tutorials, that it is not enough to pick out good pieces of literature. As the natural sciences and metaphysics push and develop the mathematical arts, so the great themes in ethics and politics as they are presented in poems and treatises discover and emphasize the highest functions of language. We therefore read the first book of Plato's Republic in Greek along with selections from the historians and poets. This is the initiation during the first year, followed by such works as Virgil and St. Thomas's Treatise on Law, in Latin and English for the second year, Rousseau's Social Contract and Pascal's Pensees in French and English for the third year, and Kant, Hegel, and Marx in German and English for the fourth year. The chart on page 44 will show that the line of subject matter is not hard or narrow. Likewise the use of double texts, Greek-Latin, Latin-French, French-German, and considerable slow reading in English texts to parallel the seminar readings throughout the four years, steadily aim at the acquisition of versatile habits in grammar and in deep discriminating reading. It must be obvious that we do not suppose we are mastering these four languages by these methods in the allotted time. In fact we rather successfully avoid the modern vices of specializing in the languages. The St. John's training does not turn out Greek scholars or founders of French Circles, although the language tutorial may well prove to provide the foundations for many special attainments. We parse words and diagram sentences to get at grammatical structure, we detect figures of speech and complete enthymemes to unravel rhetorical complications, we collect figures of the syllogism in order to follow and test arguments. We use many English translations and commentaries and any other aids that lead deeply into the original texts. It is important that students come to these tutorials with some previous experience in foreign language, if we are to be successful in this rather drastic regimen to stretch the linguistic sense. The great variety and spottiness of such preparation present a difficult teaching problem. Small classes meeting five times a week and the best possible texts and subject matters provide a framework,within which continuous individual instruction meets the difficulty with success. The Mathematics Tutorial Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing its most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor 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. �28 CATALOGUE OF ST. JOHN'S COLLEGE Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years (now three calendar years). The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic an.cl metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus hand-minded boys may discover the liberal dimensions of their skills. The Seminar A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the a~gument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. CATALOGUE OF ST. JOHN'S COLLEGE 29 Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for 'the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no single member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk �30 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE FORMAL LECTURES, Each lecture Russian Satanism, ... ~;[ore Geometrical Instruments . .. o 111a.ii' s I111rnorto.lity .. Thucydides ... FORMAL LECTURES Descartes ••••• 1940-41-Continucd . ......... Nicolas Nabokov . ......... Edward Kasner Columbia University . ........... Jacques Maritain .......... . ..... Alexander Sachs New York City . . . . . Jacob Klein 1940-41 ....................... Stringfellow Barr ................. Ford K. Brown .............. Scott Buchanan . .... Mark Van Doren . ............. Jacob Klein ................ Edward Kasner Columbia University iVI usic ... . .............. Scott Buchanan Astmnomy . . . . ........... John N eustadt The Growth of ........ . . ............... Heinrich Zimmer The Great White Emerson, Thorea·a, Melville ...... Mark Vm Doren What is IVfosica.i F orn1! I. . ....... Nicolas Nabokov Locke . , ... Mortimer J. Adler ...... Stringfellow Barr Virgil ................... Richard Scofield Form in Music. !I. . ............. Nicolas Nabokov The Fo1.w Beasts of the ApocalyjJse in Jl;J eiaph.ysics and Architecture ........... . . . Lee Bowen Boston College Piero della F mncesca. . . Clemens Sommer University of North Carolina The Science of Psychology .. Ervvin Strauss Black Mountain College Berkeley and Hu.me. . . !Vfori:imer J. Adler Paracelsus and latro-Chem.islry. . Owsei Temkin InstitutE. in the History d lVIedicine, The Johns Hopkins University f,eonardo' s Last Snpper. . .... Edgar Wind Washington Square College l dols of the Theatre. . .. Gordon K. Chalmers Kenyon College St" Tho1nas: Ethics_ ... Lewis M. Hammond University of Virginia IV! echa,n·ical lnslnMnenls and Geo1nelry . Edward Kasner Columbia University T h.e fotelleci . Mortimer J. Adler Rousseau, ...... Alexander l.Vleiklej0hn Jl/Iythos and Logos. S. Kieffer _H,istorical Dialec(i,e lVkGiH Hunter CoHegc GrtMnniar Rhetoric Dialectic I Want a Hero . Arithmology ... Geometry institute of ~Jediae,lal Studies ... !Vl:ark V ~.n Doren ... i\Je:;t:ander MeildeJohn Ki,1g WilfrMn Pbyero the rnost characteristic should be recalled that :it The was for the purpose of introducing tory Eliot of Harvard opened the college to the elective system. The hope was that the college would provide and the techniques for liberalizing and humanizscience. The present disorganization of our colleges is that the problem is not yet solved. It is of utmost that it be solved. John's College is making strategy is to recruit m the sciences as teachin the liberal arts, and to reorganize the as an instrument of liberal rather than pre-profes. This is the research problem that is set for the to the problem 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 mathematioam:, 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 liberal arts and the classics in the program. The present tactics are to ordering the sciences as it is to anchor it m the scientific find rnam 3.re instrnrnents techniques experiments, and the m concrete problems. 3 findings �32 The laboratory classes meet once a week for three hours during the first two years.* Laboratory time is increased in the last two years.* This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. 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 weelc Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and other activities such as music and dramatics. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year ( terms in each calendar year for the duration of the war) average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation * For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. 3J 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 A Hour[ 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Tues. Mon. Language Tutorial Language Tutorial Wed. I Thurs. Fri. Sat. Language Tutorial Language Tutorial Language Tutorial - 10 --- !-- 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to s Laboratory Laboratory for for Juniors) Seniors Freshmen, Sophomores 8 to (Lecture) Seminar 10 Laboratory for I Juniors, Seniors 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 which 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- �CATALOGUE OF ST. JOHN'S COHEGE important. As one learns to swim in winter, so examinations are process,. There are summer vacation in the maturing session. Unfortunately, such ing the war. CATALOGUE OF ST. JOHN'S COLLEGE m sur11n1er or slow on occasion to the to main learning purpose. Socrates and the slave-boy is not an unfamiliar spectade in the classroom; we count on it to keep our teaching fresh and genuine. The faculty is rhen researching in the subject rnatter book guide and help of the author any special professional aids that he may to use. He may have beside a colleague whose knowledge complements This is the situation · there are at fied in the members already in there are a tions, and a are badly THE FACULTY Part the intention of the elective system of its introduction at Harvard has been to bination of teaching research in The principle is that the mind, and therefore good ing. This come to good teacher must be edge and he must The faculty at St. John's and another books, In rnost cases at point their own r·,;r ext comes the reading ing teacher who is a member the faculty: · stage of learnmg is somewhere between author the best There then the other students at proportional to degree of understanding. The old-fashioned in the schoolhouse is At the the Plato: Phaedrn.s, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discoune on Jjlj et hod, in French and Latin Hippocrates: Selected Works Archimedes: Selected Wo;ks Lucian: Tr'ue History Aristarchus: Dfrtances of Sun and !Vfoon Nicomachus: lntrod'action to Arithmet·ic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Lavoisier: Eleraents of Che-mist7y Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental j}[ edic-ine Fourier: of Heat Virchow: Pathology The 'nme HltO the only the normal distribution average Apollonius: Conics Ptolemy: Jl!lathemaiical Composition (Almagest) Augustine: On iVlusic Scotus Erigena: The Division of N atitYe Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revohition of the Sphens Kepler: of Astronomy Pico: On Dignity of Man �36 CATALOGUE OF ST JOHN'S COLLECE CATALOGUE OF ST. JOHN'S COLLEGE The following books have been retranslated by members of the faculty: Plato: Meno Plotinus: Fifth Ennead Aristotle: Physic1, Books I-IV Bonaventure: Red,uct-ion of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. . 'J_'he second line rese~rch consists in the constant reinterprerat10n o~ the book hst which occurs as an immediate by-product of teachmg the books in tutorial, in seminar and in the laborato~. ~riticism of the books takes place' in two directions pnm.anly, first their historical order and background which contmually change and enrich themselves bv connections with ?ther ~ooks; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. M~king the actual reading schedule for the seminars for each year IS ~ result of much faculty and student deliberation, and the readmg schedule registers teaching and learning experiences from year to year. . The products o~ thi~ kind of re~earch go first into teaching duecdy. Production rnr pubhcat10n and learned societies is ai:id should be a secondary result. The students thus have d~rect and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria, ~or men_ibers of the previous faculty at St. John's, experience m teachmg th~ elective syste~ and capacities which promise well for becommg re-educated m all the subject matter of the new program have guided the policy of reappointment. New members .of the facul~y have been chosen for their varying degrees ot understandmg of the general subject matter and the work they have done to educate themselves in it. The faculty now represents a well-balanced distribution of special knowledge. Eventually the graduates from the fouryear course itself will be the best teachers, and some of them have already been taken on as teaching assistants. o! ACADEMIC STANDING The_ system of instruction allows for a dose and varied acquamtance of instructors and students; therefore the stu- ''7 j, dent's academic standing is known in detail day to day. This knowledge is pooled at end each term on the occasion of the don rag and the combined judgments the staff are based on more than recorded grades. th.is 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 achievement, and there is ample room within it for a wide range of ability 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 absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; The College Physician. THE DEGREE OF BACHELOR OF ARTS " The original tide of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geom* CL Appendix B, pg. 70, �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 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. In semester hours as recorded in the regular elective system this amounts to: Semester Hours One Year Four Yean Language and Literature ................ 10 40 Mathematics and Science ................ 10 40 · Lectures on the Liberal Arts. . . . . . . . . . . . . 4 16 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 (t actual time) 12 Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 32 Total ............................ 35 140 During the war the four years will be completed in three calendar years. A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that 39 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 recommendations 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 craftsman about the utility of a liberal education for earning a living. One who shares these doubts should read the early American State Papers and follow the current discussions of the 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 no stipulation of specific requirements beyond high school g11aduation. 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 perience m preparing students for graduate work in these schools, and we have made a study of the essential needs in the natural sciences. The curriculum represents on its science side the results of these studies. It more than meets these requirements both in theory and in laboratory training. There are more laboratory hours required than are demanded by any medical school, the source of the highest requirements in this respect. The rest of the curriculum keeps these subject matters in a liberal balance. I. A UST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey 1Eschylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Ain, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the S11n and Moon Plato: Dialogues Aristotle: Organon, Poetics, Phys·ics, Polit·ics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Natiwe of Things Virgil: /Eneid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Compositfon (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On Music, Concerning the Teacher Justinian: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on !Han Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms· Pico della Mirandola: On the Dignity of JV/ a11 Leonardo: Note Books Machiavelli: The Prince Erasmus: In PlGise ;:;j Fotly Rabelais: Gargantua Copernicus: On the Revolutions of tlte Spheres Calvin: l nstitutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote CATALOGUE OF ST JOHN'S COLLEGE Shakespeare: Henry lV, Hamlet, King f,p,ar, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvev: On the Motion, of the Heart Corneflle: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartidfe Pascal: Pensees Milton: Paradise Lost Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Ph.ilonous Leibniz: Discoiwse on Metaphysics, M onadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Hiiman Nattire Montesquieu: Spirit of Laws Fielding: Tom Jones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United States Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental M edici·11e Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karanwzov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbus Maxwell: Electiicity and Magnetism Flaubert: Bouvard and Pernchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers J,ames: Principles of Psychology Freud: Stiidies ·in Hysteria, The Interpreta.t·ion of Dreams Cantor: Transfinite Numbers Hi\bert: Foundations of Geometry Pomcare: Science and Hypothesis Russell: Principles of Mathematics Veblen and Young: Projective Geometry 41 �42 First Year Second Year CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Literature Liberal Arts Homer Plato Herodotus Aristotle Thucydides Lucretius JEschylus Sophocles Euripides Aristophanes Plutarch Lucian Tacitus Cicero Virgil The Bible Justinian Dante Saga of Burnt Njal Song of Roland Chaucer Shakespeare Cervantes Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Grosseteste Calvin Pico Milton Rabelais Corneille Racine Grotius Moliere Erasmus Montaigne Machiavelli Pascal Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Spinoza Francis Bacon Hobbes Locke Berkeley Leibniz Hume Kant Peacock Boole Mathematics and Science Euclid Hippocrates Nicomachus Aristarchus Archimedes UJ ~ ~ Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler ~ ~ < ~ ~ () ~ ....... :::i UJ P::i ~ > ..... ~ C..l Third Year ~ Galileo Harvey Newton Boyle Huygens Lavoisier Dalton ..-1 ~ 0 ~ Cl z ..... A ~ 0 () () ~ z 0 ..... ~ < () ..... .... '"" (/) (/) j () ,_; Fourth Year Goethe Malthus Marx Flaubert Ibsen Dostoevski Tolstoi Hegel Bentham Mill James Freud Poincare Hilbert Russell Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobachevski Veblen & Young ..... ..... 43 �LANGUAGE TUTORIALS DURING MATHEMATICS TUTORIALS DURING 1942-43 Clock-hours of Class-room Work J} stron01ny Fourth Year German 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 10 hours 20 hours Virgil Catullus Horace 20 hours Baudelaire Racine 20 hours Goethe Hoelderlin Nietzsche Selections Euclid St. John Plato Reading Double Texui hours St. John Greek-Latin Translation and SO hours Plato Close Reading Republic I Formal Logic Treatises 20 hours Aristotle Categories Prior Analytics 150 hours Kant Hegel Total 120 59 20 20 25 3 18 25 3 227 1942-43 15 3 30 12 24 6 9 36 9 33 33 3 21 3 6 9 18 33 66 30 9 33 21 Kant Hegel Pascal Rousseau 150 hours 54 21 56 40 9 Anatomy and Physiology .. Cellular Biology ........... . Heredity ................. . Embryology .............. . Protozoology ............. . 1943-44 Second Third Fourlh Yca.r Ycor Year Total 68 12 8 48 30 30 17 8 25 19 19 57 57 37 Total for four years of Mathematics in Mathematics Tutori;i]s. 50 10 87 10 5 5 20 20 10 10 10 10 60 27 9 3 99 Biology Clock-hours of Class-room Work Fit"St Year 15 15 Total for four years of L?.boratory in Chemistry. 150 hours 150 hours 45 12 General Inorganic Physical ............ . Qualitative ............... . Organic .................. . 30 hours 30 hours MATHEMATICS TUTORIALS DURING Plane Geometry ........... . Solid Geometry ........... . Theory of Numbers .. Theory of Real Numbers .... . Trigonometry ............. . Analytic Geometry ........ . Calculus .................. . Differential Equations Fourier Series . . . ......... . Non-Euclidean Geometry .. . Transfinite Numbers ....... . Projective Geometry ....... . 50 50 Total for four years of Laboratory in Physics and Astronomy .......... . 279 600 hours (Four years) 111'1>th.ematics 63 Fourth Year Year Chemistry 30 hours 25 hours Formal Logic Dante Selections Practice in Thomas Anthology Analytical On Law Sophocles Commentary Thucydides Demosthenes Total 20 hours 20 hours 20 hours Boole Thomas Laws of De Ente et Thought Essentia 7 9 Third Total for four years of Physics in Mathematics Tutorials .. Mechanical Drawing . . . . . Astronomy . . . . . . . . . . . . . Mechanics and Hydrostatics.. Sound . . . . . . . . . . . . . . . . . . . . . Heat ..................... . Light ..................... . Electricity and Magnetism .. Atomic Theory ..... Lessing Schiller Rousseau Social Contract Astronomy . . . . . . . . . . . . . . . . Mechanics and Hydrostatics. Strength of Materials .... . Heat ..................... . Light .................... . 1943-44-Continued Second Year Physics and Astronomy 25 hours 50 hours Virgil Aeneid IV and Physics First Year CLl>CK-HUURS OF LABOR.HUR) WORK DURING 35 hours 20 hours 20 hours Bible Descartes Phaedrus Faust Latin-French Greek-Latin Hegel 50 hours 45 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 389 15 33 Total for four years of Laboratory in Biology ... 36 9 9 9 48 36 9 9 9 111 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. As_tronomy: fl.lristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biolog~: E'.nvuonment and. health (Hippocrates); Form and locomotion of animals; Digestive and urogemtal systems and other parts of female rabbit· Heart and blood vessels in cat, living frog and turtle sheep and dogfish shark· . ' ' Urogerntal system of male cat; Other parts of dogfish shark and aquatic verte-' �CAT A LOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE brates; Fabrics of the animal body; Growth of animals and plants; Hydr;i; 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 in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry.· States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; :'.)alton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCI; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 16 The following is a list exercises years. It based on a schedule 1941-42 rn subject to continual revisions, corrections, and improvements as teaching experience indicates them. is FIRST YEAR '' 2. 3. 4. 5. 6. 7. 8. 9. 10. IL 12. Orthographic projection Orthographic projection Trisection of an angle Areas Plane, right angle, rnler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio 13. Heat l'k Quadratic equations 15. Musical intervals and scales 16. The Greek diatonic scale 17. The just scale and its uses 180 The keys in music 190 Environment and health 20, Environment and health 21. Form and locomotion of animals 22, Photometry 23. Solid figures 24. Rect~ngular solids 25. Aristarchus 26. Archimedes' levers 27. Machines 28. Static equilibrium 29. Floating bodies 30. Metacenter SECOND YEAR L Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central ner,,1. '"fhe 5. Ellipse and hyperbola 6. Perspective projection 7 Perspective 8. Perspective 9. Focal points (floatiHg 10. Parametric equations of ellipse *For the duration of the war, the regular fonr-year schedule of twelve trimesters will be given in three calendar years. JL Conics as four-line loci 12. Stereographic projection and star charts 13. Stereographic projection and star charts 14. Astronomical sights 150 Celestial machines 16. Celestial machines 17. Sun and moon 18. Gilbert's De Magnete 19. Music 20. Music 17 2L Music 22. Copernicus 23. Kepler 24. Prism colors a.nd disper3ion 250 Chromatic aberration of a lens 26. Geometrical characteristics of Iceland spar Double refraction 280 Double refraction of polarized light 29. Speed of light 30. Fluid pressure n THIRD YEAR% L Power of the vacuum 20 Strength of beams 3. Strength of beams 4. Strength of beams 5. Falling bodies 60 Projectiles 7. Sheep heart 8. Blood vessels of cat 9. ]\fatter: crystalline state 10. Blood vessels of cat l L Boyle's law 12. Living heart in frog and turtle l l Matter: liquid and gaseous states 14. Smaller blood vessels in living frog 15. Urogenital system of male cat 16. Water and its properties, distillation 17. 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 wacer, 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 2.8. 29. Atwood~s n1achine Chemi~a.l reactions 30 Conse•-var-ion of rnornentum 31. Cernn petal force 32, Hydrogen, :tcids,1 oxidation and rt~ duction 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's atomic theory 35, Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avogadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmosis 40. Magnetic fields 4L Sodium chloride: the active metal sodium 42. Sodium chloride: the active non:11etal chlorine 43. Standard units in chemical reactions. Chemical notation, equations, formulae 44. Faraday's laws 0£ electrolysis 45, Acids in aqueous solution: HCl 46. Atomic and equivalent weights. Reduction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts m aqueous solutiono Neutralization 49. Electromagnetic induction 50. Ionization 5L Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56 Music 57. Mnsic *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. 4 �48 CATALOGUE OF ST. JOHN'S COLLEGE FOURTH YEAR" l. Fabrics of the animal body 2. Magnetic measurements 3. Fabrics of the animal body 4. Law of magnetic forces 5. Fabrics of the animal body 6. Standard measures of electric current 7. Fabrics of the animal body 8. Fabrics of the animal body 9. Fabrics of the animal body 10. Fabrics of the animal body IL Fabrics of the animal body 12. Fabrics of the animal body 13. The structure of the atom 14. Law of mass action 15. Diffraction, interference 16. Chemical equilibrium 17. Diffraction grating 18. Carbon and its compounds: I: the paraffins 19. II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons 20. Alcohols, aldehydes, ketones 21. Fabrics of the animal body 22. Fabrics of the animal bodv 23. Fabrics of the animal body 24. Fabrics of the animal body 25. Growth of animals and plants 26. Growth of animals and plants 27. Hydra 28. Hydra 29. Genesis of animals 30. Genesis of animals 31. Genesis of animals 32. Protozoa-animal taxonomy 33. Protozoa-animal taxonomy 34. Heredity in the pomage fly 35. Heredity in the pomage fly 36. Heredity in the pomage fly 37. Spectral analysis 38. Esters, their hydrolysis, mono- and di-basic acids, polyalcohol 39. Potentiometer, thermocouples 40. Ethers, acid anhydrides, hydroxyacids 41. Electromagnetic induction 42. Carbohydrates (sugars, starch, cellulose) 43. Joule's electric heat 44. Isocyctic, aromatic hydrocarbons; Cyclo-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 *For the duration of the war, the regular four-year schedule of twelve trimesters will be given in three calendar years. 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 extracurricular 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 be helped through to the stage in which he finds actual enjoyment in the use 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 co-operates in the financing of those activities that require expenditures; and advice is given where necessary to the smooth functioning of the activity. Music :md GymDastic Music and athletics seem to furnish the clearest paradigms for extracurncular activities at St. John's. The recreation and 49 �50 CATAJ~OGUE OF ST" JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE !fl water a variety of sports including squash, badminton, boxing, fencing, lacrosse, recognized scores, ~· Reasons for the eliminaiion of <'.th!e1ic system are set out in detail competition from C. die College governmg state government offices, and 51 �CAT ALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE liberal education of young n1en in SL John's College. A number of retired naval officers 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 upperclassmen or junior tutors, beginning with the 1943-44 session. Rooms in do_rmitories may not be occupied during vacations except by spenal per~nission. The dormitories will be open occupancy at the begmnmg of each term as 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 Dming Hall and Dormitories. Stu~ dents who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's off.ice as soon. as their applications for admission have been accepted. 53 For upperclassmen taking Annual Written Examinations from noon of t~e day before the Examination days. For freshmen from noon of the day before registration day. For definite dates in 1944 see the College Calendar. The College m~intains the care of the dormitories. There are stu?ent dorm1.to~ managers whose duty it is to report complamt~, to mamt~m order and cleanliness, and to enforce the followmg regulat10ns concerning breakage and damage to College property: Any damage to College. property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of th.e College on registration. Damage to Coll:ge property will be charged against this deposit accordm~ to, the student'.s respon~ibility. The deposit must be mamtamed at all tunes dunng the session. It will be returned a~ the end of any session, or upon the withdrawal ?r graduat10n .of the student from the College. This deposit rn called Caut10n Money, 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. Intent10na~ d~mage to College property is a serious offense, and it will be dealt with summarily. The Dining Hall The Dining Hall .is maint~ined by the Manager of the Dining Hall an~ Dorm1_tones, Special attention is given to a balanced an mter.estmg variety of menus, and reasonable cost. The . Hall ~s close? w~en the College is not in session, except smgle hohd~ys.; 1t wdl open for supper on the day just prethe begmnmg of each term; and only breakfast will be on the last day of each term. �54 CATALOGUE OF ST. JOHN'S COLLEGE HOW TO APPLY FOR ADMISSION Infirmary Service A fully equipped Infirmary is ma~n.tained at t_he College. It is in the charge of the College Phys1c1an, two tramed nurses, and student assistants. The College Physician holds o~ce h?urs 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 Infirma1:Y staff whether for sickness or for athletic mJunes, are not paid ' for by the College. Any illness must be reported promp.tly b~ the s~udent. Students suffering from contagious or mfect1ous diseases must reside in the Infirmary until discharged by the College Physician. The College Physician makes a daily report to the Dean. RELIGIOUS EXERCISES Services are held every week day in the Great Hall. Attendance on these services is voluntary. St. John's College is non-denominational and has been so since its founding. In accordance with this the readings, responses, and prayers are taken only from the Bible. General* The revolution which re-established 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 College, it was known tha.t many of the contemporary educ~­ tional conventions do not promote the most successful pursmt 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 war has heightened the necessity that already existed of making the revision in entrance requirements which has been obviously implied by the curriculum since its beginning. The admission procedure which is described below should 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) to 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 any 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 doubtful cases the Psychological Examination provided by the American Council on Education may also be taken. •Cf. Appendix D. The Great Books at War. 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE 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 formal 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 give 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 then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Exaininations, give us the name and address of a teacher or college graduate who will be willing to accept the responsibility for administering the examinations 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 record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decision of the Admissions Committee. No assurance of admission can be made before the above data are provided. 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention 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 information may be directed to the Registrar. You are urgently invited to visit 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 advanced standing in the program is granted for other college credits. FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence 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 operating expenses of the College. St" John's College adopted this principle and established the fee for residence and tuition at $1,000 for students entering the College in 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 for 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 approximate operating cost, the College has freed other sources of income, principally support by private 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. The various other fixed charges for attendance at St. John's are listed in the following paragraphso In figuring the budget for the academic year, each student should include additional amounts 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 finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he 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 fees. 57 �58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE Annual Fee;; Summer Term ........ . Fall Term ............ . Winter Term .. Spring Term ......................... . Tuition $2t}0 Total for year for tuition and residence. 180 180 180 Residence $160 120 120 120 Total $400 300 300 300 '. $1,300 These fees are payable in in four installments: at the beginning of each of the on October 2, January 3, is charged only for the first term of the freshman yeaL On registering, the must procure a Treasurer's Card that fees have been or suitable financial arrangements to classes, gy:nmasmm or infirmary. of BiHs Bills for fees are presented directly to the student, and the student assumes their on the dates due, Caution l.Vfoney Each student must make a of $10.00 'Nith the Treasurer on registration, subject to charges laboratory breakage and damage to College property. The amount of this deposit must be nuintained at all · the session. refund check for deposit sent to student upon request after the end of any session or withdrawal or graduation from College. Except for the money posit, which is refundable at close of the college year, College has no extra fees. Defer.red Payment of Fees There is available to 59 plan, provides the College year, in most method deferred tui"Tuition Plan, Inc.," a corto many schools and colleges into effect by a conis tract signed parent or guardian and by the College and handled entirely by "Tuition Inc." The cost is per cent the amount financed, minii:num charge one �CATALOGUE OF ST. JOHN'S COLLEGE 61 canv.a~sed .. T~e Committee has the grave responsibilit of adm1.mstermg 3ustly a. common financial resource of the mumty ?f scholars which the applicant seeks to join. It therefore .sl'.bJects e~c~ case .to a thorough investigation and it cannot m1tiate this mvest1gation until the student aid blank has b~en fidlle~ out fully, clearly, and accurately, and with suffi c1ent etad to enable a judgment to be made. AU students hold aid, whether loan and employment or money ·grant, only on condition- that th ey mamtam goo d . _· d · . . a.ca em1c standing. ~ppl.1cat10n for aid should be made at the tRim~ the formal apphcat10n for admission is forwarded to the eg1strar. ~om­ FINANCIAL 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, 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 will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly 60 Maryland State Scholarships .l!esi~ents. of .the several counties of Maryland and the six leg1~l.at1ve dist.net~ of Baltimore are eligible to take the com- pet1t1ve e~ammat1ons for scholarships at St. John's Colle e ~wen~y-nme of these scholarships pay full fees, including t~i~ t10n, oard, and room; twenty-nine pay tuition fees only They :~e t~:acterf for f four years o~ in the case of a student ~lready o ege. or the reI?am.der of his course to graduation. I.n al.I counties an_d. leg1slat1ve districts the compet1t1ve exammatrons are admm1stered by the respective county or citv School Boards, and reports are rendered to the respective Sen;tors who ·make the formal appointments · The C o ll ege supp 1· h · 1es t. e exammat10ns and grades the papers in all except two counties, ~ontgon:ery and Prince George's, where the School Boards examme ca~d1dates and report directly to each Senator. Al~ appomtments are conditional upon admission of the candidate to the College. The procedure for application, examination and appointment to State scholarships is as follmvs: ' l. 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 examination. 2. Candidates sh?uld supply to their respective Senators evide1~ce of their good character and financial need 3 · Appomtees will be notified of their appointment~ by the Senator and by the College. �62 CATALOGUE OF ST. JOHN'S COLLEGE Scholarships Awarded by the College CATALOGUE OF ST. JOHN'S COLLEGE 63 Scholarships at Other Institutions for St. John's Students THE PHILIP A. MYERS, II, SCHOLARSHIP SCHOLARSHIPS IN ENGINEERING To be awarded annually, the income from $10,000, the gift of Philip A Myers, II, Class of 1938. Th~ee sch?lars?ips in engineering are offered at the Johns Hopkms Umvers1ty to graduates of St. John's College These sch~larships are awarded by the Faculty Co~mittee on Scholarships and Student Aid. THE CLIFTON C. RoEHLE ScHOLARSHIP 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. 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, Massachusetts, is offered annually to graduates of St J h ' This sc?olarship is awarded by the Faculty Com~itt~e no~ Scholarships and Student Aid. THE FRIEDRICH JoNATHAN voN ScHwERDTNER ScHoLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to 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 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. Application 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. 5 �CATALOGUE OF ST JOHN'S COLLEGE APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE a liberal arts ST.It JOHN'S COLLEGE is andsmall been so since college for men. is non-denominational, has its founding. It has never been coeducational. It maintains no graduate or professional schools. It is the third oldest college in the United States. 65 called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty, Laws of lvlaryland, Session of ] uly 1-9, 1696. 1776 According to tradition King William's School was used as a gunshop during the Revolutionary 1784 St. John's College chartered by the General Assernbly of the State of Maryland: 1696 King William's School, first pub~ic free schoo~ on t~e. American Continent founded in accordance with the followmg Pet1t10nary Act of the Ge~eral 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~cholso~i, 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 Leaming, 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 h MAY BE ENACTED, IL AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer am~ consent of this present General Assembly, and the authority of the .same, That for the propagation of the gospel, and the educatwn of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher and one writing-master, or scribe, to a school, and one hund;ed scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronag: .. And th~t t:he .ffiOSt reverend father in God:i Thomas, by DrI1n.e Prov1dence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the .said s~hool; and that, to perpetuate the memory of your ma3esty, 1t may be 64 VvHEREAs, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and prepetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent 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 college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen . . . , . The petition for this Charter was signed by William Paca * and others. ~Signer of the Declaration of Independence. �66 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The Board of Visitors and Governors William as folhws: James Bnce John Allen Thomas Gustavus R. Bro•c11n Edward Gantt Clement Hill Rich<Jrd Sprigg Ch:ules Carrnll of Canollt011 Jeremiah T. Chase Charles Walbce John C<lrroll, D. D. Thomas Nicholas John H. Stone William Beanes Richard Ridgely Samuel Chase John Thomas Thomas Stone ~ Alexander Hanson Thomas Jermings Dr. First McDowell. 1796 Graduation of Francis Scott author of The Star Distnct Banner. of the United 1799 Graduation of George Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector 1785 The property, funds, masrers, and students School conveyed by an Act of the General College. Reverend Ralph Higginbotham, Master of VVilliarn's became Vice Principal of St. College. Two members of the Board of Visitors and Governors of William's School became Visitors and Governors of St. John's College. 1791 Demosthenes Isocrates Plato Latin Livy Horace ::r vugu Mathematics Algebra -~ visits St. To the F acuity of Si. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and xny \Vish~s for its progress to perfection art: proffered with sincere regard. The very promising appearance of its infancy must natter all its friends (with whom I entreat you to class me), with the hope of an early and ac the s<:lme time mature manhood. You will do justice to the senciments which your kind toward me inspires, by btheving that I reciprocate the good wishes your addnsss, and ] sincerely hope the excellence of your seminary will be manifested in the morale and science of the youths who are favored with your care. GEORGE \VA8fllNGTON ANNAPOLIS, First Yeat Greek Xenophon Herodotus Thucydides Lysias April 17, 1791. Sigmxs of the Declaration of fodependence. Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Second Y ea-r Greek Homer Hesiod Tragedies L.atin Juvenal Cicero l\lfathematics Plane Geometry Solid Geometry Logarithms Trigonomeny i.Ai..,ourth Year Latin Horace l>f a tural Philosophy Logic Astronomy Geology Civil Engineering J\_rnerican Jiistory Political Economy Natural English Composition and Declamation in all four year3. Modern Languages by special arrangement in addition �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE 68 69 Ul86-l923 1868 of James C. Curriculum during First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature Third Year Greek Plato JEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakes pea re Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments N-atural Philosophy Chemistry Historical Methods Fourth Year Lectures in Philosophy Greek and Social Science on: Plato Plato Aristotle Aristotle Aristophanes Augustine Demosthenes Thomas Aquin:i_s Latin Vi co Tacitus Descartes Lucretius Bacon Persius Bossuet Quintilian Pascal English Paley Authors of 13th, Hth, Locke and 15th Centuries Spinoza Mathematics Montesquieu Analytic Geometry Kant Calculus De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Hegel Logic Buckle Evidence of Christianity Lecky Malthus Mill Butler of Thomas Fell. A curriculum of Block Electives and Military Training. 1. Classical Course leading to the B. A. Degree 2. Latin Scientific Course leading to the B. L. Degree 3. Scientific Course leading to the B. S. Degree 4. Mechanical Engineering Course leading to the l\/L E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. �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 ca~rying on of ~earning, although these very institutions may become its great~st ~un~rance through unwise direction and time's dull~ess, so any i~st1tut10n ?f learning must require of its students certam ~arks and signs of t~eir attainments and progress even though misuse of such requir~­ rnents has often prevented true progress. T?eir. us~ m~st entail care. Such requirements are inevitable if an m_stitut10n is to pronounce public judgment upon its students,_ th:it is, to grant deg~ees. The original title of Bachelo~ of Arts s1gi:i1fied the first o~ciall~ recognized stage of competence m the seven liberal _arts and sciences· grammar rhetoric logic arithmetic, geometry, music, and astroi;iomy. The St. john's de~ree of Bachelor of Ar~s signifies ~o-?1pe~ence m the modern equivalent of these arts and sciences. This implies: l. Knowledge of the contents of the required books in the 1 1 list . 2. Competence in mathematics through the el_ementary ca cu us. 3. A reading knowledge of at least two foreign lai:ig.uages. 4. Four hundred and fifty hours of laboratory trammg. Now, since students are of different ~apacities, and since co~leges of liberal arts, of all institutions of learmng, are called up~n 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, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged ~atisfac~ory bot? in attainments and progress, and capable of pursumg their work m Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic. and me~a­ physics. The third to be awarded to those student~ who, I~ the opmion of the faculty, have made sufficient progress m the mtellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the severa~ arts and s~iences a~d therefore on whose actual capacity for advancmg further m profess10nal 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 ~et up. ways. and means of Ways& Means reaching decisions. To this end the followmg stipulations are m:ide: At the end of his third year, the student must stand fo~r wntt~n Enabling examina- enabling examinations, one in language, one in mathematics, two m tions 70 71 laboratory, theoretical and operational, and one oral examination on seminar reading. _These examinations are given normally in September after the third 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 techniq~e required must be at al_l times ~elated to the whole body of the liberal arts and to appropnate sub1ect matters. This relatedne~s is formally guaranteed by basing the enabling examinations on a list of books nam~d in Appendix I. The examination in language covers general ~uest10ns_ of ~rammar of all four languages, and logic. !he mathematics exammat10n covers specifically simple operations 1~ geom~try, conics, trigonometry, analytic geometry, and in the d1fferent1al calcu_lus. The exa-?1ination in laboratory covers specifically the analysis and operat10n of certain important instruments to be named in Appendix I, p. 73. ~f~er 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 t_hrough 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 _(I) the student is accepted as a candidate for the degree, or ( 2) he 1s not accepted but allowed to complete his fourth year of college work, or ( 3) he is dismissed from the college. In _examining a student's record the committee of the faculty espec1all:y named for this purpose is at liberty to question the tutors and semu1:ar 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 ~ot accept as a candid~te for the degree any student who had consistently neglected and ignored or had consistently failed in ~ny. of the essential divisions of the first three years' program; that 1s, 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 c~ndidate for the degree, may judge the student capable of benefitmg from the fourth year's work without detriment to the college community. An_Y student accepted as a candidate for a degree or allowed to remam the fourth year must then indicate a subject for a dissertation, to be agreed upon ~y 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 Disser· tation (general) �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE 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 acted as an Examining Board. The duties of the Examining Board were as follows: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. of a qualitative .kind can be made such ac betV11ee 11 more ancl I ess up . , .' ~ and down, stra1ghc and not straight. The latter per·n 't ~ . ' l. · · · cl · . 11 us LO 1na ze quant1tat1ve JU gments, that is to associate throtio-h ·. ·1 . · . ' . · "' s1m1 ar rat10s some one of a senes of numbers with th,, th 1no· obser· ve d . Of ten t h c ' . ~ ~ ",l~ same piece of apparatus. can be used either as a scor)e 01. . Tl1e eIements are certam devices, not scientifir ·ns~Lrum as t a meter. 1 . . .~ 1 en s tnemselves, which enter mto the construction of different 111 st- uments. · 1 72 Disser· tation (particu- lar) Exam.in· ing Board APPENDIX I The books of the first three years on which the Enabling Examinations are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus i.Edipus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments" The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions 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 73 Meters 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 Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The ex~unination in labmatory will be in two parts. In one the st~dent will be asked to make certain observations and measurements with .some of the above instruments, and in the other to answer quest10ns on the theory and application of some of the elements and mstruments. 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. COLJ~EGE By RADIO PROGRAMS. SERIES STRINGFEJ,LOW 3 President From. Station PlFBR in Baltinwre, Nov. 20, 1938 · · · · " Jo,in '" College h<is 1- :; . I propose to drncuss an important step w Iucn . .· taken within the past ten days. Many of those w~o are hstem,ng to ,u,uucu,·ul'. alumni members of the College, w1H by now _a1.most somebody that the admmmtration has Those who believed statement · l!ravely disturbed. I think I ought ff seems to me, b e ·~· . 'I shall to d. ' 1saouse tnem. To l':e·""P tL•e '_.·ecord • u • first state the facts. Athletics have not been but "-"""-"-" has decided that after the dose of the session facilities will be increased and at be placec on a intramural basis. I arn · significant changes have been anat St. to take effect next these changes I am liberal such have candid vniters like are sheer senti~nentalists arHi · arhletics are the same do better now, equipment, transconticoaches and this. The first thing learned about was that we were booked to our and N. Y. U"-in an effort to keep the athletics earning a " But still I . -" athletics to to with thanks to prote-ct the coaches from to hire ;;ithletes, I was nie I was mistaken was what --,.n:-1,,-1 with '.'urriculum that re" work. Yet I shQ.ul;i"h'~~~~kn:wn thi; by, " I had known .:0 untless students who v;rithdrew from intercollegiate athlet1~s. v;hen entered medical or other work. vv:i.tnare·;v 74 75 because they knew, along with everybody else, that vou have to study to earn an M. D. while ordinarily you don't hav; to stud" to earn a RA. The undergraduate fills in his idle time with athle~ics, which at its most professionalized is a lot better thing to fiH idle tim~ ;vith ~han some other thin~s _I know. But .suppose there isn't any idle time? Suppose there 1s JUSt enough lernure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse!' For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignorance into k:nmvledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical schooL But if it is a serious business, then it had better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu of natural antagonists, monotonous physical drill for learning to play playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well it is The sum total of these more fun to play a game well than things is hysteria, lost m,otion, the death of the amateur spirit, and an athletic system that competes with study instead of ing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles, But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In I should insist again that, so long as education is run in lov1 gear, these things are better than idleness, But there is · better and that something is amateur athletics, amateur of a quality no college can achieve so long as it is meshed m with the new kind of athletics, the big-business kind" The program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its 101:ramur;il athletics. varieties of sport ~vill be offered and more facilities. Our are often called country dubs. I want to see St. athletic facilities a good country club offers. game we now we 6 �76 CATALOGUE OF ST. JOHN'S COLLEGE shaH continue to play, except that the six-man footbaH we started this year will replace the standard game. fo addition we want to ~·· . . -··- water sports, with particular on The alumni have already gfven us one sailboat; we acquire five more. Finally, it is essential, not that games be played at the College but that they be well played. tutor with wide athletic experien.ce need a number of stu~ent assrnwill be placed in charge, but he tants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legiti~ate '..!Se to which athletic scholarships have been put an Amencan college. I think you may rest assured there YviH be of excellent candidates, I you will help me find the best '-"""nun~·o, Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics wiH hang itself. 'When it does, the problems that caused us to take our present s~and will When it does we shall doubtless play games with other colleges as naturally as ;uch games were once played. Meanwhile athl~tics at St, John's will be for the student, not the student for athletics. THE GREAT BOOKS AT April, 1943 Men must have often lifted their eyes from battlefields where 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 i:o persist. Except in places like Louvain in the last ~war and enemy countries in this war, the assurance of survival comes from the college At St. John's College reassurance rs Five and a half years ago, when war clouds were darkening, faculty with the approval of the and the assent of the students entrusted its curriculum and its teaching to the few greatest books of the western tradition and their authors. war actually came and the need for assurance was undeniable, it was possible to keep our eyes on the book shelf and at the same tirne to take account of the cost of the war; we ·were sure that this curriculum and this need not be lost or corrupted. We were even sure that these would win the war. 'li/ e were ready and eager to make any to take any risk that might become necessary. It was not necessary that we should accelerate the teaching schedule; in fact it was thought that acceleration and the addition or substitution of vvar courses would detract from rather than add to the realities of the learning process-even those that war demands. Om 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 in mathematics, astronomy and physics, for navigation and 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 vvere secondary apof the master plan of the which was aimed at or liberal education for every man, for his freedom and morale both in war and in peace. The great of a master a~ the that and support:. In the case of the St. program maximum risks are · is rooted in the great books which have survived ;:oJI because the the emergencies of the past, and will continue to go 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE 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 inarine reserves without changing our curriculum. Vv e 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 fundamentals 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 faculty member was not needed and called for the country. Badly written military directives have transmitted the chaos of the battlefield to the College; we have recoiled and ral!iedo At the end of the second term we held imitation commencement exercises for the thirty-six students called to the colors; the recital of the Ephebic Oath conquered the day. students in arms, salute the youths of the ancient republics." were also saluting the other colleges who were JOmmg us 111 arms. But the master plan has also found new meaning in the events of the world and of the college. \Ve have learned that about half of the books from Homer to Tolstoi discuss war <tnd 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 calamity. The study of the great books in war time confirms the conviction that such reading and discussion is the birthright of every human being. 'Vhen the Congress decided that men should be drafted at the age of eighteen, we therefore decided that we would take the risk of the List 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 was a part of the master but we h;id hoped to have some of onr own graduates in the faculty to belp us to make the shift. \Ve had therefore postponed it a few years to allow the rebuilding of the faculty with the younger and more aptly trained teachers. But the present 79 foculty has been ,l!Oillg tO - ' · -., sr·J-oO')ll L · ,, tue great for reasons of age and will not be u -f· J . l . - d f 'I' . - - se.u anc in th~ ar me orces. he need their teachino- is _·· · c ready for the adjustments in teaching th;~ th t ~k aJ.i~H __ . are After a great deal of discussion with faculty 1::J/eo ;id,,u wd1 redqmre. d I fi · f . . ' "-' ar , an stu ents an a so gurmg o costs, the adm1mstration has been auth · d ' h r 11 . onze to announce t e rour-year co ege course rn the liberal arts to be iven m three calendar years to students between the aaes of fir g d e'P-ht een. Th e great b oo k are o ffered to these youths ,,,h b iteen ·an 1,,, 's h ·h . I h · . . . " o m1g _ t of r erw1se ose ti eir opportumty to part1c1pate fully in the arts of ree men. - There is. no doubt that this radical step will be viewed in many quarr~rs with a!a1 rm There will be doubts that such important ii•struct10n matena can be handled adequately apd safely by b . h ·11 • younger oys, t ere w1 .b~ doubts tha~ the tre~tme1~t younger boys can give the great books. 1s 111 keepmg with the high aims of the program itself. On the first pomt. we have considerable. evidence that younger boys not only can handl~ the great b?oks with profit, but that they can get greater profit with less read1ustment than the graduates of our present schools of preparation for college. We have alreadv taken a sm~ll ~rm.~p of y_ounger boys at St. John's, and they show"the same vana~10n m aptitudes and progress that the older boys have been showmg. But in addition they evidence a fresh direct amateur's interest in ideas that high school graduates have ~o recover from their earlier years. It appears that the ordinary high school graduate has m the l~st rather empty years of his preparation for college acquired many or the academic pretenses which are so characteristic of the American high scho?l, that he has actually been bored with scholarly ~usks and has substituted flat~ery of his teachers for genuinely tough 1~i:ellectual _work .. ,The fault. is not m the teachers; many of them a1 e also bmed w1tn_ the subject matter that they and they also tur~ to flattenng the student. All of this together with the pr?gress1ve decay of. the linguis~ic and mathematical disciplines pomts to a dead spot m our educat10nal system, a point where preparat10n m the grammar school has finished, for better or for worse and the real business of liberal education has not yet begun. W ~ drag stude~ts through two to four years of this wasteland and the acute stages of boredom appear in the last tVlfo years of hi~h school or the first two years ?f colleg:. Some of the better preparatory schools and colleges fill m with hterature, fine arts, and science, but they know that they are either doing college work or it will a!! have to be repeated in a staler form later on. . Liberal education is in origin and tradition a European institutwn, and a glance at its structure lets us see where we have improvised and perhaps fumble<L The grammar schools in European coun0 �80 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 li~erature. The Gymnasium and Lycee led directly to the universities whose primary structures and functions were ordered to training in the professions: law, medicine, theology'. a~d teachi?g. The Gymnasium and Lycee came at the end of the child s educat1.on and they were concerned to initiate in the student th.e free a.nd 111dependent use of his mind so that he could worthily .atta1? the knowledge and discharge the duties of the learned profess10ns 111 the community at large. The Gymnasium and the Lycee dev~ted the.mselves single-mindedly to liberal education. It should be 111terestmg 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 servi~e. As the youths of the ancient republics of Greece took the Epheb1c 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 deadline 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 p~ofessional 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 lib~ral arts in their full deployment at the end of common formal educat10n. 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 at 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. CATALOGUE OF ST. JOHN'S COLLEGE 81 In th~s con~ection it w~ll bear repea~ing that we are following out. to. Its. logical conclus10n the American tradition that liberal educat10n 1s for everyman, rather than for the few as the Gymnasium and the. Lycee have offer,ed. it. e h~v:e also departed from the Gy~nasmm and th~ Lycee 111 the1r ong~nal 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 expect 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 understanding, and in particular allow the more poetical and imaginative assimilation 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 ~ar 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 traditional vacation has allowed time for the maturing of learning while it is still in progress, and there is evidence that it has been very effective in this respect. We shall recover it at the earliest opportunity. The other regrettable change is in the omission of three foreign languages: Latin, French and German. Competent teachers in this program are difficult to keep during the war. On the other hand the addition of a term of Greek and the concentration on slow reading in English are interesting and promising experiments in a field which is 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. W. [NOTE: After two terms of the current session we have found it possible to return to the program of four languages (Greek, Latin, French, and German) in four years. Beginning January 5, 1944, the program of language tutorials charted on page 44 will again be in force.] �CATALOGUE OF ST. JOHN'S COLLEGE B Lim MAGAZINE: The Classics-At St. John's Thev Come · t More, Febmary 5, !940. MORTIMER J .: Tfie Crisis i·n Conleniporary Education, The Social Frontier, February 1939. ADLER, - - - - : Liberalism and Liberal Education, The Educational Record, July 1939. BARR, STRINGFELLOW: The Art of Liberation, Free America, September and October 1939. Reprints available. - - - - : A College in Secession, Atlantic Monthly, July 1941. Reprints available. - - - - : T/ie College of the F11tnre, New York Times, May 9, 1943; Magazine Digest, November 1943. - - - - : A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. - - - - : Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. - - - : The Education of Free1nen, The New Republic, August 31, 1942. - - - - : The Ends and 111 eans of General Educat·ion, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. - - - - : The Fiiture of the American College, London Economist, July 3, 1943. - - - - - John Doe Goes to St.. Joh.n's, Progressive Education, January 1939. Reprints available. The St. John's Program, Encyclopaedia of Modern Education, The . · · J In 83 ° ·1_-11 ,_~-11_ (")"'ll •· r dncc LIPPMANN, WALTER: Crisis aud Reform in E,focalion Tl i\f y ! .!·Jp_-i·olcl Tribune, February 15, 194-3. . ·· ' le 1 nv or' - ---- The St. John's Program, "Today and Tomo1-ro"-" · . N, appearmg in 165 newspapers, D ecem b er ? 7, 1938. Reprmts available. - LYONS, Lo urn M.: A College Education fm;n 117 Books, The Boston Sunday Globe, September 13, 193 7. Back to the Classfrs, The Dartmouth Alumni Magazine, - MARDEN, PHILIP S.: October 1938. MAYER, MILTON S.: Hutch-ius of Chicago, Part I, "The Daring Yoti'o- ''I " - l P art II , "Th e Fl ym!l. 1'rapeze, " H arpers Magazine, J\!Iarch and ''" iv an, <IJH . April 1939. - - - - Socrates Crosses the Delaware-St. John's College and the Great Books Harpers Magazine, June 1939. Reprints available. ' MARTIN, W. A. P.: The Revival of Learning, The Commonweal, December 31, 193 7. McCARDELL, LEE: A Series of Four Articles on The St. Johu's Program, The Baltimore Evenmg Sun, January 23, 24, 25, 26, 1939. Click and P·ick vs. the Atlantic, The Churchman Ch · , nstmas PRICE, JAMES HARRY: 1942. Aristotle in Annapolis, Survey Graphic, June 1938. SLESINGER, DONALD" TALIAFERRO, R. CATESDY: Concerning the New Progu1.-m at St. ]olin's, The JvL1ryland Club Woman, February 1938. TIME MAGAZINE: St. John's Revival, July 19, 1937. I-'hilosophical Library Inc., 1943. - - - - : The St. John's P·rogra·m, The Virginia Spectator, December 1938. - - - - : Siispending Education, Address, Columbia Broadcasting System, February 4, 1943. - - - - : The Training of a Free M·ind, Catholic Digest (Condensed from Free America), December 1939. Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. - - - - : The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BEIRNE, FRANCIS: All Quiet at St. John's, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. - - - - : A Crisis in Liberal Ed1lcation, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experinient to Reclaim a Lnst Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapol·is-After Five Years of Operation, The Commonweal, October 22, 1943. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. DoNOVAN, HEDLEY: Educators Strive for "Free Jl1ind," The ·Washington Post, ja1utafy 15, 1939. HENRY, THOMAS R.: Education by "Book Learning," The ·Washington Star, December 5, 1937. HESLEP, CHARTER: Exper·inient, Washington Daily News, July 28, 19.i7. KIEFFER, JoHN S.· The Classical Revival a.t Si. Jo7m's, The CL1ss1cal Journal, December 1939 82 VAN DoREN, MARIC: Education by Books, The Nation, December 6, 1933. WrLcus, C. J.: From St. Joh.n's to lvlark Hopkins, The Journal of Higher Education, January 1939. \Vmrn, E. B.: A Plan for America, Harpers l\!Iagazine, February 1940. ST JOHN'S COLLEGE BULLETINS REPORT REPORT REPORT REPORT REPORT OF OF OF OF OF THE THE THE THE THE PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, April 1939. Reprints available. April 1940. Reprints available. May 1941. Reprints available. July 1942. Reprints available. July 1943. Reprints available. BOOKS ABOUT LIBERAL EDUCATION MoRTIMER J.: How to Read a Book--or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. AMERICAN LIBRARY AssocIATION: Classics of the Wes tern W arid, with forewords by John Erskine and Everett Dean Martin. One of the book lists out of which the St-. John's program grew, this pamphlet contains valuable secondary bibliographical matenal. It was first published in 1927 by the American Library Association for the use of adult classes. 1934. ADLER, HUTCHINS, ROBERT M.: Edu.cation for Freedoin, Louisiana State University Press, 1943, MARITAIN, JACQUES: Education at the Crossrnads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Ed1lcation between Two W otlds, Harper & Brothers 1942. ' RICHARDS, I. A.: How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of reading. VAN DoREN, MARK: li/Jernl Erlurntion, Henry Holt & Co., 1943. �___. ---ill!!!... ~~=~-- I. .. _IJICCI, ·"""'-~-•••••I. !fl!lll. CATALOGUE OF ST. JOHN'S COLLEGE 85 l'JRST YEAR--CLASS OF 1947 JOHN'S FOURTH YEAR-CLASS OF 1944 Edward Born Cochran............ . .. Birmingham, Michigan Ahmed Mi.inir Ertegun ........................ Washington, District of Columbia Norman Atwood Garis. ......... . ...... Summit, New Jersey Tames G. Huber. . . ...... ... ... . ... Baltimore Arthur Hyman . . . . . . . ... Tampa, Florida Jack Landau . . ...... ... . . .. Pittsburgh, Pennsylvania Henry Harrison Sasscer, IV. . .. Chevy Chase Peter Christian Wolff. . .................... Glen Echo THIRD YEAR-CLASS OF 1945 Stephen Windsor Bergen. . . . . . . . . . . . . . . . .. St. Albans, New York George Brunn . . . . . . . . . . . . . . ....... New York, New York Robert Luther Campbell, Jr .................... Hagerstown Solomon Kadis . . . . .......................... Baltimore Donald Stewart Kaplan. . . . . ........ Groton, Connecticut Frank B. Marshall, Jr..... . . . . . . . . . . . . . . . . . Baltimore Erich Nussbaum . . . . . . . . . ..... , .. Annapolis . . . . . . . . . . . . Baltimore Benton Bloch Perry. . . . . . . Harry Fletcher Pfeiffer, Jr ..................... Baltimore Benjamin Franklin Pumphrey, Jr. . ........... Severn Verne Schwab . . . ....... Greenbelt SECOND YEAR-CLASS OF 1946 . ...... , . . . . . . ...... Annapolis Gerald Atterbury . . William George Chenoweth. . . . . . . . . . . ....... Loch Raven Thomas James Cosgrove ............ , . . . . . . . . . Bayonne, New Jersey Laurence Elfenbein .................. Jersey City, New Jersey Sidney Hugh Fitch . . . . . . . . . . . . ......... Glenelg Alvin Fross . . . . . . . ........... . . Bayonne, New Jersey Thomas Irwin Fulton, Jr. . . . . . . . . . . . . ..... Irwin, Pennsylvania John Parker Gilbert. . . . . . . . . . . . . . . . . . . . . . ... Putney, Vermont Samuel Milby Harrington, Jr ................... New River, North Carolrna Allen Zimmerman Harvey ...................... Frostburg Leon David Israel. . . . . . . . . . . . . . . . . Union Bridge William Kenneth Kline........ . ......... New York, New York Vincent Wood McKay... . ...... Montgomery, Wes~ Virginia Ellis Wooster Manning, Jr..... . ......... Brinklow Robert Wilson Mueller. . . . . . . . ...... Milwaukee, Wisconsin Robert Frederick I'-Jovak. . . . . . . . ........ Baltimore Harry Charles Rockey. . . ......... Philadelphia, Pennsylvania James Willard Sharp. . . . . . . . . . ..... Freeland, Pennsylvania Samuel Sheinkman.. . ... New York, New York Charles Lincoln Van Doren..... . ..... New York, New York John Campbell Wakefield.. ...... ... . .. O:iklancl, California Peter Weiss . . . . ... New York, New York Henry Theodore Vi1ensel, Jr . . . . . . . . . Oak Ridge, Tennessee 84 (/1oMJ'fTRD IN J•n.y) Daniel Brown Barber. West Virgmia Victor Ewing Barton. Samuel Bancroft Bird, Jr. . .... Wilmington, Carl Henry Bruggmann . Washington, District of Columbia John Brunn ... . .. New York, New -'{ork Peter Frederick Buri. . . . . . . . . . . ....... Eau Claire, \VisconsiG Tristram Joseph Campbell, Jr. . ...... Ridgewood, New Jersey Jernme Herbert Cantor. . . . . . ... Boston, Massachusetcs Ch'ao-Li Chi .. New York, New York Peter Clogher . . . . . .. ...... . . .. Englewood, New Jersey Robert Mitchell Courtright. ......... . . Sumter, South Carolin;, John Scott Desjardins.. . .......... Cincinnati, Ohio Salvatore Carmelo DiGrande.......... . .New York, New York Alvin Hamilton Durning. . . .......... Louisville, Kentucky Klaus Werner Epstein. . . . .......... Cambridge, Massachusetts Allen Abbey Goldstein..... . . . . . . . . . . . . . Baltimore ....... ... . .. Washington, District of Columbia Charles Davis Haines... Bernet George Hammel. . .. . .. . .. . . . . . .. Orange, New Jersey H. Anthony Hammond. . ............... .Ridgewood, New Jersey Richard Scott Harris. . . . . Saginaw, Michigan William Edwin Harris. . . ....... Saginaw, Michigan Courtenay Jenifer Harrison. . . . . . . . . . . . . . Riverside Harry Gerald Hoxby. . . . . . . . . . . Mariemont, Ohio Richard Eagleston Jameson . . . .. Fallston John Milne Janney. . . . . . . ... Anna polis . ..... Grasonville Thomas Gillis Jewell. Archer Jones . . . . . . . . . Richmond, Virginia Joseph Ignatius Killorin, Jr. . .... Savannah, Georgia Paul David ]\i[alchenson. . .... Hagerstown Ira Wenaell Marine... . . . . . . . . . . . . . ... Washington, District of Columbia William Rankin Mathews, Jr. . ....... Tucson, Arizona . . Washington, District of ColmnbiJ Richard Fontaine Maury. Charles Hugh Messick . Hebron Allanson David Morehouse, II. . . . . . . . . . . . . Washington, Dmtrict of Columbia John Ma thew Morgan. . . . . . . . . . .............. Toledo, Ohio Robert Florian Navden..... . . .. Annapolis . Baltimore Brewer Norwood j\f~wton. Jam es Richard Powder. .. Lutherville Peter Bradley Price. . ..... New New York . Worcester, Massachusetts James vV. Ray...... Hurlock Philip Stevens Richardson. Jr. lan Leonard Robertson .. , .. Short Hills, New Jersey Thomas Evans Robertson. . Glendale, Ohio · Larry Winter Roeder. . ..... St. Louis, Missomi . .. Bethesda William Warfield Ross. . . . . . . . . . . . . . . . . .... Forest Hills, New York Rowell Anton v M. Schleicher. Mordecai Sheinkman ... New York, New York George Faison Smith. . .. Greenwood, Mississippi William Kyle Smith, Jr. . .. Annapolis EugeneVictorThau....... . ...... New York, New Yo£k Richard Van der Voort... . . . . . . . . ..... Pittsburgh, Pennsylvania George Montgomery Van Sant ................ , Hyattsville Robert Russel Weiss. . . Federalsburg 11. __ �86 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST JOHN'S COLLEGE George Patrick Welch, Jr. William Ogden White. Justin Cadwalader Williams 87 DEGREES CONFERRED, MAY 25, 1943 .... Providence, Rhode [slJ nd . ... Baltimore BACHELOR OF ARTS . .... !Vinorcstown, Nnv fcrscv Rite FJRST YEAR-CLASS OF 1947 (ADMITTED IN SEPTEMBER) . . . . . Frederick Irving Victor Abb .. . . . . . . . Bellaire, Ohio Ted Barber ....... . Roberto Beascoechea . . . . . . . . . . . Santurce, Puerto Rico .... Scarborough, New York Stephen Gordon Benedict ... . . . Brookline, Massachusetts Louis Leon Brin ........... . .... Cambridge Asa Neal Chandler ..... . . . . . . . . . . . . . . . . . Hagerstown Edmund Anthony Connor. . . . . . . . . . . . . . . Coshocton, Ohio Arthur Oudry Davis, Jr. . . Mountain Lake Park Douglas East Dawson .. . Julian Abbott Dorf ..... . . .. Chestertown .. Chevy Chase Arthur Eugene Dunsmore, Jr. Nathaniel Isaac Durlach .. . .. New York, New York H. Edward Eissler ..... . . . . . . . . . . . Upper Darby, Pennsylvania William Paul Elliott ... . . ..... Aurora, Illinois . .. Cordova Theodore David Ernst. Paul Carlyle Evans ..... ..... Syracuse, New York . . . . . New York, New York John David Farnham, Jr.. William Henry Gordon, Jr. . . . New York, New York John Gormly ...... . . ... Sewickley, Pennsylvania . . Preston William Joseph Harris ... ................ Baltimore Marvin Jam es Hoffenberg. Walter Lindsay Jacob. . ................. Pittsburgh, Pennsylvania . Leonardtown John Leonard Jarboe. ..... Fallston Ralph Lincoln Klein. Harry Marchosky ... ............... Colon, Republic of Panama Ruben Marchosky . . . . . Colon, Republic of Panama ... Louisville, Kentucky David Arthur Ogden. . ... Little Creek, Virginia John Newton Opie, Jr. Albert Fitz Randolph Peters, Jr ..... Washington, District of Columbia .... Baltimore Royal Pollokoff ...... . .... Washington, District of Columbia Charles Pickering Putnam .. .. Barstow Henry Page Robinson. Paul Ginsburg Sifton .. . . . . . . Washington, District of Columbia . ... , Akron, Ohio Warren Leroy Skidmore. . ..... Washington, District of Columbia Lowell Stanley ..... . . ... Westport, Connecticut Austin Stevens ...... Conowingo Roger Clark Stone ... James Howard Taylor .. . .. Seattle, Washington . .. New York, New York John Van Doren .. . .. Pocomoke City Eugene Francis Young. SUMMARY OF ENROLLMENT Fourth Year Th.!rd Yeu Second Year First Year (Admitted in July) ... First Year (Admitted in September) . Total in College .. 8 11 23 ............. 56 40 . ... 138 Burton Armstrong .. ...... Scarborough, New York Carl Benjamin Blaker. . ........ Macedon Center, New York Walter Lawson Cooley .. ....... Aberdeen Paul Ehrlich .. . ................... New York, New York Glenn Allen Fearnow .. . .... 'Nilliamsport Robert Hunter ......... ll/lobile, Alabama Ogden Worthington Kellogg-Smith . . .... Chestertown Edward Kramer . ........ Montclair, New Jersey Francis Scarlett Mason, Jr . . ... Plymouth Meeting, Pennsylvania Adrian Curtius Niayer ... . ............ Ossining, New York Alexander Leonard Slafkosky . ......... Bethlehem, Pennsylvania Cum. Laude Ernest Christopher Friess, Jr . Ollie Hammond Thompson, Jr ... ......... Oakley ..... Hurlock JV! agna cnin Laude John Louis Hedeman . Claude Spencer Leffel, Jr .. . .. Baltimore . .... Woodbine HONORS AND PRIZES AWARDED, MAY 25, 1943 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green Prize of $10.00.. . .Warren Seymour Zcik To the member of the Semor Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge Walter I. Dawkins ...................... Claude Spencer Leffel, To the senior wbo has the highest standing, a gold medal. Offered by the Board of Visitors and Governors ............. . Jr. .John Louis Hcdcrnan �CATALOGlJE OF ST JOHN'S r_:oLLEGE INDEX Absence, excuces for. . .. 37 Academic standing 36ff Acceleration .... 2, 22, 81 Activities 49ff Athletics ......... 49f, 74ff Clubs ....... 50f Dramatics . . ......... 51 Music . 24, 47f, 49£ Publications ........ 51 Administration 8 Admission .. 55ff Application .. 55 Requirements ... ... 55ff, '77 Procedure 56 Advanced standing .. 56 Aid, student 60ff Applications .... 55 Admission Student Aid .. 60ff Rooms .......... 53 Scholarships ......... 6lff Articles, magazine, on St. John's. 82f Athletics ......... .49f, 74ff Attendance Church ..... 54, 65 Classes 37 College exercises . . . . . . 37 Board of Visitors and Governors ... 6, 7 Bott Oub 50 Books, list of great. . .18ff, 20ff Chronological . . . . . . . . . . . . . . 40 years ... ...... 42 subject matters. 43 Calendar, College .. 4, 5, 32f Campus 5If Caution ]\!Ionev .. 53, 58 Charges, fixed ~ . . . ... , 58 Charter of College. . . 65 Of King William's School .. , , . 64f St. John's 1886-1923, block elective 69 St. John's 1923-37, open elective .. 69 Degree Requirements . 37£, ?Off Dining Hall 53 Discipline . . . . . 53 "Don Rags" ....... 33, 37 Drama tics . . . . . . . . 51 Elective Program . . . . .. 16f, 67 Engineering Scholarships at Johns Hopkins 63 English, admission rc·quirements. 55f 84ff Enrollment Summary .... 87 Entrance Examinations .... 2, 55f Essays . . . . . . . 33 Examinations Entrance ssr Oral .. 32f, 70f Written .. . . ' ... 33, 70f Annual .. . . .4, 5, 33f State Scholarship .... 61 Excuses, for absence. 37 Expenses 57ff Faculty List ... 9ff iluthor teachers . ' .. ' .18, 34 Tutors 9fT Fellows 9 Research 35 Re-education of 36 Appointments .......... 36, 78f, 81 Fees College finances 57 Examination 57 Annual 57f Tuition 57£ Residence 57f Payments 58 Deferred payrnent 58f Caution money ...... 58 With financial aid. 60f Foreign Language Admission requirements .2, 55 See Greek, Latin, French, German French . ' . 26, 44, 55 Freshmen, list of. 85f Gern1an .......... 26, 44, 55 Crades .... 33 <]raduate Schools, preparation for 43ff, 70 (]reek .... '.26, 44 Classics) neyv definition of. . . . 18ff, 20ff Clubs, College 50£ College Calendar ........... .4, 5, 32f Collegian Credits Semester hours For entrance to graduate schools Transfer of Curriculurn Elective systen1 St. 1835. St. 1868. 51 38 43ff, 70 S6 16f 67 68 88 History Of College 64ff Chronological order of classics .. 22, 40 In St. John's Program.. . .22, 43 Infirmary Service S4 Instruction Methods in St. John's Program . , ............. 22ff, 49ff Juniors, list of, . , .... , . . . . . . . . . . . 84f King William's School. . . . 64f Laboratory .. 24, 3lff Exercises 46f Tota! Hours . . . . . . 45 Subject Matter 45£ Language, reasons for instruction in. 25 Requirements .... 38, 4.4, ?Off Tutorials . . . . . 25 Clock-hours of classroom work in. 44 Classics in Language and Litera43 ture ....... . .26, 44, 55 Latin ...... SOE Latin Club 39ff Law School Preparation. ' ... 24, 29 Lectures, formal Liberal Arts and Sciences, 14ff l 7f 21, 40ff List of Great Books, Classics .. ' 40ff List of Laboratory Exercises ... 46f 30£ List of Lectures. List of Students ......... , . 84ff 43 Literature, Language and. Location of College .... 5J.f Marine Biology 63 Marks 33 Mathematics, reasons for instruction ~ .... 2n Admission requirements ...... , 2, 55 Requirements ..... 38, 70f Tutorials . . . . 27£ Clock-hours of classroom work in. 44f 43 List of Mathematical Classics Club 50£ Medical Schools, preparation. . . . . 39£ Music .. 24, 47f, 49£ Concerts .......... 50 Natural Science , . .43, 46 Occupancy of Dormitory Rooms. , 52f Officers of Administration. . . . 8 Philosophy . . . . . . . . . . . 43 Political Science 43 Preparation For admission 55f For graduate schools. 70 For life President .. 13, 66ff Former 8 Present Emeritus .. , ... . . ". 13 Probation Procedure fo1· Admission. Promotion ........ . Reading Parties Registration Regulations Admission Academic Standing Attendance .. , .... Degree Requirements Residence .... Religion N on-deno_inina tional Religious Exercises Reports Requirements Admission . Attendance Degree f.19 . 37) 71f 56 . .. 37f, 7lf 34 .., 5, 55f LI. 55f 36ff 37 38f, 70ff 51ff .. . 54, 64f :;4 33 . . 55f, 77 37 3 7f, ?Off Graduation .3'7, 70RLanguages, for degree ..... 38, 44, 70f Languages, for admission .. , .. ,2, 55 Mathematics, for degree ... 38, 44, 70f Mathematics, for admission., ... 2, 55 Familiarity with Great Books. 38, 70£ Residence 5 llf .... 35 Research Slff Residence 52{ Rooms 52 For new students. 52 For old students ...... . 52 Furnishing 52f Occupancy .. , . 53 58 Caution money .. Schedules 32 Weekly .... 33 Student, typical 5, 32f Term 5, 32f Years 58 Pay1nent of fees. 60ff Scholarships ..... 60f College 61 State 62 Patriotic Societies ..... 76 Athletic 63 At other institutions. • Science In modern world ... < J 2lf In St. John's Program. . 21, 31. 45£ ... 21, 31, 45£, ?Off Laboratory Liberal 21 Classics _m SClence .. 43 Semester-Hour Ctedits Equivalent 38 �� 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 1943-1944 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. 89 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 1943-1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-01 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 1943-1944 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5959cb5959464bd07159a68a98cb4b9e.pdf d6a58d8448e0df43472ebff4ae4f79dc PDF Text Text ǴA *�K2 �+`Qbb i?2 P+2�MǴ Production This transcription of "I Came Across the Ocean" from the Eva Brann Collection was created using 6`QKh?2S�;2 hBiH2, ǴA *�K2 �+`Qbb i?2 P+2�MǴ *`2�i2/ PM, kyk9@RR@Rj RN,yj,k8 lh* R k �R A *�J1 �*_Paa i?2 P*1�L #v 1o� "_�LL j 9 �k (H27i T�;2 #H�MF) (`B;?i T�;2) Ny :QQ/ A *�J1 �*_Paa h?2 P*1�L #v 1p� "`�MM C�Mm�`v Ry- RN99 8 e �j (H27i T�;2 #H�MF) (`B;?i T�;2) R A /2/B+�i2 i?Bb #QQF iQ Kv KQi?2` �M/ 7�i?2`- rBi?Qmi r?QK A +QmH/ M2p2` ?�p2 r`Bii2M i?Bb �miQ#BQ;`�T?v Q` ?�p2 K�/2 Bi �b 7mHH Q7 rQM/2`7mH K2KQ`B2b �b Bi BbX h?2 �mi?Q` d 3 �9 (H27i T�;2 #H�MF) (`B;?i T�;2) k h�#H2 Q7 *QMi2MibX AX % J22i Jv 6�KBHv % TX j AAX % �#Qmi J2 �b � GBiiH2 :B`H % TX e AAAX % LQ *�HK "27Q`2 i?2 aiQ`K % TX RN AoX % AM L�xB :2`K�Mv @ �M/ � q�` _�;BM; % TX k9 oX % �+`Qbb i?2 P+2�M % TX 9R oAX % �K2`B+� % TX eN oAAX %GQQFBM; AMiQ i?2 *`vbi�H "�HH % TX dk N Ry �8 (H27i T�;2 #H�MF) (`B;?i T�;2) j AX J22i Jv 6�KBHvX h?2`2 Bb BM Kv 7�KBHv � bBHp2` ?�M/- bm+? �b Bb mb2/ #v C2rb iQ TQBMi Qmi rQ`/b BM i?2B` ;`2�i2bi #QQF- i?2 h?Q`�?X PM i?Bb ?�M/ Bb � >2#`2r BMb+`BTiBQMbi�iBM; i?�i Bi #2HQM;b iQ i?2 7�KBHv Q7 "2M _�##B �+FB#� L�@@@ L�2@@ ULQ QM2 `2K2K#2`b i?2 H�bi M�K2b bBM+2 i?2 ?�M/ Bb MQi rBi? mb RR Rk �e (H27i T�;2 #H�MF) (`B;?i T�;2) 9 /m2 iQ r�`V r?Q Bb Q7 i?2 7�KBHv Q7 EBM; .�pB/X A7 vQm i�F2 i?2 BMBiB�Hb Q7 i?Bb 7�KQmb `�##B vQm rBHH ;2i "@_@�@L@L r?B+? 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A +�M /Q #2bi- �M/ /Q i?�i iQ i?2 #2bi Q7 Kv �#BHBivX Jv ;`2�i2bi A +QM+Hm/2 rBi? i?2 rBb? Bb i?�i r?2`2p2` A K�v #2 Q` r?�i2p2` A K�v /Q- A K�v #2 �#H2 iQ };?i- Q` #2ii2` rQ`F- 7Q` ǴGB72- GB#2`iv- �M/ i?2 Tm`bmBi Q7 >�TTBM2bb-Ǵ 7Q` Kvb2H7- i?2 T2QTH2 Q7 Qi? Kv #2HB27- �M/ 7Q` i?Qb2 Q7 �M/ Qi?2`b- 7Q` 2p2`vQM2X h?2 1M/X R8j R89 �dd R88 R8e �d3 R8d R83 �h?Bb /Q+mK2Mi rQmH/ MQi #2 TQbbB#H2 rBi?Qmi i?2 +QMi`B#miBQMb Q7 i?2 7QHHQrBM; Greenfield Library Student Assistants, Jennings Caldwell, >�2BM *?Q, and Luke Klassen R8N � 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 Eva Brann Collection Description An account of the resource Please contact the library staff for more information about the collection. Creator An entity primarily responsible for making the resource Brann, Eva T. H. Rights Information about rights held in and over the resource St. John's College holds the rights to this material. 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. 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. 78 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 I Came Across the Ocean Creator An entity primarily responsible for making the resource Brann, Eva T. H. Date A point or period of time associated with an event in the lifecycle of the resource 1944-01-10 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Autobiographies Kristallnacht, 1938 Jews--Germany--History--1933-1945 Jewish refugees Berlin (Germany) Language A language of the resource English Description An account of the resource Autobiography written by Eva Brann for a school assignment in 1944, when she was 14 years old. The account covers her early childhood in pre-World War II Berlin, life as a Jewish child after Kristallnacht, escaping on a train through war-torn Europe, traveling to America on a refugee ship, and her hopes for the future. Identifier An unambiguous reference to the resource within a given context I Sailed Across the Ocean_1944 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/65e590012479f77d0008ca69862fe618.pdf c8f9842b28d38a71aff4b20b0f6f1207 PDF Text Text ST. Page'/., JOHN'S COLLEGIAN t. John's Collegia n . I casualties around Christmas spect, lapsing only infrequently into an assured us is not unrelated mood. The performance had The Dean first explained that this I diction. majesty, without which there is no college meeting would be ritual for the Corelli. W.E. }f, iol.LVI No. 17 ANNAPOLIS, FRIDAY, JANUARY 14, 1944 older members of the community, but --~~~~~:---~~~~~~~~~~~~_:__::_.:..::.:::_:._:::....::_:::=..=_..:_~~~~~~~~~~:P2r~ic~e~:~l~Oc Finally came the dash of the youthperhaps informative for the Sept. ful Beethoven with the Rondo from line between the two realms so that be must conform oo the decision of the Freshmen. This, however, was not Here the break exactly the case as a few of his statethe E flat Sonata. The desperate tone of the seaso n leaa people may understand and conform. body politic. away from Mozart is not yet clear, but ments very vividly concerned some of us astray--:-these Ib~en days even clou As commonplace we say man's 0 However, freedom is not the guarone feels the stress increasing. It was the upperclassmen who are tottering. the oncommg vacatwn to say nothing T . . thought.s are not subject to regulation , antee of a person's ·license-a person is of the oncoming films. · · : he ultimate aim of govfitting that a memorable evening be but that action is. Thus the govern- not allowed to libel. There are limih d He read the circular letter sent to Pack di ff ernment ts not to rule or restrain by brought to a close by a piece which a 1unc an too e o to TL. . ment may take away life and prop- tations as to where, who, and how . first , created a link to the initial offering parents which explains that Don Rags l con M a1oc at t h e c·nc l e on Sund ·~ feat ' nor to exact obedience, but con- erty but not thought. The question one should speak. Thus, speech as an k d h f h ay. tiawise, to Free every man from fear, of the recital and second, presented have been substituted for numerical W 1 of whether the separation of thought action is subject to control. e e . acdt at YOQ problems of equal importance to both grades at this college because a confer- won , tachnow to geh intke an t ht at see that he may live in all possible secur- and action may be used as a working ave t h The traditional model of free govb h M . , h' f II' 1111 ity: in ot er words, to strengthen b:i.~ artists. Mr. Szigeti and Mr. Foldes ence between student and his immediprinciple arises, for as soon as the t solved them with the sensitivity and ate tutors has a great advantage over tToh ate an de t h eaJor s c iel se m g point natural· right to exist and work witb- principle is put into practice there are ernment has been the Town Meeting . news-ree. . h. lf The purpose and quality of this fo rm • . & out 1111ury to imse or others. _No, insight which we had by that time grad~s in removing impediments in the difficulties. is unlimited freedom of speech. In Sweet Rosie O ' rady, starring Ii the object of government is not -to come to assume. It is a high tribute, student's progress and helping the student to be able to appraise himself. Grable of the legs, moves over to tbt change men from rational beings into For further explication of the order to carry out the town meeting indeed, which one must pay to such Mr. Buchanan stress~d this point, that Capitol which is quite a walk away- asts or puppets, but to enable them problem the speaker turned to Plato's there is a moderator who calls the musicians. is, that as the student tells the tutors and that is good. to develop their minds and bodies in Apology and Crito. In the first dia- meeting to order. If one wishes to S. G. B. in Don Rags what he ·thinks of himOn Wednesday the big event will bi 1 curity, and to employ their reason loguf,._ we find Socrates saying (when speak, he must speak to the motion , 1 self. he will learn not to fool himself. the revival of In Old Chicago at tin unshackled; neither showing hatred, accused of corrupting the youth and not speak too long and not be abusive, Orals, Mr. Buchanan went on to say, Republic. It was a long time ago th1t nger, or deceit, nor watched wi.th the denying the gods) that he will disobey for it is the moderator's business to see In any state that forbids him to teach that no one interferes with freedom of may conflict with Lab. examinations this first occurred and even lon ger ago ~es of jealousy and m1ustice. speech and so speech is abridged but in some cases. If they do, do not be that the historical incident it fuss 11 fact, the true aim of government is philosophy, while in the Crito when The much publicized touch-footThis is a about happened. If memory serves iberty. he is asked to run away, he says that not freed of speech. ball championship gam,e between disturbed, as the instructor in r.harge of he must obey the laws. As a teacher, way of making sure that all sides of your exam will excuse you for the (to use a cliche that we haven' t use~ Paca-Carroll and Chase-Stone was for some time now according to ou1 For the first lecture of the Winter Socrates is . free; no state may tell him the case may be brought forth and be played off last Saturday to a debatable half-hour that orals require and it is Used Cliche Dept .) this was a film not um, we heard Alexander Meiklejohn what be shall teach. As a living body, considered. lk on the problem of freedom of 7 to 7 tie. Pac a scored first, legally, very likely you will be allowed the Freedom of speech means freedom he must do what the state commands. As a means of on the old Welch sleeper play and half-hour at the end of the lab. exam. of ideas rather than freedom of inIn the Bill of Rights, this distincadded the extra point on a passHe explained that orals have a twodistinctions, dividuals; freedom of speech means tion is the difference between the first Haines to Smith. The . game stayed fold purpose. Firstly, they are dethat every idea ri'levant w ill be assured and fifth amendinents. In the first this way until the third quarcer when signed to find out what you know , freedom of expression. If one side is amendment we are told that "Congress Chase-Stone was awarded a touch- not what you do not know, a check presented, the opposite side must be shall make no law respecting an esdown on interference with Maury in on you for yourself and for the r utor~ . heard; in some cases it may be proper tablishment of religion or prohibiting the end zone. Harris passed to And, secondly, an oral exam can be a to bar both sides ( such as in a sick didactic device, if the student ties up the free exercise thereof, or abridging Robertson for the conversion. room ) . for the first time many ideas that he the freedom of speech or of press; or The principle of freed om of speech The game on the whole, was quite has heretofore toyed with, but never the right of che people peaceably to asapplies on! y to public discussion and uneventful regarding spectacular plays; semble and to petition the govern~ent does not apply to a jail. an army. or for a redress of grievances ;" in the fifth, an insane asylum. It is a principle of that no man "may be deprived of life , government-of democ racy, govern ~ ing epic proportions. liberty , or property without due proment thro11gh the consent o f the gov cess of law. It is to be understood erned. that the freedom of the first amendThe to ne and spirit of Mr. Mei kle ment is not the same as the liberty of the fifth as that (liberty of action ) john 's lecture remind us of tbe famous passage of The Republic wh ere may be abridged. Socrates says : " Unless. either philosoBut why should speech be free? phers become kings and rulers take to Mr. Meiklejohn answers that speech the pursuit of philosophy seriously is the procedure by which the business and adequately, and there is a conof our government is carried-i.e. , by junction of these things . political public d:scussion. In order to have power and philosophic intell igence, free government-government by the while the motley horde of the natures con sent of the governed-speech must who at present pusue either apart from 'l' HE ST. JOHN' S COLLEGIAN is the official news organ of St. John's Colbe free. In so far as a man is one of the other, there can be no cessation of l e ge, published every Friday during the academic year. Entered as second the governors of the state, he is free; I troubles for our sta tes nor for the class matter October 15, 1919, at the in so far as he is one of tbe governed, human race either." Post Office at Annapolis, Maryland, A . F. College Meeting I Backcampus under the Act of March 3, 1879. Arts S ocrates and Free Speech �Page 'J, ST. Montaigne's Essays Mark Van Doren opened bis lecture by stating the parallel that may be found in the comparative styles of M o ntaigne, St. Augustine. and Pascal. H e then sp o ke of Montaigne's style, characterizin g it as a strange mixture of good and poo r, beautiful and ugly. noble and trivial. This is an instance of what might be called the paradox of M ontaigne. T he book is largely a personal one, dealin g with particulars and Montaigne is in teresting as a human particular which has been preserved and recorded. His personality, as revealed in his essays is a tro ublesome one. He was a sede ntary man. leading a retired life. a lover of sensationalities and tremendo us admirer of activity. He held a p oo r opinio n of himself and his own capacities. thinking himself lacking in sk ill, edu catio n, business sense. memo ry. and reading ability. The source of his talents cannot be fou nd in his education. His favorite auth o rs are Seneca and Plutarch. And his m o rality in the age in which he li ved is remarkable. le seems. chen. t h at h is person ality in the essays is He is co nfused and contradictory. cons tantly co ntradicting himself. His tho ughts seem to take no ordered pattern; in fact, no pattern. The works, themselves. ramble through various choughts. and are a mass of accounts an d o bservation interwo ven in an inexp licable manner. M o ntaig ne's philosophy was simpie. He believed in chance,-what he called fortune; and thac the events of circumstance are ordered by whimsy. Yet with _ these beliefs, be was tolerant and temperate with his environment. He was interested existence. le would ima g ine an event which he w o uld no t in everything in be impossible tq o r circumstance inquire into and speculate over. He had the ability to write of what interested him so chat a reader would become a sharer in his en thusiasm. Montaigne spoke the truth of all of us. He had cogent and important things to say abo ut every human trait, advencure, and passion. His worth JOHN'S ST. COLLEGIAN College Meeting JOHN'S COLLEGIAN Film Club Backcampus I tempo rary world . He has ans·,\' that a college community is oner • e A wee k ago t h e D ean spo k e at C o1- 1 which problems such as how . . lege Meetmg concerning the welfare of Pe order their existance together can . B . . b . t h e community. egmmng y saymg . . . . . ta lk to t h e C o II ege at t h e en d I faced with tncmveness and learn·1 t h at h ts of last term was a bit alarmist, he pro- For solving such problems theory 111 ._ ceeded to say that there was still a good go with practice, for politics is Ptr · · · d · hap s che praccical science. deal of stealing occurring m the o rmttories and chat books had disappeared The Dean said he w o uld ~ry to 0, 1 from the Book Shop. line the causes of our problems : during the fall : FOOTBALL STANDINGS 1. The main cause ·is the war. it reaches its crucial stages now it co nsequ ently focused and so our , . h d. . y are rn t e uectton of the " whether we read the papers every o r not. T o those about to be dr~ft ed t h e L"b era1 A rts may be kind 1 bo thersom e at the moment. 2. T he loss of upperclassmen is serio us blo w t o order, for they are 1 ones that carry on tradition. 3. The loss of faculty in which new members are not getting adjust as fast as they might if the others wr here to ·assist. 4. The strain of a four- term)' which leaves no (ime in which to d" cover what it is that we have struggl through. Mr. Buchanan proposed that 0 student co mmittee be set up in ea dormito ry where there was a ho master. The house-master is to 1 p o int the members and act <1s chii man of the committee. The stude chosen for this job will be those w have been doing better work, for 1 should know somewhat un der w conditions we can work. Dormitories not having a hou mighc want to form a co mmittee t o master may o rganize such commin see what can be done. by calling upon their dormitory rn 3. A student governmenc might be ager who will assist in getting built-this, though on the whole started. these governments are noc real governWhat these committees will do ments . for th~ ~d.ministration must as-1 pends on the problems of their dor sume respons1b1lity · However. such tory. First. an attempt will be m responsibility can be spread. to discover the problem. Secondly. 4 . We might slowly close the Col- it is found to the best interest of lege until the end of the war. dormito ry the committee may rn By way of continuing the rep ort rules. Thirdly, these committees this week. Mr. Buchanan p oses a q ues- wish t o initiate some form of scu tion often made to him as to what we government. And fourthly. they at St. John's do to study the con - find that there are some persons i are intolerable as c.ompanions. In lies in the exposicion of a perso nality, co nnectio n the Dean offers his of a mind; a mind which, though doc- vices; however. if the wmmi me trineless. was vividly and critically n o t feel it oughc to handle the case. aware of the life around it. Dean may be asked to make W.W. R. decision. W L Dorm Chase-Stone 7 paca-Carroll 5 3 3 3 Randall East Pinkney 2 4 West P inkney 1 7 0 At college meeting last night, Case and Paca will split first and Frank Pumphrey, the new chairman second place points. of che Cotillion Board, announced that INDIVIDUAL SCORING two dances have been scheduled. The Name, Dorm td con. tp first will be an Old Clothes Dance and 76 T. Robertson, PC 12 4 is to be given on the 29th of this 57 R.. Harris, C-S 9 3 month ($.82 admission), and the sec44 Mau ry, C-S 7 2 ond will be a formal Valentine Cotil37 R Campbell , Ran. . 6 1 O lion. to be given the 19th of Febru3 lscael. WP 5 0 25 ary ($3 .30 admission). A combinaMann ing. Ran. 4 tion ticket for both dances will cost 25 Ross. C-S 4 $3 .00 and will go on sale Monday 13 Perry, Ran. 2 and all those who are planning to SOCCER STANDINGS purchase this special ticket are urged Dorm W L T to buy their tickets early. East Pinkney 3 0 The Cotillion Board further would Randall 2 0 0 O like to announce that both dances will Chase-Stone 2 0 have bands and th.at formal dress will Paca-Carroll 0 3 0 not be required at the Valencine dance. West P inkney 0 2 Football. as 1-s usually the case. was well attended, considering all the Mr. Bingley will offer for the special games as a whole. Paca-Carroll won benefit of those students planning to the first round with little difficulty . take service tests a refres?er course in while Chase-Stone made molehills ouc mathematics beginning this Wednesday of mo untains and to cheir surprise, had evening at 8 o'clock in McDowell 24. to fig bt Randall right down to the All members of the College interested wm. All this bloodshed terminated are invited to attend. abou t noon one ·saturda y. after C-S had beaten the Upperclassmen l•2 co 7. holdi ng on to that slim lead for two Mordecai Sheinkman will offer a qua rters, despite Randall's consistent pi :rno recital next Saturday even ing at hamm ering at the gates. And, of 8 : 3 O o' clock in lgleharc Hall. All course, we had the notorious champ- members of che College are invited anci ionsb ip playoff about which no more are urged to bring guests. will be said. We appreciate the friendly spmt The Athletic Department, although plagued by petulance and petitions. did which prompted you to write to us, manage somehow to complete a soccer and should enjoy hearing from you round , which was won by EP, their again. initial victory in the college. Randall Yours sincerely. SYLVIA ASHTON. and Chase-Stone will split second and third place points in soccer. while PacaP. S. I'm enclosing a subscription· Carroll. for their devotion, will be card with which you might like to mgiven fourth, with WP last. troduce a friend to PM. I I Noise has increased in the do rmitories and the consumptio n of hard liquor also. The administratio n has believed chat boys can ta k e care o f themselves when given impo rtant enough things to do. T he four con f · l'f . · d ttlons o a community 1 e- p eace, freedom, justice and order- seem t o have been broken. We perhaps have forgocten that a condition of learning is che respect of the common good. Some members of the College have been saying that there is no discipline here. The discipline we are trying to have is very special-one that comes from living in a rather planned community where the individual is allowed not to do a given thing when he does not see. The intrinsic goodness and intelligibility of the subject matcer is good enough without further discipline. h J Don Rags and ora Is s h ou Id eP · h b d d h gauge w at you ave one an w at you oug h t to d o. Then. Mr. Buchanan made four proposals concerning the situation: . 1. ·This was a prediction of the nse of undesirable vigilantees. 2. Some people who want peace Page 3 An Exchange of Letters Two important comic films con(With the coming of the Spring ofstitute the program of the first Film sensive, we feel that along with Wac Club presentation for this term. They are Der Hauptmann van Kope- and Peace the following deserves a renik, · a German movie, and Easy Street, printing. Our gratitude to the New generally recognized as one of Chap- Yorker ( Feb. 8, 1941) ! lin's best comedies. The two films St. John ' s College bear comparison insofar as they both Annapolis. Maryland concern a real social situation and both December 19, 1940. T try to deal with its resolution as 0 comedy . The showing takes place, as The Editor 0 usual, m the Gym at 8: 3 0 on Satur- PM Newspaper, Inc. 2 day. 27 Sixth Avenue 2 Brooklyn, New York ow ing to the lack of activity on the kcampus during the last week. we devoting the column to the minire uces of what is popularly known as the tJot Stove League. We have been given a lot of facts and figures which che Athletic Department accumulated 6•' Cotillion Board Math. Refresher Course Pia no Recital Dear Si'r·. In contests of a few, the Italians are superior in strength, dexterity, and intelligence, but when it comes to armies they make a poor showing; which p1 oceeds en tire! y from the weakness of the leaders, for those that know are not obeyed, and everyone thinks that he knows-. Hence it comes about that for so long a time. in all the wars waged during the last twenty years, whenever there has been an entirely Italian army. it has always been a failure. as witness: first Taro . then Alexander. Capua, Genoa, Valia, Bologna and Mestri. NICCOLI MACHIAVELLI. Dated 1513 A.D. P.S. See page 9 6 of the Modern Library Edition of my book, "The Prince." PM 2 7 Sixth Ave .. Brooklyn, N. Y. Sterling 3-2501 January 7. 1.41. D ear Mr. Machiavelli: Your interesting letter has been r.eferred to the editorial department. Although space on our Opinion Page limits the publication of, letters from our readers to only a few, all of them receive my careful attention. PM considers the views of readers extremely important because these views give us an insight into their attitudes on all issues, and also demonstrate a tenet which is basic with PM -freedom of speech and of the press. �s '.I Page 4 • JOHN'S COLLEGIAN Arts We find ourselves absolutely unable to cope with the Hays office even at tbis distance. The reason is that they change so quickly. Somehow or other last week there were three rather extravagent exhibitions-one for each of the local dealt respectively theatres - which with birth control, incest, and South American fertility rites in no uncertain terms. This is a far cry from the subtle censor jobs of film applications like The Women, and more recently, For Whom the Bell Tolls. Mr. Hays. you've slipped. You can't blame The Man from Down Under on Charles Laughton, or Australia, or even the war. Well, Rosalind Russell is at it · again. This time she is the ultra-successful discovered of people and is involved with a magazine that prints profiles, and Brian Aherne. She discovers someone. and shortly thereafter, herself-as a woman that is. Around this there are some situations and dialogue all designed to make you whistle and say. "What a woman!" By a stroke of genius, someone in Hollywood selected that as the title for the film. It will be at the Circle on Sunday . Since we don't want to break up our beautiful friendship with the local film management, we are bound to herald Tbe Sinatra Film, Higher and Higher. Everyone is going to see this and admo!litions will do no good. The only happy thought is that the house will probably be full of the Navy and at least they won't squeal with delight. The Hartmans. who have an ancient but once original dance idiom all their own. are in it, so you'll have that to look forward to. On Sunday at the Republic there is Jack London, a film concerning life of same. This bas Michael O'Shea (?) in it. It would be nice if this biography would help explain why London is the most popular American writer for the Russians. But again, that would be a very difficult job. '!'HE ST. JOHN'S COLLEGIAN is the official news organ of St. John's College, published every Friday during the academic year. Entered as second class matter October 15, 1919, at the Post Office at Annapolis, Maryland, under the Act of March 3, 1879. t. Jo_n.'s Collegian h CALENDAR ST. JOHN'S COLLEGE Fri., Jan. 14-Sat., Jan. 22, 1 Friday, January 14: 3 :00-5 :00 P. M. 5 :45 P. M. 6 : 4 5 1 8 : 0 O P. M. 7:00 P. M. 8:00 P. M. Athletics Vesper Service Bible Class Meeting of the Chorus Formal Lecture-Maps and Mapping- Edward Kasner Gymnasium Great Hall McDowell 22 Humphreys Han Great Hall Athletics The Film Club presents -Der Hauptmann Von Kopenik and EC13y Street Humphreys Hall Athletics Recorded Concert Vesper Service Meeting of the Chorus Gymnasium Humphreys Hall Great Hall Humphreys Hall Athletics Vesper Service Bible Class (Freshman) Mathematics Club Gymnasium Great Hall McDowell 22 McDowell 21 Athletics Vesper Service Projective Geometry . Class Boat Designing Class Meeting of the Orchestra Math. Refresher Course Gymnasium Great Hall McDowell 21 McDowell 24 Athletics Recorded Concert Vesper Service College Meeting Gymnasium Humphreys H all Great Hall Great Hall Athletics Vesper Service Bible Class Meeting of the Chorus Formal Lecture - Evo lutio11-Mortimer J. Adler Gymnasium Great Hall McDowell 22 Humphreys Hall Great Hall Athletics Piano Recital-Mordecai Sbeinkman Gymnasium Iglehart Hall Wednesday, January 19: 3 :00-5 :00 P. M. 5 :45 P. M. 7:00 P. M. 7:30 P. M. 8:00 P. M. 8 :00 P. M. McDowell 22 Humphreys Hall Thursday, January 20: 3 :00-5 :00 P. M. 4 :00-6 :00 P. M. 5:45 P. M. 7:30 P. M. Friday, January 21 : 3 :00-5 :00 P. M. 5:45 P. M. 6 :45-8 :00 P . M. 7:00 P. M. 8:00P.M. classification is that of Aristotle, the fatter that of taxonomic biology. The Aristotelian species differ essen- cirely absent in the one below it, and rhat raises the lower powers to a more 101inent level. Thus plants digest; a lion digests emotionally, for he growls, while "the presence in a man of a neurotic duodenal ulcer is a sign of rational digestion." Or did he mean indigestion? Tbe biologist's species are dis tinguished from their genera by purely nominal definitions, the possession of blue spo ts, or pink stripes, or other 1ccidental differences. In the divorce of philosophy from science, about the 18th and 19th centuries, the idea of fixed immutable species, applicable to the three species, was carried over to the million. T,hus Darwin bad no difficulty in showing rbat species, as he understood them, were not fixed. Within a species he would distinguish "varieties," or "races." Considering populations of inimals, over a period of many gen!rations, differences would arise, and become accentuated, and then new species would arise by the knocking out of intermediate members. But if man is essentially different fcom brutes, then he could not have originated from any animal by evolution alone; a special creative act Would be required to put in his esltntial differentia, reason. Saturday, January 22: 10:30 A. M.-12:00 M. 8 :00 P. M. volation, explained that the former 1 rially. each having a power that is enRecorded Concert Tuesday, January 18: 3 :00-5 :00 P. M. 5:45P.M. 7 :00-8 :00 P. M. 8:00 P. M. would you rather have three species, Mr. Mortimer Adler, lecturing on Gymnasium Iglehart Hall Monday, January 17: 3 :00-5 :00 P. M. 4 :00-6 :00 P. M. 5 :45 P. M. 7:00 P. M. Ra tional Digestion lion. arranged horizontally? Sunday, January 16: 2 :00-4 :00 P. M. ANNAPOLIS, FRIDAY, JANUARY 28, 1944 arranged vertically, or about a mil- Saturday, January 15: 10:30 A. M.-12:00 M. 8:30 P. M. VoJ.iVI-No. 18 The matter thus reduced itself to the subject of Mr. Adler's Man's Esl!nc e, which was warmly discussed in i Very lively question period. Mr. Adler said that he was not concerned with the facts. He candidly admitted that be did not know the facts, not even the facts of life. He was concerned with the interpretation of the facts, when found and presented to him by the biologists. And Mr. Julian Huxley, in his recent book Evolution, a Modern Synthesis, has presented him with a very relevant fact. Mr. Huxley sa ys that man, and man only, has conceptual reason. From this Adler draws the conclusion, although Huxley does not, that man is essentially different from brutes. Price: lOc Letter to the Editor Dear Editor: The majority of St. Johnnies are freshmen, and soon it will be left to these same freshmen to carry the St. John's tradition by themselves. Whether St. John's will continue to function at all during these unsettled days seems to depend somewhat on how well that tradition is carried on and interpreted. Until now, however, the freshmen have failed dismally, and the fault is not all theirs. I am not writing a judgment of upperclassmen, but I do think that they have neglected one of their functions: namely, passing on the tradition in a fitting and comprehensible manner. The class nearest to the freshmen seemed quite incapable of straightening anyone out; the juniors seemed and still c!o seem completely unconcerned -- completely abstracted from such community problems. The seniors are busy. As regards plants and animals, philosophically the essential distinction is the presence in animals of the appetitive soul. Any anoma.lous cases, and there are many, of creatures which are difficult to assign to one kingdom or the other, do not disprove the essential distinction; indeed, they could not be anomalous unless there were an essential distinction. The fact is that Partly as a result of the above, the in these cases we do not yet have enough freshmen haven't been able to find information on which to decide, but They don't know why themselves. the principle on which we are to dethey are here-:-and thus a good part cide is already dear. of their time is wasted trying to find out-hit and miss fashion (mainly On the other hand, Mr. Adler can also give a philosophic reason why miss). This has all come to a head plants and animals are the same species. in an already tottering campus society. Lack of good taste is the most noIf they were different species, they must have a different end, or telos. But ticeable result of this "unclaimed" the telos of both seems to be living and freshman group. They are unable to reproduction. Mr. Adler knows of no translate the great books they are readanimal which lives in order to con- ing into a pattern for community behavior, and accordingly, have a false template, as some men do. sense of values. Many alliterative pairs of creatures The overall picture is nor a preuy were compared and contrasted, such as one. House committees, thought proman and marigold, or elephant and voking college meetings, etc., are egg-plant (visiting entomologist: "butdemonstrating the fact that the adminterfly. please"). istration is aware of the problem and Even Mr. Gorman begged Mr. Ad- is trying to do something. This is ler to be less technical, but for the very fine and somewhat encouraging, curious reason that, although his point but action on their part cannot solve was perfectly clear to him in techni- this problem; the important steps must cal terms. he was afraid it might seem be taken by the freshmen. Some concerned parties have tried to in Qrdless convincing when expressed start the ball rolling. Thanks must inary words. be given to Mrs. Lathrop for the no- A. S. I (Continued On Faire Four) � 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. LVI No. 17 Title A name given to the resource St. John's Collegian, January 14, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-01-14 Description An account of the resource Vol. LVI, No. 17 of the St. John's Collegian. Published on January 14, 1944. 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/89b34d339e15c3a34c8d4f6258f61910.pdf 8eeb3573542ad1998fd1d8bbf5624862 PDF Text Text Page 4 ST. JOHN'S COLLEGIAN Arts We find ourselves absolutely unable to cope with the Hays office even at this distance. Friday, January 14: The reason is that they change so 3 :00-5 :00 P. M. quickly. Somehow or other last week 5 :45 P. M. there were three rather extravagent ex6:4518:00 P. M. hibitions-one for each of t.\le local 7:00 P. M. theatres - which dealt respectively 8 :00 P. M. with birth controI, incest, and South American fertility rites in no uncertain terms. This is a far cry from the Saturday, January 15: subtle censor jobs of film applications like The Women, and more recently, 10 :30 A. M.-12 :00 M. 8:30 P. M. For Whom the Bell Tolls. Mr. Hays, you've slipped. You can't blame The Man from Down Under on Charles ~au ghton , or Australia, or even the war. Sunda~ January 16: Well, Rosalind Russell is at it ' again. 2 :00-4 :00 P. M. This time she is the ultra-successful discovered of people and is involved Monday, January 17: 3 :00-5 :00 P. M. with a magazine that prints profiles, 4 :00-6 :00 P. M. She discovers and Brian Aherne. 5:45P.M. someone. and shortly thereafter, her7:00 P. M. self-as a woman that is. Around this there are some situations and dia- Tuesday, January 18: logue all designed to make you whistle 3 :00-5 :00 P. M. and say. "What a woman!" By a 5:45 P. M. stroke of genius. someone in Holly7 :00 -8 :00 P. M. wood selected that as the title for the 8:00 P. M. film. It will be at the Circle on SunWednesday, January 19: day. 3 :00-5 :00 P. M. Since we don't want to break up our beautiful friendship with the local film management, we are bound to herald The Sinatra Film, Higher and Higher. Everyone is going to see this and admonitions will do no good. The only happy thought is that the house will probably be full of the Navy and at least they won't squeal with delight. The Hartmans. who have an ancient but once original dance idiom all their own, are in it, so you'll have that to look forward to. On Sunday at the Republic there is Jack London, a film concerning life of same. This bas Michael O'Shea (?) in it. It would be nice if this biogra: phy would help explain why London is the most popular American writer for the Russians. But again, that would be a very difficult job. THE ST. JOHN'S COLLEGIAN is the official news organ of St. John's College, published every Friday during the academic year. Entered as second class matter October 15, 1919, at the Post Office at Annapolis, Maryland, under the Act of March 3, 1879. t. Jo~hn's Collegian CALENDAR ST. JOHN'S COLLEGE 5:45P.M. 7:00P.M. 7:30 P. M. 8:00 P. M. 8:00 P. M. Athletics Vesper Service Bible Clas$ Meeting of the Chorus Formal Lecture- Maps and Mapping- Edward Kasner Athletics The Film Club presents -Der Hauptmann von Kopenik and Easy Street Gymnasium Great Hall McDowell 22 Humphreys Hal( Great Hall 7:30 P. M. Gymnasium Iglehart H all would you rather have three species, 1 ~ 0 /ution, explained that the former classificat ion is that of Aristotle, the litter that of taxonomic biology. The Aris totelian species differ essentially. each having a power that is en- Recorded Concert Humphreys Hall tirelY absent in the one below it, and that raises the lower powers to a more Athletics Recorded Concert Vesper Service Meeting of the Chorus Gymnasium Humphreys Hall Great Hall Humphreys Hall eminent level. Athletics Vesper Service Bible Class (Freshman) Mathematics Club Gymnasium Great Hall McDowell 22 McDowell 21 Athletics Vesper Service Projective Geometry . Class Boat Designing Class Meeting of the Orchestra Mach. Refresher Course Gymnasium Great Hall McDowell 21 McDowell 24 Athletics Recorded Concert V csper Service College Meeting Gymnasium Humphreys Hall Great Hall Great Hall McDowell 22 Humphreys Hall Athletics Vesper Service Bible Class Meeting of the Chorus Formal Lecture - Evolution-Mortimer J. Adler Gymnasium Great Hall McDowell 22 Humphreys Hall Great Hall Athletics Piano Recital-Mordecai Sheinkman Gymnasium Iglehart Hall Saturday, January 22: 10:30 A. M.-12:00 M. 8:00 P. M. Rational Digestion lion. arranged horizontally? Mr. Mortimer Adler, lecturing on Friday, January 21 : 3 :00-5 :00 P. M. 5 :45 P. M. 6 :45-8 :00 P. M. 7:00 P. M. 8:00 P. M. ANNAPOLIS, FRIDAY, JANUARY 28, 1944 irranged vertically, or about a mil- Thursday, January 20: 3 :00-5 :00 P. M. 4 :00-6 :00 P. M. 5 :45 P. M. VoJ.LVI-No. 18 Thus . plants digest; a lion digests emotionally, for he growls, while "the presence in a man of a neu rotic duodenal ulcer is a sign of rational digestion." Or did he mean indigestion? The biologist's species are distinguisbed from their genera by purely nominal definitions, the possession of blue spots, or pink stripes, or other 1ccidental differences. In th e divorce of philosophy from ;cience, about the 18th and 19th centuries, the idea of fixed immutable 1pecies. applicable to the three species, was carried over to the million. Thus Duwin had no difficulty in showing that species, as he understood them, were no t fixed. Within a species be would distinguish "varieties," or 'races." Considering populations of inimals, over a period of many gen!rations, differences would arise, and become accentuated. and then new ipecies would arise by the knocking our of intermediate members. Mr. Adler said that he was not concerned with the facts. He candidly admitted that he did not know the facts, not even the facts of life. He was concerned with the interpretation of the facts, when found and presented to him by the biologists. And Mr. Julian Huxley, in his recent book Evolution, a Modem Synthesis, bas presented him with a very relevant fact. Mr. Huxley says that man, and man only, has conceptual reason. From this Adler draws the conclusion, although Huxley does nor. that man is essentially different from brutes. Price: IOc Letter to the Editor Dear Editor: The majority of St. Johnnies are freshmen, and soon it will be left to these same freshmen to carry the St. John's tradition by themselves. Whether St. John's will continue to function at all during these unsettled days seems to depend somewhat on how well that tradition is carried on and interpreted. Until now, however, the freshmen have failed dismally, and the fault is not all theirs. I am not writing a judgment of upperclassmen. but I do think that they have neglected one of their functions: namely, passing on the tradition in a fitting and comprehensible manner. The class nearest to the freshmen seemed quite incapable of straightening anyone out; the juniors seemed and still do seem completely unconcerned -- co~pletely abstracted from such community problems. The seniors are busy. As regards plants and animals, philosophically the essential distinction is the presence in animals of the appetitive soul. Any anoma.lous cases, and there are many, of creatures which are difficult to assign to one kingdom or the other, do not disprove the essential distinction; indeed, they could not be anomalous unless there were an essential distinction. The fact is that Partly as a result of the above. the in these cases we do not yet have enough freshmen haven't been able to find information on which to decide, but themselves. They don't know why the principle on which we are to dethey are here--:-and thus a good part cide is already dear. of their time is wasted trying to find On the ocher hand, Mr. Adler can out-hit and miss fashion (mainly also give a philosophic reason why miss) . This has all come to a head plants and animals are the same species. in an already tottering campus society. If they were different species, they must have a different end. or telos. Bue the telos of both seems to be living and reproduction. Mr. Adler knows of no animal which lives in order to contemplate, as some men do. Many alliterative pairs of creatures were compared and contrasted, such as man and marigold, or elephant and egg-plant (visiting entomologist: "butBut if man is essentially d'ifferent terfly, please"). 'rom brutes, then he could not have Even Mr. Gorman begged Mr. Adlriginated from any animal by evolution alone; a special creative act ler to be less technical, but for the IVou[d be required to put in his es- curious reason that, although his point was perfectly clear to him in techni# sential differentia, reason. cal terms, he was afraid it might seem The matter thus reduced itself to less convincing when expressed in ord~e subject of Mr. Adler's Man's Esinary words. lence, which was warmly discussed m 1 Very lively question period. A. S. I Lack of good taste is the most noticeable result of this "unclaimed" freshman group. They are unable to translate the great books they are reading into a pattern for community behavior, and accordingly, have a false sense of values. The overall picture is not a pretty one. House committees, thought provoking college meetings, etc., are demonstrating the fact that the administration is aware of the problem and is trying to do something. This is very fine and somewhat encouraging. but action on their part cannot solve this problem; the important steps must be taken by the freshmen. Some concerned parties bave tried to start the ball rolling. Thanks must be given to Mrs. Lathrop for the no(Continued On Paire Four) �Page 'l ST. CONCERT Mordecai Sheinkman PIANO - PROGRAM Bach: Three part Inventions m B flat and G, Prelude and Fugue in C minor From the Well tempered Clavi. cord : Mozart: Fantasia in C minor. Beethoven: Sonata in E flat op. ·31 No . 3: Schuman: Fantasiestuecke : Chopin: Preludes in D flat and F sharp minor: Prok o fieff: Prelude in C major: Shostakovich: Polka from " The Golden Age." For the first time m the era of the New Program an undergraduate gave a full length recital to the college. There have been occasions when members of the college have been part of a program but Mr. Sheinkman' s performance was the first of what I hope will be a series of group and solo recitals by undergraduates and members of the faculty as well. The program was a formidable array of works which I am sure many mature pianists would hesitate to play at one sitting. The weight of the program plus the novelty of the situation for Mr. Sheinkman showed up in the first half, particularly the Bach pieces. These were played too quickly, so much, in fact , that the Prelude in C minor was nothing but a blur of sound. It would have helped things a lot if a more brilliant work had been used to open the program instead of The Three Part Inventions. The effect would have been twofold, Mr. Sheinkman could have worked off his nervousness and at the same time got a better hold on bis audience. The Mozart Fantasia was well played technically but there seemed to be a slight cendency to toss off cerThe similarity betain passages. tween the writing and that of the early Beethoven sonatas was rather nicely brought out. JOHN'S COLLEGIAN t~an Pl~to's -. ._ more sensitivity was displayed in ,. to a discussion of Apology, any other part of the whole recttal. By December. the busmess men Will The remainder of the program was 1 get to Aristotle. Their last class, fol. not particularly exciting. The Schu- lowing a discussion of Adam Smith's mann and Chopin pieces were familiar. Wealth of Nations, will be on Capital The two Russian pieces were not by Karl Marx. " amenable to Mr. Sheinkman or perhaps vice versa because although all the notes M r. K asner starte d h'IS 1ecture by seeme d to be there the performer and I Maps and Mapmaking the music appeared to be miles apart. The same criticism applies in a lesser degree to the playing of the nineteenth .c1'sts · In the case of cen t ury romantI Prokofief, Mr. Sheinkman was satisfied to let the neo-classicism of the prelude govern him , but he openly rebeled against Shostakovich. Taken as a whole, howe·ver, I think Mr. Sheinkman' s performance has earned him a great measure of success which I hope will not only induce him to broaden out a bit and prepare another program, but which will also encourage other musically talented members of the community to come forward. H. H. S. ST. rhc map va ried. with the projection of rbe distance in regard to latitude and longitude and those where it was both of these and direc~ion of the distance, tOO· We regret that Mr. Kasner did not siYmuch w hich was not alread_ known y b those w ho had any previous intery •st 1n the subject and was not coherent • ' pointing out that the perfect mip 1nougb fo r those who didn't. could not be made; the earth, being 1 J . G. sphere, cannot be flattened out into 1 1' p 1ane. E very one h as b een to Id to try • • it with an orange skin at least twice in The recital of John Jacob Niles is his life. difficul t to review because it differed in Granted then, that the earth is non. 111 ost ways from the usual performance. developable ; w hat can be don e, and The co nvent ional things cannot be said how can it be done? · because of the uniqueness of both the The Mercator chart, which would music and the artist. In one respect at be Mr. Kasner' s favorite if he h ad onr, iiast, Mr. Niles was like all artists represents all meridians as paralld w orthy of the name: he brought a genstraight lines perpendicular to tbr uine simplicity and devotion to his parallels of latitude, which al so 311 1113 terial. His program was limited to represented as straight lines. Thi l narro w field of folk music, the balproperty of this projection is that any lids an d carols in the " classic" tradistraight line represents a line which 000 . crosses every meridian at the same an. Altho ugh most of the ballads and gle. It is oftn said that this chart is carols be sang were familiar, the excitp'rojected from the center of the earth ing thing was to hear them sung onto a cylinder around the equator. 1 modally. H ere is almost a lost art, and 1 is not this simple, according to Mr. 1fter bearing fragments of ballads A news release from the Univers ity Kasner, but he neglected to say that thr buried among all the indigenous music, of Chicago announces chac t w enty lead - reason for this is that the earth is 11 rowboy songs, spirituals, etc., for mrs. it was almost unbelievable to ers in the industrial and business world elipsoid and not a sphere. The next projection was stereogra find so much in one man. Even though -and their wives have enrolled in a discussion group under the auspices of phic projection in which the surface is 1 dulcimer and the Dorian mode sound the University of Chicago to read and passed through one pole, and the pro stunge to modern ears, the effect of the study the great books of western jecting is done from the other pelt first group of ballads and love songs This map will show the parallels ol was im mediate. civilization. Among those who will lead the latitudes as concentric circles with tbt The "hybrid" spiritual which foled, group are Clarence H . Faust, Richard pole as center and the meridians ll low if it se rved no other purpose, owed the real stature of the " classP . McKean , Mort imer J. Adler, and straight lines radiating from it. h m this projection one cannot show tbt ics." T he group of carols which he Mr. Barr and M r. Buchanan. The idea for this group originated whole world as the pole from which llng then, was exceedingly simple and with Mr. W . C. Munnec.ke , Vice- the map was projected will appear ll beautiful; the 15th century carol. " I ing President of Marshall Field and Com- infinity just as both poles are at infio S of a Maiden that is Makeles," was pany, who IS on leave to t he U ni - ity in the mercato r p ro jectio n Gnomic projection is done fr om tbr versity as adviser on war projects. He interested the other business men and center of the earth and has the advant soon, as a result of informal talks, the age of showing the shortest discantt between two points as bing in class was organized. These classes are being held at the straight line. This same straight lilll University Club. Tuition fee (for if plotted on a mercator chart would be eighteen meetings ) : $ 15 0 for a cou- curved slightly cowards the near ·The Great Man's Fat Book Seminar By playing the Mozart in this way, Mr. Sheinkman let us know what to expect in his playing of the Beethoven sonata. This was the high point of ple, or $ 100 for a business man with- pole. Mr. Kasner also mentioned con the program . The pianist loosened out his wife. We quote from t he news release to projection where the su rface o~ up a bit and got into what he was doearth is projected onto a cone which ing. The dyna- ic and rhythmic con- show where the program might hope m to take the prominent •twenty : " The then developed . He also divided P trasts were well handled particularly jections into those where the scale in the scherzo; while in the menuetto session of the first class will be devoted JOHN'S COLLEGIAN Page 3 -------~~~~~~~~~~~~~~~~~~~~~~~~--~~~~~-=-~:__:: J J N les a memorable experience. The closing group was mad~ up of ballads in the heroic style; ballads of Mary Stuart, Robin Hood, Barbara Allen. There was no note in this recital of the cult or fad. The spurious simplicity of the modern was missing, the music somehow only seemed natural and right. W. I. H. A. Y• D. A group · of po 1· · II y-mm d ed Itica ;tudents have recently organized a club lt St. John's College which will be •fliliated with the national student and working youth organization known as the American Youth for Democracy. The St. John's branch of the AYD will be a political discussion club ; be>ides other features that the members will sponsor, the main purpose will be to arouse concrete political thinking on the campus by having seminar discussions on modern political issues . In the near future the discussions will be mostly . on international problems and later national problems will be treated. Discussions are being planned of the national political problems of Greece, Germany, China, Russia, Zionism in Palestine, the Negro problem in the U. S., etc. The first meeting, to which all are invited, will be held in Room 24 , McDowell, on Wednesday, February 2nd, beginning at 8 o'clock. It will consist of a discussion, led by Mr. Nabokoff and Mr. Kaplan, on modern Russia , based on the book Soviet Power by the Dean of Canterbury. All are invited to join this organization and students and tutors, whether they desire to become members or not, are invited to attend the first meeting . Backcampus Basketball, moved into the spotlight of intramural sports this term, overshadowing slightly the badminton, squash, and boxing tourneys which are being organized. And despite term papers, etc. , the teams haven ' t failed to get a basket on the floor yet. As far as the facts go, East Pinkney is firmly rooted in first place with no losses, while C-S isn't far behind in second place with three wins and one def eat. This single loss came at the hands of EP, a heart-breaking 2625 loss, in the first game of the term . The margin of victory was a series of straight field goals in the last quarter by Marchofsky and Hoffenberg, which put EP in the lead, 26-19. Harris and Maury, two of the highest scorers in the school, then dropped in three straight goals, but fell short one point of tying. EP won the next two easily, 5 2-24 over Randall, and 5 3 - 3 7 over WP; while CS beat PC 4 6- 2 6 ; Randall , 6 3 3 6, and WP, in another down-to-thewire battle, 3 7 -3 2. West Pinkney' s only victory was the overwhelming defeat of an unfortunate Randall " five ," 64-10. Randall was also routed 5020 by Paca-Carroll. The Paeans lost to EP Thursday 40-3 6 ; Friday' s game with WP will close the first round. With regard to one of the most popular lists of numbers in a basketball column , the individual scorers, w e have a tentative summary. Dick Harris leads the school w ith 8 2 points. Tom Robertson , who has played some of the besc baskecball so far ; Reuben Marchosky, and Leon Israel are not far behind. T . B. I. L. R. •==============================================:!: :======================== THE ST. JOHN'S COTILLION BOARD . .. Presents ... Old Clothes Dance Valentine Cotillion JANUARY 29, 1944 $.82 Admission FEBRUARY 19, 1944 $ 3. 3 0 Admission COMBINATION TICKET: $3.00 The combination ticket will remain on sale until 2 :00 P. M. Saturday �ST. Page 4 ble attempt she made with the poetry reading group. In a normal period, a thing like that would never have been allowed to peter out as it has done. Mr. Sheinkman , in giving his recital, demonstrated his possession of the same admirable motives that Mrs. Lathrop displayed. JOHN'S CALENDAR ST. JOHN'S COLLEGE J. 3 :00-5 : 00 P . M. 5 :45 P. M. 6 :45-8 :00 P. M. 7:00 P. M. 8 : 00 P. M. 3 : 00-5 :00 P . M. 5 :45 P. M. 7 :00-8 :00 P . M. WE Sat., Feb. 5, 19 ~ Friday, January 28: The freshmen have no excuse for their flopping badly in these realms . This need not be the final word about these things ; however. intdligent people working together can bring about a rejuvenation of campus life here at St. John' s. I am not as yet ready to give Saturday, January 29: any concrete plans for this renovation 10:30 A. M.-12:00 M . of ou r community. I do, how ever, 10 : 00 P . M . -2 : 00 A . M . suggest that we talk about it, become aware of what is wrong , and think Sunday, January 30: what might be done. Also, we might 2 :00-4 :00 P . M . interest ourselves again in things like Monday, January 31: play and poetry readings in the book3 :00-5 : 00 P. M. shop. think about the spring art show 4 :00-6 :00 P. M . -about a better COLLEGIAN, and 5 :45 P. M. even the dances ; think more about why 7:00 P. M. we are here, what is being done here, and how we can fit into that scene. Tuesday, February 1: s. Fri., Jan. 28 - THEY 8 : 00 P. M. Athletics Vesper Service Bible Class Meeting of the Chorus Formal LecturePhiloso phers' Subjects, Thinking M embers- Ford K. Brown Gymnasium Great Hall McDowell 22 Humphreys Hall Great Hall Athletics Informal · Dance Gymnasium Coffee Shop Recorded Concert Humphreys Hall Athletics Recorded Concert Vesper Service Meeting of the Chorus Gymnasium Humphreys Hall Great Hall Humphreys Hall Athletics Vesper Service Bible Class (Freshman) Mathematics Club Gymnasium Great Hall McDowell 22 McDowell 21 Wednesday, February 2: 3 :00-5 :00 P. M. 5 :45 P. M . 7 : 00 P. M. 7 : 30 P. M . 8 : 00 P. M. Athletics Vesper Service Projective Geometry Class Boat Designing C lass Math. Refresher Course Gymnasium Great Hall McDowell 21 Athletics Recorded Concert Vesper Service College Meeting Gymnasium Humphreys Hall Great Hall Great Hall Athletics Vesper Service Bible Class Meeting of the Chorus Formal LectureStravinsky - Nicolas Nabokov Gymnasium Great Hall McDowell 22 Humphreys Hall Great Hall Faculty Meeting .A:thletics The Film Club Presents -Mayerling McDowell 24 Gymnasium Iglehart Hall McDowell 22 McDowell 24 Thursday, February 3: 3 :00-5 :00 P. M. 4 : 00-6 :00 P. M. 5 :45 P . M . 7 : 30 P. M. Friday, February 4: 3 :00-5 :00 P. M. 5:45 P. M . 6 :45-8 :00 P . M. 7 :00 P . M . 8 :00 P. M. Saturday, February 5: THE S T . JOHN' S C OLLEGIAN is t he o ffici a l news organ of St. John'·s Coll ege, published every Friday during the academic year. Entered as second c la ss matter Octob er 15 , 1919, at the Post Office at Annapolis, Maryland, under the Act of March 3, 1879. 10:30 A. M. 10:30 A. M . -12 :00 M . 8 :30 P. M . t. J oh ns Collegian ·-J COLLEGIAN VoJ. LVI- No. 19 ANNAPOLIS. FRIDAY, FEBRUARY 4. 1944 Liberalism 11 recover it was to abolish any authority ··t hat usurped it. Only then do ~e attain the ultimate freedom- that of pure reason. Freed from the dominance of any political or social influ ence, man finds complete freedom in the activity Qf the intellect. The " quintessence of nontonformity" had really reached a radical position . Himself evincing no relish for Godwin's ludicrous political fumbles , Commander Brown offered, in refutation of them, two precepts. The first is to be taken literally: " Truth can never be stated so as to be understood and not be believed." T his would appear to be nothing more or less than the Greek-Scholastic principle of " common sense," and its ap plication reduces Political Justice to the status of an " absurd, unreal book." The second is to be taken analogically: " The soul pays a dear rent for her habitation in the body. " In line with eighteenth-century educational theory. Godwin held the opinion that the mind is a " tabula rasa"; that all our knowledge comes from experience; that the sum total of man' s character results from the disposition of his external circumstances. It is a simple matter to get back to the tablet- we lop off foot, leg, thigh. lungs, gall bladder and other external circumstances. and if the " ectomies" are sufficiently thorough, we arrive at the brain -in -itself-the thinking member of the body. and the sought-for tablet. Similarly, attacking the body politic in the quest for freedom , we dissect and eliminate all those human institutions described above, and. if the analogy hangs together, we should find ourselves free at last. Indeed, free of freedom , for there is no tyranny more remorselessly dom.inant than that of reason. But, as Mr. Brown ·pointed out, the . analogy proves a poor scalpel. For the brain is · not peculiarl'y the seat of reason ; the entire body is reasonable, and every member a thinking membe~ . . T~e soul ~s not the form of che bra·in, but of the body. Last Friday evening' s formal lecture, delivered by Commander Ford K. Brown, p ushed even farther the thesis recentl y pronounced from the same platform by Mr. Meiklejohn. The Anglo-Saxon-American concept of freedom , one to which almost all of us unconsciously adhere, was presented this time through the writings of W illiam Godwin-father of Mary Shelley, hence father-in-law of Percy Shelley, and for much less obl'ious reasons a considerable subjict of cbe lectu re. God win, a tough eighteenth-century rebel. inco rporated his views into a book call ed Political Justice , which was th e tex t for the evening. A preFrench Revolution liberal, Godwin flourish ed amid the contemporary numbers of narrow-minded, uncomprommng. stubborn Nonc onformists in England. Sneering at the Calvinistic view of man as wholly corrupt and utterl y incapable of doing goodmuch less of even wanting to do good -he sec about to discover the possibility of the existence of freedom. for "freedo m enables us to distinguish between vi rtue and vice," and previous moun ts of man as a political animal were . 1.1nsatisfactory . ·Plato 's Republic was an impossible vision ; what was needed was a realistic. sensible and non-su pe rsicious approach to the ques tion; an approach chat was useful and untain ted w ith theology. Such a brew of reason. utilitarianism and very religious atheism produced sta rtli ng results. In the search for free dom , practically everything Went out th e window. The Lords and Commo ns in particular, government in general , law, marriage, the church, private property ( the cause of .classes ) :-in short, all ordered, positive human institu tions-were declared by Godwin to be obs t ructive to the real freedom of man. · It was the human polity itself, the society or group of individuals, that constituted .the stranglehold on libert y; therefore the only way to Price : 1 Oc Returning to the analogy, it is found that man does not realize freedom by abolishing all institutions, or by '\\'.ithdrawing into the pure reason, any more than, as is thought by some, the soul achieves her freedom by withdrawing from the body. We pay rent and do n't complain to the landlord. Saturated with the tradition described by Messrs. Brown and Meiklejohn, we find it hard to believe that freed om exists only in terms of au thori.ty. Th e reso I utlon of the dilem· ma sti' Jl preserves wtt h'm us a lack of · confidence. We can only regret th at Comm ande r Brown did not trace the threads between Godwin' s principles and the French Revolution , and the hawsers that must exist . between those principles and the aerial politics of Shelley's poetry. N. A.G. College Meeting At College M eeting Thursday Mr. Smith relayed the latest communiques fr om the Army , Navy, etc., training programmes. The A - 1 2 and V -12 examinations will be given March 15 , in the library, at 9 :00 A. M. The age levels arc from 1 7 to 20 for the V-12, or up to 22 for the A - 12 . A .S.T.P. training is open to .those morally and physicall y qualified. If one is between 17 and 18 years of age, one can enlist as a hospital corpsman, which will ensure assignment to the Medical Corps . In the sa me age group but with les rigid physical requirements, is the job of radio technician, which will involve one year' s training in radio. Info rm Mr. Smith by Feb. 14 if you are interested in any of these. I The President spoke on women in dormitories, de quo iussa nota, point ing out that it is not so much a prob!em of morals as of mores. Mr. Sasscer reiterated the rules abou t use ~f college equipment b y outsiders . for irreplacable goods have been stolen. � 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. LVI No. 18 Title A name given to the resource St. John's Collegian, January 28, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-01-28 Description An account of the resource Vol. LVI, No. 18 of the St. John's Collegian. Published on January 28, 1944. 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/32006ccab10b709a435d23ec10fbc6d7.pdf 0abe27bf4c568ce83f4a94ccea049e9e PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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. LVI No. 19 Title A name given to the resource St. John's Collegian, February 04, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-02-04 Description An account of the resource Vol. LVI, No. 19 of the St. John's Collegian. Published on February 04, 1944. 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/5c812236e6c0eefddadf4ceb6b0b0f50.pdf c443bc17cafbb9a7c1a05d51a7d1c5e4 PDF Text Text JOHN'S ST. Page'/, Arts COLLEGIAN CALENDAR ST. JOHN'S COLLEGE Undoubtedly the best picture around here this coming week is Friday, February 4: Mayerling, which will be presented by 3 :00-5 :00 P. M. the Film Club on Saturday night at 5:45 P. M. 8: 3 0 in the Gym. This is the sort of 6 :45-8 :00 P. M. thing we like to apply the word classic 7:00 P. M. to. It is a beautiful love story, beau8:00 P. M. tifully told. Charles Boyer is the unhappy prince and Danielle Darrieux is the lovely Marie. Mayerling was directed by Anatole Litvak before the Saturday, February 5: fall. l 0 : 3 0 A. M. -1 2 : 0 0 M. Destination Tokyo will still be in 8:30 P. M. town (at the Capitol) on Sunday. This is one of the more exhausting but informative service pictures. It all Sunday, February 6: . takes place in a submarine that flits 2 :00-4 :00 P. M. about the Japanese mainland within 8 :00 P . M. spittin' distance of Fujiyama in order to get weather information for the Monday, February 7: Tokyo bombing. The acting is on oc3 :00-5 :00 P. M. casion excellent and the whole thing 4 :00-6 :00 P. M. stacks up favorably with Action in 5 :00 P. M. the North Atlantic and Air Force. We cannot recommend too heartil Y 5 : 4 5 p. M. that you avoid Lost Angel and Mine 7 :OO P. M. Sweeper. The latter contains Jean Parker for reasons we will never know. Tuesday, February 8: 3 :00-5 :00 P. M. And the former consists almost en5 :45 P. M. tirely of angle shots of Margaret 7 :00-8 :00 P . M. O'Brien, who is too cute for words. 8:00 P. M. On Sunday at the Republic the insect kingdom has its day with Basil Wednesday, February 9: Rathbone and Gail Sondergaard in 3 :00-5 :00 P. M. The Spider Woman. This is the pre5 :45 P . M. decessor to Five Little Centipedes and 7 :00 P. M. How They Grew. Big scene-Rathbone stealthily approaching Miss Son7 :30 P. M. dergaard with a Flit gun. 8 :00 P. M. Following The Spider Woman, there will be a field day for the kiddies Thursday, February 10: at that same theatre on Wednesday and 3 :00-5 :00 P. M. Thursday. It is Walt Disney's Dum4 :00-6 :00 P. M. bo. This is full of color and a lot of 5 :45 P. M. happy drawings. Somehow it doesn't 7:30 P. M. pack the punch Snow White did. We Friday, February 11 : guess we were younger. 3 :00-5 :00 P. M. The Phillips Gall~ry in Washing5 :45 P. M. ton is conducting a series of exhibitions 6 :45-8 :00 P. M. this winter that ought to interest most 7:00 P. M. people. Currenly there are prints and 8:00 P. M . drawings of people from Gericault to Renoir on display. A.Y.D. The next meeting of the A YD will be held Sunday evening. February 13, in Room 24 . McDowell , on Japan, with George Bingley as speaker. Fri., Feb. 4 - Sat., Feb. 12, 1911 Athletics Vesper Service Bible Class Me~ting of the Chorus Formal Lecture - Stravimky Nicolas Nabokov Gymnasium Great Hall McDowell 22 Humphreys Hall Great Hall Athletics The Film Club przsents Gymnasium Iglehart Hall -Mayerling Recorded Concert Soviet Foreign PolicyNicolas Nabokov Humphreys Hall Woodward Hall Athlet,ics Recorded Concert Dormito ry Managers Meeting Vesper Service Meeting of the Chorus Gymnasium Humphreys Hall McDowell 21 Athletics Vesper Service Bible Class (Freshman) Mathematics Club Gymnasium Great Hall McDowell 22 McDowell 21 Athletics Vesper Service Projective Geometry Class Boat Designing Class Math. Refresher Course Gymnasium Great Hall McDowell 21 Athletics Recorded Concert Vesper Service College Meeting Gymnasium Humphreys Hall Great Hall Great Hall Athletics Vesper Service Bible Class Meeting of the Chorus Formal Lecture His- Gymnasium Great Hall McDowell 22 Humphreys Hall Great Hall Great Hall Humphreys Hall McDowell 22 McDowell 24 tory is a Whee/Stringfellow Barr Saturday, February 12: t. John's Collegian Vol. L VI-No. published eveey Friday during the academic year. Entered as se<'ond cla&sf October 15, 1919, at the Poat Office at Annapolis, Maryland, itnder tht> Act 0 • _ 3 1879 ANNAPOLIS, FRIDAY, FEBRUARY 18, 1944 T Decline of the West he Mr. Barr' s lecture on the wheel of bistory w as a critical commentary on one of the most lucid and exciting philosoph ies of history. This is the cyclical theory of history evolved by Spengler in the book from which the title of this review is taken. The greate r part of the ·lecture was devoted to the exposition of this theory; in the conclud ing portion and during the discussion period the lecturer offered most of his criticisms. All historical facts fall into the following pattern. In this pattern there are fo ur periods through which culture passes. These are, by analogy, Spring, Summer, Autumn, and Winter. In the first period, Spring, the historian discovers a primitive and very rrligious people. Their 'religion is bmd on a great legend furnished by the preceding and now defunct civilization. What fine arts there are, are dev oted to the exposition and interpretation of this sacred myth. Priests possess what learning there is, and they use it to promulgate the religion of their own nation. Summer is the high point of a culcure; it is the Golden Age of the poets. D uring this period the arts become very signific ant; communication is rapid and widespread ; new techniques are developed, and it is at this time that great intellectual achieyements are made. Religion is not abandoned , but it does ot n permeate all thought and action as it did during the vernal period . Autumn marks a sharp change in the historical cycle . If we were graphing the rise, decline and fall of any civilization, Autumn would be indicared by a downward direction of the !11£\'e. It is at this point that a culture becomes a civilization. The original ity of thought and expression Yibich characterized the early or cultural stages ceases to be in effect ; and ~1~0~:~3~0~A~.~M~.- 1~2~:0~0~M~.~~~~A;t;h;l;rt;i;a~~~~~~~~=G y~m n~a~s~~ m~~~~ ~dine, ~ ~= ~ THB ST JOHN'S OOLLEGIA.N is the official news organ of St. John'& C 20 imp erreptilik n fi~t but IOon discernible, begins. There is a talgia for the culture left behind, Poet ry is silver instead of golden , unoriginal in subject matter, and melancholy in character. Faith begins to waver, doubt and scepticism are triumphant, and materialism dominates all intellectual endeavour. Techonology is the greatest accomplishment of such a period. In it rapid advances are made almost in direct proportion to the rate of moral and intellectual decay. Hence we find the end of technical activity to be the production of weapons. Ci vil and international wars hasten the decline and usher in the last period in the cycle, Historical W inter. Here again the decline is measured by the arts, philosophy, and the mode of government. The a rts become slavishly imitative, being but mean ingless symbols of the bygone ages. There is a reaction, a sort of death struggle, which takes place in religion and politics. There is a feeble effort made to revive the old legends of the spring age; there is also an attempt made to restore the primitive mooarchy, but the result is .a t yranny because of the complete decline of the people. After this point the Dark Ages intervene until another cycle begins. Mr. Barr traced the development of two cycles, the facts about which are well known to us. There are nine cycles in the history of the world. according to Spengler : the Apollinian, the Faustian , the Magian, the Egyptian, the Babylonian , the Persian . the Chinese . the Indian, and the Central and South American. To these Mr. Barr added the Minoan , or pre-Hellenic cycl e. wh ich Spengler does not ad mit. The reason for this addition was to give us some idea of the dark ages before the Hellenic cycle began . The two cycles discussed were the Apollinian and Faustian cycles. The first of these is included in the history of Greece and Rome ; the Faustian age is the one in which we are now living. Spengler's theory is borne out at every Price : l Oc done about it. since the necessity for things to happen this way is in ex orable. Mr. Barr was not w illing to accept this in its entirety. What Spen gler called necessity seemed t o be good actuarial prediction for Mr. Barr. It is possible to stop the decline, bu t it is quite probable that no one will do so. H. H. S. College Meeting President Barr, usu al adm in istrat io n grammarian on the side of insti tu ti o ns and the traditionally correct m anner of life, stressed last evening in College Meeting the ideas signified by t radi tional symbolism, and declared an y St. John's Tradition pressed pork, if it means the angelic heresy and real lack of fashion grammar. To President Barr, who must play in charters, build ing-and-grounds, and all sordid su bjects imaginable, college " spirit" means clubbing and the lower fr ien dships , and ersatz t radit ion revival, which shoots the Jews. Poles. and works; it means arranging matter without. as if it bas form , and stupid self imitation. Americans spit between their teeth for the British. Pres . Barr leans over a W .P.A. sho vel for h is listeners. a painter with style and • flourish calsomines for Pres. Barr, and St. Johnnies memo rize Aga memnon . page one , for the interested. The business of the College is t he life of its learning process , includ ing the Formal Lecture ; it is to th is alumn i look and fo r w h ich che war, for them, is fought . The plea is for w ork m en of divine potentialities at shop . Coming This Sunday Dwight MacDonald, editor of Politics, will speak on The American Labor Movement and the Wa r. Mr. MacDonald was formerl y an editor of point by the facu . H be ~ righ~ we the Part~an Rev~w and ~dgned a hw are in the Autumn of our era. We months ago claiming that he was the are no longer a culture, but a declining onl y remaininb Marxist ( editors claim civilization. There is nothing to be ed only Trotskite ) on the staff. I �ST. Page 'l. COLLEGIAN can grapple ~vith th~ present,-that transitory thinv which flow from future to past and eludes our grasp. The lecture began with an anecdote Music exists in time .and we hear it in which is well worth repeating. the present; so music can be thought Stravinsky drove home one day with of as frozen present . a friend. It was raining and the windThe significance of music, then, lies shield -wiper was turned on . The not in its imagery, but in the revealwiper had an odd cyclical irregularity, ing of the present, augmented by the and the pulse fascinated Igor. The reflection of whole man, bis nature, his next day , he called up his friend and surroundings. We can now see the asked him if he would take him riding. importance of rhythm and metre which It was a beautiful day but nevertheless beats and measures the present. Stravinsky turned on the wiper. He And measuring is precise; therefore never said a word ; he looked only at if music is to measure, its craftsthe wiper. This occurred for three mansh ip must be impeccable. It must days. On the last. he took out his pad, have the traditional virtues of form made a few hasty marks, and explain- and style. ed to his friend , in a casual manner, that he had deciphered the wiper's In order to learn the form and derhythm and had written it in musical velop a style, .a would-be composer notation. This anecdote. whether it must spend long and tedious hours is true or not, is informative; for writing counterpoint exercises. He Stravinsky is primaril y interested in must study each thread in the "tradirhythm. tion," learning critically the casual There are three fundamental attri- significance of these. In fact, if only butes of music-melody, harmony, to be a technician alone , he must unand rhythm. Of these. the former two dergo a discipline so severe that to have been thoroughly explored, and most people be come out a little the principles governing their use can "wacky." The technique of compobe found in countless texts, and many sition is the most intricate, demanding. are still being written. However, the and subtle of any art or science,-and domain of rhythm is unknown; its it is only for the scholar. This acapotentialities unexploited. This ac- demic training cannot be dispensed counts for Stravinsky 's great interest in with; it must be learned thoroughly. Stravinsky, Neo-Classicist the subject. The only way one can go about exploring rhythm is by experimentation. And when working with unknown things, one likes to keep as many known and determinate things about him as possible-the more familiar they are, the beetter. This is the reason Stravinsky incorporates banalities one would think a great musician would snub : stolen themes . hackneyed progressions and sequences concocted with 20th century harmony,-wicked combinations which grate the ear of musician and layman alike. But Stravinsky has no jnterest in writing his own melodies and barmonies; he has no time for it. The realm of rhythm is what fascinates him. And what better way to conquer this realm than by experimentif!g with familiar material,-platitudinous but traditional. A fundamental concept of Stravinsky is: music expresses nothing. Music. it seems. is that by which man A good reason why many so-called composers are flourishing now, is the 20th century abandonment of rigid. conventional. restrictions. Paradoxical as it is. Stravinsky led the revolution against convention. But even at that time. S. was a master. He knew the art and he knew what he was doing. Fakers are now taking the opportunity of writing in the modern style -i.e.. with no holds barred-when they are t ech n icall y im potent. Witness what the Baltimore Symphony is playing next week. The imagery attached to music is a convention according to S. This imagery was the deterrent of the 19th century with its Romanticism , Dramatism. and Impressionism; and our present art of orchestration is based largely on these quasi-pictorial associations. In the question period there was a defence of imagery. One cogent point which Nabokov could not deny was: it seems certain rhythmical and metrical groups bring about similar moods ----~~::-;:::~S_T;:-.~J~O~H:N='=S~~C:O~L~L~E~G~I~A~N~----~-·~~~ b use of the Atlantic Ch t eca F Page 3 . ar er. or The expla t' f jnsra nc~, Ukraine may demand and get h na Ion o the reports that in overtime f . , a rer rhe P;icans had tied the Polish Ukraine. The while still an ;o e undergroun,d movements of Eu~ h t e score In the fourth indep en.dent state it would be affili~~ seem. to be turning to Russia for losers b k . . quarter. The ro e rhe tie in th a with Russia and there you are. ::: ;ce I m pos~-war affairs than to ter, bur three b k ced e extra quaras ets by EP gave them lo fac t, even as remote as it may seem, . ng o -Amencans, may be in th the d . . When Nabokov spoke of the p resent Germany ~ay go communistic and J·oin ~penmg two lines of the Red R e h eeI s ecmon. This defeat came on th e of an s1an Primer. "W h usbl R state of music, his disillusion was evj. cht repu ic. ussia is also definite! A . . e ave a plan. In Chase-Stone 6:~~rwhelming defeat of dent. Aside from a very few co111• looking to China (even more so than t: menca they have no plan " Th t;iJlying 40 . the new freeshmen points m the last half. . e posers, order, reason, and beauty, b~,1 .L w. est) f or expansion, and after communistic m ovement seems to be wt d" Chase-Sto ne g ot second place an been prostituted to .popular, DionysiaJi "our little man," Mr. Chiang, has been sprea I~~ Jike wild-fire for lack of ~ay, toppling WP 32-28 . ' ymusic for the masses. rjtcted part or even all of the Chinese tc~mlpeltltlon on our part. It is par 1od rally of . . m a last perth . icu ar y successful . h ' . Only when the Western World maY J OIIl e union and reconstruct in- G . In t e DeGualle Paca -Carroll six - straight goa.l s, b eatmg 4 l 21 and re?lizes that Stravinsky and Hinde. dustrially.. Thus it can be clearly seen . roup in France. In 193 5 when R feit from Randall. taking a fors1a started the "po I f usmith are the masters of the Age, firlllr cbat RuSSJan may be the nucleus which the pu ar root" there Paca-Carroll to h . . communists could have controlled will be intrenched in the Tradition, and oaJr rill de velop into the world federation. ·d ' w om JUst tribute Then. too , the Russians were irri- ;0:1zeable port~on of French politics but . pa1 ' took third place with a w hen the Tradition is rediscovrhll will the renaissance come, as it m11, ract~ ~y Britain's inferences that the the Thud International who victory over West p· k ney 37-33 and in d Id . wanted all the power a rout of Randall 67-24 T' -and not before. omin1ons wou sit at the peace table, Mr. Nab ~r none. Robertso h • om n set t e season's high .h A. G. ind became conveniently eqeuipped . okov, while not wholel 40 p o · . Wit w abo ut double the number of votes approvmg, still finds it admirable h y ith mes, while Pat Welch put all h" there are tough t at body behind 21 tallies. H ]f h is England would command. Thi"s . • even cruel. people wh was sh . a t e team Stick t 0 h · 0 Ort while the other half was w ould be important in secondary comt ea convictions that the But con m iccees, but as was pointed out, the of world . should be composed of a un10n sho rt of experience. . r . According to Mr. Nabok ov in stant najor policies would be determ1'ned by Nab k 1st1c states. We wond er I.f M r. teaching and drilling by Rob soc1a . . a friend! . ertson plus lecture of last Sunday, the Soviet f111 0 a my fe w people. ov in his admiration does y, but fightmg spirit, gave over -emp h as1ze meaning and . · not Paca- C arroll a team that eign plan has always b.een one of II. d. in I . rn so o- beat. was hard to ternate eventuality. Given any po · Expla i~ing the amendments from g, at east In a sense, precludes endcal situation they are prepared dtt ~ussian angle, she will probably ing. . West Pinkney won fourth place by two policies, and if the first p roves aplott th e fact, if pressed, that her VIhrtue of a 44-19 beating of Randall w. L. s. effectual it is discarded and the sec ms are ethnologically vedy divergw o, by the w k • · ay, sta ed out their often diametrically opp osed . is t and th at the differences in language c1aim for last place. stalled for achieving the 111d t~adition between two of her As usual ' we h ave t h e list of stand . . The new ~res~men of East Pinkney · There are two proposals for post· ts ts often greater than between cltnched the ings and scorers, carefully compiled b Ill tram ural basketball title governing; the ideal-collective ar~pun nations. She may point to with a win the Athletic Department aft er tneIess . y . over p aca-Carroll, 43-39 under the three great powers (pe ID who wanted provincial cultures preusmg of the files. four , hypocritically including C ' ~ed and will feel very justified in leading eventually to world feder ing that she is sixteen states. STANDINGS Dorm. or the Lebensraum which the aAc~uall y Russia has performed a Eas . Pinkney Won Lost advocated of dividing the world Pct. go1 t coup d'etat · I n t h e I ast ficen . 8 regions each controlled by one p 0 l.000 Chase-Stone ·War period from 19 l 9 until 19 2 2 The Russians prefer the world 6 2 .750 ~he So:iet government was pro- Paca-Carroll poration · but are preparing u 4 4 .500 Russia was in a state of anar- West Pinkney lenged land power in the even 2 6 Aft~r the rise of Stalin the hold Randall .250 of the second, and would enter i contin uously tightened and 0 8 with imperialisti<;. ideas. II f es.ooo ~ a ter the beginning of the p· The recent amendment r Pl 1vean at the end of the twenties INDIVIDUAL SCORING stitution to the effect that Russia one who h d ' Name , Dorm. w a separationist tendensiders herself as being sixteen G. T .P. as vacationed " t h Aver. htr· fa r ,, o t e northeast T. Robertson. P-C with diplomatic and military 8 187 al' . Now having purged Marchosky, EP -··-- -23.4 omy seems to have a variety of II 1 &ned th e R uss1an people and · 7 127 Israel 18.2 Probably she wished to an noun. 111g transport d h . . lbe h . e t e political minor--------6 107 several of the Baltic states w 17. 7 thas built su ch a so I'd one party R. Harris _ ------ ---- - --I 7 have not recognized as belon ' 113 16. 2 lllpoat.b revolutions and civil wars Maury - ---Russia really do, and un doub 7 94 13.4 ire ssi le · N ow sh e tells them H o ff en berg all . is an invitation to some of the 7 - 65 Independent states bound Marshall 9.3 countries to join the U. S. S. It. 5 r only by their desire for com46 9.2 still keeping a form of self-gov e. Van Doren c government. And 6 55 Another strong possibilit y is we may Elliott 9.2 ly assume that now 7 independent Russian states in 57 the Rus- Sharp 8.2 least, are happy. land which the U. S. S. R. C 7 53 7.7 Welch 8 58 7.2 ,. in man. This point could not be ab. solutely affirmed or denied. as it is in I the realm of rhythm. If music do this, it may express emotion, and :; would thus be a refutation of S's fi principle. flt I 2: Revolution, War and Peace Backcampus �Page 4 s ·1 . JOHN'S COLLEGIAN Arts \ CALENDAR Madam e Cu rie b~iru · on Sunday~ :S~T~-~JO~H~N-'~S_C_O~L_L_E_G_E~~~~-F_r_i._ ,_F_e_b_._1_s~_s_a_t_.,_F~e_b_._z_6_~19 , the Ci rcle and stays a week. This alFriday, February 18: lows ample oppo rt unity for the pop3 :00-5 :00 P. M . ul ace t o g ra sp fu ll y the import of the 5 :45 P. M. d iscovery o f radiu m-all that it means 6 :45-8 :00 P. M . and all r.hat led to it. M-G-M accom7:00 P. M. pl ished th e task of maki ng this scien8:00 P. M. tific srride in telligible t o the twelveyear-old mi nd w ith comparative ease. Greer G arso n re cit ing d ifferential equa- Saturday, February 19: tions , howeve r, is som ething difficult 10:30 A. M .-12:00 M. 4: 15 P. M. to tak e. But these reservations don' t 6 : 3 0 - 8 : O0 P. M. detr act fr om the cha rm and sincerity of the film . W al te r P idgeon in beard 10:00 P. M.-2:00 A. M. as P ier re Curie is excellent with the exSunday, February 20: cept ion of a few mome nts of high 8:00 P. M . flown poetry . Any relation betwee n C r y Havoc ( at the C apit ol on Sunday) and So Proudly W e If ail is not accidental. Both follo w the sa me pattern as well as the same t heme. T he fo rmer excells Hollyin resp ect t o acti ng only . wood' s self-assurance at m ak ing this sort of fi lm appalls us and any one we' ve spoken to concerning the matter. They have the techn ique dow n pat, i~­ cluding for m ul ae for dia logue and situation. Un de rn eath it all the re is an art , bu t it is difficul t to discern these da ys. Ta rz an's D esert My ster y, G irls on Proba tion , and T he W o man of the Town (n ot to mention Gene Autry still ) all run the gamut of the Durkee Enterprises fo r reasons be yond our control. There a re bet te r things in store. Jo an Bl ondell ( also Cry Havoc ) bas the Ethel M erma n role in t he road comp any of Som ething foe the Boys which is endin g a Balt imore run at Ford' s tomo rrow T his i pleasa nt but not w o rth t he trip unless you go in fo r m edioc re Cole Porter music. L ast year when Me rman ran through th is accompanied by P aula L awrence and All en J enki ns, it was a joy to behold . Bu t without these people it's just a dreary mus ical. And a dreary mu sical can be p retty d re ary . Monday, February 21: 3 :00-5 :00 P. M. 5 :45 P . M. 7:00 ·p . M. Tuesday, February 22: 3 :00-5 :00 P. M. 5 :45 P. M. 7 :00-8 :00 P. M. 8:00 P. M. Wednesday, February 23: 2:00 P. M .· 3 :00-5 :00 P. M . 5:45 P. M . 7 :30 P. M. Thursday, February 24: 3 :00-5 :00 P. M. 4 :00-6 :00 P . M. 5 :45 P. M. 7 :30 P . M. Friday, February 25: 3 :00 - 5 :00 P . M. 5 :45 P . M. 6 : 4 5 ~ 8 : 0 O P . M. 7:00 P . M. 8 :00 P . M. Saturday, February 26: 10:30 A . M.-12:00 M. 8:30 P . M. t. John's Collegian Vo}. L VI--No. 21 Athletics Vesper Service Bible Class Meeting of the Chorus Formal Lecture- Pascal -Mark Van Doren Gymnasium Great Hall McDowell 22 Humphreys Hall Great Hall Athletics Boxing Matches Recorded Concert Valentine Cotillion Gymnasium Gymnasium Humphreys Hall Iglehart Hall Progress of the WarThe American Labor Movement and the W ar-Dwigbt Macdonald Woodward Hall Athletics Vesper Service Meeting of the Chorus G ymnasium Great Hall Humphreys Hall Athletics Vesper Service Bible Class (Freshman) Mathematics Club Gymnasium Great Hall McDowell 22 McDowell 21 Recorded Concert Athletics Vesper Service Boat Designing Class Athletics Recorded Concert Vesper Service College Meeting Athletics Vesper Service Bible Clas Meeting of the Chorus Formal Lecture - Gerard Manley Hopkins John Pick . Tutor, Groton School Athletics The Film Club Presents -The Golem ANNAPOLIS, FRIDAY, FEBRUARY 25 , 1944 Quadrivial Trivialist By speaking on the Pensees of Pascal. Mark Van Doren brought to a dose his series of lectures on three !JU,onal books. Earlier in the year we heard lectures on the Confessions of St. Augustine and the Essays of M ontaigne. In each case the author seems to be writing in solitude about bint~elf and his speculations. It is not unnatural to believe that Pascal sh ould refer to bis two predices~ ors . The Pensees of Pascal does contain m any references to the other rwo. Although be does not give Montaign e any credit for rightness, Pascal do es have a feeling of indebtedne to Montaigne. It is a relationship ss similar to that of the parent to the child or t he teacher to the student. Pascal sights St. Augustine with veneration. However, one finds Pascal to be much richer than Augustine or Montaigne in range of endowment. The reader is consta ntly aw are of the vast extent of knowledge of the world that is indiHumphreys Hall c in the Pensees. We are reading ared Gymnasiu m rhe work of a man who is a mixture Great Hall of several l4 nds of man difficult to McDowell 22 im•gine tog ether. He is not merel y a poet and gentleman but a scientist and Gymnasium m athem atic ian as well. Considered as Humphreys Hall i poet, he is one of the greatest writm in the li te rary world . Because he Great Hall I! a gen tlema n or man of society, there Great Hall is in hi m some scepticism. Because of bis wonderful powers of reasoning, we Gymnasiu m find him in t he company of the best Great Hall scientist and mathematicians of the McDowell 22 world. Ir is this variety of his nature Humphreys Hall that makes the man wonderful and his Great Hall book ha rd to discuss. Gymnasi um Iglehart Hall It is no t sufficient to say that he was llveral kinds of man. We must add that as each ki nd of man he was competent and that there was a sense of balance in h is character. We find in bis Writings that feeling and reason ~lan~e or that there is a proper com- At the Philips' Gall;ry in Washington the re is cu rrent! y an exhibition of =========================~~~:~;1 ~~n ~~K~ ~~Ha~ ~K~ · · f St John's C sc'1ent1st. Mr. Van Doren stated · .,,, · Picassos. T h e includes loan pieces TH c.1 ST • JOHN'S OOLLEGIA.N isd the offi.c111.l news organ ° seeon d classf • h nic year Entered as t h' 1 every Friday t e t is competence in both poetry as well as p aint ings ow ned b y the gal- published15, 1919, a.t the durmg Office aca ; nnaporis, ·Maryland• m1der thl' Act 0 October Post at = lery. 3 , 1879. and mathematics would make Pascal the perfect St. J obn' s student. Pascal does not ask what art is or what principals govern it. He did not need coaching to become the artist he was. Eloquence of expression and ease in science seemed natural to him as depicted by the following incidents from his life. The author's father was quite a mathematician and strove to keep his son from mathematics. At twelve years of age. Blaise asked his father what geometry was. His father gave him some sort of indefinite answer. However, some time later he found the young man bad worked out the theories which Euclid puts forth in his firs t 3 2 propositions. At sixteen Blaise published a work on conics which served to revive the study of that branch of mathematics. The Pensees of Pascal might very easily be called a collection of meditations. The book itsel~ has no order for its contents were left only on scraps of paper. One edition arranges these scraps in the order of Christian apologetics. In another edition they seem ro be arranged as a bible for doubters. He himself could not arrange his work for the scope of his writings w as of such natur~ that it could not be put into one piece. How ever, it is highl y plausible that if his life had not been so unusually short , th is gen ius would have found the proper order fo r his writings. The d isorder of this w ork is very fascinating to the reader. It is necessar y for us. as readers, to supply the necessary order and in so far as we do this, we become autho rs ou rselves. Mr. Van Doren pointed out the difficulty in quoting from the Pensees. There is for any statement in one p art of the book a contradictory statement in another part. However, this is not to say that one can get no facts from the book . The way to get the facts was then pointed out. The best way is to bring together tw o contradictory statements and find the suggested solution. Pascal himself states that he is attempting to state facts concerning the Price: 1 Oc things he is discussing. A great thrill comes to the reader when he once realizes the enormous ability the author h as for p rying apart the extremes and then distinguishing the mean . There are man y excellent examples of this . l...et me state one. Man attempts to analyze his boredom. The extremes that a re presented are amusement and rest. However, the mean which Pascal distinguishes is peace. For peace somehow includes and excludes both of these. Pascal is not above realizing the role of chance in life. He states that chance gives rise to thoughts. Indeed, this adds to the interest of the book . The book is fascinating for the little things noticed in passing-remarks just made at a moment because of chance. One finds in reading Pascal the clear, lucid tone of the language of reason commanding the boundless nature of the subject matter despite the fact that the author himself states that no Ianguage can command it. To close in the w ords of Mr. Van Doren, " He is a spectator of a vast variety of things seen and loved for its own sake." J. S. Communique ( A St. Johnnie in the USMS ) L ife is ver y much the same da y in and day out. We all stand our daily watches, in our free rime bathe on deck , read and write letteres. W h en in port w e do a bit of sightseeing, see a show now and then . Some take t o lying in the gutter wh ile in port; some visit their man y. man v ~omen ; some go solely in for bu ying trinkets . native clothing, blankets; some stay aboa rd ship. Others have a w ide variety of tastes such as a good meal, then a few drinks , a show, a few women . a few more drinks. and then a long hard struggle back to the ship and a final drink aboard ship-a fight-then all is quiet. With fourh o ur sleep all a re h ealed and ready to work again. I WELCOME HOME . SCOTT � 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. LVI No. 20 Title A name given to the resource St. John's Collegian, February 18, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-02-18 Description An account of the resource Vol. LVI, No. 20 of the St. John's Collegian. Published on February 18, 1944. 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/0e28c27a31066c5092ef34eaf797d09d.pdf e3277e1e249612b78005b7340258445e PDF Text Text JOHN'S Page 4 . Arts Madame COLLEGIAN CALENDAR I Cur~ beg~s on Sunday~ :ST~·:JO~H_N_'_s_c_o~L_L_E_G_E~~~~-F_r_i._,_F_e_b_._1s~~s_a_t_.,_F~e_b_._2_6_,~19 the Circle and stays a week. This allows ample opportunity for the pop- Friday, February 18: 3 :00 - 5 :00 P. M. ulace to grasp fully the import of the 5:45 P. M. discovery of radium-all that it means 6 :45 - 8 :00 P. M. and all t_ at led to it. M-G -M accomh 7:00 P. M. plished the task of making this scien8:00 P. M. tific stride intelligible to the twelveyear-old mind with comparative ease. Greer Garson reciting differential equa- Saturday, February 19: tions. however, is something difficult 10:30 A. M.-12:00 M. 4:15 P. M. to take. But these reservations don't 6 :30-8 :00 P. M. detract from the charm and sincerity of the film. Walter Pidgeon in beard 10:00 P. M.-2:00 A. M. as Pierre Curie is excellent with the exSunday, February 20: ception of a few moments of high8:00 P. M. fl.own poetry. Any relation between Crtj Havoc (at the Capitol on Sund:i.y) and So Proudly We .f;l ail is not accidental. Both follow the same pattern as well as the same theme. The former excells in respect to acting only . Hollywood's self-assurance :i.t making this sort of film appalls us and any one we've spoken to concerning the matter. They have the technique down pat, i~­ cluding formulae for dialogue and situation. Underneath it all there is an art, but it is difficult to discern these days. Tarzan ' s Desert Mystery, Girls on Probation , and The Woman of the Town (not to mention Gene Autry still) all run the gamut of the Durkee Enterprises for reasons beyond our control. There are better things in store. Joan Blondell (als o Cry Havoc) has the Ethel Merman role in the road company of Something for the Boys which is ending a Baltimore run at Ford's tomorrow This i pleasant but not worth the trip unless you go in for mediocre Cole Porter music. Last year when Merman ran through this accompanied by Paula Lawrence and Allen Jenkins. it was a joy to behold. But without these people it's just a dreary musical. And a dreary musical can be pretty dreary. Monday, February 21: 3 :00 - 5 :00 P. M. 5 :45 P. M. 7:00 ·p. M. Tuesd·ay, February 22: 3 :00-5 :00 P. M. 5:45 P. M. 7 :00-8 :00 P. M. 8 :00 P. M. Wednesday, February 23: 2:00 P. M. 3 :00-5 :00 P. M. 5:45 P. M. 7 :30 P . M. Thursday, February 24: 3 :00-5 :00 P . M. 4 :00 - 6 :00 P. M. 5 :45 P. M. 7:30 P. M. Friday, February 25: 3 :00-5 :00 P. M. 5:45 P. M. 6 :45-8 :00 P. M. 7:00 P. M. 8 :00 P. M. Athletics Vesper Service Bible Class Meeting of the Cho rus Formal Lecture- Pascal -Mark Van Doren Gymnasium Great Hall McDowell 22 Humphreys Ball Great Hall Athletics Boxing Matches Recorded Concert Valentine C otillion Gymnasium Gymnasium Humphreys Ball Iglehart Hall Progress of the War- Woodward Ball The American Labor Movement and the War-Dwight Macdonald Athletics Vesper Service Meeting of the Chorus G ymnasium Great Hall Humphreys Hall Athletics Vesper Service Bible Class (Freshman) Mathematics Club Gymnasiu m. Great Hall McDowell 22 McDowell 21 Recorded Concert Athletics Vesper Service Boat Designing Class Athletics Recorded Concert Vesper Service College Meeting Athletics Vesper Service Bible Class Meeting of the Chorus Formal Lecture - Ger- 10 :30 A. M.-12:00 M. 8 :30 P. M. ard Manley Hopkins Athletics The Film Club Presents VoJ. L Vl--No. 21 ANNAPOLIS, FRIDAY, FEBRUARY 25, 1944 Quadrivial Trivialist By speaking on the Pensees of Pasc Mark Van Doren brought to a al. dose bis series of lectures on three !l!..rional books. Earlier in the year we heard lectures on the Confessions of Sr. Augustine and the Essays of Montaigne. In each case the author seerns to be writing in solitude about hini~elf and his speculations. It is not unnatural to believe that Pascal should refer to his two predem~ors. The Pensees of Pascal does contain many references to the other rwo. Although he does not give Montaigne any credit for rightness, Pascal does have a feeling of indebtedness to Montaigne. It is a relationship similar to that of the parent to the child or the teacher to the student. Pascal sights St. Augustine with venmtion. However, one finds Pascal to be much richer than Augustine or Montaigne in range of endowment. The reader is constan t l y aware o f t h e vast extent o f 1 · · inow Iedge o f t h e wor Id t b at is m d'1Humphreys Hall · d tn t h e p ensees. W e are rea d'mg we Gymnasium · · tbe wo rk o f a man w h o 1s a mixture Great Hall of several k.inds of man difficult to McDowell 22 im~gine together. He is not merely a poet and gentleman but a scientist and Gymnasium mathematician as well. Considered as Humphreys Hall a poet , he is one of the greatest writm in the literary world. Because he Great Hall I! a gen tleman or man of society, there Great Hall is in him some scepticism. Because of his wonderful powers of reasoning, we Gymnasiu m find him in the company of the best Great Hall scientist and mathematicians of the McDowell 22 W orld. It is this variety of his nature Humphreys Hall that makes the man wonderful and his Great Hall book hard to discuss. John Pick. Tutor, Groton School Saturday, February 26: t. John's Collegian Gymnasium Iglehart Hall It is no t sufficient to say that be was several ki nds of man. We must add that as each kind of man be was competent and that there was a sense of balance in his character. We find in his . . Writings that feeling and reason :lance or that there is a proper com- -The Golem At the Philips' Gall;ry in Washingthere is currently an exhibition of ==========================~~~:~~ ~ti~~ PaK~ ~ poct ~d PaK~ 0 8 is the scient ist. Mr. Van Doren stated Picassos . The includes loan pieces T HE ST . JOHN'S COLLEGIAN cademicofficial news orgda.n ofsec ~0 i ~f~:sf d . th year Entere as t th ' every Friday urmg IS competence in both poetry as well as paintings owned by the gal- published15, 1919, at the Post 0 ffie at A n napolis • ·Maryland • 1l!tder tht.> Act 0 October ce a ton lery. 3, 1879. and mathematics would make Pascal the perfect St. John's student. Pascal does not ask what art is or what principals govern it. He did not need coaching to become the artist he was. Eloquence of expression and ease in science seemed natural to him as depicted by the following incidents from his life. The author's father was quite a mathematician and strove to keep his son from mathematics. At twelve years of age, Blaise asked his father what geometry was. His father gave him some sort of indefinite answer. However, some time later he found the young man had worked out the theories which Euclid puts forth in his first 3 2 propositions. At sixteen Blaise pub~ lished a work on conics which served to revive the study of that branch of mathematics. The Pensees of Pascal might very easily be called a collection of meditations. The book itsel: has no order for its contents were left only on scraps of paper. One edition arranges these scraps in the order of Christian apologetics. In another edition they seem to be arranged as a bible for doubters. He himself could not arrange his work for the scope of his writings was of such natur~ that it could not be put into one piece. However, it is highly plausible that if his life had not been so unusually short, this genius would have found the proper order for his writings. The disorder of this work is very fascinating to the reader. It is necessary for us. as readers, to supply the necessary order and in so far as we do this, we become authors ourselves. Mr. Van Doren pointed out the difficulty in quoting from the Pensees. There is for any statement in one part of the book a contradictory statement in another part. However, this is not to say that one can get no facts from the book. The way to get the facts was then pointed out. The best way is to bring together two contradictory statements and find the suggested solution. Pascal himself states that he is attempting to state facts concerning the Price: 1 Oc things he is discussing. A great thrill comes to the reader when he once realizes the enormous ability the author has for prying apart the extremes and then distinguishing the mean. There are many excellent examples of this. l..et me state one. Man attempts to analyze his boredom. The extremes that are presented are amusement and rest. However. the mean which Pascal distinguishes is peace. For peace somehow includes and excludes both of these. Pascal is not above realizing the role of chance in life. He states that chance gives rise to thoughts. Indeed, this adds to the interest of the book. The book is fascinating for the little things noticed in passing-remarks just made at a moment because of chance. One finds in reading Pascal the clear, lucid tone of the language of reason commanding the boundless nature of the subject matter despite the fact that the author himself states that no Ianguage can command it. To close in the words of Mr. Van Doren, "He is a spectator of a vast variety of things seen and loved for its own sake." J. S. Communique (A St. Johnnie in the USMS) Life is very much the same day in and day out. We all stand our daily watches, in our free time bathe on deck, read and write letteres. When in port we do a bit of sightseeing, see a show now and then. Some take to lying in the gutter while in port; some visit their many . manv ~omen; some go solely in for buying trinkets. native clothing. blankets; some stay aboard ship. Others have a wide variety of tastes such as a good meal. then a few drinks , a show, a few women. a few more drinks. and then a long hard struggle back to the ship and a final drink aboard ship-a fight-then all is quiet. With fourhour sleep all are healed and ready to work again. I WELCOME HOME. SCOTT �Page J, ST JOHN'S COLLEGIAN ST I JOHN'S COLLEGIAN Page 3 icy has been used by John L. Lewis members and individually; but tbt vs. Hoffenberg, 140 -lb.; R. Harri's vs. d it by th · . cate and although successful in getting also come t o gether and maintai n thy po wdn. 15 O"lb. . eir opposite styles of 1 1 nght-handed and southpaw . higher wages often succeeds in an- political partnership for the sake ; T h e 12 0-p o unders were slow and 1 , • respect1ve. 0 ) . That is. they did until the fi ht Dwight Macdonald spoke last Sun- tagonizing the middle class, farmers , life merely ______ " N either put any snap 0ot ve~y smart. t d g This policy preserves the basic A n d yet 1 M ac d ona Id 1s right ~ into his left hand, and when Newto n hs _arte ; for Hoxby proceeded to cut 'f · day night on the topic of American etc. M is own throat b . r. Barr announced i n · · · labor and the war. In a well-pre- assumption of Marx in .that class dis- saymg t b at p o 1· · d ea Is Wit h the ques. rather amateurishly began to box . Y contmually lead· C 0 11 the last . . . . 1t1cs pared talk . Mr. Macdonald presented t!nct10ns are kept m mmd . but smce tion of "who gets what and h ow" . southpaw style in order to use h1·s his left fro m a t ar and never getting mg th ege Meeting that he b a d followed l in d c ose to thro w b . e a vice of . all the facts and · figures that one could it does not succeed in bringing unity would indeed seem right and Q right a little more, Huber never n os Ort ngbts, while and had .a certarn Mr. Bradley, . . . Prop~ Hotfen berg hit harder i n the cl1.nch . · acqnued a nu b f possibly absorb in a sitting in an at- to the workmg class m their struggle for it to disappear in the good riced t h e many oppo rtunities for right h h es L · m er o the ·. b ff · stat~ . tempt to show that despite the growth it may not e most e ect1ve. 1n the but if political action is a deliber . crosses an d h o oks. Sco ring was about t an e ever did before and welcomed u mguaphone Company 's f ore1gn I ang f L . h b S · 1· · ati,, a chance to close with H b age reco rdings in S . b of labor unions and the extension of .- ~se Io . ew~s w o .b.;~ no f ocl1~ istlc process in which the community decicfa 1ven the first two. with N ewton a lit - . o x y. Even French · G pams • Latin, in the third round Hoxb . · reek etc and h h their influence the gover~ment con- L eo og1es. t e poss1 I Jty o u t1mate what it shall do in conting ent cir d y was getting installed in th.e ., as ad them . . . 1 l . cull. de abea • but in the middle of the tinued to become more reactionary. and 2 ff ect1veness is particu ar y · question - stances it would seem that there wooid third round Huber walked into a ter- many opportunities to thro w right L d. . CoJiege Bookstore and hoo ks into H o ffenberg's b d en tng Library . d to explain this phenomenon. :ible. always be problems which invol ved tlii nfic long right h ook to the head. Still b d ea and le . m or er that the colo y, but for s ge community can 11.mber The illusion about capitalism that common good and consequently woa~ dazed, he was o n the road to a T.K.O. That labor is better organized than ome reason he took up its mouth and ear mu•cles . f rom a nine count only d one o r t w o of them · I n t b' ., tt . ever before becomes evident when we ::he C. I. 0. policy betrays is that the require the deliberation of the ro f 1s A 111 acer ge mg up when the bout was stopped and New - roun Hoxby was visibly more tired lso announced was the fact that a note that unemplo y menr has been p rac- purpose of capitalism is to make goods munity. than turntable had tically eliminated (in 19 3 3 , one out of while in actuality it is that which keeps A. F. ron an nounced as winning by a T.K.O. to takH o ffenbergb and dropped his guard store alo a · been added to the B 00 k · The 16 0-pounders, R oss and Dorne many Ja s and long books fro n,, With some records of poetr every three persons were unemployed the rulers in power. Thus the unions the latter. The d . . m read by the poet M ·11 y while now there are only 700,000) now serve as an instrument of integraing. b ad much more speed and did fairly ecmon, which was El' s, I ay. Sandburg. more h itting than the lighter bo T b close, went to Hoffenberg. .oc and others in English and a and consequently the working man ing the working class into a capi R H . selectzon from "F ' ys e 15 0 -pounde kno w s be can get a job. Another t ::iliscic societ y . It is to be noted that The only ilitad o f t h em. Durning w on the fir t p d rs. · arns and A . . innegan s Wake" s ow er, w ere ver I ima Lwra Plurabelle . J significant shift is the fact that there are he union does not operate through its bo x ing tournament rw rou nds by aggressiveness and con - H o . b . Y even Y matched. . -1n oyce. . d b. arns. avmg sh ort Pres1de,nt Barr asked 'f b fc ·..ver white collar jobs (jobs - which m embers but b y means of strong union tmue p unc mg, but Ross learned b . . . er arms and less th II 1 mem ers of o x1ng ab1I1ty ca · d h e co ege wb d are .known to tend to breed conserva- .eadersh ip. As to the continuation of much abo ut ducking and clinching aft ' rne t e fight to bis owne such records er opponent a d 'f b w ou 1 run th d . k • rive minds) and that women are work- this policy, it will probably become were tw o bouts, Haines vs. uking some hard hoo ks and deliv b . • n I e had known more h e ns of damage and lend trtd the preniest punch oi the fight . - ~ out in-fighting might have won. As 1· ti.em to the bookstore. The speaker ing in factories tending to give them a more difficult to maintain with the and Holfenberg vs. Putnam. in It was P o wder a so requested th h broader view of the world scene. The anti-labor pressures such men as entrant, Hoxby , drew a bye. tbr secon d roun~-a hard overhead k ' . was a 1ways able to . M at t e students would 'nl. b cep pun ching and give rs Lathrop 1· f industrial class has . grown while the Rickenbacker and certain Southern· won the first fight after a very ngut co t e crouching Durnin g 's J·aw h come out on top b · a 1st o recordings · . rural class bas diminished ( the indus- congressmen are exerting on one side ~bree rounds. Haines droppin g his R however. seemed to be tired · • w enever they got t 0 fi g h tmg at dose t ey would like.· suggestions will be oss. II in quarters Powd l I mu ed over in th trial class is usually considered the mo- w ith John L. Lewis on the other. and letting it remain too idle to tbt last ro und while Durning was : er a so anded some b e same way the Lias 1on ·1 rights rig h t 1Y hooked; they rary acts on b oo k purchases. /5 rive force towards socialism ) . attive as before, and the referee g • • s A The tone of the discussion lead to ~1arine ' s jabs from scoring f requ ave Were snapping d H fter dose r t . . tbt fight to Durning on a T K 0 b aroun arris' left and : IS enmg to the recordWith the tendency 01· the unions to [he discovery that for Macdonald Hoff en berg's reach. height. experi 1 · fo re any damage was done In ·c · e- anding sguareI Y on h.is face and the •n gs. . M r · Ba rr b opes that the comf . . be growing larger and st ronger. one pol itics is "who gets what. and how" and condition proved too much . ase o nde of h h d T . . mun1ty ·11 p is ea . he dec1S1on went to . w1 conquer all prepositions might suspect that they "would be the and consequently politics is repugnant PutnJm and the former w on by i doubt th is is always the prop . n for the referee of a erb ac owder by a point. and miss no optatives. leading liberal forces making govern- to the activity which man would per- T.K.0. just before the second ro . n amateur o ut Tb b · B h to make. . e o xing wasn't as smooth as it y t _e w.ay , it seems (from what Putnam ducked u nder m cnt carry out a liberal program. If ~ orm m the good society. Thus ~ nded. and W . Harris didn't box, might. have been due to the use of a the President said) Mrs. Lathrop will we examine the histor y of the C. I. 0. Macdonald says in his magazine Poli- f ~nberg's arms and up int o his unique. Both seemed wrestling mat in the ring. It was comp ete with Richard McKeon ' s lect and obser ve the differences between +;cs that in a classless society politics rather nicely several times. but lrrlous. and Harris started some fek however, that this inconvenience, ure Wednesday night, presenting, to all seem to know what to do once he that organization in 193 7 and now. w ould cease to exist because it would aonkeyshi nes to break the tension. being constant over the whole area , who come, ~ program of carefully sewe may come to understand what has h;:ive no further function. This state- there. best punch of the fight was ~as more. than offset by the danger lected recordings. Drinks will be served h 1pp ened. Today. the C.l.0. ideol,og y mcnt is particularly interesting as On Thursday Hoxby bo xed M involved Ill using the small b .· at the affair; McKeon own by Barton in the · first round oxmg - - -- · cla ims that the interests of the capi - Macdonald begins his article with an while Hoffenberg took a bye. and n Harris turned his back and mat and supplementing it with narI. L. R. talists and the workers are com pie- Aris t otelian definition of politics; iams boxed Barton; these were alked aw f h' row tumbling mats. mentary; the - union and management .:onsequently. w e feel obliged to quote semi-finals of the 140 - lb. and 18 . ay rom 1m after a brief ry .In the middle of the ring. A E. B. C. can co-operate since the workers have from the third book of Aristotle"s ::lasses. respectively. Hoxby 's fairly h ard punches of the wind helpful ideas. Such a t h eo ry leads the - ol iti cs: and power gained him a T.K.O. . We should like to caU to the attenvariety were landed in the other C. I. 0. to agree to a No-Strike" Now it has been said in our first Marine rn the third round. bur tJOn of the community that the schedds, and contestants, spectators and Pledge which Macdonald feels is sell - d iscourses in which we determined the ] 80-poun-:!ers went all the way. On Sunday. February 2 7. at 4 : 3 0 u le for recorded concerts has been rana, the referee, thoroughly. ening out. for the workers do not real- principles concerning household man - were nervous and overly w ary " changed. The re are now two concerts: ~· M .. in Iglehart Hall , a film t a ken \ J td themsel ves . The decision was ize where their interests are and lose agem ent and tHe control of slans that in Ecuador by Mr. Borge Hansen-Mol- ./ednesday afternoon at 2 and Saturto Ha rris, largely on the basis fidence as the first round went consciousness of the class struggle. In man is by nature a political animal: ler . a knockd o wn In the third round . will be shown · Th1's fil m 1s b e- day afternoon from 4 :30 to 6 :00 · fact, underlying the C. I. 0. policy is and so even when men have no need the second and third saw solllt P. M. Barton to 0 k . h . . mg distributed by the 0. W . I. It is punches thrown. Barton got the disbelief in the necessity of class- of ass istance from each other they • Wit professional e~pected that Mr. Hansen -Moller wiU tJon . conflict. none the less desire to live together. cision by one point. far as b · · concerned the give a short talk o n our relations with -.. · ox1ng 1s Saturday at 4; 15 was thr Business-unionism is another form At the same time they are also brought South America. •wo figh t ' I s Were the best of the The A. Y. D. will hold its next which is not concerned with society as tog t~ her b y common interest. so far as the finals. the five foll o w ing 14 0-lb. class Hoxby L~ the d h meeting . Tuesday evening. February a whole or even with fellow workers each achieves a share of the good life. being scheduled; "'rg an t . e possibility of the rise of fascism in posed the always interest- A . T 29. at eight o ' clock in Room 24 of but rather only concerned with getting The good life then is the chief aim of 120 - lb; Durning vs. menca. he meeting has been scbedlem f o the short infighter verI d McDowell. It has been proposed that higher wages. This old Gompers pol- 1 society. both collectively for all its W. Harris vs . Barton. long u e to 1ast approximately forty - five t h;s meeting be devoted to a number o ut-fighter, and compli- minutes . of American political problems such ;;is Political - Adjective Indicating Original Sin Sherwin Cody and the Spoken Word I I Boxing I ° I Music Dept. South American Movie A. Y. D. �-. JOHN'S ST. Page 4 Tree Design I Adam had a memory of spruce trees Dark above snow. He remembered That under mysterious boughs the snow Was blue in starlight. He remembered that the earth was still. Spruce trees were the dark core of his mind. COLLEGIAN IST. JOHN'S COLLEGE Sometimes she said. "Adam, you were not born there. You never heard it. Nothing on earth speaks like it." Sometimes she smiled. He. watching her love smiling, Murm red, "Adam, I never beard it." A fair tree was the dark fringe of bis mind. He hid within himself. "God · will show a way, God willing." I. s. On Intimations of Mortality Fri., Feb. 25 - Sat., March 4, 19 Friday, February 25: ·3 :00-5 :00 P. M. 5:45 P. M. 6:45-8:00 P. M. 7:00 P. M. 8 :00 P. M. Sometimes he said, ''Eve, you were born here. Saturday, February 26: You never saw them. 10:30 A. M.-12:00 M. Nothing is like them here." 4 :30-6 :00 P. M. Sometimes he dreamed. She, watching 8 :30 P. M. his lone dreaming. Murm red , "Eve, I never saw them." Spruce trees were the bright fringe of Sunday, February 27: 4 :30 P. M. her mind. She hid within herself. "I shall find a way, God willing." II Eve remember a fair tree Rosy in sunlight. She had a memory Of fragrance and of glowing fruit That over powered senses. She remembered that the tree once spoke. A fair tree was the bright core of her mind. CALENDAR Athletics Vesper Service Bible Class Meeting of the Chorus Formal Lecture - Gerard Manley Hop kins -John Pick, Tutor, Groton School Athletics Recorded Concert The Film Club Presents -The Golem Borge Hansen-Moller will present films on South America Monday, February 28: Athletics Vesper Service Meeting of the Chorus 3 :00-5 :00 P. M. 5 :45 P. M. 7:00 P. M. Tuesday, February 29: Athletics Vesper Service Bible Class (Freshman) 3 :00-5 :00 P. M. 5:45 P. M. 7 :00-8 :00 P. M. Wednesday, March l: Recorded Concert Athletics Vesper Service Projective Geometry Class Boat Designing Class Formal LectureSemantics - Richard P. McKeon, Dean, Division of Humanities, University of Chicago 2:00 P. M. 3 :00-5 :00 P. M. 5:45 P. M. 7 :00 P. M. 7:30P:M. 8 :00 P. M. Thursday, March 2: 3 :00-5 :00 P. M. 5 :45 P. M. 7:30 P. M. Friday, March 3: • Athletics Vesper Service College Meet.ing Gymnasium Great Hall McDowell 2 2 Humphreys Ha([ Great Hall t. John's Collegian Vi. LVI-No. 22 ANNAPOLIS, MONDAY, March 13, 1944 Price: lOc This Is Wild arts are distorted an inversion of the Among modern semanticists there hierarchy as a whole occurs, and the are found three prominent schools. The lecturer investigated techne by result is the domination of form by considering the nature, the various matter in the lower arts and sophistic The first one is represented by Count •inds. and the order of the arts m Korzybski who in his book Science • flattery fo the higher. and Insanity states the basic doctrines Plato· F. K. of his school. For him, the function In the arts (as the political art in of language is to reproduce aJJ the 1be The Republic) there is a rational Gymnasium siraccure involved; the artist uses percharacteristics of reality through symHumphreys Hali fected art to its end. Art is an activMr. McKean , in his usual brilliant bols which map all the aspects of Iglehart Hall ir)' of man, governed by reason to and sc;holarly style. introduced to the reality. Under his scheme the ideal Jcbieve some good thing, and although College one of the more important solution to the language problem ir may accidentally give pleasure, per- philosophic problems of our times. would be a one-to-one correspondence Gnar-Hall frets something other than itself. Under th 1~ title Semantics the lecturer between the things of reality and their In the Cratylus Plato indicates that presented the various positions which symbolic representation. In his sysbe recognizes the structure of aristote- are currently held about this science tem three fields of study must be pur!ian causes: ( 1) the end, ( 2) the form and at the end of h is lecture he out- sued: the structure of language; the Gymnasium w hich as the artist proceeds technic- lined a possible solution to what he structure of reality; and finally, the Great Hall illy he must have in his psyche to real- believed to be the semantic dilemma. nervous system of individuals which Humphreys Hall ize cbe end, (3) the techne itself which Semantics is the science concened provides the c)ue for variation in apcombines form and matter, ( 4) and with the meaning of symbols. Since prehension. From the formulation of Gymnasium the matter. Thus the order of knowsymbols have two spheres of opera- his system there follow for Korzyzski Great Hall mg is four, three, two, one. The end McDowell 22 md form are implacably present in the tion , the science of Semantics has car- two primary errors. The elementalisurtt's understanding. In the Pro- responding divisions: practical-poeti- tic error leads to the supposition that exists independent. atomic Humphreys Hall tagoras Prometheus, or · Forethought, cal and theoretical. As examples of there Gymnasiu m saves man from distterous After- the first division, the speaker referred things such as substances. This erGreat Hall thought, Epimetheus, by giving the briefly to two contemporary novels; ror is caused by ignoring the fact that McDowell 21 lfls to him. Darkness At Noon and The Seed Be- things have an organic mode of existThe result of a reversal in this ordet neath The Snow. Both books are ance rather than an atomic one. The McDowell 22 ~ a deformed art, tribe. The opera- concerned with political problems. second error is the mentalistic error; Great Hall tion is guided by memory instead of in- The first one expresses the conviction it is the elementalistic error in an insight in the lower arts of possession and that an ultimate truth can very well tellectual dimension. It is expressed by production. Thus. loss of formal be the penultimate falsehood, the main the contention that numerous consecu«use in arts in empirea anq tribe, of assumption being that truth is very tive thoughts can be identical. One of final CJ Use flattery. Pleasure is the sub- heavily determined by existing condi- the main offenders is the law of the ]fctive reverberation of anything good. tions. The importance of conditions excluded middle. Once one grants Bue if the final cause is lost, pleasure will recur in theoretical semantics. Korzybski that the make-up of the Gymnasiu m ~ substituted, or Sophistry becomes The second book has as one of its individual is important for his underGreat Hall lbe flattery becomes the Sophistry of theses that eloquence is the founda- standing and once one allows him to Great Hall tbe higher arts . tion of the state. posit this fact as basic for the underUnder episteme is distinguished From these practical considerations standing, the two errors become eviGymnasium noetic science which produces only Great Hall lnowledge, and practical science which the speaker proceeded to theoretical dent. McDowell 22 The second school of thoug_ht rows into rhe action of the artist, the semantics where be again made a twoHumphreys Hall ormer being divided into poss~ssive fold division: linguistic semantics and about semantics is defended by I. A. Iglehart Hall Ind ronstructive arts, the latter into logical semantics. Linguistic seman- Richards in bis book The Meaning Athletics 3 :00-5 :00 P. M. Day in day out and years on end it Vesper Service 5M5 P. M. flows Bible Class 6 : 4 5 - 8 : 0 0 P. M. Unlike a river there is no sea Meeting of the Chorus 7:00 P. M. Peaceful and infinite to which it goes, Concert Budapest 8 :00 P. M. But only the restless years, and then String Quartet-Atthe end. tendance required And every midstream meeting clutched in hope Saturday, March 4: McDowell 24 Faculty Meeting And trembling to stay the motion and l 0: 3 0 A. M. Gymnasiu ~ Athletics l 0 : 3 0 A.. M. - l 2 : 0 0 M. the fears . f St John's C Is but another move, another rope "' · TH"" ST · JOHN'S OOLLEGIA.N is the official news organ o secon d cJass, · · as Aem1c l nd Reweaving one into the patterned years. published every Friday durmg t h e aca d · yl~a r . M Entered 11nder the Act O• October 15, 1919, at the Post Office at nnapo is, ary a , · Gene Thornton. 3, 1879. The Semantic Dilemma !pitactic and critical. The constructive ns include the making arts proper, th, 1 . . m1tat1ve arts, and most importanc. th'. therapeutic arts, which give and ltntain being, are preventative and rrecr ive. All arts are subordinate to Political arts. When these highest tics is primarily concerned with the historical study of the evolution of the meaning of words. His final distinct.ion brought the speaker to the main subject of the evening-logical ~emantics. The. subject. of this s~ience is the construction of ideal languages. of Meaning. M 'r. Richard 's contentions are exactly opposite to those of Count Korzybski. Instead of mapping the structure of things by means of a language Richards maintains I that the structure of the world reflects the structure of language. For Rich- � 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. LVI No. 21 Title A name given to the resource St. John's Collegian, February 25, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-02-25 Description An account of the resource Vol. LVI, No. 21 of the St. John's Collegian. Published on February 25, 1944. 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/dd257ab4bfeff34d1d6c4ae24867cc71.pdf b9080a0df13e81bec1c311f38f6091aa PDF Text Text JOHN'S ST. Page 4 Tree Design I Adam had a memory of spruce trees Dark above snow. He remembered That under mysterious boughs the snow Was blue in starlight. He remembered that the earth was still. Spruce trees were the dark core of bis mind. COLLEGIAN IST. JOHN'S COLLEGE Sometimes she said, "Adam, you were not born there. You never heard it. Nothing on earth speaks like it." Sometimes she smiled. He, watching her love smiling, Murm red, "Adam, I never heard it." A fair tree was the dark fringe of his mind. He bid within himself. " God will show a way. God willing." I. s. On Intimations of Mortality Day in day out and years on end it flows Unlike a river there is no sea Peaceful and infinite to which it goes, But only the restless years, and then the end. And every midstream meeting clutched in hope And trembling to stay the motion and the fears Is but another move, an other rope Reweaving one into the patterned years. Gene Thornton. Fri., Feb. 25 - Sat., March 4, 19 Friday, February 25: · 3 :00 -5 :00 P . M . 5 :45 P. M. 6:45-8:00 P. M. 7 :00 P. M. 8:00 P. M. Sometimes he said, "Eve, you were born here. Saturday, February 26: You never saw them. 1 0 : 3 0 A. M: -1 2 : 0 0 M. Nothing is like them here." 4 :30 -6 :00 P. M. Sometimes he dreamed. She, watching 8:30 P . M. his lone dreaming. Murm red, "Eve, I never saw them." Spruce trees were the bright fringe of Sunday, February 27: 4:30 P. M. her mind. She bid within herself. "I shall find a way, God willing." II Eve remember a fair tree Rosy in sunlight. She had a memory O f fragrance and of glowing fruit That over powered senses. She remembered that the tree once spoke. A fair tree was the bright core of her mind. CALENDAR Athletics Vesper Service Bible Class Meeting of the Chorus Formal Lecture - Gerard Manley Hop kins -John Pick, Tutor, Groton School Athletics Recorded Concert The Film Club Presents -The Golem Borge Hansen-Moller will present films on South America Monday, February 28: Athletics Vesper Service Meeting of the Chorus 3 :00 -5 :00 P. M. 5 :45 P. M. 7:00 P. M. Tuesday, February 29 : Athletics Vesper Service Bible Class (Freshman ) 3 :00 -5 :00 P. M. 5:45 P. M. 7 :00-8 :00 P. M . Wednesday, March 1: Recorded Concert Athletics Vesper Service Projective Geometry Class Boat Designing Class Formal LectureSemantics - Richa rd P. McKeon, Dean , Division of Humanities, University of Chic ago 2:00 P. M. 3 :00 -5 :00 P. M. 5:45 P. M. 7 :00 P. M . 7 :30 P: M. 8 :00 P. M. Thursday, March 2: 3 :00 -5 :00 P. M. 5 :45 P. M. 7:30 P. M. • Athletics Vesper Service College Meeting Friday, March 3: 3 :00-5 :00 P. M. 5tt45 P. M. 6 :45-8 :00 P. M. 7:00 P . M. 8 :00 P . M. Saturday, March 4: 10 :3 0 A. M. 10:30 A. M.-12:00 M . Athletics Vesper Service Bible Class Meeting of the Chorus Concert Budapest String Quartet-Attendance required Faculty Meeting Athletics G ymnasium Great Hall McDowell 22 Humphreys Ball Great Hall t. John's Collegian Vi. LVI-No. 22 ANNAPOLIS, MONDAY, March 13, 1944 Price: lOc This Is Wild arts are distorted an inversion of the Among modern semanticists there hierarchy as a whole occurs, and the are found three prominent schools. The lecturer investigated techne by res~lt is the domination of form by The first one is represented by Count considering the nature, the various matter in the lower arts arid sophistic ~inds, and the order of the arts in Korzybski who in his book Science flattery in the higher. Plato. and Insanity states the basic doctrines F. K. Jn the arts (as the political art in of his school. For him, the function of language is to reproduce all the 1be T he Republic) there is a rational G ymnas ium characteristics · of reality through sym111 uccure involved; the artist uses perHumphreys Hall fected art to. its end. Art is an activMr. McKeon, in his usual brilliant bols which map all the aspects of Iglehart Hall governed by reason to and sc:holarly style, introduced to the reality. Under his scheme the ideal 11 y of man, Jchieve some good thing, and although College one of the more important solution to the language problem it may accidentally give pleasure, per- philosophic problems of our times. would be a one-to-one correspondence l'3n'a Hall fcClS something other than itself. Under the title Semantics the lecturer between the things of reality and their In the Cratylus Plato indicates that presented the various positions which symbolic representation. In his sysbe recognizes the structure of aristote- are currently held about this science tem three fields of study must be purliao causes: ( 1) the end, ( 2) the form and at the end of his lecture he out- sued: the structure of language; the Gymnasium which as the artist proceeds technic - lined a possible solution to what he structure of reality; and finally, the Great Hall 111y he must have in his psyche to realbelieved to be the semantic dilemma. nervous system of individuals which Humphreys Hall ize tbe end, (3) the techne itself which Semantics is the science concened provides the c)ue for variation in apcombines form and matter, ( 4) and with the meaning of symbols. Since prehension. From the formulation of Gymnasium :he matter. Thus the order of knowsymbols have two spheres of opera- his system there follow for Korzyzski Great Hall mg is fou r, three, two, one. The end McDowell 22 md form are implacably present in the tion, the science of Semantics has cor- two primary errors. The elementalisut•t's unde rstandin g. In the Pro- responding divisions : practical-poeti- tic error leads to the supposition that exists independent. atomic Humphreys Hall lagoras Pro metheus, or · Forethought, cal and theoretical. As examples of there Gymnasium uves ma n from distterous After- the first division, the speaker referred things such as substances. This erGreat Hall thought, Epimetheus, by giving the briefly to two contemporary novels; ror is caused by ignoring the fact that McDowell 21 l!tsto him . Darkness At Noon and The Seed Be- things have an organic mode of existThe result of a reversal in this ordet neath The Snow. Both books are ance rather than an atomic one. The McDowell 22 is a deform ed art, tribe. The opera- concerned with political problems. second error is the mentalistic error ; Great Hall hon is guided by memory instead of in- The first one expresses the conviction it is the elementalistic error in an in1igbt in the lower arts of possession and that an ultimate truth can very well tellectual dimension. It is expressed by production. Thus. loss of formal be the penulti,mate falsehood, the main the contention that numerous consecuCluse in arts in empirea anq tribe, of assumption being that truth is very tive thoughts can be identical. One of final cJuse flattery. Pleasure is the sub- heavily determined by existing condi- the main offenders is the law of the Jective reverberat ion of anything good. tions. The importance of conditions excluded middle. Once one grants Eut if the final cause is lost, pleasure will recur in theoretical semantics. Korzybski that the make-up of the G ymnasi um substituted, or Sophistry becomes The second book has as one of its individual is important for his underGreat Hall the flattery becomes the Soph istry of theses that eloquence is the founda- standing and once one allows him to Great Hall lbe higher arts . tion of the state. posit this fact as basic for the underUnder episteme is distinguished From these practical considerations standing, the two errors become eviGymnasium nonic science which produces only Great Hall lnow[edge, and practical science which the speaker proceeded to theoretical dent. McDowell 22 The second school of thoug_ht rows into rhe action of the artist, the semantics where he again made a twoHumphreys Hall ormer being divided into poss~ssive fold division: linguistic semantics and about semantics is defended by I. A. Iglehart Hall ind •onstructive arts, the latter into logical semantics. Linguistic seman- Richards in his book The Meaning The Semantic Dilemma McDowell H . f St John's THE ST. JOHN'S COLLEGIAN is the. offimal news organ o . d class nubhshed every Friday during the acade1mc year. Entered as sec~ .A.ct oi October 15, 1919, at the Post Office at Annapolis, Maryland, tlnder t e 3, 1879. lpitactic and critical. The constructive rts. include the making arts proper, lhi1m't at1ve arts , and most important, · 1 '.therapeutic arts, which give and ltntain being, are preventative and rrictive. All arts are subordinate to Political arts. When these highest tics is primarily concerned with the historical study of the evolution of the meaning of words. His final distinct.ion brought the speaker to the main subject of the evening-logical ~em antics. The. subject. of this s~ience ts the construction of ideal languages. of · Meaning. Mr. Richard 's conten· tions are exactly opposite to those of Count Korzybski. Instead of map ping the structure of things by means of a language Richards maintains I that the structure of the world reflects the structure of language. For Rich- /' �,,.... Page '1. COLLEGIAN ST. ards language is used in two ways: symboHcally, referring to the outside world (its form is prose), and emotionally, referring to man's internal fee 1 in gs (its· form is poetry). Thought is highly analogical, which means that it has many points of reference. In accordance with this statement Richards believes that the vocabulary should be small; basic English is the product. I inquiry. His philosophy is an analogical theory of ideas and things. Arisl totle, whose approach the lecturer called literal. maintained there was no simple relation between thought, words, and things. For Aristotle the philosophic procedure was highly ana-1 lytical. ultimately leading to science. In the next philosophic period the emphasis shifted from things to ideas. Philosophers were no longer concern- The third and final semantic division is that of the Positivists. Its two main exponents are Carnap and Morris. They , like Richards, maintain against Korzybski that a language cannot map things. They posit as their primary study the analysis of Ianguage. Their field of inquiry is divided into three parts: Pragmatics, which treats language in relation to the speaker; Semantics, which discusses language in relation to subject matter; and Logical Syntax, which is the study of the structure of language. From his three particularized ac- ed primarily with what things are but with the nature of human thinking. Barkely was selected as the exponent of the analogical method for this period while Kant represented the literal approach. The third or modern philosophic age brought us up to our own times. The emphasis now is on words which are the main concern of the science· of semantics. An exponent of the analogical method ·is Russell; one of the literal method, Richards. For the moderns the problem of meaning has become a substitute for philosophy. As remedies for the confusion of counts the speaker concluded the first part of his with two generalizations. the modern semanticists, the speaker First, semantics is an attempted revo- suggested as a philosophic task for our lution in philosophy. It tries to ac- age the rediscovery of the ancient count for human understanding and metaphysicians and a recognition of in the fulfillment of its task intro- the wisdom of the analysis of earlier duces new terminology. Even though philosophers together with their re- I C 0 L LEGI A N Page 3 ST. -.... I..----~~~~~~~~;--~~~~~~~~~~~~~~~-~~~~~_::_~~ Budapest String Quartet \hich is also present in the works of Eric Sati, Stravinsky, De Falla and Debussy. These people reacted to jazz For the second time in the last three a strange way. They were struck 10 years the Budapest String Quartet ap. mst of all by the dissonance and o peared as one of the regular Frida ro\ue which becomes rationalized night lectures. · This reminded us a jazz band. They, however, take 10 somethi~g th~t we too often forget-- ibese aspects of jazz music from their that, (m spite of the good council ,ontext and place them in the formal of the Republic, not only we, bnt \i illitations of classical music. Here some of our best friends , are music ibese receive a different meaning. The jJZZ phrasing in a new atmosphere lovers. here jazz tradition no longer has The program was made up of the w Mozart D Minor Quartet, the .Mi\. inY status cannot express the emotions baud Quartet Number I I. and the C originally intended. Instead, this jazz Sharp Minor Quartet of Beethoven. phrasing becomes a symbol of the We heard the Mozart Quartet for 01 uroticism of the big city life in the the first time and consequently fetl 1110 dern world presented in a sophistithat it would be pretentious on our cated way, to which jazz never had part to make any statement of its ex. 10y pretentions. Nevertheless, with cellence which has the smell of au. rbis misu erstanding, intentional or thority. We feel, however, that it wis not, these modern composers created a an excellent work (arguing. contracv new musical rhetoric, which has often to the Good Bishop, by inductio~. proved to be effective. from works more familiar to us, in The last selection was the Beech which we find the greatest genius and oven Quartet in C Sharp Minor. perfection and sensitivity, and com- 0~ * * * * * paring our impressions of the Quartet TO BEETHOVEN with this knowl~dge)' and are even In bis later years more certain that the performance wis sensitive and the four instrumenu Tbat will is curbed now beautifully coordinated. Which once saw boundless possibilities, Even as the playing of a P ee W Thought that it could drag the very 11 it denies the old philosophic problems they nevertheless reoccur. Second, semantics is a systematic attempt introduction into the semantic sys- Russell record between a Morton and gods terns. The moderns should use in this an Oliver serves to illuminate, by con· In heav en down. in triumph. enterprise analogical seamantics for trast, the greatness of these tw o, even For the sight of mortal men. to use sybmolic analysis as a means for the re-instatement of philosophy. In the second part of his lecture, Mr. McKean investigated what has lead to the revolution in philosophy which produced semantics, and in the final part of his lecture he attempted to show what the future of semantics should be. The lecturer began his analysis by stating that there are · three kinds of entities which have been and still are the concern of philosophers: things, words, and ideas. A description as well as literal semantics for purposes of analysis. The purpose of the enterprise was pictured by the speaker as three-fold; first, it would help the problem of communication; second. it would serve eristic purposes thus helping us to salvage some of the old material: and third it would help us to make value-judgments in ethics. politics. and esthetics. Even though the speaker's exposition was clear and brilliant, the writer does not think that Mr. McKeon's shift of emphasis with respect to these final statement was satisfactory. The three groups has produced a shift in problem of meaning is ultimately a philosophic trends. philosophic one and its solution canFor the ancients the emphasis was not be accomplished solely through a on things. As two representatives for study of the history of philosophy. It this philosophic age the speaker select- is true that the history of philosophy ed Plato and Aristotle. Plato is the is of primary importance as backexample for the analogical method of (Continued On Page Four) so did the Milhaud Quartet glorifv th e two traditional works. At the bt· ginning we felt that the musiciin were not quite so much at home with this modern work as they were w irb the other two. We found the seco~ movement coldly amusing an d erno tionally inanimate. The third movr ment was slow and heavily dreamt Milhaud, in this movement. emploi f l f· 1 d un ortunate y. too requent Y· a vice used also by Shostakovich contrast between high and low regit Yet the restlessness is there, Tbe fi re present, which once, In all consuming violence, Sought to break the limits Set upon it by divinity. Aeneas I have fled the flaming plains of once proud Troy; Been tossed by seas relentless, turbulent, foamed and frothed by an angry god; Forsaken by the stars, or if regarded, then from distance incommensurate with human love. Goddess-born, I wander willess, witness and protagonist of drama frailty of man cannot command, cannot endure, bearing fire, the flame whereof no mortal can be master. am not Prometheus. I have received, and in time I. shall give, but of my own I have not, either to receive or to bestow. Yet I have given, as my own, love, giving falsely that which was not mme to give. There are not my arts. I have no age, yet burden of a thousand years to come falls heavy on a mortal frame that cannot even die. Wandering, wandering, shall I, Aeneas, fated to found an empire, whose burden. self-destroying, self-consuming, brings not peace even with flooding tears. at last find peace? ever find peace? · Robert Campbell Flutes, Strings and Harper After such desire, such expectancy, The strings and flute ensemble under Can there be consolation? a the direction of Nicolas Nabokov preAnd from the bitterness of such sented a concert at the request of the senior class on Sunday evening. The recognition Of impossibility. th' can any mg re- group included Mrs. Benac, Mrs. McCleary. Mrs. Weiser, and Mr. J. Van main Doren, Mr. Abrahamson, Mr. Benedict But blind despair? and Mr. Goldstein. The Telemann Does ter strings. There is present also 1 0 no t such a vision of beauty t Concertante for Flute and Strings, nee confined, resolve itself unreality of Debussy , dreamlike which opened the program, was rendInto the blackest ugliness? expectant, with its unsatisfiable ered with a precision which was unmanticism. The last movement '" No. Nobility can save it, usual considering the short time the typical of the works of the P Cherish it, turn it group had been working together. school to which Milhaud beloO Into the greater beauty of the recogni- Mrs'. Benac's playing of Handel's Here is seen Sonata for Violin and Piano was ti on. ence of jazz rhythmically and emotionally responsCampbell-Ertegun 1ve, and Mr. Benedict's piano was a sensitive agreement. Mr. William Harper sang two Shubert songs and 'F ranz's Widmung. following the Sonata. Mr. Harper's voice was admirably pitched to the size of the hall and be sang with a great deal of expression. The songs were familiar masterpieces of vocal music and Mr. Harper's flavorful German conveyed meaning to those knowing and unacquainted with that language. He was accompanied by Mordecai Sheinkman. The most musically interesting part of the evening was the last composition. Bach's suite in B minor for Flute and Strings. The aforesaid group �JOHN'S ST. Page 4 with the addition of Mr. Sheinkman was directed by Mr. Nabokov. The piece, one of Bach's most important COLLEGIAN book (to be published in mimeographed form) called A Hundred or so Permutations and Combinations of a Selected Short Subjects at the Repub- chamber compostttons, provides chamber music group with a study in the interchanging play of strings and flute, flute and piano. Mr. Goldstein's tlure was technically excellent, and P roved the solidifying factor in a rath er stiff orchestration. Mrs. Weiser deserves special praise for her p laying of the ' cello part in the latter sect ion o f the suite. as to the Although it is uncertain . value of readings of chamber music, as such, it is apparent that this group has the abi'l ity to contribute greatly to the musical part of the college program. 'd . For it would provt e ch am b er music well played, as a frequent, if not weekly event, as this concert shows. One ~annot stress too strongly the importance of the immediate and regular performance of music by competent artists as a mean of appreciating and evaluating the theoretic and argumentative part of the musical program. And this function is n~t now fulfilled by the formal lecture series. Arts Now that the forsythia · is more or less in bloom, the old wander-lust has z· All . II h k d ' rc. m a , c oc e as we are with emotion. we can do little but thank an indulgent audience which we have al w ays presumed we bad, our editors, an d our college for footing the bill. By the way of last words we in- • t. John's Coll eg1an I planets l when there's the North around. Tallulah Bankhead howeve made up for any and everythincr sequence in which she laug~·s f Or about thirty seconds is historic filin, But then, Tallu reminds us of so of our best friends. lilt l LVII-No. I ANNAPOLIS, FRIDAY, APRIL 7, 1944 Price: I Oc ~---------------------------------------------------- Tra·nscendentals and and theology will be added unto us. man. We must then examine these ex? · · t h ese. penences m terms of the liberal arts. I S T erm papers sh ow t h at mterest h as Th e pro f esstons should be open very · · (Continued From Page Two) _Mr. Buchanan had finished college varied between science, law, and theo- specially to us from St. John's. d f h bl b d was managing a lecture series on logy as seminar and tutorial readings v ite y ou to seriously consider Life- groun or t e pro em ut u 1timate. in H. R. M. h I · sci'•ntific, literary, and political sub- have been shifted. And into the three boat (at the Capitol Friday and Sat- 1Y t e so uuons must come froni < h"I h h i··cts befo re he found the liberal arts. great professions. medicine (which is urday). Mr. Buchanan's Mr. Hitch- P 1 osop Y· 1t seems t at such terrns < k h I f . d as analogical and literal are more tbin He found chat audiences could under- the mother of the sciences), law, and coc as spent a ot o time an money . f "fi scand if the I ecturer could P resent the theology falls all of our knowledge. . Preparation and practice are now again and come through rather excel- convenient terms or c1ass1 cation and eliJllfDtS his subject. Most lectur- The medicine man reads the signs which successfully under way for the coming lently · The 1"deolog1"cal f renzy wh1"ch understanding of them in themselv.. •ts failed because, as he discovered , they God has placed upon the earth. Medi - lacrosse season. .. C oaching and supert b e T" rmes an d our own PM passe d has important philosophic cons1. • not kno w the elements of their sub- cine is concerned with that which is vision are being offered by Mr. Pum did th roug h seeme d t o us t.o b e l"ttl e more quences. Finally, it seems to the wri"·r jccts. t " A II o f t h e Iecturers 1 k ed true a b out things. Law has need of p h rey an d Mr. White. ac As yet, parthan that same old tempest in that that the rediscovery of the liberal ans methods of proceeding to the elements all the arts, especially the imitative ticipation has been rather poor, and same old place. We must however as the means for handling symbols to. of cheir various subject matters. When arts. For the ruler must represent the your presence at practice sessions is recount it as a favorable sign when an gether with their appl icati to sorn1 ic was suggested that the seven ancient people to themselves in order that they quested. The value of the lacrosse intell igent picture stirs things up. Our of the old philosophic problems is libiral arts were what he was looking may recognize their follies and be ready season. aside from the excellence of the only real disagreement was with the well as contemporary ones might yield for, we have no more reason to be- <o follow bis example of what they game itself, is the fact that it h elps character of the steward and the fact an answer to the semantic dilemma. lieve that Mr. Buchanan hoped for any should be. Man's good is the con - break up the long spring and summer that nobody navigates a ship by the A. H. 1110 re from them than do progressive cern of law. It is the problem of the terms into at least tw o sports. As it ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~=·~~~on toda~ But he gave them a r~er to dHermine the ends of man in was poinud out before by the atb~tic crial: the re'sult is St. John's. society and the proper means thereto. board in giving reasons for introducTbe impositions and intentions of Theology is the most tempting and ing the sport when only a small perTuesday, March 14: words or signs make possible the de- the most difficult. It attempts t o re- centage in the school had previously Assembly for Academic McDowell P orch v 3 :40 P. M. elopment and understanding of the auce the arts to a knowledge of na- played, tw o continuous terms of softProcession liberal arts. ture, and virtues to a knowledge of ball would prove t o be very tiring. Great Hall Commencement Exer4 :00 P. M. Useful or industrial arts are those ends and means. Therein lies the asset in the introduccises. Address to whereby materials are fashioned artisThe dangers to be encountered m tion of lacrosse. Practice sessions are Graduates by Jacob tically for economic purposes. Medi- the study of the professions are mapy. being held by schedule during the week, Klein cine and education have man for their The doctor and his fellow scientists but on any aftern oon the college is in5 :00 P . M . McDowell Base- object and they can be practised only can easily become obsessed with man viced to come down. A special class Tea ment with his co-operation. The divine al one. or only the world outside him. will be held on Saturda y mornings for ================================================::..="--~ I ms. whose tools are the sacraments , We must then know the meaning of those who feel they need more practice may be described as reflexive. our scientific work as it relates to and also those who wish to become Dramatics and painting are imitative human life and must repeatedly sub- quite proficient in the game. This ms. Plato would give the art of gov- mit ourselves to the criticisms of column wishes to urge the college to ernment kingship among the arts . science. Our observation of law in the back lacrosse in every way. Seeing bow much the sophists and contemporary world leads us co despair For the benefit of the new freshmen imitative artists corrupted the youth of of attaining just and orderly govern- and aiso the rest of the college, the his time , Plato advocated that pbilo - ment. We are thus far most apt to athletic board wishes to announce that sophers be kings. We may hope that forget the possibilities of scientific gov- its staff this year is composed of Mr. philosophers will be kings , but it is ernment and think only in terms of Frank Pumphrey. Mr. Thomas Robertmost imponanr for us that truth rule pragmatic Jaws and power politics. son. Mr. Frank Marshall, and Mr. Harour individ ual lives . When we as a people so think of gov- rison Sasscer. manager. A scien ce cannot be built without ernment we will no longer have the Last Saturday evening marked the ' practical knowledge of an art. (No knowledge and the faith to improve annual athletic banquet. Procedures on~ can take advantage of your pains- it. Theology. because it muse deal were supervised by the atbletic board taking hours in the laboratory by with the most abstract. is most liable and Mr. Barr, who presided. The dincopying your observations. ) to false reasoning. Whatever we be- ner was primarily for the purpose of We now make the. St. John's as- lieve. about God, if it be the product awarding deserving athletes, but the ]oT }.low CAN SAy-MAN lS TH~ ME..o\5URE'C F ALI... TH1 Nus? Sumption. If we apply ourselves dili- of false reasoning, is idolatry. banquet also functioned as an introduc~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~ncty ~ the libu~ arts and read We have the opportunity to uquire t~n of c~lege activ~~s to the new THE ST. JOHN'S OOLLE<JIAN is the affi.cial news organ of St. John's Coll critically the books of life which great the liberal arts. But we cannot un- freshmen. published every Friday during the academic year. Entered as serond class ma !'1 e b \ October 15, 1919, ::it the Post Office at Annapolis, Maryland, under th e Act of Ma ral artists have written. the truths derstand our contemporary world unMr. Barr started proceedings in his 3 • lB7 9 . of the natural sciences. soc ial sc'.ences. ti! we have practised the other arts of usual manner. welcoming the new U . n Versa I But w h Y sh a JI we · b e Ied to Backcampus of CALENDAR 0 set in. Our friends tell us this resembles something like the end of a decade , said decade being the first lifespan of the AR TS dept. The long and short of it is that we are obliged to leave. The rent's up and that sort of thing and the neighbors have been complaining. But if we know anything about it, the AR TS dept. will not die but, like a phoenix we know, will rise from our ashes with considerably more solemnity if not critic al integrity. We might at this point survey our work and our purpose but that would be sad. sad history and r ather un i nformative. We might , w ith some purpose and vigor, ind icate a policy of crit icism and la unch fo rth o n o u r p repared lecture called The C rit ic in the Small College or Why We Never Get Free PtIJlses. The physical limitations of this paper prevent that, though heaven knows the ed.tors would like to fill it up . You must wait for our you � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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. 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JOHN'S COLLEGE ANNAPOLIS, MARYLAND 1696-1944 COMMENCEMENT EXERCISES TUESDAY, MARCH FOURTEENTH NINETEEN HUNDRED FORTY-FOUR IGLEHART HALL I i �Candidates for Degrees BACHELOR OF ARTS Program ACADEMIC PROCESSION FROM MCDOWELL HALL INVOCATION Rite The Reverend William Kyle Smith Alexander Meiklejohn READING Lecturer of the College Birmingham, Michigan EDWARD BORN COCHRAN Washington, District of Columbia AHMED MUNIR ERTEGUN Baltimore JAMES G. HUBER ANNOUNCEMENT OF PRIZES AND A WARDS - The President of the College Tutor of the College The President of the College CONFERRING OF DEGREES BENEDICTION Cum Laude Jacob Klein ADDRESS TO THE GRADUATING CLASS New York, New York JACK LANDAU HENRY HARRISON SASSCER, IV Chevy Chase The Reverend William Kyle Smith Magna cum Laude ACADEMIC PROCESSION TO MCDOWELL HALL ARTHUR HYMAN Tampa, Florida PETER CHRISTIAN WOLFF Glen Echo Reception and Tea in McDowell Hall for Graduates and their Guests, the Faculty and their Families, the St. John's Staff, and Students As of the Class of 1932 Rite ALFRED DOWD Hillside, New Jersey �Honors and Prizes To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green Prize of $25.00. Honorable Mention ... . . . . . . PETER WEISS . ROBERT LUTHER CAMPBELL, JR. To the member of the Senior Class who has written the best final essay, a prize of $30.00. Offered under the will of the late Judge Walter I. Dawkins . . .. ARTHUR HYMAN To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors ... PETER CHRISTIAN WOLFF � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 1944-03-14 Description An account of the resource Commencement Exercises. 1696-1944 Identifier An unambiguous reference to the resource within a given context Commencement Exercises from 1942 {1942-06-09} 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 Title A name given to the resource Commencement Program, 1944 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4c617f3e70c09b352d14909410ad27d3.pdf 5ea67619ef83e2fbc3fed412368f6f46 PDF Text Text St.·John.s Collegian ' Vol. L VII-No. 1 ANNAPOLIS, FRIDAY, APRIL 7, 1944 Transcendentals and Universals < Mr. Buchanan had finished college and was managing a lecture series on scientific, literary, and political Sf!bjects before he found the liberal al:ts. He found that audiences could understand if the lecturer could present the elements of his subject. Most lecturers failed because, as he discovered, they did not know the elements of their subjects. All of the lecturers lacked methods .of proceeding to the elements of their various subject matters. When it was suggested that the seven ancient liberal arts were what be was looking for. we have no more reason to believe that Mr. Buchanan hoped for any more from them than do progressive educators today. But he gave them a trial: the result is St. John's. The impositions and intentions of words or signs make possible the development and understanding of the liberal arts. Useful or industrial arts are those whereby materials are fashione9 artistically for economic purposes. Medicine and education have man for their object and they can be practised only with his co-operation. The divine arts, whose tools are the sacraments, may be described as reflexive. Dramatics and painting are imitative arts. Plato would give the art of government kingship among the arts. Seeing how much the sophists and imitative artists corrupted the youth of his time, Plato advocated that philosophers be kings. We may hope that philosophers will be kings. but it is most important for us that truth rule onr individual lives. A science cannot be built without a practical knowledge of an art. (No one can take advantage of your painstaking hours in the laboratory by copying your observations.) We now make the St. John 's assumption. If we apply ourselves diligentl y to the liberal arts and read critically the books of life which great liberal artists have written , the truths of the natural sciences. social sciences . and theology will be added unto us. But why shall we be led to these? Term papers show that interest has varied between science, law, and theology as seminar and tutorial readings have been shifted. And into the three great professions, medicine (which is the mother of the sciences). law, and theology falls all of our knowledge. The medicine man reads the signs which God has placed upon the earth. Medicine is concerned with that which is true about things. Law has need of all the arts, especially the imitative arts. For the ruler must represent the people to themselves in order that they may recognize their follies and be ready to follow his example of what they should be. Man's good is the concern of law. It is the problem of the ruler to determine the ends of man in society and the proper means thereto. Theology is the most tempting and the most difficult. It attempts to reduce the arts to a knowledge of nature, and virtues to a knowledge of ends and means. The dangers to be encountered in the study of the professions an? many. The doctor and bis fellow scientists can easily become obsessed with man alone, or only the world outside him". We must then know the meaning of our scientific work as it relates to buman life and must repeatedly submit ourselves to the criticisms of science. Our observation of law in rhe contemporary world leads us to despair of attaining just and orderly government. We are thus far most apt to forger the possibilities of scientific government and think only in terms of pragmatic laws and power (>Olitics. When we as a people so think of government we will no longer have the knowledge and the faith to improve it. Theology. because it must deal with the most abstract, is most liable to false reasoning. Whatever we beIieve about God, if it be the product of false reasoning, is idolatry. We have the opportunity to acquire the liberal arts. But we cannot underst~nd our contemporary world until we have practised the other arts of Price: 1 Oc man. We must then examine these experiences in terms of the liberal arts. The professions should be open very specially to us from St. John's. H . R. M. Backcampus • Preparation and practice are now successfully under way for the coming lacrosse season. Coaching and supervision are being offered by Mr. Pum phrey and Mr. White. As yet, participation bas been rather poor, and your presence at practice sessions is requested. The value of the lacrosse season , aside from the excellence of the game itself. is the fact that it helps break up the long spring and summer terms into at least swo sports. As it was pointed out before by the athletic board in giving reasons for introducing the sport when only a small percentage in the school had previously played, two continuous terms of softball would prove to be very tiring. Therein lies the asset in the introduction of lacrosse. Practice sessions are being held by schedule during the week, but on any afternoon the college is invited to come down. A special class will be held on Saturday mornings for those who feel they need more practice and also those who wish to become qu ite proficient in the game. This column wishes to urge the college to back lacrosse in every way. For the benefit of the new freshmen and also the rest of the college, the athletic board wishes to announce that its staff this year is composed of Mr. Frank Pumphrey. M r. Thomas Robertson. Mr. Frank Marshall. and Mr. Harrison Sasscer, manager. Last Saturday evening marked the annual athletic banquet. Procedures were supervised by the athletic board and Mr. Barr, who presided. The dinner was primarily for the purpose of awarding deserving athletes, but the banquet also functioned as an introduction of college activities to the new freshmen . \ Mr. Barr started proceedings in his usual manner, welcoming the new �Page J, ST. freshmen and complimenting the last year's athletic board and the whole col· lege for its unusually high participation in intramural sports this last year. The meeting was then turned over to Mr. Sasscer, manager of the athletic department. wh.o read the names of the winning men and teams. Medals were given to members of these following teams: West Pinkney for both baseball and track; Chase-Stone and Paca Ca~roll for their long-remembered tie of the football championship ; and East Pinkney was awarded for carrying off both the soccer and basketball titles. Blazers then were presented to individual men. Tennis singles, Richard Maury ; doubles. Richard Maury and Richard Harris. Badminton honors went to Stephen Benedict. Ruben Marchosky was presented a blazer for squash. Boxing blazers were awarded JOHN'S COLLEGIAN college and citizens of Annapolis and our. stay with us. One point, first, to the U. S. N. the new arrivals; survivals already The St. John's passion is one of a 1 realize it: look to the Circle and Capigroup ' of five composed by Bach. tol for class , the Republic is slumming. Three of these seem to have been lost. Hollywood, we magnify thee . · The Passion music of Bach is a part The Mitacle of Morgan' s Creek, at of the great polyphonic compositions the Circle until Sunday and then the written during the 17th and 18th cen-1 Capitol through Tuesday, proves that turies. It offers brilliant and pro- slapstick and sentiment still make a found music for voice and orchestra, in quite effective combination. It's all simple settings which are characterized about the comic middle-western by expression and depth in the Kockenlockers and hectic youth, and rhythmatic patterns and in the sacred has brought a flock of bad jokes in lyrics. tabloids comparing it with recent goings-on in England. ( we can have our cake, etc.). Betty Hutton and Eddie Bracken and Dina Lynn as a cynical The Dean opened the meeting to Th h J h' h adolescent. e eaven y 1erarc Y make a this time, unpoetical appeal to • M G' " d "Th also appears as · c mty an e the residents to refrain from destroying h bl Boss." w om no one seems a e to what grass remains from the ravages of ·f Th · · dd. · " ident1 y. ere 1s m a 1t1on a pupthe winter; to use the footpaths and to petoon," a device which has been a:ecognize our temptation and meet it. d I Th. · h · I to Brewer Newton, William Harris. handle neat y. 1s one 1s p ys1ca Frank Pumphrey, as the chairman ly distressing to watch and is a sort of Richard Powder, Hamilton Durning , of the Cotillion Board. spoke concernpoor variation on "The Three Black and Marvin Hoffenberg. George ing the plans of the club for the comCrows. " long dead. Smith. Archer Jones, Peter Clogher. ing term. He recalled the organization Though we haven ' t seen it, we un and Charles Putnam were vested as of the board in the past and comderstand that if you haven ' t read it. winners in wrestling. Richard Maury mented on the changes which had been The Bridge of San Luis Rey might was awarded the blazer as individual made and which were felt to be for not be too bad. The Capitol through ' champion of the year. having attained the good of the college as a whole. tomorrow, but caution. the highest total of points. The EdThe social li.fe of the college. it Everything at the Republic this ward Flint Lathrop prize was awarded seems, when properly and successfully ,,,reek should be avoided, except the to Thomas Robertson for contributing carried out, is analogous to the sucpenultimate chapter of Captain Amerniost to intramural sports during the cessful function of the laboratory. It ica, tomorrow. The Kght'ng Seabees year. This terminated the athletic proceedings for the evening. Other ac- is a laboratory in the social sciences. puts John Wayne, rascal th at he is . and As one of the functions of the labora- Susan Hiiyward. dear that she is, into rivities were then outlined and support tory is the application of theoretic the nurse's corps and Seabees without was urged. Robert Mueller spoke for knowledge to material and physical beva rying plot or situations. Allan Jones the COLLEGIAN , Thomas Fulton in ings, the Cotillion Club may be the deserts the plains for the melodious behalf of the Student Co-operative. means to a social and political end. Sing A J ingle. Finally. Ann Miller in Frank Pumphrey hilariously for the The board hopes .to announce the Hey , Rookie. Dates for these don't Cotillion Board. Mr. Nabokov urged program for the coming term in writ· matter. participation in music and dramatics, ing in the near future . The present A poltergeist phantasy. The U ninand Robert Campbell outlined plans members of the board besides Mr. Pumvited , will be at the Circle and Capitol for the Year book and the art show. phrey are: Van Doren. Bird, Tris tram during the week. Reports indicate that Campbell. William Harris, Welch, the terror is unmarred by rati~nal exlsrael. Gilbert. and Stone. planations and malicious scientists . In The St . John ' s College Community spite of its adv ertisement as "a love Chorus will present on Sunday. a week. chat is out of this world. " it looks the excerpts from the St. John's paspromising. ( This probably makes the Grasping at straws. and considering s10n . The chorus for some time has second best marquee sin re a nazi opus been . until the formation of the cham- past policy and success of our self- pushed as "sadism gone mad"). Ray her music. the on! y organization in the effacing predecessor. we are somewhat Milland and Ruth Hussey are the incollege which is practicing and per- awed at the thought of appearing forming mus ic. weekly . and in print. We have. how- viced who stayed. The past winter, the chorus. under ever. outlined a massive program. a Broadway Rhythm is infested by che d irection of Nicholas Nabokov, and rationale all-embracing, to treat of Ginny Sims and George Murphy. with the assistance of Mordecai Sheink- l' Art in our time and vicinity. We (The big town has . a big h eart. ) Sus man. has met twice weekly and sung promise to inject into the COLLEGIAN rained by Lena Horne and Hazel Scott. four-part choral music. The chorus a puritanical note, an Asiatic austerity, who more are artists and who come in consists specifically of members of the and . a lushness. If this is not borne for brief shots . 1· I I College Meeting I , St. John's Chorus Arts *~\~Co Vol. L VII-No. 2 Trivium ANNAPOLIS, FRIDAY, APRIL 14, 1944 Price: 1 Oc I acter. The language of Aristotle Now many different signs are necesMr. Kieffer's lecture on grammar would seem to bear this out. The sary because of the multitude and diswas the finest on the first of the triv- tendency was to the subject-copula- tinction of things, which, as the Anium that this writer has ever heard at predicate form. as somehow distin- gelic Doctor says. is from God. But St. John ' s. Essentially speculative in guishe·d from the free and rhetorical use a grammatical form ought also to its outlook, it showed nevertheless the of verbs by Plato . pave the way to the other parts of the problems facing an actual grammarAs grammar becomes more formal- Trivium , so it must find unity as well. The different ways of talking about ian m his attempts to talk about ized, however, the dialectical distincthings. and about ideas. tions become verbal. Thus when we things can be correlated with the The first problem to be faced was say that red runs, the form is clear; Trivium ; history, oratory and poetry that of different languages and hence but we must not forget the highly would be exercises of grammar, rhet different grammatical forms. Here analogous use of an accident as if it oric and dialectic, respectively. The were two considerations. A common were a substance. lt is the poets who increase of fictional literary devices grammar is desirable as a common keep a language a living thing ; but may , he suggested, be due to our loss basis for understanding. But not, it the philosophers must not be misled of the fundamentals of grammar. But w:.s clear, the Nazi grammar. nor the by certain constructions, from consid- he went further; tbere is, he said, a Marxist , nor any other which made ering to what the final reference is. distinction between philosophy and men subservient to an ideolozy. BeGrammar, strictly , has three aspects. literature. The one is from a supertween anarchy and tyranny l.1y the First comes phonetics, the rule for ior to an inferior; the other between solution. combining and pronouncing vowels equals. We like to wonder whether Now gramm.1r is ne:essary to dia- and syllables. Then the syllables com- this distinction would have been made lectic, but dialectical principles are bine into words. This could be the by Plato. necessary to the establishment of a end. Certain primitive peoples have Finally, we find at the. end of the good grammar. In the "Cratylus" apparently nothing but words in their lecture a restatement of what appears Plato calls grammar the art of making grammar. All Western languages , to us rather to be to the lecturer alsymbols under the direction of dia- however, have gone further and <level- most a matter of faith . The superlectic. But since it is presupposed be- oped syntax. Here the words are iori t y, that is. of the Platonic langfore the dialectic can take place, a significant not only in themselves, but uage to the Aristotelian. It is, to him , vicious circle begins to appear; one because a certain form is added . mak- based on a belief in the superior inwhich, the lecturer seemed to believe, ing them Parts of Speech, relating to telligibility of ideas expressed in recan be only resolved in terms of other words. This is the end of Iational, func ti onal terms to those exPlatonic myth. grammar as itself. All the forms used pc'essed in the time-honored logical What then is this art? The art of ~n a class room are second impos itional ; Aristotelian form . He does not den y the making and use-si distinguantuc \Vhat they refer to lies outside the :field th e gain in clarity of anal ysis ; it can -of symbols and of their understand- of grimmar. best be summed up by a remark of his Mr. Kieffer. however. did not stop in the question period, which we at ing . It must then have principles and intelligibility. The understanding of here. The very nature of a word as a least will remember al w ays as almost symbols can be in reference to itself, symbol is that it should have both the revealing the inmost beliefs of a great or to something else. But symbols are first and second intentions. Discourse teacher: " I am perhaps saying that not understood by themselves; only is valuable only as leading to recogni· poetry is superior t o prose." by reference to other symbols can t ion. and this involves always an eleAnd if it is. w e may be sure that there be intelligibility . Thus we must ment of remeniscence. The function Mr. Kieffer, at least, would never unhave logos; not a word, but a sig- of grammar is to lead towards and to dertake a demonstration, for to do so nificant utterance. A word cannot be assist this recognition. With this un- would be to contradict oneself. And false, only a statement. A 'statement derstanding its scope broadens. There only Mr. Adler has that privilege. in the purest sense links a subject to a appears a grammar of science. of reH. T . W . predicate. This it would seem is only ligion , and of politics. It may be, for possible as an indication of how things example. that modern day science needs are. or rather as how relations between a · better grammar; one which would 1 things are. concern itself with significations Pe rhaps the Categories of Aristotle rather than with signs. Other examdepend on relations between things. pies are legion of tbe necessity for a If this is so. we have a basis for a better re!ation of the matter to the grammar essentially logical in char- form in the arts lnd sciences. April) April I Laugh thy girlish laughter · � 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. LVII No. 01 Title A name given to the resource St. John's Collegian, April 07, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-04-07 Description An account of the resource Vol. LVII, No. 1 of the St. John's Collegian. Published on April 07, 1944. 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/6c32b88cbe3bfc7922d898057d93415e.pdf 12ded9eb87d1fff42c5a9a34e9998e14 PDF Text Text ST. J., freshmen and complimenting the last year's achletic board and the whole college for its unusually high participation in intramural sports chis last year. The meeting was then turned over to Mr. Sasscer, manager of the athletic department, who read the names of the winning men and teams. Medals were given to members of these following teams: West Pinkney for both baseball and track ; Chase-Stone and PacaCa~roll for their long-remembered tie of the football championship ; and East Pinkney was awarded for carrying off both the soccer and basketball titles. Page COLLEGIAN JOHN'S college and citizens of Annapolis and,. out, stay with us. One point, first , to the U. S. N. the new arrivals; survivals already The St. John ' s passion is one of a 1 realize it: look to the Circle and Capigroup · of five composed by Bach. to! for class. the Republic is slumming. Three of these seem to have been lost. Hollywood. we magnify thee. · The Passion music of Bach is a part The Miracle of Morgan' s Creek, at of the great polyphonic compositions 1the Circle until Sunday and then che written during the 17th and 18th cen-1 Capitol through Tuesday, proves that turies. It. offers .brilliant and pro- sla~st1ck and sentiment still m~ke a found music for v01ce and orchestra, in quite effective combinat10n. Its all simple settings which are characterized about the comic middle-western by expression and depth in the Kockenlockers and hectic youth, and rhythmatic patterns and in the sacred bas brought a flock of bad jokes in lyrics. tabloids comparing it with recent goin gs-on in England. ( we can have our Blazers then were presented to individcake, etc.). Berty Hutton and Eddie ual men. Tennis singles, Richard v Bracken and Dina Lynn as a cynical The Dean opened the meeting to d 1 Th h 1 b' h Maury; doubles , Richard Maury and a o escent. e eaven y 1erarc y Richard Harris. Badminton honors make a this ti~e. unpoetical appeal to also appears as "McGinty" and "The went to Stephen Benedict. Ruben the residents to refrain from destroying Boss. " whom no one seems able to what grass remains from the ravages of 'd ·f Th · · dd ' · " Marchosky was presented a blazer for i entt y. ere ism a 1t1on a pupthe winter; to use the footpaths and to petoon." a device which has been squash. Boxing blazers were awar d ed £ecognize our temptation and meet it. di d I Th . · b · I to Brewer Newton, William Harris, ban e neat y. 1s one is p ys1ca Frank Pumphrey, as the chairman d' · h d · f Richard Powder, Hamilton Durning, ly 1stressmg to watc an 1s a sort o of the Cotillion Board. spoke concern · · "Tl 1-b Bl k and Marvin Hoffenberg. George poor vanauon on 1e ree ac ing the plans of the club for the com- C ,, 1 d d Smith, Archer Jones, Peter Clogher, rows . ong ea · ing term. He recalled the organization Though we haven ' c seen it, we unand Charles Putnam were veste d as winners in wrestling. Richard Maury of the board in the past and com- derstand that if you haven't read it. . d' 'd mented on the changes which had been The Brt'dge of San Luis Rey might 1 was awarded the blazer as m 1v1 . uad made and which were felt to be for not be too bad. The Capitol through champion of the year. having attaine the good of the college as a whole. tomorrow. but caution. the highest total of points. The EdThe social life of the college. it Everything at the Republic this ward Flint Lathrop prize was awarded seems. when properly and successfully v1eek should be avoided, except the to Thomas Robertson for contributing carried out , is analogous to the suc- penultimate chapter of Captain Amer niost to intramural sports during the cessful function of the laboratory. It ica, tomorrow. The f,;,g ht' ng Seabees year. This terminated the athletic is a laboratory in the social sciences. puts John Wayne. rascal that he is. and P roceedings for the evening. Other ac- As one of the functions of the labora- Susan H?-yward. dear that she · is. into tivities were then outlined and support tory is the application of theoretic the nurse ' s corps and Seabees without was urged . Robert Mueller spoke for knowledge to material and physical be- va rying plot or situations. Allan Jones the COLLEGIAN, Thomas Fulton in ings, the Cotillion Club may be the deserts the plains for the melodious behalf of the Student Co-operative. means to a social and political end. Sing A Jingle. Finally . Ann Miller in Frank Pumphrey hilariously for the The board hopes .to announce the Hey , Rookie . Dates for these don't Cotillion Board, Mr. Nabokov urged program for the coming term in writmatter. participation in music and dramatics, ing in the near future. The present A poltergeist phantas y. The Uninand Robert Campbell outlined plans members of the board besides Mr. Pum- vited , will b0 at the Circle and Capitol for the Yearbook and the art show. phrey are: Van Doren , Bird, T ristram during the week. Reports indicate that Campbell. William Harris , Welch, tbe terror is unmarred by rati~nal ex Israel. G ilbert. and Stone. pl nat ions and ma licious scientists. In The St . John 's College Community spite of its advertisement as " a love Chorus will present on Sunday. a week, that is out of this world." it looks the excerpts from the St. John's paspromising. (This probabl y makes the Grasping at straws. and considering sion. The chorus for some time bas second best marquee since a nazi opus been . until the formation of the cham- past policy and success of our self- pushed as "sadism gone mad" ). Ray her music , the only organization in the effacing predecessor, we are somewhat Milland and Ruth Hussey are the in college which is practicing and per- awed at the thought of appearing forming music. weekly . and in print. We have. how- vited who stayed. The past winter, the chorus. under ever. outlined a massive program . a Broadway Rhythm is infested by th e d irect ion of Nicholas Nabokov. and rationale all-embracing, to treat of Ginny Sims and George Murphy . with the ass istance of Mordecai Sheink- I' Art in our time and vicinity. We (The big town has . a big heart. ) Susman. bas met twice weekly and sung promise to inject into the COLLEGIAN tained by Lena Horne and Hazel Scott. four-part choral music The chorus a puritanical note, an Asiatic austerity, who more are artists and who come in I College Meetin2 I , St. John's Chorus Arts consists specifically of members of the and . a lushness. If this is not borne for brief shots. *'°\'\Co Vol. L VII-No. 2 ANNAPOLIS, FRIDAY, APRIL 14, 1944 Price: 1 Oc acter. The language of Aristotle Now many different signs are necesMr. Kieffer's lecture on grammar would seem to bear this out . The sar Y b ecause o f t h e mu l titude and · diswas the finest on the first of the triv- tendency was to the subject-copula- tinction of things, which, as the Anium that this writer has ever heard at predicate form, as somehow distin- gelic Doctor says, is from God. But St. John' s. Essentially speculative in guished from the free and rhetorical use a grammatical form ought also to its outlook, it showed nevertheless the of verbs by Plato. pave the way to the other parts of the problems facing an actual grammarAs grammar becomes more formal- Trivium . so it must find unity as well. ian m his attempts to talk about ized, however, the dialectical distincThe different ways of talking about things, and about ideas. tions become verbal. Thus when we things can be correlated with the The first problem to be faced was say that red runs, the form is clear; Trivium; history, oratory and poetry that of different languages and hence but we must not forget the highly would be exercises of grammar, rhet different grammatical forms. Herc analogous use of an accident as if it oric and dialectic, respectively. The were two considerations. A common were a substance. it is the poets who increase of fictional literary devices grammar is desirable as a common keep a language a living thing; but may , he suggested, be due t o our loss basis for understanding. But not, it the philosophers must not be misled of the fundament als of grammar. But w:is clear, the Nazi grammar, nor the by . certain constructions . from consid- he went further; there is, he said, a Marxist, nor any other which made ering to what the final reference is. distinction between philosophy and men subservient to an ideoloiy. BeGrammar, strict( y, bas three aspects. literature. The one is from a supertween anarchy and tyranny l.iy the First comes phonetics, the rule for ior to an inferior ; the other between solution . combining arid pronouncing vowels equals. We like to wonder whether Now gramm.tr is ne:essary to dia- and syllables. Then the syllables com- this distinction would have been made lectic, but dialectical principles are bine into words. This could be the by Plato. necessary to the establishment of a end. Certain primitive peoples have Finally, we find at the end of the good grammar. In the "Cratylus" apparently nothing but words in their lecture a restatement of what appears Plato calls grammar the art of making grammar. All Western languages, to us rather to be to the lecturer alsymbols under the direction of dia- however, have gone further and <level- most a matter of faith. The superlectic. But since it is presupposed be- oped syntax. Here the words are iority, that is. of the Platonic langfore the dialectic can take place. a significant not only in themselves, but uage to the Aristotelian . It is, to him, vicious circle begins to appear; one because a certain form is added. mak- based on a belief in the superior inwhich, the lecturer seemed to believe, ing them Parts of Speech, relating to tell igibility of ideas expressed in recan be only resolved in terms of other words. This is the end of Ia~ional. funct ional terms to those exPlatonic myth. grammar as itself. All the forms used pressed in the time-honored logical What then is this art? The art of ~ n a class room are second impos ition al; Aristotelian form. He does not deny the making and use-si distinguantut -vbat they refer to lies outside the field th e gain in clarity of an alysis ; 1t can -of symbols and of their understand- of grJmmar. best be summed up by a remark of his Mr. Kieffer. however. did not stop in the quest ion period, wh ich we at ing. It must then have principles and intelligibility. The understanding of here. The very natqre of a word as a least will remember always as almost symbols can be in reference to itself, symbol is that it should have both t he revealing the inmosc beliefs of a great or to something else. But symbols are first and second intentions . Discourse teacher: " I am perhaps saying that not understood by themselves; only is valuable only as leading to recogni- poetry is supe rior to prose." by refere nce to other symbols can ti on. and this involves always an eleAnd if it is , we may be sure that there be intelligibility . Thus we must ment of remeniscence. The function Mr. Kieffer. at leasL. would never unhave logos: not a word, but a sig- of grammar is to lead towards and to dertake a demonstration , for to do so nificant utterance. A word cannot be assist this recognition. With this un- would be to contradict oneself. And false . only a statement. A 'statement derstanding its scope broadens. There only Mr. Adler has that privilege. in the purest sense links a subject to a appears a grammar of science, of reH . T. W. predicate. This it would seem is only ligion , and of politics. It may be, for possible as an indication of how things example. that modern day science needs are. or rather as how relations between a · better grammar; one which would things are. concern itself with significations Perhaps the Categories of Aristotle rather than with signs. Other examdepend on relations between things. pies are legion of the necessity for a Laugh girlish laughter If this is so, we have a basis for a better re!ation of tb.e matter to the grammar essentially logical in char- form in the arts Jnd sciences. Trivium I April, April , I thy �Page'/., ST. War Meeting Last Sunday night, Mr. Buchanan talked on a "typically. radically, and exclusively modern" topic ; "Adult Education, the Principle of the Republie." The title is an adaptation from Montesquieu's "Spirit of Laws," where government (so I am told) is defined in nature and principle. In such a scheme, the nature of a republie is defined as the many ruling them~elves; the principle, according to Mr. Buchanan is universal education of every kind, all over the world and extending through the whole span of life. The emphasis of government .becomes the medium and instrument of intelli- gence, not the exercise of a 5 1o/o majority. Stated another way, the theory of angels constitutes the perfect Republic, where learning ceases because everything is known by everybody. On the terrestial plane, education is the medium of most nearly approximating such a state. This statement of the relation of government and the training of men is neither a novel nor a revolutionary theory. In a perverted sense it is recognized and put into (mis) use by those governments based on war and violence rather than discuss10n (ideally)· and cloak-room conference (actually)· The Hitler government. for example. approached the problem with energy and malice while we doted in sullenness and irresponsibility. The "world wide" part of this statement is important. If we have learned anything about politics through the present world catastrophy, it lies in the fact that the fundamental differences in principles of governnent are not the "i nternal concern" of the nation involved. A "better" as well as a "worst" government elsewhere is a danger. Once there was a world government based on a common principle, the Pax Romanum, which was superseded by the Church of Rome whose remnants ace still the reminder of such a scheme. But for practical purposes if we are to re-establish such an order we must carry thro"ugh a· "revolution." Our God shall be the Intelligence which will be distributed among the m any (preferably by the John Does, B.A .. St . John's). We will need organization, either through a federal JOHN'S ~--~~~~~S~T_.-:-_J_O~H_N~'-S~_c_o~L~L_E~G_I_A~N~--~~~~-P~ag~e..:....3 COLLEGIAN department or an association of col-1· ed; and everybody felt that the United leges and universities. We will need a States was a very backward country. special type of teacher, the only kind 1 In the words of Mr. Barr. corrected in deserving of the designation; men de- matter but not in spirit by Mr. Klein. voted to truth. transmitters of tradi- ''the United States is the only civilized tions'. with high ethical standards, and nation on earth without a ministry of e~peCially that, charity of sharing the education." richness of ones self. Who is the auK. E. thority to choose materials is a powerfol question. The present St. John's curriculum, which has "Inspiration, Knowledge, and the Laws as its forms, and Man, the World, and God as its Sunday afternoon brings the first of content," will have to suffice. We will the Cotillion Club's events for this also need money, which raises a host term. It appears that there are quite a few things in store for turning the of other problems. Th'1s is a rough outline of a plan to social life of a St. Johnnie into a much more colorful and exciting affair. fulfill the Republic. It is painful to Open house is devoted mainly toward see how little there is to start from. Th ere 1s no sort of over-all organiza- meeting local girls, and banishing that · prevelant feeling. It is also a matter tion at present. Educational instituof facing the opposite sex or eating sup· t10ns are spread like varieties of polyw ogs in different parts of a marsh. and per elsewhere, the food being served in all of them cry and blow air bubbles in the coffee shop. In the words of the I I I Social the spring. The teacher of today is a' specialist with a Ph.D., who works in a closeted laboratory with the aid and encouragement of the President of the University. The curricula are chaotic and diverse; greed. and a spirit of "after I've slaved through to my degree. I will never open a serious book again," is prevalent. This usual inoculation against future learning is sufficient to deny colleges their raison d'etre. We have established compulsory education up to sixteen. a most extraordinary thing to do. In practice that means everybody learns a littie. arid very few learn very much. Our way m st be to increase and improve that little, making our task a difficult one, indeed. Cotillion Board's chairman, "It is a plan to banish the frigidness of half the student body by means of psychology." On the twenty-second comes the movie-square dance. Those who have attended the previous movie-dances are familiar ,with the overwhelming coldness of the gym. the scarcity of dates. and the individual parties. The Square Dance is to be 'quite different. Everybody will dance, and while dancing will meet many others . Thus the above malefactors disappear. More Cotillion psychology! On the thirtieth comes an Art Show and a second Open House, differing from the ocher in that the girls will be from Goucher College and the Maryland Art Institute. The purpose is the same. An outdoor informal is staged for the thirteenth of April , being exactly what its name implies. dancing under the stars. The last bow for the term is to be the May Formal on the twentyseventb-nothing new, but it is planned to have the same band from the last formal to help put it over. TJle question period was concerned with ways and means, for everybody had apparently been persuaded in the principle and desirability of this great example of what government by reason might be. Mr. Klein proposed to complete the square of the federal branches by the creation of an Educational Board. analogous to the Supreme Court in composition, which The program is expected to be a sucwould constitute responsible and cess but of course it depends on the dt"gn1"fied leadersh1'p. Th e C . I . 0 . an d stu d ents ' cooperation. · I t seems t h at the State Education Boards were dis- this has been the Board's greatest setmissed· the latter with some hope for back. a lack of cooperation. Cotheir regeneration. The English operation means merely interest in, an Workers' Education Projects and the attendance, and an effort to make the Danish School System were commend- dances a success. Backcampus Policies of the college have been questioned in the past. Among them is the policy of keeping our· equipment and playing fields to ourselves. Some individuals have considered this unreasonable; it has been said that "town boys" should have the use of our facilities when they are not being used by the members of the college. The Administration's policy is dictated by two reasons. In the first place, because of a scarcity of equipment, . our supply must be made to last for an indefinite period. This period would be drastically reduced if we shared our equipment with outsiders. This holds true as to the use of the playing fields. These questions are not new. In this connection, the column is blunt: we hold with the administration, that certain elements, known or unknown; the town boys as we have termed them. cannot be trusted with the unregulated and unrestricted use of our common property. This has been born out in the past by numerous thefts. The tendency has been to overlook these facts. But an impractical and disorganized charity can be fatal. Last Saturday night, this problem was brought home in a disastrous way whten the gym was broken into, and more than one hundred -fifty dollars worth of equipment taken. Again, in the very near past, a certain group of boys wandered down to the gym one Saturday mor~ing. They were invited to join in a basketball scrimmage with four members of the college. A sense of responsibility was lacking on th~ part of our undergraduates and our neighbors were allowed to remain in the gym unobserved. When stock was taken. all equipment on the floor itself, had been removed; and many of the lockers had been looted. But we could g o on and on. Let this be sufficient as a warning to the members of the entire college. to protect their property; in some cases irreplacible property. Keep outsiders out. As the college community already knows. lacrosse is being revived here on the St. John's backcampus. The game is, or was, completely foreign to those of us who did not live in Baltimore. This fact has been the main problem in bringing the game back. The problem itself is large enough as to present some doubt as to the reason why; or how the athletic staff intends to introduce the game. The why of it is fairly simple. As was pointed out at the athletic dinner, the spring and summer terms are soft ball terms. But is a community of this type one sport would get rather tiresome after six consecutive months. The participation so far has been fairly good, although people feel a littie bashful because they don't know what a lacrosse stick looks like. This should be no obstacle for it has been shown that the sport may be readily picked up with a little practice. No one need think that he has to be, or is expected to become an expert during the week of practice which remains. As a matter of fact, those who have been out, have become familiar with the game so fast . that the athletic staff has drawn up a regular competitive, beginning Monday. Employment Cooperative. His talk consisted of a reading of the charter of the Student Employment, and a continuation of the explanation given at the Athletic Dinner. He pointed out how the college depends on the Student Employment, and how the Student Employment depends on the college. This brought up the question of the advisability of an employment agency such as this, when it might interfere with the academic side of college life. Perhaps, with a little experience, Mr. Fulton would find that often the opposite is true, when studies interfere with the Student Employment. The function of the agency, aside from its purpose of training in the cooperative movement, is to make money, primarily. The student should not let Mr. Fulton ' s interesting and intelligent theorizing on the Student Cooperative make him lose sight of this vital and all-important function of reCoaching is available for those who newing the weekly budget. desire it. The school has efficient The members of the college, esstudent coaches, who will willingly pecially the freshmen, should take it part with their skill and information. upon themselves to get into this thing. The athletic staff feels that if la- if it is at all possible. A wide variety crosse is restored on a regular inter- of interesting, entertaining, and inmural basis, a big step will have been structive jobs await the newcomer to accomplished towards a better recre- the Student Employment. Although ational schedule. Mr. Fulton did not stress this aspect T. R. ~ P. W. of the agency. a short talk with the managers, Bob Weiss and Dick Jarii.ison, will fully bring out the practical side of the agency. The meeting opened with an anG. M. V. nouncement by Mr. Buchanan concerning the Medical Aptitude Test, to be given on Friday, April 28, at 3 :00 P. M. Mr. Buchanan spent his time stressing the importance of the test to At the athletic dinner Mr. Plunder, persons desiring to go on in the chosen the director of the manual arts at St. profession, and the advisability of John's outlined the purpose and plan younger students taking the test. of the woodworking shops. Closely Mr. Smith then took the rostrum connected with these i.; the Boat Club and enlarged upon the re cent! Y 1·ts t ed which functions as a free and efficient dormitory rules. concerning the use of organization for these members of the the social rooms. Mixed parties in so- college that sail, and for those who cial rooms must have a chaperon and wish to learn to sail. Two arts which permission from the Assistant to the are not only useful. but above all President, Mr. Hammond. Stag par- lucrative and pleasurable. are sailing ties must have the permission of Mr. and woodworking. A boat is made of Smith. wood. and boat building is one of the For the remainder of the meeting, highest and most rewarding forms of Tom Fulton, the college's leading ex- craftsmanship. Mr. Plunder offers in ponent of the Cooperative movement, struction and aid in sailing and the spoke on the functions, aims. and re- nautical crafts to tho:;e wbo are interlationships of the St. John's Student ested. The Vicious Circle Boat Club �COLLEGIAN ST. Arts IST. JOHN'S COLLEGE This week we are prepared to meet all comers in open debate on the State House lawn ; our thesis will be. "how many starlets can be impaled on the point of a pin?" And this is all because of the plethora of musicals brought to our colonial town , appearing to ease the icy gales of Spring. Hot on the gay heels of Broadway 3 :00-5 :00 P . M. 3 :00-5 :00 P. M . 7 :00 P . M. 8 : 0 0 P. M . 5: 15 P. M. The subtlest murders for a long time can be found in Phantom Lady, star~ing Sunday at the Republic. Hop-heads , frightened gunmen. and a clever killer who is unseen for the first half of the picture. For some time, we have been waiting for a film to compare with Night Must Fall , but the journals have anticipated us. Franchot Tone and Ella Raines, retiring to the Capitol Wednesday . Grace McDonald, She's For Me, at the same place Wednesday ; and for all we care. you can have them. Friday will arrive. and with it Lon Chaney in Weird Woman. She might turn out to be an animal of some sort ; anyway . it makes our blood run lukewarm. A new serial begins then , and for four months you can be tantalized by arson . murder, battery, and varieties of unique vice. This promises to be the most sustained performance since The Perils of Pauline. Captain America gives up the ghost first. Fri. , Apr. 14-Sat., Apr. 22, 1944 Friday, April 14: Rhythm, comes a period piece, Shine Saturday' April 15: On, Harvest Moon . Dennis Morgan 10:30 A . M.-12:00 M . and Ann Sheridan and, happily. Jack Carson, have been put in this. Such Sunday, April 16: frivolity make us cringe. It will run 4 :00 P. M. the gamut of emotions from Circle to Capitol for most of the week. About The Sullivans , which follows at the Circle, something can be said only with difficulty. Hollywood's not unusual cheap capitalization on morbid sentiment is evident. We dare say that in fact the Sullivans were not the standard types they are made to appear as in the film . Again, an effort at simplicity has been botched up and turned into false pathos. CALENDAR 8 :00 P . M. Athletics Recorded Concert Chorus Rehearsal Formal LectureT hucydides-J ohn H . Finley, Jr., Harvard College Back Campus Book Shop Humphreys Hall Great Hall Athletics Back Campus The St. John 's Passion - The St. John' s Community Chorus Open House and Supper-All members of the student body invited World FederationStringfellow Barr St. Anne' s Church Athletics Records by Request Dormitory Managers Meeting Chorus Rehearsal Back Campus Book Shop McDowell 21 Athletics Records by Request Bible Class Mathematics Club Back Campus Book Shop McDowell 22 McDowell 21 Athletics Bible Class Boat Club Meeting Formal Lecture-Psycho-AnalysisMortimer J. Adler Back Campus McDowell 22 McDowell 21 Great Hall Athletics Records by Request College Meeting Back Campus Book Shop G reat Hall Athletics Recorded Concert Chorus Rehearsal Formal LectureRhetoric-Stringfellow Barr Back Campus Book Shop Humphreys Hall Great Hall Athletics The Film Club Presents -All Qu~et on the W estecn Front Back Campus Iglehart Hall Monday, April 17: 3 :00-5 :00 P . M. 3 :00-5 :GIO P. M. 5 :00 P. M. 7:00 P. M. Tuesday, April 18: 3 :00-5 :00 P . M. 3 :00-5 :00 P. M. 7 :00-8 :00 P. M. 8:00 P. M. Wednesday, April 19: 3 :00-5 :00 P. M. 7 :00-8 :00 P. M. 7 :30 P. M. 8:00 P. M. Thursday, April 20: 3 :00-5 :00 P. M. 3 :00-5 :00 P. M. 7: 30 P. M. Friday, April 21: 3 :00-5 :00 P. M. 3 :00-5 :00 P . M . 7 :00 P. M. 8 :00 P. M. SJturday, April 22: THE ST. JOHN'S COLLEGIAN, is the 10:30 A. M.-12:00 M . official news organ of St. Johns Col8:30 P. M. lege published every Friday during the ~cademic year. Entered as second class matter October 15 , 1919, at the Post Office at Annapolis, Maryland, under the Act of March 3, 1879. McDowell Basement Woodward Hall Humphreys Hall St. John's Collegian Vol. L VII-No. 3 ANNAPOLIS, FRIDAY, APRIL 21, 1944 Timeo Danaos Mr. Finley's lecture on Thucydides opened with an outline of the program which consisted of three parts: (a) the form of Thucydides, (b) bis style, and ( c) bis subject matter. His introduction to this program was an interesting parallel, similar to those of Spengler. which compared the Hellenic civilization with that of the Romans. Both civilizations after having periods of decline in the Mycenean and Ravennean ages, respectively, were overwhelmed by the onslaught of hordes of invading barbarians. This onslaught, in both cases, introduced a socalled "dark age." To c~ntinue his parallel, be compared the " Illiad" and the "Odessy" to "The Song of Roland" and "Beowulf." In both groups the author was looking back upon a glorious past, while be himself was living in a " dark age." He pointed out the rebirth that both civilizations underwent; the rebirth of the Greek civilization being the "Golden Age," and that of the Roman. the world of these last three hundred years. This rebirth was in both cases marked by a rise of patriotic or nationalistic feeling. The product of this feeling was , in the one case, the city state, and in the other, the national states of today. The comparison was made even more dearly. since in both cases, the component parts of these reborn civilizations grouped together and made alliances; the Delian Confederacy, and the European alliances. The style and form qf Thucydides were strongly affected by the literary developments preceeding him. Since early Greece had little or no science, and a highly unorganized religion, compared with today 's, the poets and poetry held a much higher position than in any other comparable period of history. Consequently, Thucydides, although he was writing prose, imitared poetry a great deal. This poetic background also caused Thucydides to generalize his events and happenings. He has often been called the first scientific historian, but actually his ac- curate observation was only the means to the end of generalization. Basically, his style was one of antithesis, the major contrast being the differences between 1\thens and Sparta. Woven into this main theme are many other contrasts, some moral. some tragic, and some political. The tragic contrast would be the potentiality of Athens, and what she actually realized in the war. The moral and political ones could have been in the description of the strife at Corcyra. Another point which was mentioned in connection with style, was that of the intelligibility of Thucydides to his contemporaries. If Pericles had given his funeral oration as Thucydides records it, the Athenians would have been bewildered, much the same as Shakespeare's contemporaries were supposedly baffled b y his speeches in certain plays. The leeturer was inclined to disagree with this view and stated that Thucydides represented the trend in Greek expression, and therefore his version of the funera! oration would have been intelligible to Athenians. The third and final part of the leeture was a summary of the history, done in the light of what was set down earlier in the lecture, and with an attempt at discovering the political implications of the various events. The main theme of the history is the greatness and weakness of Athens, the greatness being shown by her innovations to warfare, and the weakness, by her strategic shortcomings. Foremost among the Athenian innovations was the new type of sea warfare which she inaugurated. She also introduced the hoplite which was primarily an economic creation. The reason for this was their value in attacking and reraining farm land, of which there is so little in Greece. The Athenian discipline was based on a system of granting_ privileges for meritous service, thereby increasing daring and initiative among the troops . This was in dir~ct contrast to the Spartan system of ngorous barrack life along a conservative pattern. As to the war itself; in the beginning. Sparta was the leading Price: I Oc power, and seeing the rising force of Athens, she made war upon her. The Periclean policy was to carry on the war in a defensive manner, thereby defeating the hopes of the Spartans ; but when Athens took the initiative at Syracuse, her fortunes began to crumhie, resulting finally in the collapse of Athens and the Athenian culture. This fatal expendition was compared to the German attack on Russia. A question was raised in the discussion period as to the interpretation which may be placed on the funeral oration in particular, and on the implications of the book, in general. It was pointed out that the ideal democracy which is eulogized in the oration was not in operation in Athens at that. or at any previous, time. Thucydid es is thought by some to have been deeply ironical in his account; and in the despair and destruction at the defeat of Athens to realize the pathos of Athens and Sparta, victorious and defeated ; and to take as his hero, Alcibiades. The historical analog y, which may be drawn with the ,present, was pre> ented; and similarities were described between the pa rt icipants in the ancienc and modem wars. Perhaps the irony w hich Thucydides discovered in the pol itical conditions of h is time may also be foun d in ours. For are we "lovers of the beautiful. yet with econom y. " and "we cultivate the mind w ithout loss of manliness"? If we do, then we are certainly the objects of a pathetic name. and of a History ; if not. then we are, .perhaps , unworthy of such an irony. If we are to have an Alcibiades, the lecturer might say, we should hope that the inexpressability of our pathos might be lightened a little by our w orks. For in the words of Pericles: " Such was the end of these men ; they were worthy of Ath. ns, and the living e need not desire to have a more heroic spirit, although they may pray for a less fated issue. The value of such a spirit is not to be expressed in words. " I M . V. R. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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. LVII No. 02 Title A name given to the resource St. John's Collegian, April 14, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-04-14 Description An account of the resource Vol. LVII, No. 2 of the St. John's Collegian. Published on April 14, 1944. 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/fdf861eb19e62ad2b5f69d22c26c1b2b.pdf 770d4a9d47989fea31e9322a894c0799 PDF Text Text JOHN'S ST. Arts COLLEGIAN IST. JOHN'S COLLEGE This week we are prepared to meet all comers in open debate on the State House lawn ; our thesis will be, "how many starlets can be impaled on the point of a pin?" And this is all because of the plethora of musicals brought to our colonial town, appearing to ease the icy gales of Spring. Hot on the gay heels of Broadway Grace McDonald, She's For Me, at the same place Wednesday ; and for all we care. you can have them. Friday will arrive, and with it Lon Chaney in Weird Woman. She might turn our to be an animal of some sort ; anyway, it makes our blood run lukewarm. A new serial begins then , and for four months you can be tantalized by arson . murder, battery, and varieties of unique vice. This promises to be the most sustained performance since The Perils of Pauline. Captain America gives up the ghost first. Fri., Apr. 14-Sat., Apr. 22, 1944 Friday, April 14: 3 :00-5 :00 P. M. 3 :00-5 :00 P. M . 7 :00 P . M. 8 :00 P. M. Rhythm, comes a period piece, Shine Saturday, April 15: On, Harvest Moon. Dennis Morgan 10:3 0 A. M. -12: 0 0 M . and Ann Sheridan and, happily, Jack Carson , have been put in this. Such Sunday, April 16: frivolity make us cringe. It will run 4 :00 P. M. the gamut of emotions from Circle to Capitol for most of the week. 5:15 P. M. About The Sullivans, which follows at the Circle, something can be said only with difficulty. Hollywood's not unusual cheap capitalization on morbid 8:00 P. M. sentiment is evident. We dare say that in fact the Sullivans were not the standard types they are made to ap- Monday, April 17: 3 :00-5 :00 P . M . pear as in the film. Again, an effort 3 :00-5 :!tO P. M. at simplicity has been botched up and 5 :00 P. M. turned into false pathos. The subtlest murders for a long time can be found in Phantom Lady, star~ing Sunday at the Republic. Hop-heads, frightened gunmen. and a clever killer who is unseen for the first half of the picture. For some time, we have been waiting for a film to compare with Night Must Fall , but the journals have anticipated us. Franchot Tone and Ella Raines , retiring to the Capitol Wednesday . CALENDAR 7:00 P. M. Athletics Recorded Concert Chorus Rehearsal Formal LectureT hucydides-J ohn H . Finley, Jr., Harvard College Back Campus Book Shop Humphreys Hall Great Hall Athletics Back Campus The St. John 's Passion - The St. John's Community Chorus Open House and Supper-All members of the student body inviced World FederationStringfellow Barr St. Anne's Church Athletics Records by Request Dormitory Managers Meeting Chorus Rehearsal Back Campus Book Shop McDowell 21 Athletics Records by Request Bible Class Mathematics Club Back Campus Book Shop McDowell 22 McDowell 21 Athletics Bible Class Boat Club Meeting Formal Lecture-Psycho-AnalysisMortimer J. Adler Back Campus McDowell 22 McDowell 21 Great Hall Athletics Records by Request College M eeting Back Campus Book Shop G rea t Hall Athletics Recorded Concert Chorus Rehearsal Formal LectureRhetoric-Stringfellow Barr Back Campus Book Shop Humphreys Hall Great Hall Athletics The Film Club Presents -All Qui.-et on the Western Front Back Campus Iglehart Hall Tuesday, April 18: 3 :00-5 :00 P. M. 3 :00-5 :00 P. M. 7 :00-8 :00 P . M. 8 :00 P . M. Wednesday, April 19: 3 :00-5 :00 P. M. 7 :00-8 :00 P. M. 7:30 P. M. 8 :00 P. M. Thursday, April 20: 3 :00-5 :00 P. M. 3 :00-5 :00 P. M . 7: 30 P. M. Friday, April 21: 3 :00-5 :00 P. M. 3 :00-5 :00 P . M. 7:00 P . M . 8 :00 P . M. S<iturday, April 22: THE ST. JOHN'S COLLEGIAN, is the 10:30 A. M.-12:00 M. official news organ of St. Johns Col8:30 P. M. lege published every Friday during the ~cademic year. Entered as second class matter October 15, 1919, at the Post Office at Annapolis, Maryland, under the Act of March 3, 1879. McDowell Basement Woodward Hall Humphreys Hall St. John's Collegian Vol. LVIl-No. 3 ANNAPOLIS. FRIDAY, APRlL 21. 1944 Timeo Danaos Mr. Finley's lecture on Thucydides opened with an outline of the program which consisted of three parts: (a) the form of Thucydides, (b) his style, and ( c) his subject matter. His introduction to this program was an interesting parallel, similar to those of Spengler. which compared the Hellenic civilization with that of the Romans. Both civilizations after having periods. of decline in the Mycenean and Ravennean ages, respectively, were overwhelmed by the onslaught of hordes of invading barbarians. This onslaught, in both cases, introduced a socalled "dark age." To continue his parallel, he compared the " Illiad" and the "Odessy" to " The Song of Roland" and " Beowulf." In both groups the author was looking back upon a glorious past, while he himself He was living in a " dark age." pointed out the rebirth char both civilizations underwent; the rebirth of the Greek civilization being the "Golden Age," and that of the Roman, the world of these last three hundred years. This rebirth was in both cases marked by a rise of patriotic or nationalistic feeling. The product of this feeling was, in the one case, the city state, and in the other, the national states of today . The comparison was made even more clearly. since in both cases, the compone;t parts of these reborn civilizations grouped together and made alliances; the Delian Confederacy, and rhe European alliances. The style and form qf Thucydides were strongly affected by the literary developments preceeding him. Since early Greece had little or no science, and a highly unorganized religion, compared with today's, the poets and poetry held a much higher position than in any other comparable period of history. Consequently, Thucydides, although he was writing prose, imitared poetry a great deal. This poetic background also caused Thucydides to generalize his events and happenings. He has often been called the first scientific historian, but actually bis ac- . curate observation was only the means to the end of generalization. Basically, his style was o~e of antithesis, the major contrast being the differences between J\thens and Sparta. Woven into this main theme are many other contrasts, some moral, some tragic, and some political. The tragic contrast would be the potentiality of Athens, and what she actually realized in the war. The moral and political ones could have been in the description of the strife at Corcyra. Another point which was mentioned in connection with style, was that of the intelligibility of Thucydides to his contemporaries. If Pericles had given his funeral oration as Thucydides records it, the Athenians would have been bewildered, much the same as Shakespeare's contemporaries were supposedly baffled by his speeches in certain plays. The leeturer was inclined to disagree with this view and stated that Thucydides represented the trend in Greek expression, and therefore his version of the funera! oration would have been intelligible to Athenians. The third and final part of the leeture was a summary of the history, done in che light of what was set down earlier in the lecture, and with an attempt at discovering the political implications of the various events. The main theme of the history is the greatness and weakness of Athens, the greatness being shown by her innovations to warfare, and the weakness, by her strategic shortcomings. Foremost among the Athenian innovations was the new type of sea warfare which she inaugurated. She also in t roduced the boplite which was primarily an economic creation. The reason for this was their value in attacking and reraining farm land, of which there is so little in Greece. The Athenian discipline was based on a system of granting privileges for meritous service, thereby increasing daring and initiative among the troops. This was in dir~ct contrast to the Spartan system of ngorous barrack life along a conservative pattern. As to the war itself; in the beginning. Spart2. was the leading Price: 1Oc power, and seeing the rising force of Athens, she made war upon her. The Periclean policy was to carry on the war in a defensive manner, thereby defeating the hopes of the Spartans ; but when Athens took the initiative at Syracuse, her fortunes began to crumhie. resulting finally in the collapse of Athens and the Athenian culture. This fatal expendition was compared to the German attack on Russia. A question was raised in the discussion period as to the interpretation which may be placed on the funeral oration in particular, and on the implications of the book, in general. It was pointed out that the ideal democracy which is eulogized in the oration was not in operation in Athens at that. or at any previous, time. Thucydides is thought by some to have been deeply ironical in his account; and in the despair and destruction at the defeat of Athens to realize the pathos of Athens and Sparta, victorious and defeared; and to take as his hero, Alcibiades. The historical analog y, w hich may be drawn with the present, was pre> ented; and similarities were described between the participants in the ancient and modern wars. Perhaps the irony w h ich Thucydides discovered in the pol itical conditions of h is time may also be found in ours. For are we ·'lovers of the beautiful, yet with economy. " and "we cultivate the mind w ithout loss of manliness" ? If we do, then we are certainly the objects of a pathetic name. and of a History ; if not , then we are, .perhaps , unworthy of such an iro ny. If we are to have an Alcibiades , the lecturer might say, we should hope that the inexpressability of our pathos might be lightened a little by our w orks . For in the words of Pericles: " Such was the end of these men ; they were worthy of Ath. ns, and the living e need not desire to have a more heroic spirit, although they may pray for a less fatal. issue. The value of such a spirit is not to be expressed in words. " I M . V. R. �ST. Page 't St. John's Passion Last Sunday the St. John's College Community Chorus, under Mr. Nabokov's direction, gave a performance of excerpts from Bach's St. John's Passion at St. Anne's Church. The solo- ists were Mrs. Elisabeth Cronin, soprano; Miss Thelma Viol, alto; Mr. Harrison Sasscer, tenor, and Mr. William Harper, bass. ists were: The instrumental- Mrs. Virginia Benac, 1st violin; Mr. John Van Doren, 2nd violin; Mrs. Madeleine 'Weiser, viola; Mrs. Alyce McCleary, 'cello; Mr. Allen Goldstein, :flute; Mr. Scott Desjardins, clarinet; Miss Helen Howell, organ. The task of saying that the performance as a whole was not too successful is made easier by the fact that Mr. Nabokov and several of the executants to whom I had occasion to talk have been the first to criticize it. Bad luck had its part in it. There were last minute changes in the membership of the chorus an din the solosists; there were the acoustic conditions in the church which were very difficult; there JOHN'S ST. COLLEGIAN to have no opportunity of hearing it at all. And certainly it is better for the musicians co get acquainted in study with such a work (although they might not be able to master it) than sbtfnning its difficulties and not get acquainted with it at all. E. L. A. I Examination of this theory will show how fully it meets man's needs, 1 and man certainly has · needs on a world-wide scale. Man lives in the "community of the world" as well as in his national and other communities. As long, then, as there exists this community of men, there is the problem of preserving both the similarities and differences which prevail between the individuals of the species. It is in trying to resolve certain differences, that the dialectical process enters the scene. World Federation was Mr. Barr's War is a degenerate dialectic. for it subject in Sunday night's war meeting. comes after the breakdown of goodMen are, and should be concerned with will. the problem of averting future strugTh~ problem can now more clearly gles such as this present world conHow do you . prevent the be seen. flagration, but -chis concern does not dialectic from falling into war? How cease, even while supremely devoted le has been to the fight itself. Perhaps rather, the do you keep it verbal? the rise of the "national state" system i~sues are accentuated, and people are rought about the present not wrong in demanding clearer siate- which has b_ European anarchy. Clearly the soluments now, of the aims and aspira"Intertions of their governments after the tion lies "away from that. national Law" is a deceptive phrase; terning of victory. I "Liberty and UnionOne and Inseparable" Mr. Barr's first procedure was to law cannot exist without government, outline concisely the two main oppos- and so-called "international law" has Dising philosophies. It is his belief that merely been weak convention. armament is no answer; the problem men may, in the future, look at · this is the problem of goverment-for war b . b war as a con fl 1ct etween t e pnnciple of unity or union , and the pbiloso- need not have shooting, and peace is phy of "laissez-faire" applied to na- not always the laying down of arms. tional groups. (This latter is identiIn recent years, there have been cal with the Spartan concept of the ma~y atempts to restate the position nature of freedom-the "independence of the Federalist Papers, and to apply of the state.") that same theory to the world as a whole. Notable in this country for In tracing the course of this unithe force and simplicity of their reaversal problem, Mr. Barr pointed to soning. are Clarence Streit and Robert its presence in the great histories we Humber. Our own Mortimer Adler read at St. John's. In Herodotus, the Persians represent the unifying, law- has recently joined their ranks as a giving force; the Ionian states being proponent of Federation. the separatists. In Thucydides, it is Between Humber and Streit, Lhere is the Athenian empire in place of the onl' great difference, and it is to me Persian. Both these empires, al- personally, important enough to dis· though somewhat tyrannical, are jus- qualify one of these two plans . Streit tified because of the law and peace proposes a federal union of only those brought to such great areas; yet they nations which already are maturely refailed in the end, for there was lacking publican. He lists fifteen such states. the underlying philosophy of true all Atlantic nations, but others may be union. which the speaker soon showed taken in if it can be shown that they to exist in Republican Federation. The are thus worthy. The speaker pregreat political treaties on our list show fers this plan. Humber , however. concern over this struggle: Hobbes, would unite all states in an un restrictLocke, Machiavelli, and Plato, but ed world federation. Its republican the U. S. Constitution and the Feder- constitution. and the benefits thereof. alist Papers are, however, the clearest shall be extended to all states and peo- was the necessity of limiting the orchestra to six persons where there should have been three times as mal'!_Y· But the question also arises whether the St. John's Passion is not simply coo great an enterprise for a group of amateurs with relatively limited rehearsing time. And another question arises with respect to playing excerpts. Granted that the music can be understood independently from the drama as a whole, the drama is destroyed when parts are taken out of it. But all this general criticism does not mean that there were not parts which were done extremely well. To mention only examples: The Chorales no. 21 (Christ Who knew no sin nor wrong) and no. 65 (Help. 0 Christ, solo. which seemed to me a sort of climax of the whole performance, and Mrs. Cronin's aria. "From the bondage of my vices to liberate me." were both they might not be able to master it), done with great expression. These examples could be multiplied. And in view of all the criticism a final question arises: Perhaps it is better to and most eloquent statements of the pies.· regardless of whether they have bear a work like the St. John's Pas- issue and are the chief proponents of already enjoyed the blessings of demosion in an imperfect performance than the now-proved solution; Federation. cratic society. The outside extremes. such as Germany , can be helped along by us , the v'ictors, for an adjustment period, and with proper handling. they too should join the union of the world. Tbat is the true underlying spirit of federation. Streit appears to me, to be merely advocating "power politics" on a grand scale, instead of true federalism. Romanticism is holding us in its spell. It is most romantic to believe tbat we can exist healthfully under the "national states" system; and we are fighting, as Mr. Barr said, "An essentially romantic war-with typically romantic fi!istakes." Tbe world is searching for a solution. Without law in the world communiry. we face continual a!Jd increasingly destructive wars. History bas proved the merits of federation. The world shall have it! E. V. T. GRANVILLE HICKS GRAFTON, N. Y. To begin with, let me say to you, as I have said to Mr. - - - -, that I am sure the majority of . St. John's students get far more in the way of an education than the majority of students in other colleges. I am in complete agreement with most of Van Doren's criticisms of the American college. and I am almost willing to say that any plan would ~'ork better than the planlessness that is now prevalent. The St. John's plan has a tremendous asset in the enthusiasm and faith of Barr, Buchanan, and , no doubt, the other Teachers who believe in teachers. what they are doing-most American college teachers do not-are bound to give their students something. Moreover, the students are a selected group, many of them coming to the college, I assume, b«:iuse they already believe in the plan. Finally. even if it is not the best plan. it is certainly a good plan, in that no student could read the requir~d books without some profit, whereas many students acquire little more than confusion in the chaos of the average liberal arts college. But you will remember that Van Doren believes that the St. John's plan should be adopted by all liberal arts colleges. and chat is where I quarrel with him. In the hands of average teachers and average students, the plan, JOHN'S COLLEGIAN I believe, would soon degenerate into a perfectly sterile pedagogical exexcise. The exception.al student bas always been able to get an education for himself, no matter what college he attended and even if be attended none. Our problem is what to do for the ordinary student, · the student who doesn't know what he wants out of college or out of life. Mr. tells me that you have such students even at St. John's, and that no mirades happen. What you must try to imagine is a college in which such students predominate. How do you think the St. John's plan would work there? The point that Van Doren seefns to me to overlook is the extent to wbicb our educational problem grows out of a broader social problem. As I said briefly in my review, the rapidity of change in our society bas placed upon the colleges many burdens traditionally carried by home, by church, and br. other social institutions. The load is too much for the colleges, and most of them are staggering. Van Doren seems to believe that Stringfellow Barr has produced a panacea. What I would say, on the contrary, is that the problems of education cannot be satisfactorily solved until many basic questions of social organization have been taken care of. -It is true, as Mr. - - -- reminds me, that re-education is essential to social reconstruction , and therefore I welcome what is being done at St. John's or at any other college that bas an idea and a hope. But it is unsafe to believe that the St. John's experiment or any other yet attempted ~hows us the way - nd the only way a to the reform of education. Specifically. I have two criticisms of the St. John's plan. In the first place, it seems to me excessively schematic. It sticks to the great books when some other approach might be better. It assumes, for instance, that the best approach to science is to read certain scientific classics, but works of science are never final in the sense that works of -art are. You can hear every piece of music written in past century, and you still will know next to nothing about Mozart and Beethoven, but it seems to me purely pedantic to insist on students' reading Huygens, Lavoisier, and Fourier. Page 3 My second objection is related to my first: the plan seems to me to place far too much emphasis on ideas. I can illustrate by referring to my correspondence with Mr. . In enlarging on the point made above, I objected to the idea of giving students the Constitution to read and then telling them nothing about American bistory. He made two replies: I. Anyone who has read Thucydides, Tacitus, and Gibbon knows that there is nothing new under the sun, and therefore he doesn't need to study American bistory. 2. One can understand the Constitution better if one does not know its history, for that history is largely a record of misunderstandings. As to the first of these statements, it seems to me as gross a fallacy as the contrary assumption, much more common today, that everything contemporary is brand new. Practically -speaking, it would be extremely perilous to act in any concrete American situation-and you will have to act in many such situations-on the basis of Thucydides et al. The second statement Mr. - makes bears me out. If yo.u want to understand the Constitution as some body of ideas that miraculously got itself born in the year 178 9 and bas no bearing on anything that has happened since, the St. John's plan is fine. But if you have the remotest interest in the government of your country in 1944. you had better read Beard's Economic Interpretation and his The Republic and Thurman Arnold's Folklore of Capitalism as well. As you will recognize. to justify in detail what I have been saying would require a general outline of my opinions. Perhaps, however, I have managed to suggest what was behind my all too brief remarks in Common Sense. In general, I am afraid that St. John's is likely to turn out students who are ill-fitted to deal with the world in which they will find themselves. and who may therefore develop a kind of aloofness that could become intellectual snobbery. still say, nevertheless, that you are as likely to get an education at St. John's as anywhere in the country. Sincerely, GRANVILLE HICKS. �Art Show I I The paincing and speculation have been tremendous. COLLEGIAN JOHN'S ST. CALENDAR . ST. JOH N'S COLLEGE Fri.., Apr. 21 - Sat., Apr. 29, 1944 The lives of com- pletely disinterested individuals have been complicated by paint and clutter, shavings and wire. Then, too, one has only to ponder for a moment over the social implications of Open House at an Vol. L VII-No. 4 a revery of a dangerous Athletics Recorded Concert Chorus Rehearsal Formal Lecture- Rhetoric-Stringfellow Barr 7:00 P. M. 8:00 P. M. sort. I0: 3 0A.M.-l2 :00M. 8 : 3 O p. M. Back Campus Iglehart Hall Saturday, April 22: that the members of the Cotillion Board as a part of the entertainment Back Campus Book Shop Humphreys Hall Great Hall Athletics Movie-All 3 :00-5 :00 P. M. 3 :00-5 :00 P. M. Rumor. a priceless commodity , has it will deliver a series of short interpre- Quiet on the Western Front- tive talks on the conotations and intentions of the art on display. followed by a square dance One could comment wirily on the courage of these gentlemen, and wish Sunday, April 23: 8 :OO P . M . Piano Recital-Shura Dvorine them all success. As to an art show; there seems to in us at least, a delightful ambiguity the name. We think we know what art is in this connection. (We assume, Iglehart Hall Monday, April 24: Athletics Records by Request Chorus Rehearsal Back Campus Book Shop McDowell 22 McDowell 21 Athletics Bible Class Boat Club Meeting Chambei; Music Group Rehearsal Recorded Concert Back Campus McDowell 22 McDowell 21 Humphreys Hall Athletics Records by Request College Meeting Back Campus Book Shop Great Hall Athletics Recorded Concert Chorus Rehearsal Formal Lecture-Biol- 7:00 P. M. Back Campus Book Shop Humphreys Hall Athletics Records by Request Bible Class Mathematics Club 3 :00-5 :00 P . M. 3 :00-5 :00 P. M. Back Campus Humphreys Hall Book Shop Great Hall of course, that what is meant is fine, or imitative art.) We had heard in the past that this was the season for the "aesthetes" to howl, and we are fairly sure that the singed and sobbing plaint of the timorous contributor will be heard through the vast and dusty reaches of the gymnasium. What troubles us. however, is the show part. We immediately think of museums. old and new . and of display cases containing the dying gasp of the artistic dabbler from the recent past. The curiously disturbing quality of the amatures production slips through this thought; and we shudder and wake up with a bad taste in our mouths. The part that the fine arts may play in the program bas, to our knowledge, never been satisfactorily explained. Music, alone, as a fine art has been used as an integral part of the curriculum . This problem may have no solution: but the Art Show remains a successful substitute. THE ST. JOHN'S COLLEGIAN is the official news organ of St. John's College, published every Friday during the academic year. Entered as second class matter October 15, 1919, at the Post Office at Annapolis, Maryland, under the Act of March 3, 1879. ANNAPOLIS , FRIDAY. APRIL 28 . 1944 Price: 1Oc Friday, April 21: asthetic display of this type, to fall into St. John's Collegian Tuesday, April 25: 3 :00-5 :00 P. M. 3 :00-5 : 00 P. M. 7 :00-8 : 00 P. M. 8:00 P. M. Wednesday, April 26: 3 : 00-5 :00 P. M . 7 :00 - 8 :00 P . M . 7 :30 P. M. 8:00 P. M. 8 : 00 P. M. Book Shop Th ursday, April 27: 3 :00-5 :00 P. M. 3 :00-5 :00 P. M. 7:30 P. M. Friday, April 28: 3 :00-5 : 00 P . M. 3 :00-5 :00 P. M . 7:00 P. M. 8:00 P. M. ogy and the Periodic System-George Wald, Harvard University Saturday, April 29: 10 3 0 A : · M 12 00 M .- : · Athletics Back Campus Th Ego Versus The IdDas Ich GeGen Das Es We can all agree that last Wednesday' s lecture soared to heights not usually reached: " It soared like a banana , circling the moon, " to use as a metaphor a dream example of Mr. Adler' s. No doubt one reason for the success of the lecture was that Mr. Adler didn't spend ninety per cent of his time on Aristotle as he usually does. fo fact, Mr. Standen was so sure that this was another disguised Aristotelian lecture that he bet a shiny-copperpenny on it. (Of course, it wasn' t a new penny; just an old one cleaned with nitric acid.) Since Mr. Adler had cold us the course of his lecture, we took Mr. Standen up-having an unfair advantage-to have the satisfaction of winning a bet from him: you see , Mr. Standen, that inveterate gambier. is always cleaning us out, and they are not penny bets . So it came as a su prise to us co learn that Aristotle didn't invent psycho-analysis ; it was Freud , as we thought . Now don't get us wrong. We 're not saying that Mr. Adler didn 't mention Aristotle-we're now convinced he couldn 't give a lecture without doing that-we're merely saying that Aristotle's name did not grace every sentence. (Mr. Adler in this respect reminds us of some people we kno w wh o can't utter a sentence without insertin g three very well known profane w ords-which, apropos, are ver y Freudian.) O.K. , enough of this ; let's tell these poor neurotics w hat Aristotle, Jr., said. Aristotle was the first great psychologist ; and to Aristotle psychology had a broad meaning-our present word anthropology. After Aristotle and St. Thomas, particularly in the Renaissance , psychology began to have a more specialized meaning. namely. that of the study of the content of consciousness. And this , one can clearly see. is not the study of the entire soul. The study of the soul is the study of powers. habits. acts. and in- seiners. Freud returned to this tradition; he studied the entire soul. In the De An1ma, Aristotle does not i treat passion ; instead he treats it in the " Ethics," and needless to say, likewise with St. Thomas. Treating passion with this . moral tinge destroys the psychological meaning of passion, i. e.. instead of saying what is the work of passion? we say what should be done with passion? In this way Freud completes the classical psychology by integrating passion into it. Let us look at Freud's treatment of the soul: Ego - Reality Principle Id - Pleasure Principle (libido) Reason Passion The ego is the cultivated id. The ego is the rational faculty which exercises free - will and is conscious of itself in reality. The id is the sum of the instinctual drives in man , which must be controlled and inhibited if man is to live in society. This is the split of man ' s soul. In a normal man there is little split. The ego and the id are integrated. and each knows the other: but in the neurotic they are isolated. fighting eternally. A badly split soul is termed schizophrenic, from the Greek skizo, to split. and phcen , understanding. Freud showed that society is the cause for this splir. and that man , therefore, must be studied in society; without society he is i:neaningless . If we look at a .new born baby we can see how a split and resulting conflict are engendered. A baby is a mass of id; he wants all his desires fulfilled, and he has no idea of what is right and what is wrong. The sureme hedonist. he seeks everything that is pleasurable and avoids everything displeasurable. It is the parents ' duty to socialize the infant. and thus create the ego. The infant , however, is not willing to fo.rego his unsocial pleasures, and parential suppression must be continued until the newly created ego can muster strength to suppress the id. But now the conflict has started. The repressed libido becomes unconscious and manifests itself in many seemingly unrelated ways. This libido or id may be thought of as a body of energy repressed from its immediate outlet. This outlet is guided by the ego. If the id cannot dissipate all of its energy socially. it cunningly seeks other outlets. Work and love are outlets for the suppressed id, and a normal man can attach himself to sufficient objects in order to get rid of his libidinous energy. His objects are his work, his friends, and his family. The neurotic, on the other hand, cannot find objects for his libido. Instead it whirls around within him and seeks escape, and finds it in neurotic manifestations. From 1890 to 1900, the popular manifestation was conversion neuroses. in which the patient bad a physical ailment which was not real. The symptoms were an apparent disease. Now the popular manifestation is the anxiety neuroses, the symptoms of which are far more complicated. These different manifestations in different periods tend to show that neurotic manifestations are in some w;,iy determined by society. When Freud started his career. conversion neuroses was being treated by hypnotic suggestion . Freud discovered that this treatment would only cure a specific symprnm . i. e.. if a paralyzed leg was cured, the following week the neck would be paral yzed. While searching for the cause of these symptoms. Freud discovered free-association and psycho-analysis. Free-as sociation is the process by which repress ions are brought to the light of the conscious self. It consists of the patient putting himself in a state of calm concentration , following his spontaneous mental occurrences. and imparting everything to the psycho-analyst. However, free-association is a difficult process. Certain disagreeable memories are conveniently forgotten. and the patient offers resistance to their being brought to light. When the repressions are brought out. ab-reaction. the ridding of repression , occurs. and the \patient is cured. ( Continued 011 Page 2) � 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. LVII No. 03 Title A name given to the resource St. John's Collegian, April 21, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-04-21 Description An account of the resource Vol. LVII, No. 3 of the St. John's Collegian. Published on April 21, 1944. 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/dd2d83c8c146af29ce93a96917f957e9.pdf 40132d98963ffdce40fb17cbb50d9be9 PDF Text Text CALENDAR I Art Show The painting and speculation have been tremendous. COLLEGIAN JOHN'S ST. Fri., Apr. 21 - Sat., Apr . .29 1944 ST. JOH N'S COLLEGE 1 The lives of com- pletely disinterested individuals have been complicated by paint and clutter, shavings and wire. Then, too , one bas only to ponder for a moment over the social implications of Open House at an Vol. LVII-No. 4 a revery of a dangerous Athletics Recorded Concert Chorus Rehearsal Formal Lecture-Rhetoric-Stringfellow Barr sort. l0: 3 0 A. M.-l 2 :00 M. Back Campus Iglehart Hall Saturday, April 22: that the members of the Cotillion Board as a part of the entertainment Back Campus Book Shop Humphreys Hall Great Hall Athletics 3 :00-5 :00 P. M. 3 :00-5 :00 P. M. 7 :00 P. M. 8 :00 P. M. Rumor. a priceless commodity , has it 8 : 3 o p. M. will deliver a series of short interpre- Movie-All Quiet on the Western Front- tive talks on the conotations and intentions of the art on display. followed by a square dance One could comment wirily on the courage of these gentlemen, and wish Sunday, April 23: 8 : 0 0 P. M . Piano Recital-Shura Dvorine As to an art show; there seems to the name. We think we know what art is in this connection. (We assume, Iglehart Hall Athletics Records by Request Chorus Rehearsal Back Campus Book Shop Humphreys Hall Athletics Records by Request Bible Class Mathematics Club Back Campus Book Shop McDowell 22 McDowell 21 Athletics Bible Class Boat Club Meeting Chambei; Music Group Rehearsal Recorded Concert Back Campus McDowell 22 McDowell 21 Humphreys Hall Athletics Records by Request College Meeting Back Campus Book Shop Great Hall Athletics Recorded Concert Chorus Rehearsal Formal Lecture-Biol- them all success. us at least, a delightful ambiguity in Back Campus Humphreys Hall Book Shop Great Hall Mon day, April 24: 3 :00-5 :00 P. M. 3 :00-5 :00 P. M. 7:00 P. M. of course, that what is meant is fine, or imitative art.) We had heard in the Tuesday, April 25: past that this was the season for the 3 :00-5 :00 P. M . "aesthetes" to howl, and we are fairly 3 :00-5 :00 P. M . sure that the singed and sobbing plaint 7 :00-8 :00 P. M. 8:00 P. M. of the timorous contributor will be heard through the vast and dusty reaches of the gymnasium. What troubles us. however, is the show part. We immediately think of museums, old and new. and of display cases containing the dying gasp of the artistic dabbler from the recent past. The curiously disturbing quality of the amamres production slips through this thought; and we shudder and wake up with a bad taste in our mouths. The part that the fine arts may play in the program has, to our knowledge, never been satisfactorily explained. Music, alone. as a fine art has been used as an integral part of the curriculum . This problem may have no solution; but the Art Show remains a successful substitute. THE ST. JOHN'S COLLEGIAN is the official news organ of St. John's College, published every Friday during the academic year. Entered as second class matter October 15, 1919, at the Post Office at Annapolis, Maryland, under the Act of March 3, 1879. ANNAPOLIS, FRIDAY, APRIL 28, 1944 Price: 1 Oc Friday, April 21: astbetic display of this type, to fall into St. John's Collegian Wednesday, April 26: 3 :00-5 :00 P. M. 7 :00-8 :00 P . M. 7:30 P. M. 8:00 P. M. 8 : 00 P. M . Book Shop Thursday, April 27: 3 :00-5 :00 P. M. 3 :00-5 :00 P . M. 7:30 P. M. Friday, April 28: 3 :0 0-5 :00 P. M. 3 :00-5 :00 P. M. 7:00 P. M. 8:00 P. M. ogy and the Periodic System-George Wald, Harvard University Saturday, April 29: 10 3 0 A M 12 0 0 M : · .- : · Athletics Back Campus Th Ego Versus The IdDas Ich GeCen Das Es W e can all agree that last Wednesday's lecture soared to heights not usuall y reached: "I t soared like a banana , circling the moon," to use as a metaphor a dream example of Mr. Adler' s. No doubt one reason for the success of the lecture was that Mr. Adler didn't spend ninety per cent of bis time on Aristotle as he usually does. I,n fact, Mr. Standen w<is so sure that this was another disguised Aristotelian lecture that he bet a shiny-copperpenn y on it . ( Of course, it wasn ' t a new penny; just an old one cleaned with nitric acid.) Since Mr. Adler had told us the course of his lecture, we took Mr. Standen up-having an unfair advantage-to have the satisfaction of winning a bet from him: you see, Mr. Standen, that inveterate gambler. is always cleaning us out, and they are not penny bets. So it came as a su prise to us to learn that Aristotle didn't invent psycho-analysis ; it was Freud , as we thought. Now don ' t get us wrong. We 're not saying that Mr. Adler didn 't mention Aristotle-we're now convinced he couldn ' t give a lecture without doing that-we're merely saying that Aristotle's name did not grace every sentence. (Mr. Adler in this respect reminds us of some people we kno w wh o can't utter a sentence without inserting three very well known profane words-which. apropos, are O.K.. enough of very Freudian.) this ; let's tell these poor neurotics w hat Aristotle. Jr., said. Aristotle was the first great psychologist; and to Aristotle psychology had a broad meaning-our present word anthropology. After Aristotle and St. Thomas , particularly in the Renaiss ance, psychology began to have a more specialized meaning. namely. that of the study of the content of consciousness. And this. one can clearly see . is not the study of the entire soul. The study of the soul is the study of powers. habits. acts. and in- stincts. Freud returned to this tradition ; he studied the entire soul. In the De Anrma, Aristotle does not i treat passion; instead he treats it in the " Ethics," and needless to say. likewise with St. Thomas. Treating passion with this moral tinge destroys the psychological meaning of passion, i. e.. instead of saying what is the work of passion? we say what should be done with passion? In this way Freud completes the classical psychology by integrating passion into it. Let us look at Freud's treatment of the soul: and manifests itself in many seemingly unrelated ways. This libido or id may be thought of as a body of energy repressed from its immediate outlet. This outlet is guided by the ego. If the id cannot dissipate all of its energy socially. it cunningly seeks other outlets. Work and love are outlets for the suppressed id, and a normal man can attacb himself to sufficient objects in order to get rid of his libidinous energy. His objects are his work, his friends, and his family. The neurotic , on the other hand, cannot find objects for his libido. Instead it whirls around withEgo - Reality Principle - Reason in him and seeks escape, and finds it in Id - Pleasure Principle Passion neurotic manifestations. From 189 0 (libido) to 1900, the popular manifestation was conversion neuroses. in which the The ego is the cultivated id. The patient had a physical ailment which ego is the rational faculty which ex- was not real. The symptoms were an ercises free-will and is conscious of it- apparent disease . Now the popular self in reality. The id is· the sum of manifestation is the anxiety neuroses, the instinctual drives in man, which the symptoms of which are far more must be controlled and inhibited if man complicated. These different maniis to live in society. This is the split festations in different periods tend to of man's soul. In a normal man there show that neurotic manifestations are is litcle split. The ego and the id are in some way determined by society. integrated, and each knows the other: When Freud started his career. conbut in the neurotic they are isolated. version neuroses was being treated by fighting eternally . A badly split soul hypnotic suggestion. Freud discovis termed schizophrenic, from the Greek. ered that this treatment would only skizo, to split, and phren, understand- cure a specific symptom . i. e.. if a ing. Freud showed that society is the paralyzed leg was cured, the following cause for this split. and that man , week the neck would be paralyzed. therefore. must be studied in society; While searching for the cause of these without society he is i:neaningless. symptoms . Freud discovered free-assoIf we look at a new born baby we ciation and psycho-analysis. Free-as can see how a split and resulting con - sociation is the process by which rcfiict are engendered. A baby is a mass pressions are brought to the light of the of id : he wants all his desires fulfilled, conscious self. It cons·ists of the p aand he has no idea of what is right and tient putting himself in a state of calm what is wrong. The sureme hedonist, concentration , following his spontanehe seeks everything that is pleasurable ous mental occurrences. and imparting and avoids everything displeasurable. everything to the psycho-analyst. It is the parents ' duty to socialize the However, free-association is a difficult infant . and thus create the ego . The process. Certain disagreeable memories infant . however, is not willing to are conveniently forgotten . and the forego bis unsocial pleasures, and patient offers resistance to their being parential suppression must be contin- brought to light. When the represued until the newly created ego can sions are brought out, ab-reaction. the muster strength to suppress the id. ridding of repression. occurs. and the But now the conflict has started. !he \ patient is cure~. repressed libido becomes unconscious ( Continued on Page Z) �Pagt 1. ST. The id is clever and finds an outlet for its repressed self i:n symbols. Thus symbols are disguised expressions . In dreams the desires of the id are consummated , but in symbolic form to fool the ego . Those who are interested in dream symbolism are referred to Freud 's essay. " The Dream Work." Slips of the tongue , too, like dreams, are symbols expressing desires of the id. The idea of dreams fulfilling the wishes of the soul was first expounded by Lucretius in the De Natura Rerum. " The thirsty man , Likewise, he sits beside a delightful JOHN'S Hath now been scattered through the ,. frame , and part Expelled abroad and gone away, and part Barr On Rhetoric Piano Recital Shura Dvorine I M r. Barr · assumed a general agreemen t upon the kind of communica- Program-Handel : The Harmoni- Crammed back and settling deep with- ous Blacksmith ; Bach-Busoni: Organ . m the frame." . Prelude and Fugue m E fl.at ; Beet- . hoven: Sonata in C minor, Op . 1 1"1; . The Oedipus-complex 1s the term ap- B ca h ms: V ar-ia t' · ions on a Th eme b y plied to the first love relationship of Paganini; Chopin: Valse Brilliante in the child, which, in a normal family E fl.at ; Scriabin: Etude in C sharp is with one of the parents. In the minor; Sklarevski : Z ouleika; Ravel: I pure form , a boy wants co replace his . father as his mother' s lover. When this Jove is suppressed, . the boy respring luctantly gives up his mother as a love Or river, and gulpeth down with gapobject. From this supp ressio n, the ing throat Nigh the whole stream, and oft the in- super-ego is formed f.rom the ego, nocent young usually embracing all the inhibitions Rigaudon ; Liszt: Hungarian sody, No. I I. Rhap- In view of the fact that he is a con servatory-trained professional musician ; Mr. Dvorine's performance Sunday night should be rated as unsatisfactory on the whole. The major faults were three: a tendency to bang, particularly By sleep 0 • ermastered, think they lift and prohibitions the father lays down with the left hand; the lack of any their dress as rules of conduct . A departure from singing tone, a defection closely allied By pail of public jordan, and then this usually indicates feeling of JOHN ' S ST COLLEGIAN ~y t~~isfirtac:t ai°dm:::a~~c :;,rr:~;si~;~ void, guile. tempts co achieve dynamic contrast The water filtered down their frame In closing ; all men are neurotics particularly in the Handel and the entire, more or less. A man is normal inso- Bach. And drench the Babylonian coverlets , far as he approaches normalcy, which The major works on the first half Magnificently bright. Again those is the state of consciously knowing all of che program were the Bach prelude and fugue and the Beethoven sonata. males the desires of the id. We see that Of the fi.rsc of these it can only be Into the surging channel of whose Freud after all. wanes men to know said thac qua Bach the work is very years the teaching of Aristotle : " Know Now first has passed the seed ( engen- thyself. " Knowing thyself, means to free in its contrapuntal form. secondly , qua Busoni it has been freely trandered) , know reality, and the hard choices chac scribed . although some endeavour seems Withing their members ripened days , life offers. Only thus can man free co have been made to reproduce the Are in their sleep confronted from himself: otherw ise he is sh ackled and shifts in registration ; lastly, qua without knows noc why : he is shackled, and he Dvorine it was played like a cross beBy idol-images of some fair formknows only thH something is wrong, tween Beethoven and Chopin. Tidings of glorious face and lovely somewhere. He places the trouble outbloom , The Beechoven sonata , being a side of himself. when his own soul is Which stir and goad the regions turgid sick . He is helpless , since he doesn ' t mighty work, could not suffer too now know what is pushing him , and he much at Mr. Dvorine' s hands . Aside With seed abundant ; 'so that as it were must learn. What he must learn is from his percussive style of playing With all the matter acted duly out, psycho-analysis-the third language : which kept the music from singing out. They pour the billows of a potent the language of che id and tl'ie ego . the sonata was well played . There stream -Allen Goldstein. were some uneven rhythms in the synAnd stain their garment." copated portions of the second movemenc , but the ending was handled very Other relevant quotations from recital. The next three num b ers were nicely. Lucretius: unfamiliar to most of us. making ic The last half of the program was d ifficult to judge them. The Liszt devoted. as is customary, to short " It comes to pass Hungarian Rhapsody wa- pla yed for s pieces by nineteenth and twentieth Thac next a part of the soul 's expelled all it was worth as a war horse ought The Brahms century composers. abroad" ( the pare used on objects co be played. Mr. Dvorine really variations on a Paganini caprice were of the libido ) . seemed to get a kick out of it. The not too interesting although they were " A part recreateth in recesses hid" encores were another familiar Chopin played with spirit. The Chopin waltz (t h e rep ressed libido ). waltz and the no w almost ubiqu itous gave Mr. Dvorine a chance to work off Also : Shostakovich polka. some of the over-interpretation he in" Sleep comes chiefly when energy of dulged in during the first half of the H. H. S. soul ( libido ) tions which are called rhetorical. He dea lt in particular with speeches whose purpose action. w as to move someone to R hetoric is developed most highry in advertising today. Advertising leads people to believe · certain products are more important than is true. It does not usually do this through lies, however, but by an emphasis upon the qual it ies of the product which the buyer believes important. Word choice and position are important in creating such an emphasis. The worst th ing about contemporary rhetoric is the belief that it is necessary co sell one's self to sell anything. Almost all rheto ricians have been persuaded to this idea. It necessarily pulls their attention from the basic problem of putting ideas into words wh ich their aud ience w ill understand. Another type of rhetoric which has falle n in to disrepute is oratory . In Churchill's Dunkirk speech. Mr. Barr showed that the prime m inister was bring in g meaning to eve11ts in the minds of his people. Church ill went on to show exactly what kind of accion th ese events would require. Unless he had so worked upon the reason and will of the indiv idual citizen , he could not have moved his country to actio n. The leaders of a democracy mus t be masters of rhetoric if they are to gain t he active support of the ir people. T h e answer to Socrates ' objection that rheto ric is only flattery , is found in h is ow n defense before his judges. He bluntly refused to flatter them . but his eloquence is persuasive. H e used figu res and examples to mi rror the propositions implicit in his arguments , yet they have no other end cban co move t he m inds of his judg~s to an underst anding of the truth. · Tu rn in g to Aristotle for an answer to the question of the nature of rhetoric. Mr. Barr outlined his threefold classifi ca tion of the uses of rhetoric in oratory in the state ; I. deliberat ive discourses -co find the best course for the state. 2. courtroom argument-to COLLEGIAN find whether law s have been broken. Both are built upon probable syllogisms. When ~he truth in a matter is uncertain, persuasion by example and analogy is necessary but particularly liable co error. Mr. Barr did not dead y define Aristotle's third class which he entitled occasional speeches. Pericles' funeral oration is of this class. They must contain some element of deliberation or judgment, or they . will be pointless as political speeches. Because it is only in democracy that governmental action is a concern of the people , oratory cannot flourish in dictatorships. Page 3 wishes to express. He must use material words which his audience recognizes as signifying certain things. Custom determines certain rules which limit the ways in which words can be used; this is grammar. Within the limits of form permitted by logical and grammatical rules, the rhetorician must choose and arrange words in such a way that his ideas will be reflected to his audience. This is the task of imagination. H. R. M . Backcampus Mr. Barr listed a dozen examples of oratory and personal communications Last Tuesday ; marked the beginning which do not completely fall into the of the lacrosse schedule, as a surprising Aristotelian classe~. But he did not Paca-Carrol team defeated the East suggest a more complete classification. Pinkney sophomores , 4-2 . Jim Horney started the winners off with a From the many examples he used, quick goal. after taking the ball on the the lecturer drew several necessary face-off and running the length of the characteristics of good rhetoric. Their field to score. In the course of the necessity arises from the limitations of game Mr. Horney scored two more the human mind. Examples are necesgoals to take scoring honors. The sary to mirror ideas, and people are sophomores seemed ·unable to get goals pleased to discover an idea in examples. through the Paca defense. Ideas must be repeated in different forms because people lack constant atThursday . Paca-Carrol again was tention. Different minds require that victorious. defeating Chase-Stone by a ideas be repeated in different ways. score of 8-5 . This game was marked by a fast opening offense, with Gene Tact in rhetoric is necessary. To Epstein scoring seven goals. The next present distracting ideas which are not day Chase-Stone forfeited to Pinkneynecessary co the truth to be shown Randall . defeats the end of speech . With use, words tend to form cliches in which On Saturday morning a sleepy East they lose their individual meanings ; ex- Pinkney team defeated a sleepier Pinkcreme ca re must be used in the choice ney-Randall aggregation, 8-6. This and use of words in combination. time the sophomores worked as a team , with a considerably improved attack. Although Mr. Barr considered only The three forwards , White, Haines and briefly literary prose and poetry, these Welch. scored for the winners, the rules apply to them as well as to ora- East Pinkney defense still lacks an tory. Bue what assurance have we that efficient defense, as the score indicates. the most difficult problems of rheto ri c do not arise outs ide the fi eld of T he fi rst round of lacros e will be political oratory? One might expect completed with this Thursday' s game. to encounter the most difficult rhe- with the second round getting under rorical problems in trying to communi- way immediately. As is customary . cate one' s knowledge of truth and one' s the final winner will be det ermined b v perceptions of the beautiful. a play-off between the w innen of the first and second rounds. Perhaps Mr. Barr cealized this dan ger- of incompleteness when he analyzRumor has it. that if everything ed the problem of rhetoric in com- gor$ according to plan. then~ will be municacion aside from particular con- one round of sprin~ rnccl!r. \Ve hope texts. In order to communicate with thai sufficient inte.:e>t ~ill be shown. anyone , speaker must understand the so that the athletic staff may carry its relationships ( Logos) of the ideas he plans through. a �·ST. JOHN"~ C.:OLLEGIAN CALENDAR Arts This particular obscure column of ST. JOHN'S COLLEGE this journal seems so increasingly popular, that we hardly know, from Friday, April 28: week to week, whom to anticipate here 2 :00-4 :00 P. M . next. eating our porridge, as it were. 3 :00-5 :00 P. M . Last week it was an aloof reviewer 7:00 P. M. treating the art show; which show, 8 :00 P. M. caught between a taut apathy and the cotillion board's frolics, bleeds. The question raised then of the reiation of the fine arcs to the program is by no means solved by the art show , which is not even a successful substitute; the Saturday, April 29: 10 :30 A. M. show will rather reflect the lack, or 10:30 A. M.-12:00 M. need, or whatever it is. It may all b.e a quite chastening affair. This Sun- Sunday, April 30: day afternoon, however, in the Junior 3 :00 - 5 :00 P. M. Common Room the srudent and faculty contributors invite you all, all. 8 :00 P. M. Work by graduates and students in the armed forces has been included. We are inadequate to the job of explaining the cotillion board's relation to this, aside from its own blatant selfaggrandizement. Our complaint about April musicals has been generally ignored, and now it 's Swing Fever at the Circle with Kay Kyser, a jolly band, and Lena Horne. A tedious round , so this week we invite you to come down and help us litter the Circle aisles with old razor blades . Why anyone should budge for The Heaven.!y Body we don't know. It is evolved about a complicated pun. and brings Wm. Powell and Hedy to the This Circle starting Wednesday . would seem to be man writ at his smallest. The Curse of the Cat People could hardly duplicate the awe produced by The Republic Wednesits original. day and Thursday. The revival of the cat woman, Simone Simon, who was quite dead, and these repeated slurs on American womanhood puzzle us. Private Hargrove will still be at the Circle tomorrow and the Capitol during the week; it is certainly an excellent thing and the best in town . Pri vate Mulvehill has the grace sufficient to become our own candidate for director of the draft. THJ"iJ ST. JOHN'S COLLEGIAN, is the official news organ of St. Johns Col- lege, published every Friday during the academic year. Entered as second class matter October 15, 1919, at the Post Office at Annapolis, Maryland, um.ler the Act of March 3, 1879. Fri., Apr. 28 - Recorded Concert Athletics Chorus Rehearsal Formal Lecture-Biology and the Periodic System George Wald, Harvard University Sat .• May 6, 1944 Book Shop Back Campus Humphreys Hall Great Hall McDowell 24 Back Campus Faculty Meeting · Athletics Art Show and Open House Cartels Now-James S. Martin McDowell Basement Woodward Hall Monday, May l: 2 :00- 4 :00 P. M. 3 :00-5 :00 P. M. 5 :00 P. M. 7 :00 P. M. Records by Request Athletics Dormitory Managers Meeting Chorus Rehearsal Book Shop Back Campus McDowell 21 Records by Request Athletics Bible Class Mathematics Club Book Shop Back Campus McDowell 22 McDowell 21 Athletics Bible Class Boat Club Meeting Chamber Music Group Rehearsal Recorded Concert A YD presents Furman L. Templeton, speaking on Status of Minority Groups during and after the War . Back Campus McDowell 22 McDowell 21 Humphreys Hall Records by Request Athletics College Meeting Book Shop Back Campus Great Hall Recorded Concert Athletics Chorus Rehearsal Formal Lecture lectic-Richard field Book Shop Back Campus Humphreys Hall Great Hall Humphreys Hall Tuesday, May 2: 2 :00-4 :00 P. M. 3 :00-5 :00 P. M. 7 :00-8 :00 P. M. 8:00 P. M. Wednesday, May 3: 3 :00-5 :00 P . M. 7 :00-8 :00 P. M. 7 :30 P. M. 8 :00 P. M. 8 :00 P. M. 8:00 P. M . Thursday, May 4: 2 :00 - 4 :00 P . M . 3 : 0 0 5 : 0 0 P. M. 7 :30 P. M. Friday, May 5: 2 :00 - 4 :00 P. M . 3 :00-5 :00 P. M. 7:00 P. M. 8 :00 P. M. Saturday, May 6: 10 :30 A. M. 10:30 A. M . -12:00 M. Faculty Meeting Athletics DiaSco- Book Shop McDowell 24 McDowell 24 Back Campus St. John's Collegian Vol. L VII--:--No. 5 .ANNAPOLIS, FRIDAY, MAY 5, 1944 The Seventeen Elements I the The problem of par~llels has been of great interest throughout the ages. At St. John's both tutors and students are very prone to draw parallels from the different fields of thought. It is not surprising, therefore, to find Professor George Wald, of Harvard University, delivering a lecture at St. John's on the parallel of biology and the Periodic System. atom , a theoretical structure of the atom was devised so as to explain the changes that occur when a chemical reaction takes place. The properties resuiting from this structure are then plotted , still showing the periodic characteristic. Such a chart was devised by the Englishman, Bohr who Price: 1 Oc 1,oisonous to the living body. Experimentally we are sure of the second explanation and the first leaves us with future research. Returning now to our original problem of the parallel between biology and the Periodic System; how far have we come? · Is it possible to unfortunat~ly was killed in action in make such a parallel between the livthe last World War. This new way ing organism and the elements of the of describing the atom is known as the Periodic System? And if possible, ''Bohr atom." have we done so or h ave we mere1y But the moment any parallel is drawn, argument usually follows. And here again the eternal problems of parallels enter. In order to decrease argument on the one hand and to increase argument on the other, Professor Waid presented certain experimental observations of nature together with certain theories about these observations in such a manner that the student was able to decide for himself whether or not a parallel can be drawn between biology and the Periodic Sys- Now that we have a somewhat genera! idea of the entities of nature we are in a position to proceed to the other side of our parallel- the living organism. The body or living organism has been found to be in a constant change or flux which is known as the ''metabolic process." The great bulk of the body is composed of about eighty per cent water. The remaining twenty per cent is made up of a certain number of elements, salts, and metals. Of the ninety-two possible elements only seventeen are found in tern . the body. They are hydrogen, carTo assure himself that we underbon , nitrogen, oxygen, sulphur, phosstood or at least had heard of certain phorus. iodine, sodium, chlorine, j>otechnical terms, he began by defining tassium, calcium, magnesium, iron, the entiries of matter such as: the pro- copper. zinc, cobalt, and manganese. ton , neutron, electron , atom, element, · Our first questions are; why only sevenand molecule. Once these entities were teen and why just these seventeen. Our defined, he was then able to discuss first answer might be because these ele- their relationships and combinations ments are the most available and which led to the classification of the abundant. But upon investigation we Periodic System. find this not to be . the case. ProfesOur parallel actually begins then sor Wald , therefore, suggested that wiLh the Periodic System, which classi- these particular seventeen elements fies the elements in such a way that were chosen because of their tendency we are able to determine many of the to form molecules to keep the organproperti es of the individual elements, ism alive. If we return to our periodic as well as the relationships they have chart we find that these seventeen elewith each other. And it is because of ments are . found in the first third of the relationships found when certain our series. From this we can imply properties are plotted one against the that atoms of small size form most other, that the term "periodic" takes ft ,1ble molecules that are best fit for the meaning. This was shown by means c.•rganism . However this does not exof charts which , as an example, plot- plain why the seventeen were chosen ted the melting point against the atom- and not the others in this first third. ic number. However, such properties One explanation is that it is possible as melting point and atomic number that we haven ' t found all the elements do not tell the complete story. In in rhe body. The second is that some order to speak more intelligently about cf the other elements in this group are shown some common properties in both systems? This i-s the problem we began with, and this is the problem with which we end. Professor Wald presented certain observations and theories. We are to construct the parallels. L. R. War Meeting An error in the calendar of the COLLEGIAN served as introduction to Mr. Martin's lecture. He was not sure whether to give a lecture on Cartels Now. as in the calendar. or on International Cartels and National Law , which was the original title.. The question was resolved, however. when it was pointed out that the titles are synonomous. The lecturer then gave a short " entomology" of the word cartel. through its Gree k . Latin, Italian , and F rench meanings. The dictionary meaning of cartel-a combination of separate firms to keep prices up-was too brief. A general definition of cartel was rhen given . A cartel is an interchange of trade over and above one set of national laws. In other words, a finished cartel product is one that fias gone through its various stages of production in various countries. This involves a fusion of companies, a pooling of resources, and a system of quotas to keep prices up to a constant level. This was too narrow, however, and did not include certain phases of car\ tel organization. A cartel can be an aggregation of companies to promote � 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. LVII No. 04 Title A name given to the resource St. John's Collegian, April 28, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-04-28 Description An account of the resource Vol. LVII, No. 4 of the St. John's Collegian. Published on April 28, 1944. 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