49 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9cf0ba1d71809df122c7b2827c53d9fa.pdf fc7d7d97f34476df34077b50495e16b2 PDF Text Text ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND 1696 - 1945 COMMENCEMENT EXERCISES SUNDAY, DECEMBER TENTH NINETEEN HUNDRED FORTY-FOUR McDOWELL HALL �Program ACADEMIC PROCESSION INVOCATION The Reverend William Kyle Smith Alexander Meiklejohn Lecturer of the College READING ANNOUNCEMENT OF PRIZES AND AWARDS - The President of the College ADDRESS TO THE GRADUATING CLASS The President of the College CONFERRING OF DEGREES BENEDICTION J. Winfree Smith Tutor of the College The Reverend William Kyl e Smith ACADEMIC PROCESSION Reception and Tea in Basement .of McDowell Hall for Graduates and t heir Guests, the Faculty and their Families, the St. John's Sta ff , and Students �Candidates for Degrees BACHELOR OF ARTS Rite - ROBERT LUTHER CAMPBELL, JR. Hagerstown ,..FRANK BUSH MARSHALL, JR. Baltimore -.ERICH NUSSBAUM Annapolis ·· - ,,-I-JARRY FLETCHER PFEIFFER, JR. Baltimore Cum Laude 1-VERNE SCHWAB Greenbelt �Honors and Prizes To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors VERNE SCHWAB · � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Commencement Program, 1945 Date A point or period of time associated with an event in the lifecycle of the resource 1944-12-10 Description An account of the resource Commencement Exercises. 1696-1945. Identifier An unambiguous reference to the resource within a given context Commencement 1945 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7fb5bfb182246b94b844615034606d6e.pdf 612e08533e5d5248e2625d2fb35f22de PDF Text Text Page Z ST. • COLLEGIAN JOHN'S in general. and Cartels in particular. Now Cartels seem to have gotten the best of the thing-they are the generalities and men from Washington who know plenty about ' em but can' t say much are the particulars. But all of this is not to be confusing since it may well have something to do with the significance of silence or something. The Dean then affected a pre-introductory picture of this Sunday evening's Al Schutz, Chase-Stone's gift to the speaker, Col. Wm. Taylor, by saying nether politics, next brought out his he is "one of these Cartel boys-sort dormitory's version of a PAC. It was of an Umpire in one of them-knows a tremendous success, at least from an European pattern-knows a lot but entertainment angle. After insulting can't tell- ( is) remarkably charming Randall and East Pinkney, and an- but puzzling person." Mr. Benedict then presented the, by now familar plan, of a super committee elected from the existing committees or from the dormitories to take over the Dean's part in the Student Administration tangle. Lutherville and Basil , it seems. would both be pleased by this arrangement. It was proposed that a vote on this question be postponed until a later time. Backcampus Now that a bitter wind is sweeping the athletic field, forlorn with goalposts for the soccer never played; and Mr. Buchanan' s Week, Wintry, Grass is with us in earnest, the time has arrived for the summing up. A wind swept through the past season, East Pinkney' s football team, beating its opponents by narrow margins, but remaining undefeated. Otherwise, the season was marked by mediocre play on the part of all teams, as a usual thing ; and occasional bursts of inspira- ChaseThen like the President's press con- tion b y individual players. Stone was marked by the originality ference , the Dea~ cleared everything with us, such as the possibility of an of some running plays and a consistopen winter so don ' t walk on the ent passing attack: West Pinkney, by grass or he' ll write another poem on a terrifying array of power that never the matter; that a letter from himself would be sent to each of the parents seemed to materialize ; Paca, by gen of the new Freshmen about the fact eral ineptitude in what could have of no grades being sent chem. He been a good ball team ; Randall by elucidated this latter statement, in his brutal line play and bad luck ; and warm, friendly ~nd fatherly tone , by finally East Pinkney by a lot of in~ Before the Dean wandered through dragging in the Orestia and you take teresting plays that never w orked. last night's community confab, As- it from here . ·· • · • In regard to events that are to come: sistant Dean Smith took the helm mo in indignation and defiance at the sementarily and made a neat two-base hit with a direct announcement that lection of the so-called all-star team registration for the winter term With a lecherous sigh and a reprov- those sligpted members of the college would be accomplished on W ednes - ing frown the Social Cooperative will banding together w ith commendable day. the 3rd of January, from 9 a. m . unveil tomorrow evening at 8 :3 0 spirit have formed the all-dud tea m 'til noon and from 2 in the afternoon D. W . Griffith's film Intolerance. This ( super duds, Benedict and Van Sant) ' t il 5 . that no new Freshmen would ancient masterpiece is silent, accom- and foolhea rtedl y challenged the stars be admitted, and that any students panied by a piano; and boasts the bi~­ to a game on December the ninth. The and resident tutors who really must gest set and perhaps the largest cast m talent arraigned on either side seems stay here during the Christmas vaca- film history, along with Lillian Gish. considerable; and not w ishing to foretion. will be housed in Paca-Carroll cast the results of this or the ArmyThe picture holds four plots : the house ( it was understood by well-inNavy game, we w ill pass on. formed persons of a not too neutral Crucifixion of Christ, the Persecution The Athletic Banquet will be held source that this latter housing offer of the Huguenots, the Siege of Babylon by Cyrus the G reat, and finally, on Wednesda y, December 6, in which. may be comprehended as a threat ). Boy and Girl in Big Modern City. as is customary, the laurels of the past season will be aw arded and comThe Dean took over at this juncture and decried PM'.s sneezes at our memorated. An.nouncement datedness, and told us all that these To this nothing else athletic re· usual Sunday evening meetings in the On Sunday evening, December 3 , mains save the Senior Ball in which Library are usual again . These things Colonel William Taylor will speak on every one, as ' in volley ball, can br used to be held back in ' 4 3 (everyexpected to participate. thing seems to be reverting these Peace in the King William Room , nouncing Chase-Stone' s insularity concerning fleshly matters , Mr. Schutz did present a constructive pattern somewhat after the mode of a certain Paca-Carroll group. (East late Pinkney, whose political morals were viciously slandered all during the meeting, has since made a noble effort to organize; " East Pinkne_r doesn' t like people who push other people around.") Film days) . They were held in the big room upstairs in the Library-the one with the rugs on the floor . They still are being held there-that is the meetings as well as the rugs. They used to be about Revolution: War 8 Peace Woodward Hall. Colonel Taylor has spoken before at St. John' s during the rHE ST. JOHN'S COLLEGIAN, fsct~~ . )fficial news organ of St. .Johns o summer term on '\.Var. He 1s at pres- tege published every Friday durin~ the academic year. Entered as secon ent an advisor to the Senate Military ~lass matter October 15, 1919, at ~8 ii:>ost Office at Annapolis, Marylaou• Affairs Committee. . under the Act of March 3, 1879. .. I St. John's Coll eg1an Vol. LVll-No. 24 ANNAPOLIS, FRIDAY, DECEMBER 15, 1944 Numbers And / In Chemistry After opening the evening, the Dean, by plugging the Descarte shortage, introduced the speaker amid waves of stony if expectant silence. Mr. Standen began by trying to fit chemistry into the quadrivium. Geomecry, he said, is the science of the shapes of things, and plays no part in their chemical composition. By way of example he showed how the Geometrist and the Chemist would each of them deal with a cube of wood. The one of them would throw away the wood and try to keep the cube; the other. vi.ce-oersa; each takes what the other rejects. Of course the Geometrition co uld throw the Chemist into a tancrum by asking, "Well, if sodium is some kind of matter, what shape has it? " But with the advent of modern theories involving sub-microscopic partides we really must admit that this is not a fair question. We hope that this is not too discouraging to those of you who like to admire the pretty diagrams of Bohr atoms found in present day text books. Arithmeric , as the title shows, is more to the point; also music. The chem ist is constantly seeking ordered and commensurable ratios in his elements. Also astronomy. in that both rhe astronomer and chemise are trying ro explain and account for appearances ; anud in doing that both sciences are, as it turns out. branches of physics. The lecturer then launched into his history of chemistry which is . as he showed. a history of numbers or music in chemistry. For Mr. Standen, in the beginni ng was Lavoisier. and Lavoisier was with Chemistry, and Lavoisier was Chemistry. at least for a while. Ir Was Lavoisier who first put music in chemistry, giving order to it, and like the astronomers , accounting for the appearances. In the writer's opinion Lavoisier did more of a trivial than a Price: 10c musical or arithmetical job in compos- Tycho Brahe's. For convenience in ing and dividing substances, as he did calculation. however. where hairbreadth according to their proper manners and accuracy was not required, a protyle categories. was still retained; not hydrogen, but Following Lavoisier came Dalton oxygen, because of the latter's wider who we gather was the first chemist to use. Around this time, Mr. Standen. rejuvenate the atomic theory. The only precipitated a periodic table on us, difficulty with his hypothesis . was that which consists of an arrangement of abou_ eighty different types of atoms the different elements by rows in the t were required to account for the known order of their weight. Thus, whenelements of his time. The atoms them- ever an element is found which has no selves were very beautiful. hard. round chemical properties. new row is and Lucretian: but the mode of their started. In the first row are 2, in the combination was unexplained, and be- second 8, and so on. 8 , 18, 18, 3 Z. sides "there were just too darn many If these are all divided by 2. one geu of them." I. 4. 4, 9. 9. 16. a peculiar ordermg We gather that even in his time cer- by squares. known as Rydberg's Fortain peculiar regularities or near regu- mula. larities were cropping up in the atomic Next comes the Vacuum Tube. by specific weights of certain elements ; which we discover in some mysterious regularities which resembled the small manner, that many elements, especially number ratios found in musical scales. all of the even-numbered ones (by Mr. Standen illustrated this point pro- weight), are nor simple at all. but are fusely on the black board all through- of different kinds. varying in weight, out the lecture, but space does not per- and called isotopes. Even hydrogen was mit us to reproduce his figures here. discovered as late as 193 2 to have one In 18 1 5 William Prout used these such isotope. This discovery raised ratios and mean ratios to jump to a high hopes in the best circles. Maybe conclusion: the atomic weight of every the istopes do rescue Prout's hypotheelement was commensurable by some sis. Perhaps there is a protyle. not the number with that of every other ele- hydrogen atom. but maybe an electron ment: and therefore the universe is or something which would measure all composed not of 80 atoms, but just the other elements. Unfortunately. this of one. from which all the other atoms has not been found to be the case. and all the chemical combinations were Einstein is said to have solved the built up. These atoms would be called enigma with his Theory of Energy. protvles from two Greek words meanYour reviewer went upstairs after ing " prime matter." Not Aristotelian_ the lecture in order to find out as much prime matt~r . of course . but the kind as he could about chis theory. which of prime matter that bricks which are in brief runs something like this: used to build a house are made of. And Whenever matter changes its state. it since hydrogen was the lightest ele- turns into energy. Energy is that mysment. and one which obviously meas- terious something. given off whenever ured beautifully a number of known matter changes it~ state. A sort of highatoms. the hydrogen atom would be powered non-entity, whose modus Prout's protyle. operandi is very much like that of The Unfortunately. Prout oversimplified. Little Man who wasn't there. The His statement about commensurability conversion of atoms into this stuff acwas found to be 'bunk' -by a Belgian counts for the discrepancy between the by the name of Spas, whose hair- atomic weights very nicely indeed. breadth accuracy in observation rivaled (Continued on Page 2) �ST. Page'/,, War Meeting Those attending Col. Taylor' s Sunday night talk on Peace got an accurate picture of the kind of thinking that goes into treaty-making. The speaker is an ex~erienced professional in this field , and his description of the requirements that treaties must satisfy bad the authentic ring that is only sounded by those who have sat at peace tables and who have talked and argued with treaty -makers. Col. Taylor was not concerned to present us with an ideal treaty, or any definite statement s about what must go into the settlement following this war. His primary concern was to indicate those requirements of positive law which a treaty must satisfy, and to point out bow distant these requirements, perhaps necessarily, may be from the concepts of " moral propriety" held by the people whose diplomatic representatives formulate the treaties. JOHN ' S ST. COLLEGIAN Treaty law (positive law) , according to the speaker. must be considered entirely separate from questions of moral propriety. . For example, the judgment of whether or not to recognize a certain governmental regime depends only on the ability of that government to carry out its treaty obligations. It is no concern of the State Department whether that government derives its powers from the just consent of the governed. It is power that decides. De Gaulle could not be recognized because he could not satisfy the State Department that be had the power to fulfi.11 France' s treaty obligations. On the other band, France could be recognized because he demonstrated this ability. as did the Versailles Treaty of 1919, because these provisions foster conflict and do not promote peace. The Versailles Treaty was excellent in this sense ; it obliterated the war guilt immediately upon payment of the assessmen ts. The question period following Col. Taylor's talk suggested pretty definitely The concert began with J . S. Bach ; ~ I The athletic year was brought to a Page 3 College Meeting Mr. Barr extended a cordial invita- agitated stuff, and intensely emotional, formal close last Wednesday evening tion from the library staff to a party and yet made to fit-by pure magic- with the annual Athletic Dinner. In- being held in Library on Sunday. He into the tight, symmetrical form of dividual and team awards were given also mentioned that the students would the Suite movement. Then we had a out by Mr. Hammond and Frank Mar- be welcome at the Baccalaureate service sonata by Handel, with the same shall. and at the graduation ceremony. wh ite-hot fire . but controlled this time Randall and Paca -Caroll tied for the Mr. Novak hoped we were not conby a powerful genius, who gave it a team award, with each house winning fused because of the lack of a box. He smooth flowing dignity and made it an equal number of points in the drew the alternatives which we must of ' natural law' with something noble into something completely satisfying. five-team sports that were played : la- consider in our voting. Historically. Mr. Roman Totenberg (violin) and Mr. Artur Balsam ( piano), played the crosse. spring softball , summer soft- there have been only two arrangemusic, and let it speak for itself ; they ball, track and fo otball. Of the two men ts between the administration and and unscientific , idealistic, and unreal. were like the much-wished-for-perfect teams. nine men played a sufficient the dormitory; one of complete admin - that one of the real difficulties in making a good peace lies in t,he confusion There is no different natural law for different peoples. but it is true. as the When moral proprieties have been speaker pointed out. that ideas about injected into treaties they have raised false hopes. Treaties are designed to what this natural law consists in vary define boundaries and recognize sov- with different people. An-1 yet at the ereignties. Good treaties don ' t ty to time it seems likely that if the same do more. When as many different connatural law could be stated so clearly cepts of moral propriety are represent· · The Speaker d ivided the treaty- ed as are represented by the nations in- as to appear self-evident, it would have making problem into two grand di- volved in this war, any attempt to this same appeal of self-evidence to visions. The jus gentium is that posi- state such humanist princioles in tre~­ the nature of _men everywhere under tive law, '-' realistic" and " practical" , ties is sure to cause trouble ; to raise any conditions. Col. Taylor conceded which holds such principles as that false hopes in some places, and to fosat this point that perhaps the two di( l) a treaty is a title deed to sovereign- ter hatred and despair in others. visions he made so sharply in the bety; ( 2) an internatio~al law is based There are two main kinds of trea- ginning have some bearing on one anon treaties ; ( 3 ) private rights may be ties-real and private. Real treaties are other. and it might be that a clea r destroyed by treaties. The jus naturae made between continuous powers and statement of the natural law would is the law of humanism and "moral . these treaties do not lapse. Private bring positive law and moral proppropriety", and it is noble and untreaties are made between temporary rieties into some kind of workabl e scientific. In contrast with the three powers. such as dynasties. and they unity. But treatv makers are not talkprinciples stated above, the law of hu lapse with the fall of the dynasty. ing this kind of language. manism states that ( 1) the sovereignty We didn' t leave the meeting feeli ng Debts incurred under real treaties canof the country rests in the people ; not be repudiated. For example. the happy about the brave new world. But ( 2) the aim of all political organiHague holds the USSR responsible for we feel grateful to Col. Taylor for zation is to conserve the natural and treaty debts incurred under the Czar. presenting an accurate picture of what inalienable rights of man; (3) propbut the USSR has repudiated the posi- happens and what we can expect. erty being a right inviolable and sacred, tive law, as well as whatever moral C. N. no one can be dispossessed of it. It proprieties are involved. and refused to should be borne in mind that these pay these obligations. ( Continued from Page I) last three statements are not universally Treaties are made between sover - Isn' t it marvelous what modern science agreed humanistic principles. For example. the last two are drawn from eigns ; so it follows from this that a can do. We are given to understand a particular political document, the treaty cannot destroy t\le sovereigntv that the last part of Mr. Standen's Rights of Man. Col. Taylor made it of another. and at the same time expect lecture was hurried and a trifle conclear that this was where one of the the vanquished to carry out treaty ob- fused , winding him up by 9 : 15 degreat difficulties lies, i.e. , in that peo- ligations . if the carrying out depends spite warnings to the contrary lavished J prominently on the margins of bis ples of different areas and different re- on the exercise of sovereignty. A treaty is a program for peace: it ligions have different concepts of what is not a statement about the end of is morally proper. COLLEGIAN Back~-ampus Four Violin Sonatas war. Therefore it is bad for a treaty to include retributions and guilt clauses, JOHN ' S II ~otes. J . G. rranslation of Homer. which would number of games . to be eligible for a istrative never obtrude itself between u~ and the blazer. poet. In Paca-Caroll these I were : first control arrived, and Bounds, Trimble, Elliott, Evans, Nag- committee system . when Mr. Novak later the present To be brief Mr. Ho w ever. in the next sonata. they !er and Thomas. In Randall the men Novak sees the present system as workseemed to be playing Mozart with kid gloves on. The first and third movern ents lacked the fire and the humor. wh ile the second movement dragged ; but then if these are emphasized, the delicacy is apt to be missed , and certainly w e could enjoy the delicacy of Mozart to the full. Irtmediately after this, they played a so iata b y Hindemith. !'< .ow, if we had listened to a leerure by P lato on " Truth" and then one by Aristotle on " The Good ," would we immediately wish to hear even Mr. Mortimer Adler? Do concerts always have to be this way round? Give us the Hindemith at the beginning, tha t w e may listen to it with fresh ears. Disengagi n g o u r s e I v es from the sweet strains of 18th century music, we listened to the Hindemith, finely played, with great strength and fire. shimmery. For encores, we had Pretty-pretty p iece by Ravel. and an agiP ted piece of fire w orks by a lesser composr. They served beautifully to illum inate the H indemith by contrast , sbow ing it to be real music. with plenty of stuff in it. Let us hope we rnay have an opportunity of hearing rt again, and this time at the start of the program . A. S. were : Welch, land, after la long and ing efficiently, and finds that the only courageous four -year struggle, Erich advantage in the proposed revision would be one body of rules which Nussbaum , whom we congratulate. would apply to the whole college ( this John Wakefield received the high would permit effective inter-dormitory point award in track. while blazers for relations ), and perhaps a more general d d · I tennis were given to Bob Wilson , and stablize orm1tory contro . Dave Haines. and Tom Robertson (in , absentia ). The Edward Flint Lathrop Award, which goes to the athlete who has done most to encourage the athletic pro-· gram at St. John' s, went to Randall's mighty atom . Pat Welch. who has done a great job getting his Randall boys out on the field , come what may, as well as playing long, hard and well himself throughout the year. Steve Benedict received the Beatrice Thorne Award for tennis_ given in , memory of her brother. Mr. Barr felt called upon to point out that at a recent college someone might have gotten the impression that the Dean was senile. Nothing of the sort. Although the Dean may be a " tired old man in the midst of chaos" one should not vote to relieve him of responsibility because of that. Instead . as Mr. Barr was careful to point out. the issues are those mysterious things such as political thought and better communal life ; and generally such knowledge of their own condition and their remedy which the students can be presumed to have more of than the administration. was the Not awarded this year _ As an aside. it seems that the words C rimson Blazer, nor the individual high point award, and ~he Sean:ianship of t he Dean a1_1d this column have a oervading effect. Mr. Dar key and Miss prize. Fletcher did have a party. Thus ends the athletic year. a distinct success in the face of m any wartime difficulties. We hope that by this time next year all the awards may be rHE ST. JOHN' S C OLLE GIAN is t he >fficial news organ of St. John's Colgiven , Ned Lathrop will be back, and 1ege. published every Friday durl~g the academic year. Entered as second that our own post-war construction :-laf"s matter October 15. 1919, at the Post Office at Annapolis, M::trylar.d, and reconstruction may begin . under the A ct o f March 3', 1879. �Page 4 ST. JOHN'S COLLEGIAN St. John~s Collegian Vol. LVIII-No. 1 ANNAPOLIS. FRIDAY, JANUARY 12, 1945 Price: 1Oc Adler's Good Fabricatio Corporis Pulchrorum The lecturer began the second lecture of the "big three" by stating and examining one of the most common beliefs about the nature of the Good: that thinking makes ·things good and evil. Whatever is said about the good, the word "desire" always comes into the picture. The Good is what you desire. However, we often speak of good and bad desires. This leads us to the problem concerning the difference between the apparent good, or what we desire, and the real good. I Nature: Something is good for a certain nature . Nature becomes the standard for good and evil. We are now led to subjectivism and relativism where before with "being" we were led subjectivism and absolutism. A problem that faces us immediately when we consider na~ure and the good is how we can say one nature 18 better or worse than another, if nature itself is the standa rd for good and bad. Mr. Adler began and ended his lecture with these words: look after truth and goodness and the beautiful will take care of itself. In the course of demonstrating this point the lecturer proceeded from his analysis of truth and goodness to a similar and all embracing analysis of beauty. Beauty, or the beautiful, either in making or enjoying. is a function of truth and goodness. Mr. Adler made his customary ex2 .mination of the terms in this discourse before proceeding to -his subject. Aesthetics is concerned with sense perception; the distinguishing character of sense perception is intuition; it is the intuitive grasp of individuals which the senses. accompanied by the knowing faculty, are seeking. Here perhaps Mr. Adler made his most valuable comparison. Scientific knowledge uses the senses to provide the matter of the intellectual in:iagination; in this case, the cognitive faculty largely determines the nature of the perception. In aesthetics the senses are the formative faculty; the sensitive intellect comprehends the beautiful-the idea conveyed by the word 'vision' with its more esoteric connotations describes for the lecturer this sensual grasp. Vision is the intuitive possession of what is seen. Beauty is the quality of an aesthetic object (which is any concrete individual capable of being sensitively intuited). Anything, then, which can be an object of vision can be beautiful. The lecturer's argument was briefly this. If the appetite and cognition are related to the good and true, beauty cannot be that which is desired or that which is known to the intellect simply. Desire is an appetite for the thing not possessed. The fulfillment of this desire may be as in the case of eating a real augmentation of the bodily faculties or a cognitive possession which transcends presence or absence. Love, the last term, .has as an object the goodness of the thing known, as the end of desire simply, rnd as completely divorced from other forms of possession. (Con tinued on Page 2) (Continued on Page 3) At this point three terms were introduced, none of which alone could solve the problem, but which together might be of help: being nature, and reason. The use of these ·with the term "desire" mandatory for solving the problem of the Good. erry r1stmas Being: The Good is that which is. A thing is good according to the amount of being it has. Mr. Adler would rather be a mouse than a potato, because a mouse has more being, since it is closer to God who is pure act. By substitution we can now say we desire higher degrees of being. But don't we ever desire not-being? St. Thomas said that being is only good according to desire. According to man's desire, a pearl is better than a mouse. However, absolutely, the mouse is better than the pearl. Whose desire, then, determines the goodness of the mouse? This leads to the following proportion: God's desire: man's desire: the metaphysical good: the moral good. Since we cannot truly predicate desire of God, we shall say that God's appetite is according to the mode of love, whereas man's is desire. � 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. 24, Friday Dec. 15th 1944 Title A name given to the resource St. John's Collegian, December 15, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944-12-15 Description An account of the resource Vol. LVII, No. 24 of the St. John's Collegian. Published on December 15, 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/ee89e5b7103deb587989d5f651085fbe.jpg 0dd0902dda87fd241c56c53be33dc4c1 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 17.5 x 13 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-0684 Title A name given to the resource Donald G. Bounds at Bat Playing Baseball on Back Campus, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Subject The topic of the resource Baseball St. John's College (Annapolis, MD) -- Students. Bounds, Donald G. Date A point or period of time associated with an event in the lifecycle of the resource 1944-1948 [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 Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/34ee5bc6c4e4cb072b01df8ea582f5f1.jpg 353fa22e6c1a584575390adf6939cbb1 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 17.5 x 13 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-0685 Title A name given to the resource Donald G. Bounds Winning a 440 Yard Race, [Annapolis, Maryland] Description An account of the resource 1 photographic print : b&w Subject The topic of the resource Running races Running St. John's College (Annapolis, MD) -- Students. Bounds, Donald G. Date A point or period of time associated with an event in the lifecycle of the resource 1944-1948 [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 Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/170fe75075f27a969f1699c958f4f144.jpg bd1beeed84e073b5eb9de00641bc2d49 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 9 x 12.5 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-0236 Title A name given to the resource Portrait of Frank B. Marshall, Jr. 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 1945 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Alumni and alumnae. Portraits Marshall, Frank B., Jr. 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/aa1e34a506f715fa0f75f92990e3fd66.jpg d614a45cb3a1bf8878d20c200e43e8c1 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 9 x 12.5 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-0237 Title A name given to the resource Portrait of Frank B. Marshall, Jr. 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 1945 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Alumni and alumnae. Portraits Marshall, Frank B., Jr. 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/07fad8103e1edf923c9904bf69dc7297.jpg ced93936d555ba1f643c93fe5f3f8662 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 6 x 9 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-0586 Title A name given to the resource Portrait of Ruth Graham on Campus, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1945 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Portraits Graham, Ruth 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/63357a2f601c2396f1ad7fd4547fe1fd.jpg 9377cd1ea27f5e493bfb43908dc72728 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-0901 Title A name given to the resource King William Players Production of "Oedipus Rex" by Sophocles Featuring Constance Nabokov as Jocasta 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 1945 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource King William Players (St. John's College, Annapolis, Maryland) Nabokov, Constance 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 King William Players https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/054170192b6aa648d3f01d2cba67cf0f.jpg fb0421c813ad5be3dd0371661fb58132 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-0902 Title A name given to the resource King William Players Production of "Oedipus Rex" by Sophocles 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 1945 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource King William Players (St. John's College, Annapolis, Maryland) 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. King William Players https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e978883d617c4de7621751a72e85c784.jpg 772e88556ed044c623a0fd2100645600 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 22 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-0903 Title A name given to the resource King William Players Production of "Oedipus Rex" by Sophocles 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 1945 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource King William Players (St. John's College, Annapolis, Maryland) 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. King William Players https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8301c7fa3cd27875a5a77ba1a5cc961f.jpg b34a5dd1dc555cef843f7f1208fe5baf 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 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-0904 Title A name given to the resource King William Players Production of "Oedipus Rex" by Sophocles 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 1945 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource King William Players (St. John's College, Annapolis, Maryland) 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. King William Players https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/38bda44f3bbb1561f3fec8efb41e44d3.jpg deab7178fa9e6fb091398827852a3fa5 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 10.5 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-1927 Title A name given to the resource Group Portrait of the St. John's College Class of [1948] 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 1945 Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/beb8ac7bd89552b934dea35dc2cdcd58.jpg cabd6bde3f6efc58625fcfb1dd171eaf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 7 x 10 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0587 Title A name given to the resource The Harper Family with Dogs on the College Dock on College Creek, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1945 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource College Creek (Annapolis, MD) Docks (St. John's College, Annapolis, MD) Family Dogs Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fbb6c9f04bf94a8254c4b9f7b5d046dd.jpg c689dc62be4b0d7b32a2a54145e328d5 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 6 x 9 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-0588 Title A name given to the resource Richard E. Jameson and Robert Weiss Seated on Steps, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1945 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Students Jameson, Richard E. Weiss, Robert 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/a79bd89db13bc1f49758d8849126359b.jpg 3386afe27452ca0455e587514c4d0886 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-1903 Title A name given to the resource Mrs. Edward Lathrup and Robert Thompson Looking at a Book with Artwork by Michelangelo 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 1945 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Thompson, Robert 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/3f9569258c7ba43179cdc445f450ff07.jpg b2d4593d13571c630f6c7507cced7749 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-1912 Title A name given to the resource Group Portrait of the St. John's College Class of 1945 in front of Pinkney 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 1945 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Group Portraits Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Pinkney Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e9da3e9692f62ab48727ad3f7c716893.jpg 44f7f62bcf29e06b2e9fafca6044d34b 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-2112 Title A name given to the resource Sophmore Students Experiment with a 40 String Sonometer, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic copy of page from Yearbook : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1945 [circa] Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0774dd1c1db3a0e127f5e68c3da0700b.pdf 368372341aa3688483ef5eb79b4276e2 PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS �ST® JOHN'S COLLEGE IN ANN A PO LIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 194:4~1945 ~ LANGUAGE TUTORIAL : ANNAPOLIS, MARYLAN JANUARY, 1945 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE OFFICERS OF ADMINISTRATION. 4 6 8 FACULTY. 9 COLLEGE CALENDAR BOARD OF VISITORS AND GOVERNORS . . . THE ST. JoHN's PROGRAM This catalogue contains the full official statement of the curriculum of SL John's College. In the following pages the curricu1um is described as: L A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. St. John's College has no graduate or professional schools. On College Catalogues ........ . Why a College Education Should be Liberal ... . The Crisis in Liberal Education .............. . The Liberal Arts. . . ............ . The Classics as Teachers .. Science and the Modern World. The Curriculum The Tutorials The Language Tutorial ... The Mathematics Tutorial .. The Seminar The Formal Lecture. The Laboratory The Schedule The Faculty Academic Standing .............. . The Degree of Bachelor of Arts ............ . A List of Great Books. . . . . . . . . . . . ..... . 1n Chronological Order . By Years By Subject Matter. Instructional Charts Laboratory Exercises RESIDENCE AND ACTIVITIES. How TO APPLY FOR ADMISSION .. FEES Am APPENDIX A, HISTORY OF THE COLLEGE. APPENDIX B, THE DEGREE OF BACHELOR OF ARTS. APPENDIX C, INTERCOLLEGIATE ATHLETICS... APPENDIX D, THE GREAT BOOKS AT WAR. . . BIBLIOGRAPHY OF ARTICLES ON ST. j OHN's PROGRAM. FINANCIAL REGISTER OF STUDENTS. . INDEX . 3 14 14 16 17 18 21 22 24 25 27 28 29 31 31 33 36 37 40 40 42 43 44 46 49 55 58 61 65 71 75 78 83 86 91 �COLLEGE CALENDAR 1944-45 1944 ............. Registration July 8 ... . ....... : ........Convocation July 9. July 10. . .................First Term begins September 15. . ....... First Term ends (Vacation begins 12 noon) October 2 .................. Second Term begins (Vacation ends 9 AM.) December 13 ................Second Term ends (Vacation begins 12 noon) 1945 January 2. . . ....... .Registration January 3 .................. .Third Term begins (Vacation ends 9 AM.) .. Con vocation January 7. March 14. .Third Term ends (Vacation begins 12 noon) ..... Fourth Term begins March 28. (Vacation ends 9 Al\L) . Fourth Term ends June 8. (Vacation begins 12 noon) . Class Day June 9. . Baccalaureate Sunday June 10. 'll<June 11. ... Commencement *Because ot the accelerated war time schedule, the Class of 1944 graduated in March, 1944; and the Class of 1945 g-raduated in December, 1944. J/\NUA!lY S M T W 1 f APRIL S •• 1 2 3 4 5 6 7 8 !) 10111213 1415i617181920 :21 22 23 24 25 26 27 28 29 30 31 •••••• l'E!lRUARY S MT WT f S 1234567 8 9 1011121314 15161718192021 22 23 24 25 26 27 28 2930 . . . . . . . . . . MAY ........ 123 4 5 6 7 8 9 10 11121314151617 18 19 20 21 22 23 24 25 26 27 28 • , • • • • .... 1 2 3 4 5 6 1 8 9 101112 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 . . • • MARCH JUNE JULY S M T W T F S 1 2 3 4 5 6 1 891011121314 15161718192()21 22 23 24 25 26 27 2& w:;o31 •••••••• AUGUST OCTOBER SMTWTWS •• 1 2 3 4 5 6 7 8 9 10111213 1415161713 w 20 2·i 22 23 24 25 26 27 28 29 30 31 •••••• NOVEMBER ........ 123 4 5 6 7 8 9 10 11i213141516H 18 19 20 21 22 23 24 25 26 27 28 29 30 .• SEPTEM18ER ........ 123 "''°"'"""12 ? B 9 4 5 s r e 9 "!0 :s 4 c ...... 1234 5 6 7 8 9 1011 12131415161713 19 20 21 22 23 24 25 23 27 28 29 30 31 • • DECEMBER ............ 1 2 3 4 5 s 7 a ............ 1 2 3 4 5 s 1 s 1112131~151617,101112131415161!l10111?.13141519 101112131415 18192021222324 17181920212223 16171819202122 16171819202122 e ~~ :~ :: 7~ ~~ ~~ ~~ .~.~ :~ ~~ ~'. :~ ~: ~~ ~~ :·: ~~ ~~ :: :~ ~~ ~3 ~~ ~~ ~~ :: 7~ ~:_ 4 COLLEGE CALENDAR 1945-46 1945 September 18 . Registration September 19 . . First Term begins September 23. Convocation December 19 First Term ends begins 12 noon) 1946 January 9. Second Term begins (Vacation ends 9 l\farch 27 Second Tenn ends (Vacation begins 12 noon) April IO. . .. Third Term begins (Vacation ends 9 A.M.) June 14 . Third Term ends (Vacation begins 12 June 15 . . Class Day '~June . Baccalaureate Sermon and Commencement Exercises 16 ~Because of the accelerated war schedule, the Clar.s of 1946 may complete the degree requirements earlier. JANUARY $ M T WT F 3 ·1 2 3 4 5 6 1 8 9 10 1112 13 141516 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 .... APRIL S MT WT JULY f S 1 2 3 4 5 6 7 8 9 10111213 M151611181920 21 22 23 24 25 26 27 28 29 30 ••• , •••• FEBRUARY .......... 1 2 f S 1 2 3 4 5 6 7 8 9 10111213 1415"16171819 20 21 22 23 24 25 26 27 28 29 30 31 •••••• MAY MARCH .......... 1 2 3 4 5 6 1 8 9 S MT WT JUNE ., .... 1 2 3 4 5 G 7 B 9 1011 10111213141516 12131415161718 171819 20 2·1 22 23 '19 20 21 22 23 24 25 24 25 26 27 28 • • • • 26 27 28 29 30 31 •. 3 4 5 6 7 8 9 ............ 1 2 3 4 s s 1 a "lO 11 ·1213141516 9 10 ·1112 i314 ·15 17 18 19 20 21 22 23 Hi 17 13 ·19 20 21 22 24 25 26 27 28 29 30 23 24 25 26 27 23 29 31 .•..•.••...• 30,. . . . . . . . . . . 5 AIJGUST OCTOBER SM'fWT!'S .... 1 2 3 4 5 6 7 8 9'Hl"i112 13141516171319 20 212223 24 25 26 21 28 29 30 31 •••. NOVEMBER ........ 123 45678910 n 1213.14151617 113 19 20 21 22 23 24 25 26 27 28 29 30 31 .......... i:! 3 4 5 6 7 B!i' i011 ~Z·JJH\1516 H 18 19 20 21 22 23 24 25 26 27 2$ 29 :){l SEPTEMBER DECEMB!Elt i 1234561123•1567 B 9 1011121314 !) 9 10 H 1213 U 15161718192021 15161718192.02111 22 23 24 25 26 27 23 22 23 24 25 25 27 28 w 30 • • • • • • • • • • w 3() <11 •••••••• I o O OG 00 0 • H 7;0 ~~ 0 • 0 0 ~:.:.;,;dj �BOARD OF VISITORS AND GOVERNORS Chairman, DR. THOMAS PARRAN, JR., "S~rgeon General, U. S. Public Health Service, Washingtorl,:>D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. ~ i) O () Secretary, RICHARD F. CLEVELAND, Lawyef, !\Baltimore Trust 1 Bldg., Baltimore;Maryland. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore:-Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor Washington D. C. (r I fl{i,,. L-1 r-V ' f R,. !J ~T. Ct', ' ' "'(;.Nt"iirl&-t:':';;f~ L-f'?t1N~r~iv ROBERT 0. BONNELL, ~ . . - • : nk~~ ki.J~~~. BaltimoreJMaryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicag<f1Illinois. CLARENCE \V. STRYKER, Professor Emeritus of History, ~tt3, ~- fA$'f MEMBERS EX OFFICIO President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. JAMES J. LINDSAY, President of the Senate, To'Ovson, Md. JOHN S. WmTE, Speaker of the House of Delegates, Brentwood, Md. JUDGES OF THE COURT OF APPEALS OGLE MARBURY, Chief Judge. . . . . . . . . . . . . . . . . Laurel, L. CLAUDE BAILEY, Associate Judge. . . . . Salisbury, Enw ARD S. DELAPLAINE, Associate Judge. . Frederick, STEPHEN R. COLLINS, Associate Judge ...... Chestertown, C. Gus GRASON, Associate Judge. . ......... Towson, RIDGELY P. MELVIN, Associate Judge ........ Annapolis, WILLIAM L. HENDERSON, Associate Judge. . Baltimore, WALTER C. CAPPER, Associate Judge. . . Cumberland, D£NNIS, .\'i."tSS HAROLD F. LINDER, Lt. Comdr., U; s;~N: ment, Washington?D. C. ScoTT BUCHANAN, Dean, St. John's College, Annapolis, Maryland. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. DR. 'WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, 1525 La Loma Avenue, Berkeley, California. MARK VAN DOREN, Professor, Columbia University; Lecturer, SL John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JoHN SPANGLER KIEFFER, Tutor, St. John's College, Annapolis, Maryland. 6 'I Md. Md. Md. Md. Md. Md. Md. Md. �FACULTY"' FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION STRINGFELLOW BARR ..................... 139 Market Street PRESIDENT STRINGFELLOW BARR, B. A., M. A.. . 12 McDowell Hall DEAN Scorr BucHANAN, B. A., Ph. D .. . 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. HAMMOND, M.A., Ph.D ...... 14 McDowell Hall B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl6me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37 . Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-; Board of Visitors and Governors, 1937-. ASSISTANT DEAN s., WILLIAM KYLE SMITH, B. Th. B .. FELLOW AND DEAN . 14 McDowell Hall Scorr BucHANAN ... TREASURER JAMES STEWART MARTIN, B. A., J. D .. . 13 McDowell Hall BUSINESS MANAGER ROBERT THORNTON STRANGE ... . 13 McDowell Hall REGISTRAR . 11 McDowell Hall MIRIAM STRANGE, B. A ... LIBRARIAN .. Woodward Hall t LULU VIOLA EBAUGH. B. A., Amherst Cellege, 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 l, 1937-; Board of Visitors and Governors, 1937-. TUTORS GEORGE ALTHOFF BINGLEY ......... . DIRECTOR OF ADULT EDUCATION •OLGA LAW PLUNDER, Ph. B. . . . . . . . . McDowell Annex DIETITIAN MARIAN E. ALEXANDER, B. S. . . . . . . . . . ... Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A., M. D.. . . . . . . . . . . Infirmary SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT. . . . ........... 248 King George Street . . . . . . . . . . ... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A. ....... New Haven, Connecticut --fResigned~-June 30, 1944. Succeeded by William Albert Darkey. •Resigned, June 1944. 8 . .. 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 Profrssor 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 Universitv, 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-. 9 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE JoHN SPANGLER KrnFFER ................. 18 Cheston Avenue WILLIAM ALBERT DARKEY, JR................... Paca House B. A., Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical. Languages, St. John's College, 1929-34; Assistant l'roEessor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. A., St. John's College, 1942. Tutor, St. John'a College, 1942-; Librarian, 1944-. 10 JAMES 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, lJniversity of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant Professor oE Histery and Political Science, St. John's College, 1937-39; Treasµrer 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 of the United States, 1942-44; Chiel', Economic Warfare Section, War Division, U. S. Department of Justice, 1943-44; Treasurer, St. John's College, 1943-. 11 LEWIS MACHEN HAMMOND .......... Reverdy-J ohnson 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 Virginia, 1936-; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. WILLIAM KYLE SMITH ................. 69 Shipwright Street B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. WILLIAM GORMAN ........................... Brice House ANTHONY STANDEN .......................... 36 East Street University of Michigan, 1932. Assistant in Law School, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, Tutor, St. John's College, 1938-. B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. JACOB KLEIN ..................... . . .... 217 Hanover Street LEONARD JAMES ESLICK ....................... Brice House Friedrichs Realgymnasium, Berlin, 1917; Ph. D., University of Marburg-Lahn, 1922: Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Sti[tung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. B. A., 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-. NICHOLAS NABOKOV .......................... Brice House WILLIAM IRVING HARPER ...................... Stone House Slate Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lecturer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Department, Wells College, 1936-41. Tutor and Director of Music, St. John's College, 1941-. 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, Claire College, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. JosEPH WINFREE SMITH ............ 176 Prince George Street MAX WILHELM DEHN .............. 176 Prince George Street B. A., 1934, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. Ph. D. et A. M., University of Goettingen, 1900. Assistant in Geometry and Analysis, Technische Hochschule, ·Karlsruhe, 1900-01; Privat Dozent in Mathematics, University of Muenster, 1901-11; Professor Titularius, 1905; Professor Extraordinarius of Mathematics, University of Kiel, 1911-13; Professor of Mathematics, Technische Hochschule, Breslau, 1913-21; Professor of Mathematics, University of Frankfurt, 1921-1935; Acting Professor of Mathematics, Tekniske Hoiskole, Trondhjem, 1939-40; Assistant Professor of Mathematics and Philosophy, University of Idaho (Southern Branch), 1941-42; Visiting Lecturer, Illinois Institute of Technology, Chicago, 1942-43; Tutor, St. John's College, 1943-44. B. A., Chicago, Chicago, 1937-38. ERNEST ABRAHAMSON ........................ 42 East Street l'h. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence 1935-37; Assistant d'Allemand, :Ecole Normale, Chalonssur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE . 58 State Circle SIMON KAPLAN . 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-. RALPH HARPER . . . . . . . . . . . 40 East Street 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-. . 7 Giddings Avenue LINCOLN REIS. 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, 1940-13; Tutor, SL John's College, 1943-44. . Randall Hall NORMAN ATWOOD GARIS .. B. A., St. John's College, 1941; Student Assistant, St. John'§ College, 1941-44; Tutor, St. John's College, 1944-. . West Pinkney House ARTHUR HYMAN. B. A., St. John's College, 1944; Tutor, SL John's College, 1944-. PETER CHRISTIAN WOLFF . . Randall Hall B. A., SL John's College, 1944; Tutor, SL John's College, 1944-. ALEXANDER MEIKLEJOHN . .1525 La Loma Avenue, Berkeley, Calif. Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Pr~fessm of Philosophy and Chairman, Experimental College, University of W1sconsm, 1926-38, Professor Emeritus since 1938; Chairman, School for Soda! Studies, San Francisco, 1933-36; Lecturer, SL John's College, 1940-, Board of Visitors and Governors, 1943-. MARK v AN . . 393 Bleecker Street, New York City DOREN . A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University . 1920; Li~t. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate P:rofessor, 1935-42, Professor, 1942-, 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-. PRESIDENT EMERITUS ENOCH BARTON GAREY. . Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER. . Annapolis, Maryland B. A., Unfon College, 1885; M. A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, SL John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-. . West Pinkney House JACK LANDAU .. PROFESSOR EMERITUS OF FRENCH B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. ]Aeon BERNARD SEGALL. 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, 1930-41, Professor, 1941-, University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. . Baltimore, Maryland B. L., and ~- Sc., Lycee of Jassy, Rumania, 1884; Ph. D., Columbia University, ~893. Fellow m Romance Languages, Columbia University, 1892-93; Instructor m French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in Fre~ch,. Cornell University, 1897-1900; Lecturer, Modem Languages, McGill Umversity, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; P:rofessor of French, University of Maine, 1920-28; Visiting P:rofessor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to beo-in 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 colleo-es were established to assure intellectual freedom and disci~line 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 tne 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 explanat10n 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 Scates have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, '" Ct Appendix A. 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there fa no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their :respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men, Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training fa 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 fulfills this basic common necessity is of the "highest benefit" to democratic soeiety. 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 a:re �CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE 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 modem equivalent. That is what SL 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 COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and _measurement must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, ~nd this mea~s t~at he has the capacities which these arts :eqmre .. The reahzat10n of these capacities comes about by then- exercise .under controlled conditions in which ordinary learning by tnal and err?r becomes discipline under the guidance of teac~1ers. By children then we mean men who are capable of learnmg. THE CLASSICS AS TEACHERS Although we have no new fads in tea.ching ;methods, but :rather use all available methods and devices, still we have a special interpretation of the teach~r·~ function. _This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th.e greatest books of European and American thought. The I.1st of the areat books and their authors who are now teachmg at St. John's, subject to continual revision and criticism, will be found on page 40. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twenty years by auxiliary teachers in various places, notably_ Col~mbia University, the University of Chicago, the Umvers~ty. of Virginia, and St. John's College. 1:'he list w~s under ~ntmsm and testing by teaching and learnmg expenence .d.urmg that period, and the process has ~ontinued i:nder conditions set by the single all-required curriculum which all students at St. John's take. . . . _ This experience of co-operative teachmg with the authors of the great books has led us to a new unders~andi?g of the classics and classical education. The pre-elective liberal arts colleges understood and defined the classics in ~ern:is of the symbolic mediums of transmission an? commumcat10~; the~ taught Greek, Latin, and . mathe1!1~tics as an. exten~1on or ~--;~~r"' ,,,,d,uro:tio"' ;,,.., re,,d1ng w:ntinir, and anthmet1c. We A:Ji j '-'.._.. are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d w~ ai;«= reading the classics in English. As we do that, certam cntena ..iLlJL..l.l(:..i.. ~ .L .1..11. 11...!Lll. ..... ....,.. ) ..._, c emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper the underand exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a ivork of fine art. It must have that and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's PrincijJia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them, The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of expo2ition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scep~icisrn to excuse him from pushing reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form �CATALOGUE OF ST. JOHN'S COLLEGE 21 CATALOGUE OF ST. JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European 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 classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that bne 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 anrf Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which WP are feeling in the uncertainties and fears of contemporary daily lifP.. 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 traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transfor_min.g itself in mos~ lively and important ways. This is happenmg m two ways primarily, one in mathematics another in the l~boratory. St. John_'s College has more 'required mathematics than ~ny 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 w_er~ introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be_ organized,_ it is one which we take special care to emphasize. There 1s scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could not be appreciated without the first two year~ which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made_ modern mathematics and the laboratory possible, so that now 1f we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For thi~ purpose we have set up a four-year laboratory in mathematlCs and the natural sciences with four main themes woven together to. catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the drawing board. There is the theme of measurement which �CATALOGUE OF ST. JOHN·s COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid in the mathernatical techniques and symbolisms far as differential This the material and intellectual background for the modern study of humanistic and social scienceo vVithout this it 1s and romantic. With it one may hope for a of competent economists, political scientists, and Social studies at present do not provide an set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross; they agree that the proper study of mankind is man. as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four sessions of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. ·with these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books· in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were originally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries, This four-year schedule was not made because of any underlying theory THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is insight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for this in four thirty-week sessions of the college courseo Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 40 to 43 the reader will find three listings of the books. The first shows the chronological order for books and authors, •vith Homer and ending with Russell, Freud, and This represents the required readings for the four years and implies further readings in secondary books as well 23 �CATALOGUE OF ST. JOHN'S COLLEGE about recapitulations of history, but it happens t~ catch ~ny genuine values that such a theory may pomt out m practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the om1ss1on of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. iNe moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and 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 in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching. falls into five sharpl_r distinguished kinds of teaching techmques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We ca~l them severa~ly Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for 12:ood teaching: the good teacher CATALOGUE OF ST. JOHN'S COLLEGE knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial A man's language is his most intimate external possession. Like his body and his senses it determines what he shall know and what he shall not know; together with his imagination it filters and informs his experience as it is brought to his understanding. A man's mind is seldom better than his language habits; his mind can be improved greatly by improving his language. The first step in linguistic education is learning to speak the mother tongue, usually from one's mother. The next step is the intentional systematic improvement of that skill by talking and writing under grammatical criticism and theory. A minimal degree of these preliminary learnings is assumed. to be present in the students in the language tutorial. No high degree however can be safely assumed since American society and American schools are heirs to a chaotic tradition and students of college age have bad linguistic habits. Preparatory 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. In the first seven 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 �CATALOGUE OF ST. JOHN'S COLLEGE readings, and their rapid succession would force them to their highest use, the understanding. vVe have made use of the routines of rote memory, not oniy 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 variations of great translators to the abstract concise formulation of scientific and philosophical styles. TN e have devoted about a third of the time to slow readin(T of texts with CJ 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 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 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 durin(T the first . 0 year, followed by such 1.vorks 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 G~rman and Englis~ for the fourth year. The chart on page 44 will show that the lme of subject matter is not hard or narrmv. 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 masterii.F"" these four languages by these methods in the allotted time. h~ fact we rather successfully avoid the modern vices of specializing CATALOGUE OF ST. JOHN'S COLLEGE 27 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 enthymernes to unravel rhetorical complications, we collect figures of the syllogism in order to follow 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 meetina five times a week and the best possible texts and subject ma~ ters 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. Therefore we begin with almost a complete year spent in ~ 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 yea:r �28 CATALOGUE OF ST. JOHN'S COLLEGE 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. 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 and 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 handminded boys may discover the liberal dimensions of their skills. The Semfaar 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 fTom 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 argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in qnestion and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates forn{ulation of opinion; mathematical imagination and insight open up new depths and subtleties CATALOGUE OF ST. JOHN'S COLLEGE 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 wayso 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 that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. �CATALOGUE OF ST. JOHN'S COLLEGE 30 CATALOGUE OF ST. JOHN'S COLLEGE FORMAL LECTURES The Liberal Arts and the Common Good. . Grammar. . . . . . .. Scott Buchanan . .. .Stringfellow Barr Arithmetic. . . . . . .......... .George A. Bingley Law. . . . . . . . . . . . . Richard F. Cleveland Rhetoric. . . . . . . . . . Mark Van Doren ... Jacob Klein Geometry ............. . Dramatic Presentation: The Laboratory The Tempest. King William Player§ . Nicolas Nabokov Music .. . . . . . Peter C. Wolff Astronomy. Dialectic . ......... . The Liberal Arts . ... lifan's Essence . ...... . . William Gorman ................. Scott Buchanan .... Mortimer J. Adler St. Augustine . ............ . . Mark Van Doren Looking-Glass Molecules. Anthony Standen The Golden Section . ... Proposition and Judgment . .... . The Reduction of God to Theology. Materialism . ... Violin Recital. .......Edward Kasner Columbia University ... Leonard .J. J. Eslick Winfree Smith ......... Mortimer J. Adler . . . . .Szigeti ... Owsei Temkin Vesalius. Institute in the History of Medicine, The Johns Hopkins University Montaigne. .. Mark Van Doren Socrates and Civil Liberty. Maps and Map-Making . . Alexander Meiklejohn Evolution. Godwin's Social justice Stravinsky. History Is A Wheel. Pascal. Edward Kasner Columbia University . Mortimer J. Adler . . .Ford K. Brown . Nicolas Nabokov .... Stringfellow Ba:rr . ... Mark Van Doren Gerard Manley Hopkins. John Pick Groton School Semantics .. Richard P. McKeon University of Chicago Concert. . Budapest String Quartet Plato on the Arts. .. John Wild Harvard Universiq• The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt . The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step . The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context fa the rest of the liberal arts and the classics in the program . The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights . In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems . The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. THE 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 �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 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 hour~ in the laboratory during the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week 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 average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for 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 by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not reported 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. The annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of A Hour 9 llll STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat. Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial , Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores (Lecture) Seminar Formal Lecture forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. Unfortunately, such plans cannot be carried out during the war. THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the com- �CATALOGUE OF ST. JOHN'S COLLEGE 34 CATALOGUE OF ST. JOHN'S COLLEGE bination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at SL John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are _talking in most cases at the high point of their own learning.c Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among the students and the tutors. Since it is not our policy to select only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American community, we count heavily on the normal social processes of mutual understanding to catch and amplify the teaching. Our classes exemplify in their various styles all the types of collaborative study, allowing even the dull or slow student on occasion to hold the class to the main learning purpose. Socrates and the slave-boy is not an unfamiliar spectacle in the St. John's classroom; we count on it to keep our teaching fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discourse on Method, in French and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by membeni of the faculty: Plato: llfrno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. The second line of research consists in the constant reinter- �SG CATALO.GUE OF ST. JOHN'S COLLEGE pretation of the book list which occurs as an immediate byproduct of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; .secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teachinodirectly. Production for publication and learned societies i~ and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria. For members of the previous faculty at St. John's, experience in teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanding 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. ACADEMIC STANDING The system of instruction allows for a dose and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more tha11 recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the CATALOGUE OF ST. JOHN'S COLLEGE 37 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 th.is c~u.rse of ~tudy. It is varied and rich enough for great d1vers1ues of mterest, performance, and achievement, and the~e i~ ~mple ro~m within it for a wide range of ability and for md1v1dual choice and guidance. This fact permits and dema~ds a longer period ~f adjustment and tentative judgment than m the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled College exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Writt~n an~ sig~ed ex_cuses from the following sources may be submitted for filmg with the student's record: l) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS * The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; 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 reo-ular elective system 0 this amounts to: "Cf. Appendix B, pg. 71. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE .38 Semester Hours ~~ One Year Language and Literature . Mathematics and Science .. Lectures on the Liberal Arts. Laboratory . . ....... . Seminars. Total. Four Years IO 40 10 4 40 16 3 (Y2 actual time) 8 35 12 32 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request, The "rights and privileges appertaining" to the- Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the .country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there 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 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 39 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 ~ractical '~orl~s i_nto which our students graduate; we deal with other mst1tut10ns 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 graduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long experience in preparing students for graduate work in these schools, and we have made a study of the 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 hou:rs 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. �CATALOGUE OF ST. JOHN'S COLLEGE I. A UST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey A':schylus: Oresteia Herodotus: History Sophocles: illdipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Ph;•sics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: k:neid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Composition (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On t.1usic, 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 Man Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms Pico della Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Henry IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: EjJitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan CATALOGUE OF ST. JOHN'S COLLEGE Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine.: Phi!dre 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 Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hurne: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones 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 Electri.::ity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers Tames: Principles of Psychology Freud: Studies in Hysteria, The Interpretation of Dreams Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics 41 �>-l "1 0 ~· (:>.. Er s::: ... a:: s:.~110~e;~g E: = ~ ~Q"'m ~ ~ ~~~ ~ ~ 00 ~ ~ n ~ ~ :~: - "' ~ 'rj'-< s. 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Literature Homer 1£schylus Sophocles Euripides Aristophanes Lucian Virgil The Bible Dante Burnt Njal Song of Roland Chaucer Cervantes Shakespeare Milton Rabelais Racine Grotius Corneille Moliere Erasmus Montaigne Voltaire Swift Goethe Fielding Flaubert Ibsen Dostoevski Tolstoi CLASSIFICATION ACCORDING TO ELECTIVE SUBJECT MATTERS Philosophy Plato Aristotle Cicero Lucretius Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Pico Pascal Spinoza Fo Bacon Hobbes Locke Berkeley Hurne Leibniz Kant Hegel Bentham Poincare James History and Social Science Herodotus Thucydides Plutarch Tacitus Justinian Machiavelli Montesquieu Grotius Spinoza Calvin Hobbes Vico Gibbon Locke Rousseau Bentham Mill Freud Adam Smith U. S. Constitution Federalist Papers Malthus Marx Mathematics Euclid Nicomachus Aristarchus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Fourier Boole Riemann Cantor Dedekind Hilbert Russell Natural Science Hippocrates Aristarchus Archimedes Ptolemy Galen Grosseteste Copernicus Leonardo Oresme Galileo Kepler Harvey Gilbert Newton Huygens Boyle Lavoisier Fourier Dalton Faraday Darwin Maxwell Joule Virchow Bernard Mendel Freud James Laboratory (Three hours pe:r week for first and second years; six hours per week for third and fourth years) Graphical Constructions Instruments Crucial Experiments Concrete Problems .,,. ., > n r 0 0 c: M 0 "1 (Presented and brought up-to-date in Laboratory Manuals) (FJ :l '°-' 0 ::i:: z Cli () 0 r r M Cl M '"" °"' �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. MATHEMATICS TUTORIALS DURING 194!1-44-Continued LANGUAGE TUTORIALS DURING 1942-4!1 Clock-hours of Class-room Work Assigned Second Year Third Year Fourth Year First Year Exercises Greeh Latin French German Memorizing 40 hours 10 hours 10 hours 20 hours Paradigms Grammar Grammar Grammar Grammar Selections 10 hours 20 hours 20 hours 20 hours Euclid Baudelaire Goethe Virgil Hoelderlin St. John Catullus Racine Plato Nietzsche Horace Reading 5 hours 20 hours 20 hours !15 hours Double Texts Descartes Bible Phaedrus St. John Greek-Latin Greek-Latin Latin-French Faust Hegel Translation and 50 hours 50 hours 50 hours 25 hours Virgil Close Reading Plato Rousseau Lessing Schiller Republic I Aeneid IV Social Contract Formal Logic 20 hours 20 hours 20 hours 20 hours Treatises Thomas Boole Aristotle Kant De Ente et Laws of Hegel Categories Essentia Prior Thought Analytics Formal Logic !10 hours !10 hours !10 hours 25 hours Practice in Selections Dante Pascal Kant Analytical Thomas Rousseau Hegel Anthology On Law Commentary Sophocles Thucydides Demostiienes 150 hours Total 150 hours 150 hours 150 hours 600 hours (Four years) MATHEMATICS TUTORIALS DURING 194!1-44 Clock-hours of Class-room Work First Second Third Year Year Year Mathematics Plane Geometry .......... . 56 12 Solid Geometry ........... . 40 8 Theory of Numbers ....... . !10 Theory of Real Numbers .. 17 Trigonometry ............. . 19 Analytic Geometry ....... . 57 Calculus .................. . !17 Differential Equations .... . Fourier Series ............ . Non-Euclidean Geometry .. . Transfinite Numbers ..... . Projective Geometry ....... . Fourth Year 8 50 10 5 20 10 10 Total 68 48 50 25 19 57 87 10 5 20 IO 10 Total for four years of Mathematics in Mathematics Tutorials ...... !189· First Year Astronomy and Physics 7 · Astronomy ......... · · · · · · · · 9 Mechanics and Hydrostatics. Strength of Materials ..... . Heat .... ·················· Light ........ ·············· Second Year 6!1 Third Year so· 45 FOurth Year 50 20 25 ll Total 120 59 20 25 !I Total for four years of Physics in Mathematics Tutorials .......... 227 CLOCK-HOURS OF LABORATORY WORK DURING 1942-4!1 Physics and Astronomy Mechanical Drawing ....... 18 !I Astronomy ................. Mechanics and Hydrostatics. !10 .Sound ................. ·.·· 12 Heat .......... . . . . . . . . . . . !I Light. ..................... Electricity and Magnetism .. Atomic Theory ............ 15 24 9 21 ll 6 !16 9 !I 9 18 6 !Ill 21 !Ill !Ill 66 !10 9 ll!I 54 21 .Total for four years of Laboratory in Physics and Astronomy. . . . . . 279 Chemistry General Inorganic ........ . Physical .................. . Qualitative ............... . Organic ................... . 15 15 60 27 !I 45 12 9 9 !I Total for four years of Laboratory in Chemistry. . . . . . . . . . . . . . . . . . 99 Biology Anatomy and Physiology .. . Cellular Biology .......... . Heredity ................. . Embryology ............... . Protozoology .............. . 15 lJ!I !16 9 9 9 48 !16 9 9 9 Total for four years of Laboratory in Biology ...................... lll NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures on . a•igned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and turtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals; The Protozoa-animal taxonomy; Heredity in the pomage tty. 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; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCl; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugarn, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 11. Conia M four-line loci 21. Music 12. Stereographic projection and still' 22. Copernicus charts 23. Kepler 15. Stereographic projection and 5t:u 24. Prism colors and dispersion charts 25. Chromatic aberration of a lens H. Astronomical sights 26. Geometrical characterfatia ol' loo15. Cele5tial machines land spar 16. Celestial machines 27. Double refraction 17. Sun and moon 28. Double :refraction of polarized light 18. Gilbert'~ De Magnett 29. Speed of light 19. Music 30. Fluid pressure 20. Mllllic 46 The following is a list of laboratory exercises by years. It based on a schedule which was followed in 1941-42 but is subject to continual revisions, corrections, and improvements as teaching experience indicates them. 1s FIRST YEAR L Orthographic projection 2. Orthographic projection 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio Heat Quadratic equations Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 2'L 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Soliq figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium floating bodies Metacenter SECOND YEAR 1. Digesti"' 1e syste~ of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola Perspective projection Perspective projection Perspective projection Focal points and light (floating paraboloid) IO. Parametric equations of ellipse 6 7. 8. 9. THIRD YEAR I. Power of the vacuum 2. Strength of beam8 3. Strength of beams 4, Strength of beams 5. Falling bodies 6. Projectiles 7. Sheep heart 8. Blood vessels of cat 9. Matter: crystalline state iO, Blood vasels of cat IL Boyle's law 12. Living heart in frog and turtle 13. Matter: liquid and gaseous states H. Smaller blood vesseb in living frog 15. Urogenital systems of male cat 16. Water and iu properties, di.stillati on 17. Dogfish sharlt and aquatic vertebrates 18. Surface tension 19. Dogfish shark and aquatic vertebrates Dogfish shark and aquatic vertebrates 21. Electrostatics 22. Electrolysis of water, Faraday's laws 23. Electrolysis of water, equivalent :ro. weight 24. Rigid body equilibrium 25. Comervation of mass; filtration, reduction with charcoal. 26. Compound pendulum 27. Lavoisier on calcination and combustion; oxygen 28. Atwood's machine 29. Chemical reactions 30. Conservation of momentum 3L Centripetal force 32. Hydrogen, adds, oxidation and reduction 33. Viscosity 34. Law of definite proportforui, law of multiple proportions, Dalton's atomic theory 3.5. Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avo. gadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmo~fa 40. Magnetic fields 41. Sodium chloride: the active metal sodium 42. Sodium chloride: the active nonmetal chlorine 43. Standard units in chemical reactions. Chemical notation, equa· tions, formulae 44. Faraday's laws of electrol}'lliS 45. Adds in aqueous solution: HCI 46. Atomic and equivalent weights. Re· duction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts in aqueous solution. Neutralization 49. Electromagnetic induction 50. Ionization 51. Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56. Music 57. Music �48 CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES FOURTH YEAR L Fabrics of the animal body 2. 3. 4. 5. 6, 7. 8. 9. JO. lL 12. 13. 14. 15. 16. 17. 18. 19. 20. 2L 22. 23. 24. 25. 26. Magnetic measurements Fabrics of the animal body Law of magnetic forces Fabrics of the animal body Standard measures of electric current Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body The structure of the atom Law of mass action Diffraction, interference Chemical equilibrium Diffraction grating Carbon and its compounds: I: the paraffins H: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons Alcohols, aldehydes, ketones Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Growth of animals and plants Growth of animals and plants 27. Hydra 28. Hydra 29. 30. 3L 32. 33. 34. 35. 36. 37. 38. 39. 40. 4L 42. 43. 44. 45. 46. 47. 48. 49. 50. Genesis of animals Genesis of animals Genesis of animals Protozoa-animal taxonomy Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pomage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyakohol Potentiometer, thermocouples Ethers, acid anhydrides, hydrnxyacids Electromagnetic induction Carbohydrates (sugars, starch, cellulose) Joule's electric heat Isocyctic, aromatic hydrocarbom; Cyclo-olefins, -paraffins Fourier's heat analysis The Fifth Group of the Periodic Table Ammonia, amines, amino-adds, proteins Music Music Music A college should be a community in which the student can discipline and develop his ~ative 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, a:re ordered to this purpose. It is the policy of the College 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 it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. 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 regard play as a natural component of a graceful, reasonable, and wellrounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities a student enjoys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this should be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else i:hcy ced};c to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �CATALOGUE OF ST. JOHN'S COLI.EGE Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities and infuses them with their full measure of human enjoyment. This may take the form of a new light on the purposes and meaning of athletic games and sports; or it may find expression in a stimulated imagination which can produce creative writing for one of the College publications, or for significant interpretation of works of music. Since 1939 athletics at St. John's have been organized on an intramural basis with active participation by more than eightyfive per cent of the student body.• With the aid of student athletic scholars who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts surfaced for all-weather playing, and a College boathouse with two sixteen foot sailboats, a sailing sloop, and co-ordinate facilities for water sports. Excellence of performance in a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurricular music complements the musical part of the n::gular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program makes available to a maximum number of students the opportunity of acquiring the necessary personal habits for the enjoyment of music. Two large orchestral and choral groups composed of members of the College and residents of Annapolis and the surrounding territory meet regularly under the leadership of the St. John's Director of 1vfosic, and give a numbe:r of concerts during the College year. The College provides a music • Reasons for the elimination of intercollegiate competition from the College athletic system are ret out in detail in Appendix C. CATALOGUE OF ST, JOHN'S COLLEGE center, containing a well-stocked library of recordings, sheet music and scores, a recording machine, an automatic phonograph, a grand piano, and a number of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. Other Extracurricular Activities Some student activities are really an extension of the curriculum: for example, the Bible Class, and Latin and Mathematics Clubs in which students and faculty pursue in greater detail problems raised by the seminar discussions of scientific, philosophical, and theological works. Other groups represent similar specialized pursuits in politics, law, medicine, language. The St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. The St. John's Yearbook is a student-edited yearly publication which departs radically from the conventional year-book format. In its present form it is a magazine whose purpose i5 to recapitulate and summarize the past academic year. The King William Players serve as a center for the reading of drama and poetry in general, as well as for the activities of play production, The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Social Cooperative presents a series of formal and informal dances throughout the year, including eight popular motion pictures, followed by dancing to recorded music and Coffee Shop table service around the dance floor. The Film Club, now a part of the Social Co-operative, continues to present a series of the outstanding foreign and domestic film productions-the "classics" of cinematic arL The Student Employment Co-operative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office for making contact between students who are seeking employment and the available jobs in the towno As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College, In �CATALOGUE Of ST. JOHN'S COLLEGE addition, there are smaller social quarters in each dormitoro/ unit, equipped with radio, ping-pong tables, and comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is situated in the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men in St. John's College. A number of retired naval officers and men of business live on 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. 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 CATALOGUE OF ST. JOHN'S COLLEGE 53 and bedspread, a chest of drawers, book shelves v . . . ' enetian blmds or wmdow shades, a study table chairs lamp d . ' ' , an a waste basket. Towels, bed lmen, and blankets are to b . d b e supp 1ie . y the student, as are also such decorations as wi now d d rapenes, rugs, and runners for chests of drawers and tabl The student should consult his prospective roommate , if any, _es. . . . and his own good taste in planmng room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications fm admission have been accepted. Rooms in dormitories may not be occupied during vacations except by special permission. The dormitories will be open for occupancy at the beginning of each term as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshmen from noon of the day before registration day. For definite dates in 1945 see the College Calendar. The College maintains the care of the dormitories. There are student dormitory managers whose duty it is to report complaints, to maintain order and cleanliness, and to enforce the following regulations concerning breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. Thi~ de~ posit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupar>ts, any dormitory �CATALOGUE OF ST. JOHN'S COLLEGE room and furniture which have been seriously damaged. Intentional damage to College property is a aerious offense, and it will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will open for supper on the day jus~ preceding the beginning of each term; and only breakfast will be served on the last day of each term. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in the charge of the College Physician, two trained nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are £J:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Stu· dents suffering from contagious or infectious diseases must reside in the Infimary until discharged by the College Physician. The College Physl.cian makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General The revolution which re-established the liberal arts curricu· lum 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 that many of the contemporary educational conventions do not promote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. So, for the first six years, the conventional entrance r~quirements were used. Then, in December, 1942, when it was clear that students in the Liberal Arts colleges were immediately needed for military duty, St. John's College decided to make its contribution to the war effort by offering its program to younger students in a schedule which would allow them to graduate before being called to military service. Beginning in July, 1943, a summer term was added to the regular schedule so that the four-year course could be completed in three calendar years; students were admitted at the beginning of any of the four terms during the year; the minimum entrance requirements were two years of high school work with a year of algebra, a year of plane geometry, and an introductory course in one foreign language. With the end of the war in sight and the crucial maximum of military training passed, St. John's now judges it possible and wise to relieve the strain of its wartime schedule by returning to its regular schedule. Requirements A student will be eligible for admission if he can fulfill any two of the three following requirements: I. Graduation from a high or preparatory school with credit for one and one-half years 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. 55 �CATALOGUE OF ST. JOHN'S COLLEGE 3. Passing either: i. The St. John's Entrance Examinations in arithmetic. algebra, plane geometry, English, and _one foreign language (Latin, French, German, or Spamsh) or ii. The Psychological Examination provided by the American Council on Education. Note that these requirements make it possible for students to enter St. John's before completing four years of high school work, since these examinations may be taken by any student who has not completed his formal preparatory work and wishes to make an early start in College work; for instance, at the end of his second year of high school. CATALOGUE OF ST. JOHN'S COLLEGE 57 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. See section on Financial Aid, p. 61. 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 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 askecl to give full information concerning your fon~al preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to gi".e the name of your principal or other teac~er 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 Examinations, give us the name and address of a teacher. or c?l~e.ge 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 decis~oi: of the Admissions Committee. No assurance of admission can be made before the above data ar~ nrovided 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. Admission before Graduation from High School The College is still eager to admit students who have not completed their formal four-year preparatory training, provided the student and his parents are persuaded that he is able and ready to undertake the responsibilities of a substantial program in the liberal arts. Veterans' Educational Benefits St. John's College is approved and accredited by the Maryland State Board of Education for training of Veterans of World War II who are eligible to receive educational benefits under the provisions of the G.I. Bill of Rights. �CATALOGUE O.F ST. JOHN'S COLLEGE 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, bo~rd and room, and meeting the administrative and other operatmg expenses of the College. St. John's College adopted this principle and establisl-~ed the fee for residence and tuition at $1,000 for students entenng the College in the fall of 1941, or thereafter. This fee will be continued unless, in following years, rising costs should force revlSlon. (The fee of $1,000 covers the three terms of t~e regular session. During the war, when the College was m session for four terms a year instead· of three, the yearly charges had to be raised. However, there will be no summer term in 1945; and beginning with the fall term of 1945, the regular yearly fee of $1,000 will be restored.) By setting its student fees at approximate operating cost, the Colleo-e has freed other sources of income, principally support by ;rivate individuals and by the. pu~lic through state appropriations, for two purposes: financial aid t?. the stude.nts who are not able to pay the full cost, and add1t10ns and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additi?n~l amounts for books, clothes, stationery, laundry, and other mCldentals. 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 examinatio_n. !his. fee _is charged to cover the expense of giving the exammat10n; It will not be refunded, nor will it be deducted from other fees. 58 Annual Fees Beginning with the fall term of 1945, the fixed annual fees for all students for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . Residence . . . . . . . . . . . . . . . . . . . . $600.00 400.00 Total. . . . . . . . . . . . . . . . . . . . . . . . . $LOOO.OO These fees are payable in full on registration in September or, if preferred, in three installments: one-half on registration, one-fourth on January 5, and the remaining fourth on March 30. On registering, the student must procure a Treasurer's Card showing that fees have been paid or that suitable financial arrangements have been made, in order to be admitted to classes, dormitories, the dining hall, the library, gymnasium or infirmary. Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their paymem. on the dates due. Refunds on Fees If a student has paid any installment on his fees beyond the dates on which installments are due (September registration, January 5, March 30), and withdraws from College for any cause whatever, such advance payment shall be refunded. But no installment already due shall be refunded, regardless of the cause of withdrawal. The College is not in business and does not regard itself as selling instruction or food or lodging to students. Its fees can best be understood by the student if he regards them as membership dues. These dues help the College to provide, not only instruction, food, and lodging, but also proper medical supervision, athletic facilities, and whatever other conditions it finds best adapted to forward the common learning enterprise. Caution Money Each student must make a deposit of $10.00 with the Trearurer on registration, subject to charges for laboratory break- �CATALOGUE OF ST. JOHN'S COLLEGE age and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Except for the caution money deposit, which is refundable at the close of the college year, the College has no extra fees. Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the regular schedule a deferred tuition plan, which provides for payment in equal installments during the College year, in most instances, nine installments. This method of deferred tuition payment is handled through "Tuition Plan, Inc," a corporation which offers this service to many schools and colleges throughout the country. The plan is put into effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc." The additional cost is four per cent of the amount financed, mimmum charge one dollar. Veterans' Educational Benefits St. John's College is approved and accredited by the Mariland State Board of Education for training of Veterans of World \!Var II who are eligible to receive educational benefits under the provisions of the G.L Bill of Rights. 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 three terms amounts to not more than $200, 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 permiL 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 1vho curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts to more than $200, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 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 clearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committe on Aid 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 canvassed. The Committee has the grave responsibility of 61 �62 CATALOGUE OF ST. JOHN'S COLLEGE administering justly a common financial :resource of the community of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out folly, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time the formal application for admission is forwarded to the Registrar. CATALOGUE OF ST. JOHN'S COLLEGE 63 Scholarships Awarded by the College THE PHILIP A. MYERS, II, SCHOLARSHIP To be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. 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 Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student already at the College, for the remainder of his course to graduation. In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and :reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: 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 examination and apply to the local School Board for examination. 2. Candidates should supply to their respective Senaton evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATIHEW 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. Applications should be addressed directly to Mrs. Sidney Cox, Smithfield, Virginia. 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. Appli- �CATALOGUE OF ST. JOHN'S COLLEGE cation should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 21 East 65th Street, New York City. Scholarships at Other Institutions for St. John's Studenw SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johru; Hopkins University to graduates of SL John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE small a:rts college for men, ST. JOHN'S COLLEGE is aand hasliberal so since its founding. is non-denominational, been It It has never been coeducational. It maintains no graduate or professional schools. It is the third oldest college in the United State!li. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL No. 2, fol. ll5. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, hii'!l Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND :MAY h BE ENACTED, by the King/s most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most :reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain t:m~ tees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 65 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 66 The original Board of Visitors and Governors was as follows: 1776 William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase " John Thomas Thomas Stone " Alexander Hanson Thomas Jennings According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, 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 others. " Signer of the Declaration of Independence. Paca~' James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: . The satisfact!on which I have derived from my visit to your infant seminary 1s expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. and GEORGE .VVASHINGTON ANNAPOLIS, April 17, 1791. "' Signers of the Declaration of Independence. �6£ CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Vvashington, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenez Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Th£rd Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Prindpalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Second Year Greek Xenophon Plato Euripidei Lucian Latin Horace Cicero Hc::irace Mathernatirn Algebra Geometry English Terence Mathematirn Logarithms 19th Century Literature Trigonometry Solid Geometry English Shakespeare 18th Century Literature Third Year Greek Plato .iEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fo1,J,f'fh Year Greek Plato Aristotle Aristophanes Lectures in Philosophy and Social Science on: Plato Aristotle Dernosthene~ Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descarte• Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centurie~ Locke Mathematics Spinoza Analytic Geometry Montesquieu Calculus Kant Mechanics De Tocqueville Natural Philosophy Adam Smith Astronomy Fichte Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler Ii �CATALOGUE OF ST. JOHN'S COLLEGE 70 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. 1. 2. 3. 4. Classical Course leading to the B. A. Degree. Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. 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. .APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the c~rrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use hmst entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, 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 satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 71 Preamble Degrees Ways II: Means Enabling examina~ tions �12 Diss era tati on (general) CATALOGUE OF ST, JOHN'S COLLEGE 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 technique required must be at all times ~elated to the w~ole body of the liberal arts and to appropriate sub1ect matters, This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix L The examination in language covers general questions of grammar of all ~our lan~ages, and l~gic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in t~1e differential calculus, The examination in laboratory covers speofically the analysis and operation of certain important instruments to be named in Appendix I, p. 74. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then exam~nes t.he 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 (l) the student is accepted as a candidate for the degree, or (2) he is 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 especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand, It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first ~hree years' program; t~at is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although :refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candi~at~ for a de~ee or allo':'ed to remain the fourth year must then md1cate a sub1ect for a dissertation, to be agreed upon by the faculty, to be wri.tten durin~ his fourth year, and to be publicly expounded, a~phfied, and mterpreted satisfactorily by him prior to the grantmg of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 73 y~ar, th~ student may request more time to prepare and submit his drnse1~ta~1on for the approval of the faculty, He may even request perm~ss10n to retu~n to the col~ege for a fifth year, attending what tutonals, laboratones, and semmars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for diss_ertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board, The Guties of the Examining Board are as follows: l., 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, APPENDIX I The books of the first three years on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Texts gtudied in Seminar Iliad Republic Timaeus CEdipus Poetics Physics Galen Divine Comedy Don Quixote Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Hamlet King Lear The Tempest Harvey Lavoisier ''\Tealth of Nations Federalist Papers As stated abov.e, the examination in laboratory will cover specifically the operat10n 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 Disser. tation (particu- lar) Examis· ing Board �74 CATALOGUE OF ST. JOHN'S COLLEGE oi a qualitative kind can be made, s~ch as between more a_nd less, up and down, straight and not str~1ght. The_ latter permit _us_ to make quantitative judgments, that is, to a~sociate th~ough similar ratios some one of a series of numbers with the thmg observed. Often the same piece of apparatus can be _used either_ as ~ sc~pe or as a meter. The elements are certain devices, not soenufic instruments themselves, which enter into the construction of different instruments. 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 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 examination in laboratory will be in two parts. In one the student will be asked to make certain observatio~s and measurements with some of the above instruments, and m the other to answer questions on the theory and applicatio~ of so~e _of the elements and instruments. The references for this ex~mm3:t10n 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 79 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 assurnnce and can promptly answer any call to war service without fear of losing what we are fighting for. In the past year we have therefore been able to take care of our army, navy, and marine reserves without changing our curriculum. We have required calisthenics, infantry drill, military track, and ~and-to-hand combat in place of our former system of voluntary mtramural 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 rallied. 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. "We, students in anus, salute the youths of the ancient republics." We were also saluting the other colleges who were joining us in arms. But the master plan has also found new meaning in the events of the world and of the college. We have learned that about half of the books from Homer to Tolstoi discuss war and peace with realism and wisdom. Beneath this surface they explore the problems of law and anarchy, they report man to man, they weigh sin and tragedy, they record learning by recognition in calamity. The study of the great books in time of war confirms the conviction that such reading and discussion is the birthright of every human being. When the Congress decided that men should be drafted at the age of eighteen, we therefore decided that we would take the risk of the last planned step of the St. John's revolution, to teach these books and the accompanying liberal arts to younger students, students who might not have graduated from high school, and who might therefore not be able to get their liberal education as long as the war lasts. Teaching students of this age already was a part of the ?1aster plan, but we had hoped to have some of our own graduates m the faculty to help us to make the shift. We 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 faculty has been going to school with the great books and they for reasons of age and training will not be useful and effective in the �CATALOGUE OF ST. JOHN'S COLLEGE 80 8.i CATALOGUE OF ST. JOHN'S COLLEGE armed forces. The need of their teaching is obvious and they are ready for the adjustments in teaching that the task will require. After a great deal of discussion with faculty, Board, and students, and also figuring of costs, the administration has been authorized to announce the four-year college course in the liberal arts to be given in three calendar years to students between the ages of fifteen and eighteen. The great books are offered to these youths who might otherwise lose their opportunity to participate fully in the arts of free men. There is no doubt that this radical step will be viewed in many quarters with alarm. There will be doubts that such important instruction material can be handled adequately and safely by younger boys; there will be doubts that the treatment younger boys can give the great books is in keeping with the high aims of the program itself. On the first point we have considerable evidence not only that younger boys can handle the great books with profit, but that they can get greater profit with less readjustment than the graduates of our present schools of preparation for college. We have already taken a small group of younger boys at St. John's, and they show the same variation in aptitudes and progress that the older boys have been showing. But in addition they evidence a fresh, direct amateur's interest in ideas that high school graduates have to recover from their earlier years. It appears that the ordinary high school graduate has in the last rather empty years of his preparation for college acquired many of the academic pretenses which are so characteristic of the American high school, that he has actually been bored with scholarly husks and has substituted flattery of his teachers for genuinely tough intellectual work. The fault is not in the teachers; many of them are also bored with the subject matter that they teach, and they also turn to flattering the student. AU of this together with the progressive decay of the linguistic and mathematical disciplines points to a dead spot in our educational system, a paint where preparation in the grammar school has finished, for better or for worse, and the real business of liberal education has not yet begun. We drag students through two to four years of this wasteland, and the acute stages of boredom appear in the last two years of high school or the first two years of college. Some of the better preparatory schools and colleges fill in with literature, fine arts, and science, but they know that they are either doing college work or it will all have to be repeated in a staler form later on. Liberal education is in origin and tradition a European institution, and a glance at its structure lets us see where we have improvised and perhaps fumbled. The grammar schools in European countries lead directly to the Gymnasium and Lyn~e, whose curricula were made of Latin, Greek and mathematics with a scattering o~ national histor~ an~ !iterature. 1:he Gymnasium and Lycee led directly to the umversxt1es whose pnmary structures and functiom were orde~ed to training in the professions: law, medicine, theology, and teachmg. The Gymnasium and Lycee came at the end of the child's education and they were concerned to initiate in the student the ~ree and independent use of his mind so that he could worthily atta_m t~e knowledge a~d discharge the duties of the learned profess10ns m the comm~mty a~ large. The Gymnasium and the Lycee devoted themselves smgle-mmdedly to liberal education. It should be interesting to us in the United States in 1943 that the liberal education.thus ins_titutionalized was provided to all young men who wer~ admitted to 1t before the period of their military training and service. As the youths of the ancient republics of Greece took the Ephebic Oath at the end of their common formal education and at the beginning of their three years of military training and service, so the Europeans had the military 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 a_nd grown together, and at the same time the college and the professional schools have lost their identities in the elective system which makes the worst of both. The colla~orators _and_ originators of the St. John's program were aware ?f this confusion m our educational system, and were at the outset_ m_tent Ofo! clarifying and articulating the system. They were also a1mmg at mtroducing and initiating the student to the liberal arts in their full development at the end of common formal education .. At. St. John's we faced the risk of looking like a high school or a JUmor college and yet teaching subject matters and arts that are at the coll_ege level i_n importance and difficulty. The ages of our stude~t~ admltte~ on h1g~ sch~ol gr~d~ation were equal to the ages for military service or umvers1ty trammg in Europe. We therefore at the start planned to shift the age to a lower bracket as soon as we had estab~ished our cu:~T.iculum by teaching experience. Now the war has given us the m1htary deadline at eighteen years of age, the sam~ that Europe ~as prescribed since the Greeks, and we may be lookmg ~orward to its p_e~manent adoption. We are therefore fitting the last lte_m of our_ ongmal program into the master plan and at ~he s~me time meetmg the current emergency for liberal education m this country, by admitting students at the age of fifteen. We trust th~t we shall not be accused of causing the war, but it may be pomted out that it has nicely punctuated the steps of our remrn to the ancient tradition. In th~s coni:ection it w~ll bear repeating that we are following out to lts logical conclusion the American tradition that liberal �CATALOGUE OF ST JOHN'S COLLEGE education is for everyman, rather than for the few as the Gymnasium and the Lycee have offered it. We have also departed from the Gymnasium and the Lycee in their original establishments by including 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 te.rm to the calendar year and forfeit the long summer vacation in order to complete the four-year course in three calendar years. The long summer vacation has a very high educational value; the 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 i.t 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. [NoTE: In January, 1944, we found it possible to return to the program of four !z.:]gu~ge:;~G:reek~ La ti:?.~ French, and. C;::rma:i ~ir: fou: yea.r::;. See the prngram of language tutorials charted on page 44. As stated elsewhere, we are also abandoning the accelerated wartime schedule, and are returning to the regular schedule of an academic year with three terms and a summer vacation.] BIBLIOGRAPHY OF ARTICLES ON THE ST. 'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier, February 1939. ----: 1939. Liberalism and Liberal Education, The Educational Record, July BARR, STRINGFELLOW: The Art of Liberation, Free America, September arid October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July available. 1941. Reprints -----: The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. A College Rebels, The Key Reporter, Magazine, Autumn 1938. ----: Phi Beta Kappa -----: Back to Fundamentals in Education, Talks, October 1937. from an address given over the Columbia Broadcasting System. News Reported The Education of Freemen, The New Republic, August 31, 1942. -----: The Ends and Means of General Education, 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 Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, 1944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. -----: The St. John's Program, Encyclopaedia of Modern Education, The Library, Inc,, 1943. Philo~ophical The St. John's Program, The Virginia Spectator, December 1938. -----: Suspending Education, Address, Columbia Broadcasting System, February 4, 1943. Reprints available. The Training of a Free Mind, 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, Scon: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. -----: A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. .J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October ,22, 1943. 83 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 84 - - - - - Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. DONOVAN, HEDLEY: Educators Strive for "Free Mind," The Washington Post, January 15, 1939. EDEL, ABRAHAM AND SARAH RIEDMAN: Our Post-H'ar Schools, New Masses, August 15, 1944. EDMAN, IRw1N: Which Road for Education? The New York Times Magazine, July 2, 1944. HENRY, THOMAS R.: Education by "Book Learning," The Washington Star, December 5, 1937. HESLEP, CHARTER: Experiment, Washington Daily News, July 28, 1937. HooK, SIDNEY: Ballyhoo at St. John's, Part I, "Education in Retreat," and Part H, "The 'Great Books' and Progressive Teaching," The New Leader, May 27 and June 3, 1944. Su:s!NGER, DONALD: Aristotle in Annapolis, Survey Graphic, June 1938. STANDEN, ANTHONY: Elementary Chemistry for Liberal Arts Students at St. John's College, Journal of Chemical Education, November 1944. STOKES, RICHARD L: Educational Dynamite: Great books system at Old Annapolis, Maryland college blasts away traditional methods of instruction, St. Louis Post-Dispatch, November 26, 1939. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club Woman, February 1938. TIME MAGAZINE: St. John's Revival, July 19, 1937. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CONSTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. W1u;us, C. J.: From St. John's to Mark Hopkins, The Journal of Higher Education, January 1939. WHITE, E. B.: A Plan for America, Harpers Magazine, February 1940. ST. JOHN'S COLLEGE BULLETINS KIEFFER, JoHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. REPORT Journal of Educational Sociology, The: St. John's College: A Critical Appraisal, November, 1944. Edited by Alonzo Myers. REPORT OF THE PRESIDENT, April 1940. Reprints available. REPORT OF THE PRESIDENT, May 1941. Reprints available. LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. REPORT OF THE PRESIDENT, June 1942. Reprints available. REPORT OF THE PRESIDENT, June 1943. Reprints available. LIPPMANN, WALTER: Crisis and Reform in Education, The New York Herald Tribune, February 15, 1943. - - - - The St. John's Program, "Today and Tomorrow," appearing in 165 newspapers, December 27, 1938. Reprints available. LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22, 1944. LYONS, Lours M.: A College Education from 117 Books, The Boston Sunday Globe, September 13, 1937. MARDEN, PHILIP S.: Back to the Classics, The Dartmouth Alumni Magazine, October 1938. MARTIN, W. A. P.: The Revival of Learning, The Commonweal, December 31, 1937. MAYER, MILTON S.: Hutchins of Chicago, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," Harpers Magazine, March and April 1939. - - - - : Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. Reprints available. MCCARDELL, LEE: A Series of Four Articles on The St. John's Program, The Baltimore Evening Sun, January 23, 24, 25, 26, 1939. MEIKLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PIERRE, RAY: Plato on the Severn, The Educational Forum, March, 1944. - - - - - Rebel in Educaiion, The Christian Science Monitor, NovEmber 6, 1943. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. OF THE PRESIDENT, April 1939. Reprints available. BOOKS ABOUT LIBERAL EDUCATION ADLER, 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 Western World, 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 material. It was first published in 1927 by the American Library Association for the use of adult classes. 1944. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education between Two Worlds, Harper & Brothern, 1942. RICHARDS, I. A.; How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of :reading. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1944-1945 FOURTH YEAR-CLASS OF 1945 Robert Luther Campbell, Jr .................. Hagerstown Solomon Kadis .............................. Baltimore Frank B. Marshall, Jr......................... Baltimore Erich Nussbaum ............................ Annapolis Benton Bloch Perry. . ............. Baltimore Harry Fletcher Pfeiffer, Jr. ................... Baltimore Verne Schwab .............................. Greenbelt THIRD YEAR-CLASS OF 1946 Thomas James Cosgrove. . ... Bayonne, New Jersey Thomas Irwin Fulton, Jr.. . .Irwin, Pennsylvania John Parker Gilbert. .Putney, Vermont Allen Zimmerman Harvey. . . Frostburg Leon David Israel. .... llnion Bridge William Kenneth Kline. . .New York, New York. Henry Resolved Mack. .Dover, Delaware Robert Wilson Mueller. .Milwaukee, Wisconsin Robert Frederick Novak. . .Baltimore Benjamin Franklin Pumphrey, Jr...... . .Severn Harry Charles Rockey. . . . . . . . . . . . . . . . . . . .. Philadelphia, Pennsylvania James Willard Sharp. . .. Freeland, Pennsylvania Samuel Sheinkman . . . . .New York, New York Irwin Robert Tucker.. . . . . . . . . . . . . . . . . . . . . .Bayonne, New Jersey Henry Theodore Wensel, Jr...... . .. Oak Ridge, Tennessee SECOND YEAR-CLASS OF 1947 1944) Samuel Bancroft Bird, Jr. ..................... Wilmington, Delaware Carl Henry Bmggmann ...................... Washington, District of Columbia John Brunn ......................... New York, New York Peter Frederick Buri ......................... Eau Claire, Wisconsin Tris tram Joseph Campbell, Jr.. . ... Ridgewood, New Jersey Jerome Herbert Cantor .. Boston, Massachusetts Ch'ao-Li Chi ............. New York, New York Peter Clogher ........... . ...... Englewood, New Jersey Robert Mitchell Courtright .................. Sumter, South Carolina John Scott Desjardins ................... Indian Hill, Ohio Salvatore Carmelo DiGrande ................. New York, New York Alvin Hamilton Durning ............ Louisville, Kentucky Klaus Werner Epstein ....................... Cambridge, Massachusetts Duane Thomas Kaye Furbush. .Palmyra, Michigan Allen Abbey Goldstein ......... . .Baltimore Charles Davis Haines .... Washington, District of Columbia Bernet George Hammel . Orange, New Jersey H. Anthony Hammond .. Ridgewood, New Jersey Richard Scott Harris ...... Saginaw, Michigan William Edwin Harris .Saginaw, Michigan (BECAME SOPHOMORES KN MARCH, 86 Harry Gerald Haxby ........................ Mariemont, Ohio Richard Eagleston Jameson.. . Fallston Thomas Gillis Jewell .... , ................... Grasonville Archer Jones . . . . . . . . . . . . . . .............. Richmond, Virginia Ira Wendell Marine . . . . . ............ Washington, District of Columbia Richard Fontaine Maury. . . .. Washington, District of Columbfa John Mathew Morgan .................... Toledo, Ohio Charles Arthur Nelson ....................... Berwyn, Illinois James Richard Powder ....................... Lutherville Peter Bradley Price .................. New City, New York James W. Ray ............................. Worcester, Massachusett~ Thomas Evans Robertson ..................... Glendale, Ohio Larry Winter Roeder ........................ Annapolis William Warfield Ross . . . . . . .......... Bethesda Rowell Anton v M. Schleicher. .......... Forest Hills, New York George Faison Smith . . . .Greenwood, Mississippi William Kyle Smith, Jr.. .Annapolis Eugene Victor Thau .. New York, New York Richard Van der Voort. Pittsburgh, Pennsylvania George Montgomery VanSant .Hyattsville Robert Russell Weiss . . . .Federalsburg George Patrick Welch, Jr.. . ........... Providence, Rhode Island William Ogden White .. Baltimore Justin Cadwalader Williams ............ Moorestown, New Jersey SECOND YEAR-CLASS OF 1947 (BECAME SOPHOMORES IN JULY, 1944) Irving Victor Abb ........................... Frederick Ted Barber .......................... Bellaire, Ohio Roberto Beascoechea ......................... Santurce, Puerto Rico Stephen Gordon Benedict .................... Scarborough, New York Louis Leon Brin ............................ Brookline, Massachusettll Edmund Anthony Connor .................... Hagerstown Arthur Oudry Davis, Jr ....................... Coshocton, Ohio Fred Dewey deArmond ....................... Seattle, Washington Julian Abbott Dorf .......................... Chestertown Arthur Eugene Dunsmore, Jr.................. Chevy Chase Nathaniel Isaac Durlach ............. New York, New York Edward H. Eissler ................... Upper Darby, Pennsylvania William Paul Elliott ...................... Aurora, Illinois Theodore David Ernst . . . . . . . . . . . . . . . . . . . . . . Cordova Sidney Hugh Fitch ...................... Glenelg John Gormly ............................. Sewickley, Pennsylvania William Joseph Harris ...................... Preston Marvin James Hoffenberg .................... Baltimore Walter Lindsay Jacob ...................... Pittsburgh, Pennsylvania Joseph Ignatius Killorin, Jr.. .Savannah, Georgia Ralph Lincoln Klein ......... Fallston Harry Marchosky .......... Colon, Republic of Panama Ruben Marchosky . Colon, Republic of Panama John Newton Opie, Jr.. . .. Norfolk, Virginia Albert Fitz Randolph Peters, Jr.. . .... Washington, District of Columbia Royal Pollokoff ................... Baltimore �88 CATALOGUE OF ST. JOHN'S COLLEGE Charles Pickering Putnam Mordecai Sheinkman ............ . Paul Ginsburg Sifton ............ . Warren Leroy Skidmore Lowell Stanley ... Austin Stevens Roger Clark Stone John Van Doren ........ . John Campbell Wakefield .. . ... Washington, District of Columbia .. New York, New York . . . . Washington, District of Columbia . . . . Akron, Ohio . . . . Washington, District of Columbia ..... Westport, Connecticut .... Conowingo . . . . . . . . New York, New York . . . . . . . . Washington, District of Columbia FIRST YEAR-CLASS OF 1948 CATALOGUE OF ST. JOHN'S COLLEGE 89 Thomas Andrew McDonald .... Alexandria, Virginia Charles Patterson ........ . . .............. Baltimore Thomas Joseph Raleigh .. . . ............... Elizabeth, New Jersey William James Robinson .. .... Erie, Pennsylvania Alan Richard Schutz . ... Chicago, Illinois .... Astoria, Oregon A. Allen Straumfjord .... Peru, Indiana Clinton Schenck '\Vainscott, Jr. . Robert Charles Wilson ...... . . Los Angeles, California FIRST YEAR-CLASS OF 1948 (ADMITTED IN OCTOBER) (ADMITTED IN MARCH) Charles Benson . . . . . . . . . . . .................. Relay Donald Grant Bounds . . . . . .... Salisbury William Lee Callaway ....................... Callaway Roger Haugh Callender ................. Chicago, Illinois Samuel Henry Coleman ..................... Roanoke, Virginia Donald S. Elliott . . . . . . . . . . . . .. Lutherville Eugene Edward Epstein . . . . ... Brooklyn, New York Paul Carlyle Evans . . . . . . . ........ Syracuse, New York James Clifton Horney . . . . . . . . . . ....... Valparaiso, Indiana Stafford Gorman Whittle Johnston ............ Roanoke, Virginia John ·Denison Miller ......... . ... Niagara Falls, New York Clarence Robert Morris .......... . ... Altus, Oklahoma John Watson Moses . . . . . .......... Lakehurst, New Jersey Oswald Nagler .............................. Perry Point Lawrence Holt Sherman ...................... Garden City, New York Adrian Georges Skehan . . . . . . . . . . . . .. Ridgewood, New Jersey Langford Wheaton Smith, Jr..... . ...... Berkeley, California John Henry Thomas . . . . . . . . . ...... Racine, Wisconsin George Robert Trimble, Jr.. . . .... North East FIRST YEAR-CLASS OF 1948 (ADMIITED IN JUILY) Thomas Jonathan Jackson Altizer ............. Charleston, West Virginia Thomas Harry Blatt . . . . . . . . . . . . . . . . . . . ... Baltimor~ . . . John William Cameron . . . . . . . . . . . . . . ... Alexa.ndna, Virgima Richard Tallant Carruthers, Jr. ............... Astona, Oregon Ray Charles Cave ........................... Aberde.en Proving Ground John Wheelwright Cobb ..................... Broo~lme, Ma.ssa:husetts . George Harris Collingwood, Jr ................. Was~mgton, D1stnct of Columbia Louis Irvin Frid .......... Baltimore Charles Wyman Grover ............ Gloversville, New York James Werner Halporn ............. Woodmere, New York Henry Booth Higman . . . . ............ Millington David Abbey Hooker .......... White Plains, New York Robert Adelbert Hungerford, Jr ............... Bryans Road Thomas Shipley Knoll . . . . . . . . . . . . . . ...... Ramsey, New Jersey Sadi Ibrahim Koylan .......... . Washington, District of Columbia David Barrington Lowdenslager ............ Baltimore John Joseph McDonald. Tr.. .Bethesda Frank Burton Abrahams ..................... Baltimore Leod Daw Becker, Jr .. ...... Arlington, Virginia William Chester Buchanan, Jr.. . ...... East Lansing, Michigan George Warton Carden .... Upper Marlboro Peter John Davies .... New York, New York Kurt Elmer .... . ... New York, New York Joseph Gordon Erberts .... Baltimore Robert Barry Feldman ...... Baltimore Ralph Charles Finkel ... Baltimore Marcus Bartlett Finnegan ................. West Point, New York Peter Alden Franken ..... . . ............... Lyme, Connecticut Donald Claude Gooch .. . ... Abbeville, Louisiana .... Salt Lake City, Utah Frederick Russell Hinckley, Jr. ... Andrew Kalenak . Nanty-Glo, Pennsylvania David Micheal McAllister .. . ... Snow Hill Robert Laird McLaughlin ...... Sedalia, Missouri ................. Havre de Grace Jack Lancaster Mason Richard Lewis Matteson ... Frostburg Bob Edmund Nichols .... El Cajon, California LeRoy Edward Pagano .... New York, New York David Duane Patton ... Grantsville George Peabody Peck . . . . . . . . . . . ... Concord, Massachusetts Eugene Francis Phelps .............. .Elkridge John A. Pirrera ............. Rochester, New York Dean Mills Roberston ................... South Bend, Indiana Sidney Joseph Rosenthal ... Baltimore William \\Testerman Simmons ... Cedar Rapids, Iowa Thomas Franklin Wallace .... Salisbury SUMMARY OF ENROLLMENT Fourth Year Third Year Second Year (Promoted in March) .. . Second Year (Promoted in July) .......... . First Year (Admitted in March) .......... . First Year (Admitted in July) ............ . First Year (Admitted in October) .. . Total in College ... 7 15 43 36 19 25 28 173 �CATALOGUE OF ST. JOHN'S COLLEGE 90 INDEX DEGREES CONFERRED, MARCH 14, 1944 BACHELOR OF AR TS Rite .Birmingham, Michigan .Washington, District of Columbia .Baltimore Edward Born Cochran ........ . Ahmed Miinir Ertegiin .. James G. Huber ............. . Cum Laude . New York, New York . Chevy Chase Jack Landau .................. . Henry Harrison Sasscer, IV ..... . Magna cum Laude .. Tampa, Florida .Glen Echo Arthur Hyman ............. . Peter Christian Wolff AS OF THE CLASS OF 1932 Rite Alfred Dowd . . . Hillside, New Jersey HONORS AND PRIZES AWARDED, MARCH 14, 1944 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual ...... Peter Wefas essay, the John Martin Green Prize of $25.00 ..... 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 . . . . . . Peter Christian Wolff Governors ........... . .... 37 Absence, excuses for. St. John's 1835 68 36ff Academic standing St. John's 1868. . . . . . . . . . . . . 69 Acceleration. ... ' 82 St. John's 1886-1923, hlock elective 70 Activities ....... 49!1' St. John's 1923-37, open elective .. 70 ... 50, 75ff Degree Requirements ... 37f, 7lff Athletics .... 51 Dining Hall ......... 54 Clubs. Discipline. 53 .... 51 Dramatics. Music. .24, 46f, 50f "Don Rags" ................. 32f, 37 51 . Dramatics. 51 Publications .. . . . . . . . . . . 8 Elective Program ..... l6f, 68 Administration Admission 55ff Engineering Scholarships at Johns Hopkins. 64 Application .... 56 .... 55ff, 77 English, admission requirements. 55f Requirements . .. 56 Enrollment ........ . Procedure. .86ff Summary. Advanced standing 57 89 Aid, student 6lff Entrance Examinations 56 Applications Essays ... 33 Admission ........... . 56 Examinations Student Aid Entrance .. 6H 56 Rooms. .. 53 Oral .. 32£, 7H Scholarships. Written 62ff . 33, '/'lf Annual Articles, magazine, on SL John's .. 831I 32£ Athletics ..... 50, 75ff State Scholarship 62 Excuses, for absence. Attendance 37 Church . 66 Expense~ 58.!l' Faculty Classes... 37 List. College exercises 37 9ff Bible class 51 Author teachers .... 18, 33ff Board of Visitors and Governors .. 6, 7 Tutors. 9ff Boat CluL ... 50 Fellows 9 Books, list of gro:~at. ... l8ff, 20ff Resear~h. 35 Chronological . 40f Re-education of 36 By years Appointments ... 36, 79£, 82 42 ....... 43 Fees By subject matters. Calendar, College .4, 5, 3lf College finances 58 Campus. ..... 52f Examination . 58 Caution Money .53, 59f Annual. 58f Charges, fixed Tuition . 59 58f Charter of College. 66 Residence . 58f Of King William's School. . 65 Payments 59 Classics, new definition of. .18ff, 20ff Deferred payment 60 Clubs, College 51 Caution money 59f College Calendar . .4, 5, 3lf ·with financial aid. 6H Collegian . . 51 Foreign Language Credits Admission requirements .. 2, 55f Semester hourn See Greek, Latin, French, German 38 For entrance to graduate French. . ......... 25£, 44, 55f schools ...... 38f, 7l Freshmen, list of. . 88f Transfer of 57 German. . 25f, 4'1, 55f Curriculum G.I. Ilill of Rights. . .57, 60 Elective system 16£ Grades. 32f 91 �92 CATALOGUE OF ST. JOHN'S COLLEGE Graduate Schools, preparation For graduate schools. .... 38f,7U for 38f, 7l For life 1411' Greek ' .. ' .. ' ' ' .. ' . ' ' .. ' .... 25£, 44 President History Former . 13, 67ff Of College ........... 65ff, 64ff Present . 8 Chronological order of classics 22, 40f Emeritus. 13 In St. John's Program. . .... 22, 43 Probation '37, 7lf Infirmary Service 54 Procedure for Admission. 56f Instruction Methods in St. John's Promotion ..... 37f,7lf Program ... 22ff, 49ff Reading Parties 33 Juniors, list of. 86 Registration . ' '' 4, 5, 55f King William's School. . 65f Regulations Laboratory ........... 24, 3lff Admission .. 55f Exercises. . . . . 46ff Academic Standing 3611' Total Hours 45 Attendance. 37 Subject Matter 45f Degree Requirements . 37f, 7lff Language, reasons for instruction in. 25 Residence. 52ff Requirements .......... 38, 44, 7lff Religion Tutorials .. 25, 44 Non-denominational . 65f Clock-hours of classroom work in. 44 Reports . 32f Classics in Language and LiteraRequirements ture. 42f Admission .... 56f, 78ff Latin ... 26, 44, 56. Attendance. 37 Latin Club 51 Degree ..... 37f, 7lff Law School Preparation .......... 38ff Graduation .... 37, 7lff Lectures, formal. .... 24, 30 Languages, for degree ... 37£, 44, 7lf Liberal Arts and Sciences, Languages, for admission. . .. 2, 56f l4ff, 17f, 21, 40ff Mathematics, for degree. 37£, '14f, 7lf List of Great Books, Classics. 40ff Mathematics, for admission .... 2, 55 List of Laboratory Exercises. 46ff Familiarity with Great Books. 37, 71£ List of Lectures. 30 Residence. 52ff List of Students. 86ff Research . . 35 Literature, Language and. 42f Residence. . 52ff Location of College. 52 Rooms. 52ff Marine Biology 6-1 For new students. 53 ftlarks. 32f For old students. . 53 Mathematics, reasons for instruction Furnishing . 52£ in. . 27f Occupancy. 52£ Admission requirements ...... 2, 55f Caution money . .53, 59£ Requirements. 38, 7lf Schedules Tu to rials . 27f Weekly. 32£ Clock-hours of classroom work in. 44f Student, typical 33 List of Mathematical Classics. 42£ Term .................... 4, 5, 32f Club. 51 Years ... 4, 5, 32£ Medical Schools, preparation. 39 Payment of fees. 59 Music . . . . . . . . . . . . ..... 24, 47f, 50f Scholarships . . 6 lff Concerts ... 30, 50£ College 6lf Natural Science .............. .43, 45f State. 62 Occupancy of Dormitory Rooms. 52f Patriotic Societies . . . . . . . . . 63£ Officers of Administration 8 Athletic 77 Philosophy. 43 At other institutions. 64 Political Science 43 Science Preparation In modern world. 2lf For admission 55f In St. John's Program ... 21, 31, 45ff CATALOGUE OF ST. JOHN'S COLLEGE Laboratory. '' '' .. 21, 31, 45ff, 71ff Liberal ... 21 Classics in science . . '42f Semester-Hour Credits Equivalent 38 Seminars .24, 28f, 72 Seniors, list of .. ' .. 86 Social Sciences ' .. ' '.22, 43 Sophomores, list of. 86ff Staff, administration 8 Faculty . 9ff Medical .. 54 Standing, academic 36£ Student Activities 49ff 50f Athletics 50ff Elective .. 93 Music. 50£ Clubs .......................... 51. Publications. . ..... 51 Dramatics. 51 Student Aid .............. 6lff Students List of .......... 86ff Theological Schools, preparation. 39f Transfer of credits. . .. 39, 57 Tuition Fee ........... 58f Tutorials . . . . .... 25 Mathematics. . . . . . . . . 27f Language . . . . . . . 25f Vacations . . . .4, 5, 3lff Veterans' Educational Benefits .. 57, 60 Year Book 51 � ST. JOHN'S COLLEGE IN ANNAPOLIS �ST® JOHN'S COLLEGE IN ANN A PO LIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE FOR 194:4~1945 ~ LANGUAGE TUTORIAL : ANNAPOLIS, MARYLAN JANUARY, 1945 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE OFFICERS OF ADMINISTRATION. 4 6 8 FACULTY. 9 COLLEGE CALENDAR BOARD OF VISITORS AND GOVERNORS . . . THE ST. JoHN's PROGRAM This catalogue contains the full official statement of the curriculum of SL John's College. In the following pages the curricu1um is described as: L A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. St. John's College has no graduate or professional schools. On College Catalogues ........ . Why a College Education Should be Liberal ... . The Crisis in Liberal Education .............. . The Liberal Arts. . . ............ . The Classics as Teachers .. Science and the Modern World. The Curriculum The Tutorials The Language Tutorial ... The Mathematics Tutorial .. The Seminar The Formal Lecture. The Laboratory The Schedule The Faculty Academic Standing .............. . The Degree of Bachelor of Arts ............ . A List of Great Books. . . . . . . . . . . . ..... . 1n Chronological Order . By Years By Subject Matter. Instructional Charts Laboratory Exercises RESIDENCE AND ACTIVITIES. How TO APPLY FOR ADMISSION .. FEES Am APPENDIX A, HISTORY OF THE COLLEGE. APPENDIX B, THE DEGREE OF BACHELOR OF ARTS. APPENDIX C, INTERCOLLEGIATE ATHLETICS... APPENDIX D, THE GREAT BOOKS AT WAR. . . BIBLIOGRAPHY OF ARTICLES ON ST. j OHN's PROGRAM. FINANCIAL REGISTER OF STUDENTS. . INDEX . 3 14 14 16 17 18 21 22 24 25 27 28 29 31 31 33 36 37 40 40 42 43 44 46 49 55 58 61 65 71 75 78 83 86 91 �COLLEGE CALENDAR 1944-45 1944 ............. Registration July 8 ... . ....... : ........Convocation July 9. July 10. . .................First Term begins September 15. . ....... First Term ends (Vacation begins 12 noon) October 2 .................. Second Term begins (Vacation ends 9 AM.) December 13 ................Second Term ends (Vacation begins 12 noon) 1945 January 2. . . ....... .Registration January 3 .................. .Third Term begins (Vacation ends 9 AM.) .. Con vocation January 7. March 14. .Third Term ends (Vacation begins 12 noon) ..... Fourth Term begins March 28. (Vacation ends 9 Al\L) . Fourth Term ends June 8. (Vacation begins 12 noon) . Class Day June 9. . Baccalaureate Sunday June 10. 'll<June 11. ... Commencement *Because ot the accelerated war time schedule, the Class of 1944 graduated in March, 1944; and the Class of 1945 g-raduated in December, 1944. J/\NUA!lY S M T W 1 f APRIL S •• 1 2 3 4 5 6 7 8 !) 10111213 1415i617181920 :21 22 23 24 25 26 27 28 29 30 31 •••••• l'E!lRUARY S MT WT f S 1234567 8 9 1011121314 15161718192021 22 23 24 25 26 27 28 2930 . . . . . . . . . . MAY ........ 123 4 5 6 7 8 9 10 11121314151617 18 19 20 21 22 23 24 25 26 27 28 • , • • • • .... 1 2 3 4 5 6 1 8 9 101112 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 . . • • MARCH JUNE JULY S M T W T F S 1 2 3 4 5 6 1 891011121314 15161718192()21 22 23 24 25 26 27 2& w:;o31 •••••••• AUGUST OCTOBER SMTWTWS •• 1 2 3 4 5 6 7 8 9 10111213 1415161713 w 20 2·i 22 23 24 25 26 27 28 29 30 31 •••••• NOVEMBER ........ 123 4 5 6 7 8 9 10 11i213141516H 18 19 20 21 22 23 24 25 26 27 28 29 30 .• SEPTEM18ER ........ 123 "''°"'"""12 ? B 9 4 5 s r e 9 "!0 :s 4 c ...... 1234 5 6 7 8 9 1011 12131415161713 19 20 21 22 23 24 25 23 27 28 29 30 31 • • DECEMBER ............ 1 2 3 4 5 s 7 a ............ 1 2 3 4 5 s 1 s 1112131~151617,101112131415161!l10111?.13141519 101112131415 18192021222324 17181920212223 16171819202122 16171819202122 e ~~ :~ :: 7~ ~~ ~~ ~~ .~.~ :~ ~~ ~'. :~ ~: ~~ ~~ :·: ~~ ~~ :: :~ ~~ ~3 ~~ ~~ ~~ :: 7~ ~:_ 4 COLLEGE CALENDAR 1945-46 1945 September 18 . Registration September 19 . . First Term begins September 23. Convocation December 19 First Term ends begins 12 noon) 1946 January 9. Second Term begins (Vacation ends 9 l\farch 27 Second Tenn ends (Vacation begins 12 noon) April IO. . .. Third Term begins (Vacation ends 9 A.M.) June 14 . Third Term ends (Vacation begins 12 June 15 . . Class Day '~June . Baccalaureate Sermon and Commencement Exercises 16 ~Because of the accelerated war schedule, the Clar.s of 1946 may complete the degree requirements earlier. JANUARY $ M T WT F 3 ·1 2 3 4 5 6 1 8 9 10 1112 13 141516 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 .... APRIL S MT WT JULY f S 1 2 3 4 5 6 7 8 9 10111213 M151611181920 21 22 23 24 25 26 27 28 29 30 ••• , •••• FEBRUARY .......... 1 2 f S 1 2 3 4 5 6 7 8 9 10111213 1415"16171819 20 21 22 23 24 25 26 27 28 29 30 31 •••••• MAY MARCH .......... 1 2 3 4 5 6 1 8 9 S MT WT JUNE ., .... 1 2 3 4 5 G 7 B 9 1011 10111213141516 12131415161718 171819 20 2·1 22 23 '19 20 21 22 23 24 25 24 25 26 27 28 • • • • 26 27 28 29 30 31 •. 3 4 5 6 7 8 9 ............ 1 2 3 4 s s 1 a "lO 11 ·1213141516 9 10 ·1112 i314 ·15 17 18 19 20 21 22 23 Hi 17 13 ·19 20 21 22 24 25 26 27 28 29 30 23 24 25 26 27 23 29 31 .•..•.••...• 30,. . . . . . . . . . . 5 AIJGUST OCTOBER SM'fWT!'S .... 1 2 3 4 5 6 7 8 9'Hl"i112 13141516171319 20 212223 24 25 26 21 28 29 30 31 •••. NOVEMBER ........ 123 45678910 n 1213.14151617 113 19 20 21 22 23 24 25 26 27 28 29 30 31 .......... i:! 3 4 5 6 7 B!i' i011 ~Z·JJH\1516 H 18 19 20 21 22 23 24 25 26 27 2$ 29 :){l SEPTEMBER DECEMB!Elt i 1234561123•1567 B 9 1011121314 !) 9 10 H 1213 U 15161718192021 15161718192.02111 22 23 24 25 26 27 23 22 23 24 25 25 27 28 w 30 • • • • • • • • • • w 3() <11 •••••••• I o O OG 00 0 • H 7;0 ~~ 0 • 0 0 ~:.:.;,;dj �BOARD OF VISITORS AND GOVERNORS Chairman, DR. THOMAS PARRAN, JR., "S~rgeon General, U. S. Public Health Service, Washingtorl,:>D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. ~ i) O () Secretary, RICHARD F. CLEVELAND, Lawyef, !\Baltimore Trust 1 Bldg., Baltimore;Maryland. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore:-Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor Washington D. C. (r I fl{i,,. L-1 r-V ' f R,. !J ~T. Ct', ' ' "'(;.Nt"iirl&-t:':';;f~ L-f'?t1N~r~iv ROBERT 0. BONNELL, ~ . . - • : nk~~ ki.J~~~. BaltimoreJMaryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, President, University of Chicago, Chicag<f1Illinois. CLARENCE \V. STRYKER, Professor Emeritus of History, ~tt3, ~- fA$'f MEMBERS EX OFFICIO President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. JAMES J. LINDSAY, President of the Senate, To'Ovson, Md. JOHN S. WmTE, Speaker of the House of Delegates, Brentwood, Md. JUDGES OF THE COURT OF APPEALS OGLE MARBURY, Chief Judge. . . . . . . . . . . . . . . . . Laurel, L. CLAUDE BAILEY, Associate Judge. . . . . Salisbury, Enw ARD S. DELAPLAINE, Associate Judge. . Frederick, STEPHEN R. COLLINS, Associate Judge ...... Chestertown, C. Gus GRASON, Associate Judge. . ......... Towson, RIDGELY P. MELVIN, Associate Judge ........ Annapolis, WILLIAM L. HENDERSON, Associate Judge. . Baltimore, WALTER C. CAPPER, Associate Judge. . . Cumberland, D£NNIS, .\'i."tSS HAROLD F. LINDER, Lt. Comdr., U; s;~N: ment, Washington?D. C. ScoTT BUCHANAN, Dean, St. John's College, Annapolis, Maryland. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. DR. 'WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, 1525 La Loma Avenue, Berkeley, California. MARK VAN DOREN, Professor, Columbia University; Lecturer, SL John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JoHN SPANGLER KIEFFER, Tutor, St. John's College, Annapolis, Maryland. 6 'I Md. Md. Md. Md. Md. Md. Md. Md. �FACULTY"' FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION STRINGFELLOW BARR ..................... 139 Market Street PRESIDENT STRINGFELLOW BARR, B. A., M. A.. . 12 McDowell Hall DEAN Scorr BucHANAN, B. A., Ph. D .. . 11 McDowell Hall ASSISTANT TO PRESIDENT LEWIS M. HAMMOND, M.A., Ph.D ...... 14 McDowell Hall B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl6me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37 . Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July 1, 1937-; Board of Visitors and Governors, 1937-. ASSISTANT DEAN s., WILLIAM KYLE SMITH, B. Th. B .. FELLOW AND DEAN . 14 McDowell Hall Scorr BucHANAN ... TREASURER JAMES STEWART MARTIN, B. A., J. D .. . 13 McDowell Hall BUSINESS MANAGER ROBERT THORNTON STRANGE ... . 13 McDowell Hall REGISTRAR . 11 McDowell Hall MIRIAM STRANGE, B. A ... LIBRARIAN .. Woodward Hall t LULU VIOLA EBAUGH. B. A., Amherst Cellege, 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 l, 1937-; Board of Visitors and Governors, 1937-. TUTORS GEORGE ALTHOFF BINGLEY ......... . DIRECTOR OF ADULT EDUCATION •OLGA LAW PLUNDER, Ph. B. . . . . . . . . McDowell Annex DIETITIAN MARIAN E. ALEXANDER, B. S. . . . . . . . . . ... Randall Hall COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A., M. D.. . . . . . . . . . . Infirmary SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT. . . . ........... 248 King George Street . . . . . . . . . . ... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A. ....... New Haven, Connecticut --fResigned~-June 30, 1944. Succeeded by William Albert Darkey. •Resigned, June 1944. 8 . .. 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 Profrssor 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 Universitv, 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-. 9 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE JoHN SPANGLER KrnFFER ................. 18 Cheston Avenue WILLIAM ALBERT DARKEY, JR................... Paca House B. A., Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical. Languages, St. John's College, 1929-34; Assistant l'roEessor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. A., St. John's College, 1942. Tutor, St. John'a College, 1942-; Librarian, 1944-. 10 JAMES 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, lJniversity of Chicago Law School, 1936-37; Notes and Cases Editor, University of Chicago Law Review, 1936-37; Assistant Professor oE Histery and Political Science, St. John's College, 1937-39; Treasµrer 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 of the United States, 1942-44; Chiel', Economic Warfare Section, War Division, U. S. Department of Justice, 1943-44; Treasurer, St. John's College, 1943-. 11 LEWIS MACHEN HAMMOND .......... Reverdy-J ohnson 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 Virginia, 1936-; Tutor, St. John's College, 1942-; Assistant to the President, 1943-. WILLIAM KYLE SMITH ................. 69 Shipwright Street B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-. WILLIAM GORMAN ........................... Brice House ANTHONY STANDEN .......................... 36 East Street University of Michigan, 1932. Assistant in Law School, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, Tutor, St. John's College, 1938-. B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. JACOB KLEIN ..................... . . .... 217 Hanover Street LEONARD JAMES ESLICK ....................... Brice House Friedrichs Realgymnasium, Berlin, 1917; Ph. D., University of Marburg-Lahn, 1922: Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Sti[tung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. B. A., 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-. NICHOLAS NABOKOV .......................... Brice House WILLIAM IRVING HARPER ...................... Stone House Slate Conservatory of Music, Stuttgart, 1919-21; State Conservatory of Music, Berlin, 1921-23. B. A., 1924, University of Paris. Lecturer, Barnes Foundation, Merion, Pennsylvania, 1933-34. Professor and Head of Music Department, Wells College, 1936-41. Tutor and Director of Music, St. John's College, 1941-. 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, Claire College, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. JosEPH WINFREE SMITH ............ 176 Prince George Street MAX WILHELM DEHN .............. 176 Prince George Street B. A., 1934, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. Ph. D. et A. M., University of Goettingen, 1900. Assistant in Geometry and Analysis, Technische Hochschule, ·Karlsruhe, 1900-01; Privat Dozent in Mathematics, University of Muenster, 1901-11; Professor Titularius, 1905; Professor Extraordinarius of Mathematics, University of Kiel, 1911-13; Professor of Mathematics, Technische Hochschule, Breslau, 1913-21; Professor of Mathematics, University of Frankfurt, 1921-1935; Acting Professor of Mathematics, Tekniske Hoiskole, Trondhjem, 1939-40; Assistant Professor of Mathematics and Philosophy, University of Idaho (Southern Branch), 1941-42; Visiting Lecturer, Illinois Institute of Technology, Chicago, 1942-43; Tutor, St. John's College, 1943-44. B. A., Chicago, Chicago, 1937-38. ERNEST ABRAHAMSON ........................ 42 East Street l'h. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence 1935-37; Assistant d'Allemand, :Ecole Normale, Chalonssur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE . 58 State Circle SIMON KAPLAN . 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-. RALPH HARPER . . . . . . . . . . . 40 East Street 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-. . 7 Giddings Avenue LINCOLN REIS. 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, 1940-13; Tutor, SL John's College, 1943-44. . Randall Hall NORMAN ATWOOD GARIS .. B. A., St. John's College, 1941; Student Assistant, St. John'§ College, 1941-44; Tutor, St. John's College, 1944-. . West Pinkney House ARTHUR HYMAN. B. A., St. John's College, 1944; Tutor, SL John's College, 1944-. PETER CHRISTIAN WOLFF . . Randall Hall B. A., SL John's College, 1944; Tutor, SL John's College, 1944-. ALEXANDER MEIKLEJOHN . .1525 La Loma Avenue, Berkeley, Calif. Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Pr~fessm of Philosophy and Chairman, Experimental College, University of W1sconsm, 1926-38, Professor Emeritus since 1938; Chairman, School for Soda! Studies, San Francisco, 1933-36; Lecturer, SL John's College, 1940-, Board of Visitors and Governors, 1943-. MARK v AN . . 393 Bleecker Street, New York City DOREN . A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University . 1920; Li~t. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate P:rofessor, 1935-42, Professor, 1942-, 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-. PRESIDENT EMERITUS ENOCH BARTON GAREY. . Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER. . Annapolis, Maryland B. A., Unfon College, 1885; M. A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, SL John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-. . West Pinkney House JACK LANDAU .. PROFESSOR EMERITUS OF FRENCH B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. ]Aeon BERNARD SEGALL. 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, 1930-41, Professor, 1941-, University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. . Baltimore, Maryland B. L., and ~- Sc., Lycee of Jassy, Rumania, 1884; Ph. D., Columbia University, ~893. Fellow m Romance Languages, Columbia University, 1892-93; Instructor m French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in Fre~ch,. Cornell University, 1897-1900; Lecturer, Modem Languages, McGill Umversity, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; P:rofessor of French, University of Maine, 1920-28; Visiting P:rofessor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to beo-in 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 colleo-es were established to assure intellectual freedom and disci~line 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 tne 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 explanat10n 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 Scates have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, '" Ct Appendix A. 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there fa no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their :respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men, Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training fa 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 fulfills this basic common necessity is of the "highest benefit" to democratic soeiety. 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 a:re �CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE 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 modem equivalent. That is what SL 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 COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and _measurement must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, ~nd this mea~s t~at he has the capacities which these arts :eqmre .. The reahzat10n of these capacities comes about by then- exercise .under controlled conditions in which ordinary learning by tnal and err?r becomes discipline under the guidance of teac~1ers. By children then we mean men who are capable of learnmg. THE CLASSICS AS TEACHERS Although we have no new fads in tea.ching ;methods, but :rather use all available methods and devices, still we have a special interpretation of the teach~r·~ function. _This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th.e greatest books of European and American thought. The I.1st of the areat books and their authors who are now teachmg at St. John's, subject to continual revision and criticism, will be found on page 40. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twenty years by auxiliary teachers in various places, notably_ Col~mbia University, the University of Chicago, the Umvers~ty. of Virginia, and St. John's College. 1:'he list w~s under ~ntmsm and testing by teaching and learnmg expenence .d.urmg that period, and the process has ~ontinued i:nder conditions set by the single all-required curriculum which all students at St. John's take. . . . _ This experience of co-operative teachmg with the authors of the great books has led us to a new unders~andi?g of the classics and classical education. The pre-elective liberal arts colleges understood and defined the classics in ~ern:is of the symbolic mediums of transmission an? commumcat10~; the~ taught Greek, Latin, and . mathe1!1~tics as an. exten~1on or ~--;~~r"' ,,,,d,uro:tio"' ;,,.., re,,d1ng w:ntinir, and anthmet1c. We A:Ji j '-'.._.. are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d w~ ai;«= reading the classics in English. As we do that, certam cntena ..iLlJL..l.l(:..i.. ~ .L .1..11. 11...!Lll. ..... ....,.. ) ..._, c emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper the underand exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a ivork of fine art. It must have that and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's PrincijJia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them, The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of expo2ition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scep~icisrn to excuse him from pushing reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form �CATALOGUE OF ST. JOHN'S COLLEGE 21 CATALOGUE OF ST. JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European 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 classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that bne 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 anrf Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which WP are feeling in the uncertainties and fears of contemporary daily lifP.. 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 traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual deaths. SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transfor_min.g itself in mos~ lively and important ways. This is happenmg m two ways primarily, one in mathematics another in the l~boratory. St. John_'s College has more 'required mathematics than ~ny 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 w_er~ introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolution in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and transformed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be_ organized,_ it is one which we take special care to emphasize. There 1s scarcely an item in the course which does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could not be appreciated without the first two year~ which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of the Greeks, made_ modern mathematics and the laboratory possible, so that now 1f we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For thi~ purpose we have set up a four-year laboratory in mathematlCs and the natural sciences with four main themes woven together to. catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the drawing board. There is the theme of measurement which �CATALOGUE OF ST. JOHN·s COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid in the mathernatical techniques and symbolisms far as differential This the material and intellectual background for the modern study of humanistic and social scienceo vVithout this it 1s and romantic. With it one may hope for a of competent economists, political scientists, and Social studies at present do not provide an set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross; they agree that the proper study of mankind is man. as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four sessions of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. ·with these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance. Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books· in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were originally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries, This four-year schedule was not made because of any underlying theory THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is insight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for this in four thirty-week sessions of the college courseo Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 40 to 43 the reader will find three listings of the books. The first shows the chronological order for books and authors, •vith Homer and ending with Russell, Freud, and This represents the required readings for the four years and implies further readings in secondary books as well 23 �CATALOGUE OF ST. JOHN'S COLLEGE about recapitulations of history, but it happens t~ catch ~ny genuine values that such a theory may pomt out m practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. A~o~g the objective questions the most urgent concern the om1ss1on of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. iNe moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and 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 in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing and reading disciplines, but the actual teaching. falls into five sharpl_r distinguished kinds of teaching techmques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We ca~l them severa~ly Seminar, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for 12:ood teaching: the good teacher CATALOGUE OF ST. JOHN'S COLLEGE knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial A man's language is his most intimate external possession. Like his body and his senses it determines what he shall know and what he shall not know; together with his imagination it filters and informs his experience as it is brought to his understanding. A man's mind is seldom better than his language habits; his mind can be improved greatly by improving his language. The first step in linguistic education is learning to speak the mother tongue, usually from one's mother. The next step is the intentional systematic improvement of that skill by talking and writing under grammatical criticism and theory. A minimal degree of these preliminary learnings is assumed. to be present in the students in the language tutorial. No high degree however can be safely assumed since American society and American schools are heirs to a chaotic tradition and students of college age have bad linguistic habits. Preparatory 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. In the first seven 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 �CATALOGUE OF ST. JOHN'S COLLEGE readings, and their rapid succession would force them to their highest use, the understanding. vVe have made use of the routines of rote memory, not oniy 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 variations of great translators to the abstract concise formulation of scientific and philosophical styles. TN e have devoted about a third of the time to slow readin(T of texts with CJ 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 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 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 durin(T the first . 0 year, followed by such 1.vorks 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 G~rman and Englis~ for the fourth year. The chart on page 44 will show that the lme of subject matter is not hard or narrmv. 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 masterii.F"" these four languages by these methods in the allotted time. h~ fact we rather successfully avoid the modern vices of specializing CATALOGUE OF ST. JOHN'S COLLEGE 27 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 enthymernes to unravel rhetorical complications, we collect figures of the syllogism in order to follow 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 meetina five times a week and the best possible texts and subject ma~ ters 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. Therefore we begin with almost a complete year spent in ~ 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 yea:r �28 CATALOGUE OF ST. JOHN'S COLLEGE 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. 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 and 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 handminded boys may discover the liberal dimensions of their skills. The Semfaar 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 fTom 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 argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in qnestion and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates forn{ulation of opinion; mathematical imagination and insight open up new depths and subtleties CATALOGUE OF ST. JOHN'S COLLEGE 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 wayso 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 that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. �CATALOGUE OF ST. JOHN'S COLLEGE 30 CATALOGUE OF ST. JOHN'S COLLEGE FORMAL LECTURES The Liberal Arts and the Common Good. . Grammar. . . . . . .. Scott Buchanan . .. .Stringfellow Barr Arithmetic. . . . . . .......... .George A. Bingley Law. . . . . . . . . . . . . Richard F. Cleveland Rhetoric. . . . . . . . . . Mark Van Doren ... Jacob Klein Geometry ............. . Dramatic Presentation: The Laboratory The Tempest. King William Player§ . Nicolas Nabokov Music .. . . . . . Peter C. Wolff Astronomy. Dialectic . ......... . The Liberal Arts . ... lifan's Essence . ...... . . William Gorman ................. Scott Buchanan .... Mortimer J. Adler St. Augustine . ............ . . Mark Van Doren Looking-Glass Molecules. Anthony Standen The Golden Section . ... Proposition and Judgment . .... . The Reduction of God to Theology. Materialism . ... Violin Recital. .......Edward Kasner Columbia University ... Leonard .J. J. Eslick Winfree Smith ......... Mortimer J. Adler . . . . .Szigeti ... Owsei Temkin Vesalius. Institute in the History of Medicine, The Johns Hopkins University Montaigne. .. Mark Van Doren Socrates and Civil Liberty. Maps and Map-Making . . Alexander Meiklejohn Evolution. Godwin's Social justice Stravinsky. History Is A Wheel. Pascal. Edward Kasner Columbia University . Mortimer J. Adler . . .Ford K. Brown . Nicolas Nabokov .... Stringfellow Ba:rr . ... Mark Van Doren Gerard Manley Hopkins. John Pick Groton School Semantics .. Richard P. McKeon University of Chicago Concert. . Budapest String Quartet Plato on the Arts. .. John Wild Harvard Universiq• The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleges is evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt . The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step . The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context fa the rest of the liberal arts and the classics in the program . The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights . In general the main themes are mathematical constructions, the instruments and techniques of measurement, repetition of crucial experiments, and the combination of scientific findings in concrete problems . The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. THE 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 �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 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 hour~ in the laboratory during the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week 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 average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with his instructors for 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 by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not reported 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. The annual written and oral examinations are given in the following September after the long vacation period during which the salutary processes of A Hour 9 llll STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Sat. Language Tutorial 10 11 Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial , Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores (Lecture) Seminar Formal Lecture forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. Unfortunately, such plans cannot be carried out during the war. THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the com- �CATALOGUE OF ST. JOHN'S COLLEGE 34 CATALOGUE OF ST. JOHN'S COLLEGE bination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at SL John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are _talking in most cases at the high point of their own learning.c Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among the students and the tutors. Since it is not our policy to select only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American community, we count heavily on the normal social processes of mutual understanding to catch and amplify the teaching. Our classes exemplify in their various styles all the types of collaborative study, allowing even the dull or slow student on occasion to hold the class to the main learning purpose. Socrates and the slave-boy is not an unfamiliar spectacle in the St. John's classroom; we count on it to keep our teaching fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complements his own. This is the situation in a seminar, where there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discourse on Method, in French and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by membeni of the faculty: Plato: llfrno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. The second line of research consists in the constant reinter- �SG CATALO.GUE OF ST. JOHN'S COLLEGE pretation of the book list which occurs as an immediate byproduct of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; .secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teachinodirectly. Production for publication and learned societies i~ and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two criteria. For members of the previous faculty at St. John's, experience in teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanding 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. ACADEMIC STANDING The system of instruction allows for a dose and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more tha11 recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the CATALOGUE OF ST. JOHN'S COLLEGE 37 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 th.is c~u.rse of ~tudy. It is varied and rich enough for great d1vers1ues of mterest, performance, and achievement, and the~e i~ ~mple ro~m within it for a wide range of ability and for md1v1dual choice and guidance. This fact permits and dema~ds a longer period ~f adjustment and tentative judgment than m the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled College exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Writt~n an~ sig~ed ex_cuses from the following sources may be submitted for filmg with the student's record: l) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS * The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; 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 reo-ular elective system 0 this amounts to: "Cf. Appendix B, pg. 71. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE .38 Semester Hours ~~ One Year Language and Literature . Mathematics and Science .. Lectures on the Liberal Arts. Laboratory . . ....... . Seminars. Total. Four Years IO 40 10 4 40 16 3 (Y2 actual time) 8 35 12 32 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request, The "rights and privileges appertaining" to the- Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the .country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there 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 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 39 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 ~ractical '~orl~s i_nto which our students graduate; we deal with other mst1tut10ns 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 graduation. In other cases, as in engineering, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements. Our faculty has had long experience in preparing students for graduate work in these schools, and we have made a study of the 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 hou:rs 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. �CATALOGUE OF ST. JOHN'S COLLEGE I. A UST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey A':schylus: Oresteia Herodotus: History Sophocles: illdipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Ph;•sics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: k:neid The Bible Epictetus: Moral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Composition (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On t.1usic, 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 Man Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms Pico della Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Henry IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: EjJitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan CATALOGUE OF ST. JOHN'S COLLEGE Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine.: Phi!dre 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 Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hurne: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones 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 Electri.::ity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers Tames: Principles of Psychology Freud: Studies in Hysteria, The Interpretation of Dreams Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics 41 �>-l "1 0 ~· (:>.. 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Literature Homer 1£schylus Sophocles Euripides Aristophanes Lucian Virgil The Bible Dante Burnt Njal Song of Roland Chaucer Cervantes Shakespeare Milton Rabelais Racine Grotius Corneille Moliere Erasmus Montaigne Voltaire Swift Goethe Fielding Flaubert Ibsen Dostoevski Tolstoi CLASSIFICATION ACCORDING TO ELECTIVE SUBJECT MATTERS Philosophy Plato Aristotle Cicero Lucretius Epictetus Plotinus Augustine Bonaventure Thomas Aquinas Pico Pascal Spinoza Fo Bacon Hobbes Locke Berkeley Hurne Leibniz Kant Hegel Bentham Poincare James History and Social Science Herodotus Thucydides Plutarch Tacitus Justinian Machiavelli Montesquieu Grotius Spinoza Calvin Hobbes Vico Gibbon Locke Rousseau Bentham Mill Freud Adam Smith U. S. Constitution Federalist Papers Malthus Marx Mathematics Euclid Nicomachus Aristarchus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Fourier Boole Riemann Cantor Dedekind Hilbert Russell Natural Science Hippocrates Aristarchus Archimedes Ptolemy Galen Grosseteste Copernicus Leonardo Oresme Galileo Kepler Harvey Gilbert Newton Huygens Boyle Lavoisier Fourier Dalton Faraday Darwin Maxwell Joule Virchow Bernard Mendel Freud James Laboratory (Three hours pe:r week for first and second years; six hours per week for third and fourth years) Graphical Constructions Instruments Crucial Experiments Concrete Problems .,,. ., > n r 0 0 c: M 0 "1 (Presented and brought up-to-date in Laboratory Manuals) (FJ :l '°-' 0 ::i:: z Cli () 0 r r M Cl M '"" °"' �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. MATHEMATICS TUTORIALS DURING 194!1-44-Continued LANGUAGE TUTORIALS DURING 1942-4!1 Clock-hours of Class-room Work Assigned Second Year Third Year Fourth Year First Year Exercises Greeh Latin French German Memorizing 40 hours 10 hours 10 hours 20 hours Paradigms Grammar Grammar Grammar Grammar Selections 10 hours 20 hours 20 hours 20 hours Euclid Baudelaire Goethe Virgil Hoelderlin St. John Catullus Racine Plato Nietzsche Horace Reading 5 hours 20 hours 20 hours !15 hours Double Texts Descartes Bible Phaedrus St. John Greek-Latin Greek-Latin Latin-French Faust Hegel Translation and 50 hours 50 hours 50 hours 25 hours Virgil Close Reading Plato Rousseau Lessing Schiller Republic I Aeneid IV Social Contract Formal Logic 20 hours 20 hours 20 hours 20 hours Treatises Thomas Boole Aristotle Kant De Ente et Laws of Hegel Categories Essentia Prior Thought Analytics Formal Logic !10 hours !10 hours !10 hours 25 hours Practice in Selections Dante Pascal Kant Analytical Thomas Rousseau Hegel Anthology On Law Commentary Sophocles Thucydides Demostiienes 150 hours Total 150 hours 150 hours 150 hours 600 hours (Four years) MATHEMATICS TUTORIALS DURING 194!1-44 Clock-hours of Class-room Work First Second Third Year Year Year Mathematics Plane Geometry .......... . 56 12 Solid Geometry ........... . 40 8 Theory of Numbers ....... . !10 Theory of Real Numbers .. 17 Trigonometry ............. . 19 Analytic Geometry ....... . 57 Calculus .................. . !17 Differential Equations .... . Fourier Series ............ . Non-Euclidean Geometry .. . Transfinite Numbers ..... . Projective Geometry ....... . Fourth Year 8 50 10 5 20 10 10 Total 68 48 50 25 19 57 87 10 5 20 IO 10 Total for four years of Mathematics in Mathematics Tutorials ...... !189· First Year Astronomy and Physics 7 · Astronomy ......... · · · · · · · · 9 Mechanics and Hydrostatics. Strength of Materials ..... . Heat .... ·················· Light ........ ·············· Second Year 6!1 Third Year so· 45 FOurth Year 50 20 25 ll Total 120 59 20 25 !I Total for four years of Physics in Mathematics Tutorials .......... 227 CLOCK-HOURS OF LABORATORY WORK DURING 1942-4!1 Physics and Astronomy Mechanical Drawing ....... 18 !I Astronomy ................. Mechanics and Hydrostatics. !10 .Sound ................. ·.·· 12 Heat .......... . . . . . . . . . . . !I Light. ..................... Electricity and Magnetism .. Atomic Theory ............ 15 24 9 21 ll 6 !16 9 !I 9 18 6 !Ill 21 !Ill !Ill 66 !10 9 ll!I 54 21 .Total for four years of Laboratory in Physics and Astronomy. . . . . . 279 Chemistry General Inorganic ........ . Physical .................. . Qualitative ............... . Organic ................... . 15 15 60 27 !I 45 12 9 9 !I Total for four years of Laboratory in Chemistry. . . . . . . . . . . . . . . . . . 99 Biology Anatomy and Physiology .. . Cellular Biology .......... . Heredity ................. . Embryology ............... . Protozoology .............. . 15 lJ!I !16 9 9 9 48 !16 9 9 9 Total for four years of Laboratory in Biology ...................... lll NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures on . a•igned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and turtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals; The Protozoa-animal taxonomy; Heredity in the pomage tty. 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; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCl; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugarn, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 11. Conia M four-line loci 21. Music 12. Stereographic projection and still' 22. Copernicus charts 23. Kepler 15. Stereographic projection and 5t:u 24. Prism colors and dispersion charts 25. Chromatic aberration of a lens H. Astronomical sights 26. Geometrical characterfatia ol' loo15. Cele5tial machines land spar 16. Celestial machines 27. Double refraction 17. Sun and moon 28. Double :refraction of polarized light 18. Gilbert'~ De Magnett 29. Speed of light 19. Music 30. Fluid pressure 20. Mllllic 46 The following is a list of laboratory exercises by years. It based on a schedule which was followed in 1941-42 but is subject to continual revisions, corrections, and improvements as teaching experience indicates them. 1s FIRST YEAR L Orthographic projection 2. Orthographic projection 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and regular polygons Ratios Lenses Telescope and microscope Compound ratio Heat Quadratic equations Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 2'L 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Soliq figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium floating bodies Metacenter SECOND YEAR 1. Digesti"' 1e syste~ of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola Perspective projection Perspective projection Perspective projection Focal points and light (floating paraboloid) IO. Parametric equations of ellipse 6 7. 8. 9. THIRD YEAR I. Power of the vacuum 2. Strength of beam8 3. Strength of beams 4, Strength of beams 5. Falling bodies 6. Projectiles 7. Sheep heart 8. Blood vessels of cat 9. Matter: crystalline state iO, Blood vasels of cat IL Boyle's law 12. Living heart in frog and turtle 13. Matter: liquid and gaseous states H. Smaller blood vesseb in living frog 15. Urogenital systems of male cat 16. Water and iu properties, di.stillati on 17. Dogfish sharlt and aquatic vertebrates 18. Surface tension 19. Dogfish shark and aquatic vertebrates Dogfish shark and aquatic vertebrates 21. Electrostatics 22. Electrolysis of water, Faraday's laws 23. Electrolysis of water, equivalent :ro. weight 24. Rigid body equilibrium 25. Comervation of mass; filtration, reduction with charcoal. 26. Compound pendulum 27. Lavoisier on calcination and combustion; oxygen 28. Atwood's machine 29. Chemical reactions 30. Conservation of momentum 3L Centripetal force 32. Hydrogen, adds, oxidation and reduction 33. Viscosity 34. Law of definite proportforui, law of multiple proportions, Dalton's atomic theory 3.5. Vibrations 36. Gay-Lussac's law of combining volumes, molecular weight, Avo. gadro's number 37. Pressure-temperature relations 38. Dalton's law of partial pressures; steam distillation, vapor tension, critical temperature 39. Diffusion and osmo~fa 40. Magnetic fields 41. Sodium chloride: the active metal sodium 42. Sodium chloride: the active nonmetal chlorine 43. Standard units in chemical reactions. Chemical notation, equa· tions, formulae 44. Faraday's laws of electrol}'lliS 45. Adds in aqueous solution: HCI 46. Atomic and equivalent weights. Re· duction and oxidation, valence 47. Potentiometer 48. Metallic hydroxides and salts in aqueous solution. Neutralization 49. Electromagnetic induction 50. Ionization 51. Young's interference of light 52. Mendeleyev's Table 53. Spectrometer 54. Colloidal state 55. Music 56. Music 57. Music �48 CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES FOURTH YEAR L Fabrics of the animal body 2. 3. 4. 5. 6, 7. 8. 9. JO. lL 12. 13. 14. 15. 16. 17. 18. 19. 20. 2L 22. 23. 24. 25. 26. Magnetic measurements Fabrics of the animal body Law of magnetic forces Fabrics of the animal body Standard measures of electric current Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body The structure of the atom Law of mass action Diffraction, interference Chemical equilibrium Diffraction grating Carbon and its compounds: I: the paraffins H: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons Alcohols, aldehydes, ketones Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Fabrics of the animal body Growth of animals and plants Growth of animals and plants 27. Hydra 28. Hydra 29. 30. 3L 32. 33. 34. 35. 36. 37. 38. 39. 40. 4L 42. 43. 44. 45. 46. 47. 48. 49. 50. Genesis of animals Genesis of animals Genesis of animals Protozoa-animal taxonomy Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pomage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyakohol Potentiometer, thermocouples Ethers, acid anhydrides, hydrnxyacids Electromagnetic induction Carbohydrates (sugars, starch, cellulose) Joule's electric heat Isocyctic, aromatic hydrocarbom; Cyclo-olefins, -paraffins Fourier's heat analysis The Fifth Group of the Periodic Table Ammonia, amines, amino-adds, proteins Music Music Music A college should be a community in which the student can discipline and develop his ~ative 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, a:re ordered to this purpose. It is the policy of the College 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 it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. 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 regard play as a natural component of a graceful, reasonable, and wellrounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities a student enjoys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this should be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else i:hcy ced};c to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �CATALOGUE OF ST. JOHN'S COLI.EGE Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities and infuses them with their full measure of human enjoyment. This may take the form of a new light on the purposes and meaning of athletic games and sports; or it may find expression in a stimulated imagination which can produce creative writing for one of the College publications, or for significant interpretation of works of music. Since 1939 athletics at St. John's have been organized on an intramural basis with active participation by more than eightyfive per cent of the student body.• With the aid of student athletic scholars who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts surfaced for all-weather playing, and a College boathouse with two sixteen foot sailboats, a sailing sloop, and co-ordinate facilities for water sports. Excellence of performance in a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurricular music complements the musical part of the n::gular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program makes available to a maximum number of students the opportunity of acquiring the necessary personal habits for the enjoyment of music. Two large orchestral and choral groups composed of members of the College and residents of Annapolis and the surrounding territory meet regularly under the leadership of the St. John's Director of 1vfosic, and give a numbe:r of concerts during the College year. The College provides a music • Reasons for the elimination of intercollegiate competition from the College athletic system are ret out in detail in Appendix C. CATALOGUE OF ST, JOHN'S COLLEGE center, containing a well-stocked library of recordings, sheet music and scores, a recording machine, an automatic phonograph, a grand piano, and a number of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. Other Extracurricular Activities Some student activities are really an extension of the curriculum: for example, the Bible Class, and Latin and Mathematics Clubs in which students and faculty pursue in greater detail problems raised by the seminar discussions of scientific, philosophical, and theological works. Other groups represent similar specialized pursuits in politics, law, medicine, language. The St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. The St. John's Yearbook is a student-edited yearly publication which departs radically from the conventional year-book format. In its present form it is a magazine whose purpose i5 to recapitulate and summarize the past academic year. The King William Players serve as a center for the reading of drama and poetry in general, as well as for the activities of play production, The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Social Cooperative presents a series of formal and informal dances throughout the year, including eight popular motion pictures, followed by dancing to recorded music and Coffee Shop table service around the dance floor. The Film Club, now a part of the Social Co-operative, continues to present a series of the outstanding foreign and domestic film productions-the "classics" of cinematic arL The Student Employment Co-operative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office for making contact between students who are seeking employment and the available jobs in the towno As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College, In �CATALOGUE Of ST. JOHN'S COLLEGE addition, there are smaller social quarters in each dormitoro/ unit, equipped with radio, ping-pong tables, and comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is situated in the seventeenth century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men in St. John's College. A number of retired naval officers and men of business live on 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. 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 CATALOGUE OF ST. JOHN'S COLLEGE 53 and bedspread, a chest of drawers, book shelves v . . . ' enetian blmds or wmdow shades, a study table chairs lamp d . ' ' , an a waste basket. Towels, bed lmen, and blankets are to b . d b e supp 1ie . y the student, as are also such decorations as wi now d d rapenes, rugs, and runners for chests of drawers and tabl The student should consult his prospective roommate , if any, _es. . . . and his own good taste in planmng room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications fm admission have been accepted. Rooms in dormitories may not be occupied during vacations except by special permission. The dormitories will be open for occupancy at the beginning of each term as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshmen from noon of the day before registration day. For definite dates in 1945 see the College Calendar. The College maintains the care of the dormitories. There are student dormitory managers whose duty it is to report complaints, to maintain order and cleanliness, and to enforce the following regulations concerning breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. Thi~ de~ posit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupar>ts, any dormitory �CATALOGUE OF ST. JOHN'S COLLEGE room and furniture which have been seriously damaged. Intentional damage to College property is a aerious offense, and it will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will open for supper on the day jus~ preceding the beginning of each term; and only breakfast will be served on the last day of each term. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in the charge of the College Physician, two trained nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are £J:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Stu· dents suffering from contagious or infectious diseases must reside in the Infimary until discharged by the College Physician. The College Physl.cian makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General The revolution which re-established the liberal arts curricu· lum 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 that many of the contemporary educational conventions do not promote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. So, for the first six years, the conventional entrance r~quirements were used. Then, in December, 1942, when it was clear that students in the Liberal Arts colleges were immediately needed for military duty, St. John's College decided to make its contribution to the war effort by offering its program to younger students in a schedule which would allow them to graduate before being called to military service. Beginning in July, 1943, a summer term was added to the regular schedule so that the four-year course could be completed in three calendar years; students were admitted at the beginning of any of the four terms during the year; the minimum entrance requirements were two years of high school work with a year of algebra, a year of plane geometry, and an introductory course in one foreign language. With the end of the war in sight and the crucial maximum of military training passed, St. John's now judges it possible and wise to relieve the strain of its wartime schedule by returning to its regular schedule. Requirements A student will be eligible for admission if he can fulfill any two of the three following requirements: I. Graduation from a high or preparatory school with credit for one and one-half years 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. 55 �CATALOGUE OF ST. JOHN'S COLLEGE 3. Passing either: i. The St. John's Entrance Examinations in arithmetic. algebra, plane geometry, English, and _one foreign language (Latin, French, German, or Spamsh) or ii. The Psychological Examination provided by the American Council on Education. Note that these requirements make it possible for students to enter St. John's before completing four years of high school work, since these examinations may be taken by any student who has not completed his formal preparatory work and wishes to make an early start in College work; for instance, at the end of his second year of high school. CATALOGUE OF ST. JOHN'S COLLEGE 57 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. See section on Financial Aid, p. 61. 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 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 askecl to give full information concerning your fon~al preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to gi".e the name of your principal or other teac~er 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 Examinations, give us the name and address of a teacher. or c?l~e.ge 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 decis~oi: of the Admissions Committee. No assurance of admission can be made before the above data ar~ nrovided 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. Admission before Graduation from High School The College is still eager to admit students who have not completed their formal four-year preparatory training, provided the student and his parents are persuaded that he is able and ready to undertake the responsibilities of a substantial program in the liberal arts. Veterans' Educational Benefits St. John's College is approved and accredited by the Maryland State Board of Education for training of Veterans of World War II who are eligible to receive educational benefits under the provisions of the G.I. Bill of Rights. �CATALOGUE O.F ST. JOHN'S COLLEGE 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, bo~rd and room, and meeting the administrative and other operatmg expenses of the College. St. John's College adopted this principle and establisl-~ed the fee for residence and tuition at $1,000 for students entenng the College in the fall of 1941, or thereafter. This fee will be continued unless, in following years, rising costs should force revlSlon. (The fee of $1,000 covers the three terms of t~e regular session. During the war, when the College was m session for four terms a year instead· of three, the yearly charges had to be raised. However, there will be no summer term in 1945; and beginning with the fall term of 1945, the regular yearly fee of $1,000 will be restored.) By setting its student fees at approximate operating cost, the Colleo-e has freed other sources of income, principally support by ;rivate individuals and by the. pu~lic through state appropriations, for two purposes: financial aid t?. the stude.nts who are not able to pay the full cost, and add1t10ns and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additi?n~l amounts for books, clothes, stationery, laundry, and other mCldentals. 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 examinatio_n. !his. fee _is charged to cover the expense of giving the exammat10n; It will not be refunded, nor will it be deducted from other fees. 58 Annual Fees Beginning with the fall term of 1945, the fixed annual fees for all students for each year are as follows: Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . Residence . . . . . . . . . . . . . . . . . . . . $600.00 400.00 Total. . . . . . . . . . . . . . . . . . . . . . . . . $LOOO.OO These fees are payable in full on registration in September or, if preferred, in three installments: one-half on registration, one-fourth on January 5, and the remaining fourth on March 30. On registering, the student must procure a Treasurer's Card showing that fees have been paid or that suitable financial arrangements have been made, in order to be admitted to classes, dormitories, the dining hall, the library, gymnasium or infirmary. Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their paymem. on the dates due. Refunds on Fees If a student has paid any installment on his fees beyond the dates on which installments are due (September registration, January 5, March 30), and withdraws from College for any cause whatever, such advance payment shall be refunded. But no installment already due shall be refunded, regardless of the cause of withdrawal. The College is not in business and does not regard itself as selling instruction or food or lodging to students. Its fees can best be understood by the student if he regards them as membership dues. These dues help the College to provide, not only instruction, food, and lodging, but also proper medical supervision, athletic facilities, and whatever other conditions it finds best adapted to forward the common learning enterprise. Caution Money Each student must make a deposit of $10.00 with the Trearurer on registration, subject to charges for laboratory break- �CATALOGUE OF ST. JOHN'S COLLEGE age and damage to College property. The amount of this deposit must be maintained at all times during the session. A refund check for this deposit will be sent to the student upon request after the end of any session or after withdrawal or graduation from College. Except for the caution money deposit, which is refundable at the close of the college year, the College has no extra fees. Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the regular schedule a deferred tuition plan, which provides for payment in equal installments during the College year, in most instances, nine installments. This method of deferred tuition payment is handled through "Tuition Plan, Inc," a corporation which offers this service to many schools and colleges throughout the country. The plan is put into effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc." The additional cost is four per cent of the amount financed, mimmum charge one dollar. Veterans' Educational Benefits St. John's College is approved and accredited by the Mariland State Board of Education for training of Veterans of World \!Var II who are eligible to receive educational benefits under the provisions of the G.L Bill of Rights. 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 three terms amounts to not more than $200, 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 permiL 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 1vho curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts to more than $200, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 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 clearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committe on Aid 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 canvassed. The Committee has the grave responsibility of 61 �62 CATALOGUE OF ST. JOHN'S COLLEGE administering justly a common financial :resource of the community of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out folly, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time the formal application for admission is forwarded to the Registrar. CATALOGUE OF ST. JOHN'S COLLEGE 63 Scholarships Awarded by the College THE PHILIP A. MYERS, II, SCHOLARSHIP To be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. 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 Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student already at the College, for the remainder of his course to graduation. In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and :reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: 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 examination and apply to the local School Board for examination. 2. Candidates should supply to their respective Senaton evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP To be awarded, in tuition, to some deserving student, the income from the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATIHEW 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. Applications should be addressed directly to Mrs. Sidney Cox, Smithfield, Virginia. 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. Appli- �CATALOGUE OF ST. JOHN'S COLLEGE cation should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 21 East 65th Street, New York City. Scholarships at Other Institutions for St. John's Studenw SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johru; Hopkins University to graduates of SL John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE small a:rts college for men, ST. JOHN'S COLLEGE is aand hasliberal so since its founding. is non-denominational, been It It has never been coeducational. It maintains no graduate or professional schools. It is the third oldest college in the United State!li. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL No. 2, fol. ll5. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, hii'!l Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. II. AND :MAY h BE ENACTED, by the King/s most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most :reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain t:m~ tees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 65 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 66 The original Board of Visitors and Governors was as follows: 1776 William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase " John Thomas Thomas Stone " Alexander Hanson Thomas Jennings According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, 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 others. " Signer of the Declaration of Independence. Paca~' James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton " Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: . The satisfact!on which I have derived from my visit to your infant seminary 1s expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. and GEORGE .VVASHINGTON ANNAPOLIS, April 17, 1791. "' Signers of the Declaration of Independence. �6£ CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Vvashington, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenez Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Th£rd Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Prindpalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Second Year Greek Xenophon Plato Euripidei Lucian Latin Horace Cicero Hc::irace Mathernatirn Algebra Geometry English Terence Mathematirn Logarithms 19th Century Literature Trigonometry Solid Geometry English Shakespeare 18th Century Literature Third Year Greek Plato .iEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fo1,J,f'fh Year Greek Plato Aristotle Aristophanes Lectures in Philosophy and Social Science on: Plato Aristotle Dernosthene~ Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descarte• Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centurie~ Locke Mathematics Spinoza Analytic Geometry Montesquieu Calculus Kant Mechanics De Tocqueville Natural Philosophy Adam Smith Astronomy Fichte Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler Ii �CATALOGUE OF ST. JOHN'S COLLEGE 70 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. 1. 2. 3. 4. Classical Course leading to the B. A. Degree. Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. 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. .APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the c~rrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use hmst entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, 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 satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 71 Preamble Degrees Ways II: Means Enabling examina~ tions �12 Diss era tati on (general) CATALOGUE OF ST, JOHN'S COLLEGE 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 technique required must be at all times ~elated to the w~ole body of the liberal arts and to appropriate sub1ect matters, This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix L The examination in language covers general questions of grammar of all ~our lan~ages, and l~gic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in t~1e differential calculus, The examination in laboratory covers speofically the analysis and operation of certain important instruments to be named in Appendix I, p. 74. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then exam~nes t.he 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 (l) the student is accepted as a candidate for the degree, or (2) he is 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 especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand, It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first ~hree years' program; t~at is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although :refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candi~at~ for a de~ee or allo':'ed to remain the fourth year must then md1cate a sub1ect for a dissertation, to be agreed upon by the faculty, to be wri.tten durin~ his fourth year, and to be publicly expounded, a~phfied, and mterpreted satisfactorily by him prior to the grantmg of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 73 y~ar, th~ student may request more time to prepare and submit his drnse1~ta~1on for the approval of the faculty, He may even request perm~ss10n to retu~n to the col~ege for a fifth year, attending what tutonals, laboratones, and semmars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for diss_ertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board, The Guties of the Examining Board are as follows: l., 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, APPENDIX I The books of the first three years on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organon Confessions De Ente et Essentia Social Contract Les Pensees Texts gtudied in Seminar Iliad Republic Timaeus CEdipus Poetics Physics Galen Divine Comedy Don Quixote Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Hamlet King Lear The Tempest Harvey Lavoisier ''\Tealth of Nations Federalist Papers As stated abov.e, the examination in laboratory will cover specifically the operat10n 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 Disser. tation (particu- lar) Examis· ing Board �74 CATALOGUE OF ST. JOHN'S COLLEGE oi a qualitative kind can be made, s~ch as between more a_nd less, up and down, straight and not str~1ght. The_ latter permit _us_ to make quantitative judgments, that is, to a~sociate th~ough similar ratios some one of a series of numbers with the thmg observed. Often the same piece of apparatus can be _used either_ as ~ sc~pe or as a meter. The elements are certain devices, not soenufic instruments themselves, which enter into the construction of different instruments. 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 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 examination in laboratory will be in two parts. In one the student will be asked to make certain observatio~s and measurements with some of the above instruments, and m the other to answer questions on the theory and applicatio~ of so~e _of the elements and instruments. The references for this ex~mm3:t10n 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 79 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 assurnnce and can promptly answer any call to war service without fear of losing what we are fighting for. In the past year we have therefore been able to take care of our army, navy, and marine reserves without changing our curriculum. We have required calisthenics, infantry drill, military track, and ~and-to-hand combat in place of our former system of voluntary mtramural 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 rallied. 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. "We, students in anus, salute the youths of the ancient republics." We were also saluting the other colleges who were joining us in arms. But the master plan has also found new meaning in the events of the world and of the college. We have learned that about half of the books from Homer to Tolstoi discuss war and peace with realism and wisdom. Beneath this surface they explore the problems of law and anarchy, they report man to man, they weigh sin and tragedy, they record learning by recognition in calamity. The study of the great books in time of war confirms the conviction that such reading and discussion is the birthright of every human being. When the Congress decided that men should be drafted at the age of eighteen, we therefore decided that we would take the risk of the last planned step of the St. John's revolution, to teach these books and the accompanying liberal arts to younger students, students who might not have graduated from high school, and who might therefore not be able to get their liberal education as long as the war lasts. Teaching students of this age already was a part of the ?1aster plan, but we had hoped to have some of our own graduates m the faculty to help us to make the shift. We 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 faculty has been going to school with the great books and they for reasons of age and training will not be useful and effective in the �CATALOGUE OF ST. JOHN'S COLLEGE 80 8.i CATALOGUE OF ST. JOHN'S COLLEGE armed forces. The need of their teaching is obvious and they are ready for the adjustments in teaching that the task will require. After a great deal of discussion with faculty, Board, and students, and also figuring of costs, the administration has been authorized to announce the four-year college course in the liberal arts to be given in three calendar years to students between the ages of fifteen and eighteen. The great books are offered to these youths who might otherwise lose their opportunity to participate fully in the arts of free men. There is no doubt that this radical step will be viewed in many quarters with alarm. There will be doubts that such important instruction material can be handled adequately and safely by younger boys; there will be doubts that the treatment younger boys can give the great books is in keeping with the high aims of the program itself. On the first point we have considerable evidence not only that younger boys can handle the great books with profit, but that they can get greater profit with less readjustment than the graduates of our present schools of preparation for college. We have already taken a small group of younger boys at St. John's, and they show the same variation in aptitudes and progress that the older boys have been showing. But in addition they evidence a fresh, direct amateur's interest in ideas that high school graduates have to recover from their earlier years. It appears that the ordinary high school graduate has in the last rather empty years of his preparation for college acquired many of the academic pretenses which are so characteristic of the American high school, that he has actually been bored with scholarly husks and has substituted flattery of his teachers for genuinely tough intellectual work. The fault is not in the teachers; many of them are also bored with the subject matter that they teach, and they also turn to flattering the student. AU of this together with the progressive decay of the linguistic and mathematical disciplines points to a dead spot in our educational system, a paint where preparation in the grammar school has finished, for better or for worse, and the real business of liberal education has not yet begun. We drag students through two to four years of this wasteland, and the acute stages of boredom appear in the last two years of high school or the first two years of college. Some of the better preparatory schools and colleges fill in with literature, fine arts, and science, but they know that they are either doing college work or it will all have to be repeated in a staler form later on. Liberal education is in origin and tradition a European institution, and a glance at its structure lets us see where we have improvised and perhaps fumbled. The grammar schools in European countries lead directly to the Gymnasium and Lyn~e, whose curricula were made of Latin, Greek and mathematics with a scattering o~ national histor~ an~ !iterature. 1:he Gymnasium and Lycee led directly to the umversxt1es whose pnmary structures and functiom were orde~ed to training in the professions: law, medicine, theology, and teachmg. The Gymnasium and Lycee came at the end of the child's education and they were concerned to initiate in the student the ~ree and independent use of his mind so that he could worthily atta_m t~e knowledge a~d discharge the duties of the learned profess10ns m the comm~mty a~ large. The Gymnasium and the Lycee devoted themselves smgle-mmdedly to liberal education. It should be interesting to us in the United States in 1943 that the liberal education.thus ins_titutionalized was provided to all young men who wer~ admitted to 1t before the period of their military training and service. As the youths of the ancient republics of Greece took the Ephebic Oath at the end of their common formal education and at the beginning of their three years of military training and service, so the Europeans had the military 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 a_nd grown together, and at the same time the college and the professional schools have lost their identities in the elective system which makes the worst of both. The colla~orators _and_ originators of the St. John's program were aware ?f this confusion m our educational system, and were at the outset_ m_tent Ofo! clarifying and articulating the system. They were also a1mmg at mtroducing and initiating the student to the liberal arts in their full development at the end of common formal education .. At. St. John's we faced the risk of looking like a high school or a JUmor college and yet teaching subject matters and arts that are at the coll_ege level i_n importance and difficulty. The ages of our stude~t~ admltte~ on h1g~ sch~ol gr~d~ation were equal to the ages for military service or umvers1ty trammg in Europe. We therefore at the start planned to shift the age to a lower bracket as soon as we had estab~ished our cu:~T.iculum by teaching experience. Now the war has given us the m1htary deadline at eighteen years of age, the sam~ that Europe ~as prescribed since the Greeks, and we may be lookmg ~orward to its p_e~manent adoption. We are therefore fitting the last lte_m of our_ ongmal program into the master plan and at ~he s~me time meetmg the current emergency for liberal education m this country, by admitting students at the age of fifteen. We trust th~t we shall not be accused of causing the war, but it may be pomted out that it has nicely punctuated the steps of our remrn to the ancient tradition. In th~s coni:ection it w~ll bear repeating that we are following out to lts logical conclusion the American tradition that liberal �CATALOGUE OF ST JOHN'S COLLEGE education is for everyman, rather than for the few as the Gymnasium and the Lycee have offered it. We have also departed from the Gymnasium and the Lycee in their original establishments by including 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 te.rm to the calendar year and forfeit the long summer vacation in order to complete the four-year course in three calendar years. The long summer vacation has a very high educational value; the 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 i.t 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. [NoTE: In January, 1944, we found it possible to return to the program of four !z.:]gu~ge:;~G:reek~ La ti:?.~ French, and. C;::rma:i ~ir: fou: yea.r::;. See the prngram of language tutorials charted on page 44. As stated elsewhere, we are also abandoning the accelerated wartime schedule, and are returning to the regular schedule of an academic year with three terms and a summer vacation.] BIBLIOGRAPHY OF ARTICLES ON THE ST. 'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier, February 1939. ----: 1939. Liberalism and Liberal Education, The Educational Record, July BARR, STRINGFELLOW: The Art of Liberation, Free America, September arid October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July available. 1941. Reprints -----: The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. A College Rebels, The Key Reporter, Magazine, Autumn 1938. ----: Phi Beta Kappa -----: Back to Fundamentals in Education, Talks, October 1937. from an address given over the Columbia Broadcasting System. News Reported The Education of Freemen, The New Republic, August 31, 1942. -----: The Ends and Means of General Education, 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 Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, 1944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. -----: The St. John's Program, Encyclopaedia of Modern Education, The Library, Inc,, 1943. Philo~ophical The St. John's Program, The Virginia Spectator, December 1938. -----: Suspending Education, Address, Columbia Broadcasting System, February 4, 1943. Reprints available. The Training of a Free Mind, 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, Scon: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. -----: A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. .J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October ,22, 1943. 83 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 84 - - - - - Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. DONOVAN, HEDLEY: Educators Strive for "Free Mind," The Washington Post, January 15, 1939. EDEL, ABRAHAM AND SARAH RIEDMAN: Our Post-H'ar Schools, New Masses, August 15, 1944. EDMAN, IRw1N: Which Road for Education? The New York Times Magazine, July 2, 1944. HENRY, THOMAS R.: Education by "Book Learning," The Washington Star, December 5, 1937. HESLEP, CHARTER: Experiment, Washington Daily News, July 28, 1937. HooK, SIDNEY: Ballyhoo at St. John's, Part I, "Education in Retreat," and Part H, "The 'Great Books' and Progressive Teaching," The New Leader, May 27 and June 3, 1944. Su:s!NGER, DONALD: Aristotle in Annapolis, Survey Graphic, June 1938. STANDEN, ANTHONY: Elementary Chemistry for Liberal Arts Students at St. John's College, Journal of Chemical Education, November 1944. STOKES, RICHARD L: Educational Dynamite: Great books system at Old Annapolis, Maryland college blasts away traditional methods of instruction, St. Louis Post-Dispatch, November 26, 1939. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club Woman, February 1938. TIME MAGAZINE: St. John's Revival, July 19, 1937. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CONSTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. W1u;us, C. J.: From St. John's to Mark Hopkins, The Journal of Higher Education, January 1939. WHITE, E. B.: A Plan for America, Harpers Magazine, February 1940. ST. JOHN'S COLLEGE BULLETINS KIEFFER, JoHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. REPORT Journal of Educational Sociology, The: St. John's College: A Critical Appraisal, November, 1944. Edited by Alonzo Myers. REPORT OF THE PRESIDENT, April 1940. Reprints available. REPORT OF THE PRESIDENT, May 1941. Reprints available. LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. REPORT OF THE PRESIDENT, June 1942. Reprints available. REPORT OF THE PRESIDENT, June 1943. Reprints available. LIPPMANN, WALTER: Crisis and Reform in Education, The New York Herald Tribune, February 15, 1943. - - - - The St. John's Program, "Today and Tomorrow," appearing in 165 newspapers, December 27, 1938. Reprints available. LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22, 1944. LYONS, Lours M.: A College Education from 117 Books, The Boston Sunday Globe, September 13, 1937. MARDEN, PHILIP S.: Back to the Classics, The Dartmouth Alumni Magazine, October 1938. MARTIN, W. A. P.: The Revival of Learning, The Commonweal, December 31, 1937. MAYER, MILTON S.: Hutchins of Chicago, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," Harpers Magazine, March and April 1939. - - - - : Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. Reprints available. MCCARDELL, LEE: A Series of Four Articles on The St. John's Program, The Baltimore Evening Sun, January 23, 24, 25, 26, 1939. MEIKLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PIERRE, RAY: Plato on the Severn, The Educational Forum, March, 1944. - - - - - Rebel in Educaiion, The Christian Science Monitor, NovEmber 6, 1943. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. OF THE PRESIDENT, April 1939. Reprints available. BOOKS ABOUT LIBERAL EDUCATION ADLER, 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 Western World, 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 material. It was first published in 1927 by the American Library Association for the use of adult classes. 1944. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education between Two Worlds, Harper & Brothern, 1942. RICHARDS, I. A.; How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of :reading. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1944-1945 FOURTH YEAR-CLASS OF 1945 Robert Luther Campbell, Jr .................. Hagerstown Solomon Kadis .............................. Baltimore Frank B. Marshall, Jr......................... Baltimore Erich Nussbaum ............................ Annapolis Benton Bloch Perry. . ............. Baltimore Harry Fletcher Pfeiffer, Jr. ................... Baltimore Verne Schwab .............................. Greenbelt THIRD YEAR-CLASS OF 1946 Thomas James Cosgrove. . ... Bayonne, New Jersey Thomas Irwin Fulton, Jr.. . .Irwin, Pennsylvania John Parker Gilbert. .Putney, Vermont Allen Zimmerman Harvey. . . Frostburg Leon David Israel. .... llnion Bridge William Kenneth Kline. . .New York, New York. Henry Resolved Mack. .Dover, Delaware Robert Wilson Mueller. .Milwaukee, Wisconsin Robert Frederick Novak. . .Baltimore Benjamin Franklin Pumphrey, Jr...... . .Severn Harry Charles Rockey. . . . . . . . . . . . . . . . . . . .. Philadelphia, Pennsylvania James Willard Sharp. . .. Freeland, Pennsylvania Samuel Sheinkman . . . . .New York, New York Irwin Robert Tucker.. . . . . . . . . . . . . . . . . . . . . .Bayonne, New Jersey Henry Theodore Wensel, Jr...... . .. Oak Ridge, Tennessee SECOND YEAR-CLASS OF 1947 1944) Samuel Bancroft Bird, Jr. ..................... Wilmington, Delaware Carl Henry Bmggmann ...................... Washington, District of Columbia John Brunn ......................... New York, New York Peter Frederick Buri ......................... Eau Claire, Wisconsin Tris tram Joseph Campbell, Jr.. . ... Ridgewood, New Jersey Jerome Herbert Cantor .. Boston, Massachusetts Ch'ao-Li Chi ............. New York, New York Peter Clogher ........... . ...... Englewood, New Jersey Robert Mitchell Courtright .................. Sumter, South Carolina John Scott Desjardins ................... Indian Hill, Ohio Salvatore Carmelo DiGrande ................. New York, New York Alvin Hamilton Durning ............ Louisville, Kentucky Klaus Werner Epstein ....................... Cambridge, Massachusetts Duane Thomas Kaye Furbush. .Palmyra, Michigan Allen Abbey Goldstein ......... . .Baltimore Charles Davis Haines .... Washington, District of Columbia Bernet George Hammel . Orange, New Jersey H. Anthony Hammond .. Ridgewood, New Jersey Richard Scott Harris ...... Saginaw, Michigan William Edwin Harris .Saginaw, Michigan (BECAME SOPHOMORES KN MARCH, 86 Harry Gerald Haxby ........................ Mariemont, Ohio Richard Eagleston Jameson.. . Fallston Thomas Gillis Jewell .... , ................... Grasonville Archer Jones . . . . . . . . . . . . . . .............. Richmond, Virginia Ira Wendell Marine . . . . . ............ Washington, District of Columbia Richard Fontaine Maury. . . .. Washington, District of Columbfa John Mathew Morgan .................... Toledo, Ohio Charles Arthur Nelson ....................... Berwyn, Illinois James Richard Powder ....................... Lutherville Peter Bradley Price .................. New City, New York James W. Ray ............................. Worcester, Massachusett~ Thomas Evans Robertson ..................... Glendale, Ohio Larry Winter Roeder ........................ Annapolis William Warfield Ross . . . . . . .......... Bethesda Rowell Anton v M. Schleicher. .......... Forest Hills, New York George Faison Smith . . . .Greenwood, Mississippi William Kyle Smith, Jr.. .Annapolis Eugene Victor Thau .. New York, New York Richard Van der Voort. Pittsburgh, Pennsylvania George Montgomery VanSant .Hyattsville Robert Russell Weiss . . . .Federalsburg George Patrick Welch, Jr.. . ........... Providence, Rhode Island William Ogden White .. Baltimore Justin Cadwalader Williams ............ Moorestown, New Jersey SECOND YEAR-CLASS OF 1947 (BECAME SOPHOMORES IN JULY, 1944) Irving Victor Abb ........................... Frederick Ted Barber .......................... Bellaire, Ohio Roberto Beascoechea ......................... Santurce, Puerto Rico Stephen Gordon Benedict .................... Scarborough, New York Louis Leon Brin ............................ Brookline, Massachusettll Edmund Anthony Connor .................... Hagerstown Arthur Oudry Davis, Jr ....................... Coshocton, Ohio Fred Dewey deArmond ....................... Seattle, Washington Julian Abbott Dorf .......................... Chestertown Arthur Eugene Dunsmore, Jr.................. Chevy Chase Nathaniel Isaac Durlach ............. New York, New York Edward H. Eissler ................... Upper Darby, Pennsylvania William Paul Elliott ...................... Aurora, Illinois Theodore David Ernst . . . . . . . . . . . . . . . . . . . . . . Cordova Sidney Hugh Fitch ...................... Glenelg John Gormly ............................. Sewickley, Pennsylvania William Joseph Harris ...................... Preston Marvin James Hoffenberg .................... Baltimore Walter Lindsay Jacob ...................... Pittsburgh, Pennsylvania Joseph Ignatius Killorin, Jr.. .Savannah, Georgia Ralph Lincoln Klein ......... Fallston Harry Marchosky .......... Colon, Republic of Panama Ruben Marchosky . Colon, Republic of Panama John Newton Opie, Jr.. . .. Norfolk, Virginia Albert Fitz Randolph Peters, Jr.. . .... Washington, District of Columbia Royal Pollokoff ................... Baltimore �88 CATALOGUE OF ST. JOHN'S COLLEGE Charles Pickering Putnam Mordecai Sheinkman ............ . Paul Ginsburg Sifton ............ . Warren Leroy Skidmore Lowell Stanley ... Austin Stevens Roger Clark Stone John Van Doren ........ . John Campbell Wakefield .. . ... Washington, District of Columbia .. New York, New York . . . . Washington, District of Columbia . . . . Akron, Ohio . . . . Washington, District of Columbia ..... Westport, Connecticut .... Conowingo . . . . . . . . New York, New York . . . . . . . . Washington, District of Columbia FIRST YEAR-CLASS OF 1948 CATALOGUE OF ST. JOHN'S COLLEGE 89 Thomas Andrew McDonald .... Alexandria, Virginia Charles Patterson ........ . . .............. Baltimore Thomas Joseph Raleigh .. . . ............... Elizabeth, New Jersey William James Robinson .. .... Erie, Pennsylvania Alan Richard Schutz . ... Chicago, Illinois .... Astoria, Oregon A. Allen Straumfjord .... Peru, Indiana Clinton Schenck '\Vainscott, Jr. . Robert Charles Wilson ...... . . Los Angeles, California FIRST YEAR-CLASS OF 1948 (ADMITTED IN OCTOBER) (ADMITTED IN MARCH) Charles Benson . . . . . . . . . . . .................. Relay Donald Grant Bounds . . . . . .... Salisbury William Lee Callaway ....................... Callaway Roger Haugh Callender ................. Chicago, Illinois Samuel Henry Coleman ..................... Roanoke, Virginia Donald S. Elliott . . . . . . . . . . . . .. Lutherville Eugene Edward Epstein . . . . ... Brooklyn, New York Paul Carlyle Evans . . . . . . . ........ Syracuse, New York James Clifton Horney . . . . . . . . . . ....... Valparaiso, Indiana Stafford Gorman Whittle Johnston ............ Roanoke, Virginia John ·Denison Miller ......... . ... Niagara Falls, New York Clarence Robert Morris .......... . ... Altus, Oklahoma John Watson Moses . . . . . .......... Lakehurst, New Jersey Oswald Nagler .............................. Perry Point Lawrence Holt Sherman ...................... Garden City, New York Adrian Georges Skehan . . . . . . . . . . . . .. Ridgewood, New Jersey Langford Wheaton Smith, Jr..... . ...... Berkeley, California John Henry Thomas . . . . . . . . . ...... Racine, Wisconsin George Robert Trimble, Jr.. . . .... North East FIRST YEAR-CLASS OF 1948 (ADMIITED IN JUILY) Thomas Jonathan Jackson Altizer ............. Charleston, West Virginia Thomas Harry Blatt . . . . . . . . . . . . . . . . . . . ... Baltimor~ . . . John William Cameron . . . . . . . . . . . . . . ... Alexa.ndna, Virgima Richard Tallant Carruthers, Jr. ............... Astona, Oregon Ray Charles Cave ........................... Aberde.en Proving Ground John Wheelwright Cobb ..................... Broo~lme, Ma.ssa:husetts . George Harris Collingwood, Jr ................. Was~mgton, D1stnct of Columbia Louis Irvin Frid .......... Baltimore Charles Wyman Grover ............ Gloversville, New York James Werner Halporn ............. Woodmere, New York Henry Booth Higman . . . . ............ Millington David Abbey Hooker .......... White Plains, New York Robert Adelbert Hungerford, Jr ............... Bryans Road Thomas Shipley Knoll . . . . . . . . . . . . . . ...... Ramsey, New Jersey Sadi Ibrahim Koylan .......... . Washington, District of Columbia David Barrington Lowdenslager ............ Baltimore John Joseph McDonald. Tr.. .Bethesda Frank Burton Abrahams ..................... Baltimore Leod Daw Becker, Jr .. ...... Arlington, Virginia William Chester Buchanan, Jr.. . ...... East Lansing, Michigan George Warton Carden .... Upper Marlboro Peter John Davies .... New York, New York Kurt Elmer .... . ... New York, New York Joseph Gordon Erberts .... Baltimore Robert Barry Feldman ...... Baltimore Ralph Charles Finkel ... Baltimore Marcus Bartlett Finnegan ................. West Point, New York Peter Alden Franken ..... . . ............... Lyme, Connecticut Donald Claude Gooch .. . ... Abbeville, Louisiana .... Salt Lake City, Utah Frederick Russell Hinckley, Jr. ... Andrew Kalenak . Nanty-Glo, Pennsylvania David Micheal McAllister .. . ... Snow Hill Robert Laird McLaughlin ...... Sedalia, Missouri ................. Havre de Grace Jack Lancaster Mason Richard Lewis Matteson ... Frostburg Bob Edmund Nichols .... El Cajon, California LeRoy Edward Pagano .... New York, New York David Duane Patton ... Grantsville George Peabody Peck . . . . . . . . . . . ... Concord, Massachusetts Eugene Francis Phelps .............. .Elkridge John A. Pirrera ............. Rochester, New York Dean Mills Roberston ................... South Bend, Indiana Sidney Joseph Rosenthal ... Baltimore William \\Testerman Simmons ... Cedar Rapids, Iowa Thomas Franklin Wallace .... Salisbury SUMMARY OF ENROLLMENT Fourth Year Third Year Second Year (Promoted in March) .. . Second Year (Promoted in July) .......... . First Year (Admitted in March) .......... . First Year (Admitted in July) ............ . First Year (Admitted in October) .. . Total in College ... 7 15 43 36 19 25 28 173 �CATALOGUE OF ST. JOHN'S COLLEGE 90 INDEX DEGREES CONFERRED, MARCH 14, 1944 BACHELOR OF AR TS Rite .Birmingham, Michigan .Washington, District of Columbia .Baltimore Edward Born Cochran ........ . Ahmed Miinir Ertegiin .. James G. Huber ............. . Cum Laude . New York, New York . Chevy Chase Jack Landau .................. . Henry Harrison Sasscer, IV ..... . Magna cum Laude .. Tampa, Florida .Glen Echo Arthur Hyman ............. . Peter Christian Wolff AS OF THE CLASS OF 1932 Rite Alfred Dowd . . . Hillside, New Jersey HONORS AND PRIZES AWARDED, MARCH 14, 1944 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual ...... Peter Wefas essay, the John Martin Green Prize of $25.00 ..... 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 . . . . . . Peter Christian Wolff Governors ........... . .... 37 Absence, excuses for. St. John's 1835 68 36ff Academic standing St. John's 1868. . . . . . . . . . . . . 69 Acceleration. ... ' 82 St. John's 1886-1923, hlock elective 70 Activities ....... 49!1' St. John's 1923-37, open elective .. 70 ... 50, 75ff Degree Requirements ... 37f, 7lff Athletics .... 51 Dining Hall ......... 54 Clubs. Discipline. 53 .... 51 Dramatics. Music. .24, 46f, 50f "Don Rags" ................. 32f, 37 51 . Dramatics. 51 Publications .. . . . . . . . . . . 8 Elective Program ..... l6f, 68 Administration Admission 55ff Engineering Scholarships at Johns Hopkins. 64 Application .... 56 .... 55ff, 77 English, admission requirements. 55f Requirements . .. 56 Enrollment ........ . Procedure. .86ff Summary. Advanced standing 57 89 Aid, student 6lff Entrance Examinations 56 Applications Essays ... 33 Admission ........... . 56 Examinations Student Aid Entrance .. 6H 56 Rooms. .. 53 Oral .. 32£, 7H Scholarships. Written 62ff . 33, '/'lf Annual Articles, magazine, on SL John's .. 831I 32£ Athletics ..... 50, 75ff State Scholarship 62 Excuses, for absence. Attendance 37 Church . 66 Expense~ 58.!l' Faculty Classes... 37 List. College exercises 37 9ff Bible class 51 Author teachers .... 18, 33ff Board of Visitors and Governors .. 6, 7 Tutors. 9ff Boat CluL ... 50 Fellows 9 Books, list of gro:~at. ... l8ff, 20ff Resear~h. 35 Chronological . 40f Re-education of 36 By years Appointments ... 36, 79£, 82 42 ....... 43 Fees By subject matters. Calendar, College .4, 5, 3lf College finances 58 Campus. ..... 52f Examination . 58 Caution Money .53, 59f Annual. 58f Charges, fixed Tuition . 59 58f Charter of College. 66 Residence . 58f Of King William's School. . 65 Payments 59 Classics, new definition of. .18ff, 20ff Deferred payment 60 Clubs, College 51 Caution money 59f College Calendar . .4, 5, 3lf ·with financial aid. 6H Collegian . . 51 Foreign Language Credits Admission requirements .. 2, 55f Semester hourn See Greek, Latin, French, German 38 For entrance to graduate French. . ......... 25£, 44, 55f schools ...... 38f, 7l Freshmen, list of. . 88f Transfer of 57 German. . 25f, 4'1, 55f Curriculum G.I. Ilill of Rights. . .57, 60 Elective system 16£ Grades. 32f 91 �92 CATALOGUE OF ST. JOHN'S COLLEGE Graduate Schools, preparation For graduate schools. .... 38f,7U for 38f, 7l For life 1411' Greek ' .. ' .. ' ' ' .. ' . ' ' .. ' .... 25£, 44 President History Former . 13, 67ff Of College ........... 65ff, 64ff Present . 8 Chronological order of classics 22, 40f Emeritus. 13 In St. John's Program. . .... 22, 43 Probation '37, 7lf Infirmary Service 54 Procedure for Admission. 56f Instruction Methods in St. John's Promotion ..... 37f,7lf Program ... 22ff, 49ff Reading Parties 33 Juniors, list of. 86 Registration . ' '' 4, 5, 55f King William's School. . 65f Regulations Laboratory ........... 24, 3lff Admission .. 55f Exercises. . . . . 46ff Academic Standing 3611' Total Hours 45 Attendance. 37 Subject Matter 45f Degree Requirements . 37f, 7lff Language, reasons for instruction in. 25 Residence. 52ff Requirements .......... 38, 44, 7lff Religion Tutorials .. 25, 44 Non-denominational . 65f Clock-hours of classroom work in. 44 Reports . 32f Classics in Language and LiteraRequirements ture. 42f Admission .... 56f, 78ff Latin ... 26, 44, 56. Attendance. 37 Latin Club 51 Degree ..... 37f, 7lff Law School Preparation .......... 38ff Graduation .... 37, 7lff Lectures, formal. .... 24, 30 Languages, for degree ... 37£, 44, 7lf Liberal Arts and Sciences, Languages, for admission. . .. 2, 56f l4ff, 17f, 21, 40ff Mathematics, for degree. 37£, '14f, 7lf List of Great Books, Classics. 40ff Mathematics, for admission .... 2, 55 List of Laboratory Exercises. 46ff Familiarity with Great Books. 37, 71£ List of Lectures. 30 Residence. 52ff List of Students. 86ff Research . . 35 Literature, Language and. 42f Residence. . 52ff Location of College. 52 Rooms. 52ff Marine Biology 6-1 For new students. 53 ftlarks. 32f For old students. . 53 Mathematics, reasons for instruction Furnishing . 52£ in. . 27f Occupancy. 52£ Admission requirements ...... 2, 55f Caution money . .53, 59£ Requirements. 38, 7lf Schedules Tu to rials . 27f Weekly. 32£ Clock-hours of classroom work in. 44f Student, typical 33 List of Mathematical Classics. 42£ Term .................... 4, 5, 32f Club. 51 Years ... 4, 5, 32£ Medical Schools, preparation. 39 Payment of fees. 59 Music . . . . . . . . . . . . ..... 24, 47f, 50f Scholarships . . 6 lff Concerts ... 30, 50£ College 6lf Natural Science .............. .43, 45f State. 62 Occupancy of Dormitory Rooms. 52f Patriotic Societies . . . . . . . . . 63£ Officers of Administration 8 Athletic 77 Philosophy. 43 At other institutions. 64 Political Science 43 Science Preparation In modern world. 2lf For admission 55f In St. John's Program ... 21, 31, 45ff CATALOGUE OF ST. JOHN'S COLLEGE Laboratory. '' '' .. 21, 31, 45ff, 71ff Liberal ... 21 Classics in science . . '42f Semester-Hour Credits Equivalent 38 Seminars .24, 28f, 72 Seniors, list of .. ' .. 86 Social Sciences ' .. ' '.22, 43 Sophomores, list of. 86ff Staff, administration 8 Faculty . 9ff Medical .. 54 Standing, academic 36£ Student Activities 49ff 50f Athletics 50ff Elective .. 93 Music. 50£ Clubs .......................... 51. Publications. . ..... 51 Dramatics. 51 Student Aid .............. 6lff Students List of .......... 86ff Theological Schools, preparation. 39f Transfer of credits. . .. 39, 57 Tuition Fee ........... 58f Tutorials . . . . .... 25 Mathematics. . . . . . . . . 27f Language . . . . . . . 25f Vacations . . . .4, 5, 3lff Veterans' Educational Benefits .. 57, 60 Year Book 51 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program, Catalogue for 1944-1945 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. 93 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 1944-1945 Date A point or period of time associated with an event in the lifecycle of the resource 1945-01 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 1944-1945 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9523501398e15f28006ec66356759689.pdf 59da4f45b26b9dc1fcf5e96d47d5c303 PDF Text Text St. John~s Collegian Vol. L VIII-No. 1 ANNAPOLIS, FRIDAY, JANUARY 12, 1945 Price: 1Oc Adler's Good Fabricatio Corporis Pulchrorum The lecturer began the second lecture of the "big three" by stating and examining one of the most common beliefs about the nature of the Good: that thinking makes ·things good and ~vil. Whatever is said about the good, the word "desire" always comes into the picture. The Good is what you desire. However, we often speak of good and bad desires. ~his leads us to the problem concerning the difference between the apparent good, or . what we desire, and the real good. I Nature: Something is good for a certain nature. Nature becomes the standard for good and evil. We are now led to subjectivism and relativism where before with "being" we were led subjectivism and absolutism. A problem that faces us immediately when we consider na~ure and the good is how we can say one nature is better or worse than another, if nature itself is tbe standard for good and bad. · Mr. Adler began and ended his lecture with these words: look after truth and goodness and the beautiful will take care of itself. In the course of demonstrating this point the lecturer proceeded from his analysis of truth and goodness to a similar and all embracii:i.g analysis of beauty. Beauty, or the beautiful, either in making or enjoying, is a function of truth and goodness. Mr. Adler made his customary ex2mination of the terms in this discourse before proceeding to -his subject. Aesthetics is concerned with sense perception; the distinguishing character of sense perception is intuition; it is the intuitive grasp of individuals which the senses, accompanied by the knowing faculty, are seeking. Here perhaps Mr. Adler made his most valuable comparison. Scientific knowledge uses the senses to provide the matter of the intellectual in:iagination; in this case, the cognitive faculty largely determines the nature of the perception. In aesthetics the senses are the formative faculty: the sensitive intellect comprehends the beautiful-the idea conveyed by the word 'vision' with its more esoteric connotations describes for the lecturer this sensual grasp. Vision is the intuitive possession of what is seen. Beauty is the quality of an aesthetic object (which is any concrete individual capable of being sensitively intuited). Anything, then, which can be an object of vision can be beautiful. The lecturer's argument was briefly this. If the appetite and cognition are related to the good and true, beauty cannot be that which is desired or that which is known to the intellect simply. Desire is an appetite for the thing not possessed. The fulfillment of this desire may be as in the case of eating a real augmentation of the bodily faculties or a cognitive possession which transcends presence or absence. Love. the last term, .has as an object the goodness of the thing known, as the end of desire simply, rnd as completely divorced from other forms of possession. (Continued on Page 2) (Continued on Page 3) At this point three terms were introduced, none of which alone could solve the problem, but which together might be of help: being nature, and reason. The use of these 'w ith the term "desire" mandatory for solving the problem of the Good. erry hr1stmas Being: The Good is that which is. A thing is good according to the amount of being it has. Mr. Adler would rather be a mouse than a potato, because a mouse has more being, since it is closer to God who is pure act. By substitution we can now say we desire higher degrees of being. But don't we ever desire not-being? St. Thomas said that being is only good according to desire. According to man's desire, a pearl ts better than a mouse. However, absolutely, the mouse is better than the pearl. Whose desire, then, determines the goodness of the mouse? This leads to the following proportion: God's desire: man's desire: the metaphysical good: the moral good. Since we cannot truly predicate desire of God, we shall say that God's app~tite is according to the mode of love, whereas man's is desire. �ST. Page 2 JOHN'S ADLER'S GOOD (Continued from Page I) Leaving us with this dilemma, Mr. Adler pro- The Good relatively form. Simple Being Reason: The rational is the Good and the Good the rational. But with reason, as with "nature," the same problem remains: How can we say reason is good, when reason itself is the standard for good and evil? And further nothing divine is good and evil according to man's Relative Being To a certain extent, reason has a direct knowledge of the Good and can intuit it apart from experience. However, we cannot give any content to the Good through our own judgment, so something is still lacking. We .can say that the rational is the principle of Good inasmuch as reason is the principle of knowledge. the substantial and consequently, ceeded to "reason." reason. ST. COLLEGIAN relative Good. = = simple Good. The goods of man are simple, but the goods for man are relative. Another division of desire was between the conscious and the unconscious. Natural desire is , the standard for conscious desire, and conscious desire is the standard for moral act. To go back to the Good, let us divide or classify goods according to means and ends. This distinction is really the same as the distinction between partial and total perfection. Useful and relative goods correspond to the means while the pleasant and sensible goods correspond to the ends. Mr. Adler then listed virtues, which if followed, would lead to happiness. ( 1) Good desires; ( 2) good acts; and (3) good habits. If we can understand courage and temperence in connection with right desire, all will be well. At this point, Mr. Adler felt that a more detailed inquiry into the meaning of the word "desire" would be helpful. Desire is fundamentally emptiness. A lack is always prior to a desire. That which satisfies or fulfills a desire brings about a completeness. The · primary object of a desire is never anything that exists, This whole naturalistic account of good and i. e., the object of hunger is not a beefsteak, be- evil is based on one primary truth, and that is cause a beefsteak exists. What Mr. Adler de- that everything according to its natural needs sires is the condition of being fed. Similar! Y, desires its own perfection. This account, how you do not desire the object of knowledge, but ever, cannot easily explain the following: Justhe act of knowing. This idea was then boosted tice, Love and Friendship, and devotion to abup to the metaphysical level by substituting · stract ideas. potency for desire, and ''how it can be filled These difficulties, in the naturalistic explanawith being'' for capacity. If good is being in tion, lead us to search for a better or more comrelation to desire, then, by substitution, it is the plete idea of the Good. act of being in relation to the potency for being. A possible solution would be to say that the Everything is seeking its perfection, and the Good, as a final cause is this completion. You Good is the object of divine love, but then we desire the Good and you desire actualization. have the conflict between the order of goods acThe Good is act or perfection. Quoting from cording to love, and the order of goods accord· ing to desire. And furthermore, if we follow St. Thomas: this latter course, we run into the difficulty of Being simply = substantial being. ascertaining God's own goodness-a slight difBeing relatively = accidental being. ficulty, even for our lecturer. The Good simply = perfection of acci- ' dents. N. D. JOHN'S FABRICA TIO CORPORIS PULCHROR UM (Continued from Page I) The beautiful is the object of disinterested love. What is desired is an intuitive knowledge of individuals. . Kant states that the beautiful is that which pleases us without concept. Knowledge of the individual is not conceptual knowledge, but a direct intuitive possession of the content of the concrete thing. Things are more or less beautiful in so far as they possess the qualities of being grasped by the sensitive intuition. The terms are integritas-proportioclaritas, which are translated by Mr. Adler as unity, order, and perspicuity. It is in this objective il'lterpretation that the real questions of the evening lie. Subjectively , the point on the scale of ct>mmensurate values of an individual depends on his ability to intuit. As this increases in cultivation or sophistication, he appreciates more complex concretions , which are more objectively beautiful (but it should be noted that for Mr. Adler the quantity and the depth of the experience of beauty does not differ, no matter at what level of intuiting a person may operate; the metaphysical goodness (to use a phrase of the lecturer) of a prize fight and a Mozart Sonata, which are the object of this disinterested love, is in no way different). II One cannot disagree with Mr. Adler in his thesis that the appreciation of a spectacle, whether a natural object, a baseball game, or a painting is essentially the same operation , in so far as it is an appreciation of beauty. and not pleasure derived from emotion or any other source. I would want to disagree with him in that I would contend that this sensual intuiting is only with rare exceptions experienced in contemplating anything other than an artistic particular. Even in the contemplation of a beautiful landscape it is appreciated rather as an extension of a painting than as a precise individual, grasped by the intuition. This is because a work of the fine arts is alone capable of possessing the unity which makes such an intuitive grasp possible: so that a spectacle, natural or man made, imitates not the fine art object as an object , but rather the unity or individµality inherent in that object. This is obvious if one will examine one's appreciation of such a thing as a landscape or a building objectively. In Watching a sporting event whatever element of beauty is found can be traced to the quantities of proportionate motion, or color. which are COLLEGIAN Page 3 constituents of the fine arts. The major appreciation of such a spectacle lies in what is, according to the. lecturer's analysis, outside of beauty. It is contended that such appreciation is only fully realized in the trained artist, who is not merely a fine artist but a man able to perceive and create the individual objects around him. Beauty is not a possession. naturally perfected in all men, but rather a c~itical and cultivated operation which is potential in all men. And a higher kind of beauty is to be found in things in so far as they approach the embodiment of integritas, proportio , and claritas which is best presented in the individual spectacles of the fine arts. This may perhaps explain the somewhat reprehensible emphasis on aesthetics as fine art which so puzzl~d the lecturer. W.W.R. College Meeting Mr. Smith reported that 770 red ration tickets had not been turned into Miss Alexander by members of the student body. This endangers the proper operation of the dining hall. Unless this situation is soon alleviated by the off enders, the college will be forced to take drastic action . Mr. Novak reported that in the balloting at the end of last term on the Student Government issue, the vote was the following: In favor of proposed constitution . In favor of present arrangement . In favor of abolishing any and all such activities 43 29 9 In view of this ballot Mr. Novak is calling a meeting of one representative from each dormitory committee to discuss and prepare a consti tution . K. W. P. The King William Players announce thq inception of weekly meetings for the reading of plays, and planning of future productions. ''The Bacchae'' of Euripides will be read on Wednesday, January 17th, at seven P. M .. in a suitable situation. �Page 4 ST. Editorial JOHN'S ST. COLLEGIAN "St. John's Newsletter and Bugle" routine, but will immediately drop all Collegian activities, considering it too pretentious an enterprise for our dull community. Obvious to even the most nonchalant observer of Collegian antics, is the attempt that has been made in this first production of the new year, to alter and recast the molds of last Note-The Collegian office is locat€d in rm. year's issues. The format has suffered a mild 209 East Pinkney. Material may be submitted revision, and for no particular reason other than m ore strongly to indic.ate that a housecleaning either at the office or through the intra-college All contributions must be submitted of past Collegian ideologies has been under- mail. typewritten. taken. The frame of mind of the editors of this new Concert p aper can perhaps be all too easily grasped from the inclusions made, but for those who like the Trio VIII in E flat HAYDN 1bvious stated, I shall proceed to explicate. Allegro M oderato In at least the more immediate past, the ColAndante con m oto legian, for very good reasons, devoted itself exPresto clusively to acting as a record for what ·hapTrio III in E major pened at the college. The amount of origin- MOZART Allegro ality that can be injected week af tel: week into Andante grazioso such an enterprise is limited even with the best Allegro people at one's disposal. So much the more Trio in D major then, was it limited for our past Collegian and BEETHOVEN Op. 70. No. 1 "Backcampus" became the highspot of many isAllegro vivace e con brio sues. We now have in mind to go towards the Largo assai ed expressivo other extreme, reducing news reportage (except Presto perhaps in the case of lectures) to an absolute minimum, thus to open the door of encourageWednesday night's concert by the Albene ri ment to young aspirants in the world of letters. Trio was one of the most delightful we have The lack of any effectual attempts at working had in recent times. The mere fact that it was with our own language has been a long stand- · a concert in the flesh was a great fa ctor in making fl.aw in the life of this campus. The art of ing this a notable event, providing a refreshing placing words in their best ord~r as conveyance deviation from the co nstant fare of recorded for a subtle conception, holds if anything, a music the lovers of this fine art on the camloftier status than do even the plastic arts and pus must swallow most of the time. music; for its scope is more universal as regards I am not interested in criticising the relative possible subject matters and possible effects merits of the works presented, but for once there achievable. But yet these other arts of pleasure is no complaint about the program. I do not are not completely neglected here, for still presknow if this is a result of good will on the part ent (it is hoped) are the institutions of the of the Concert Bureau, or just the technical Music Department and the Spring Art Show. fact that very little music for this combination The new format and the literary tendency here of instrument ha been written in rnodern and now proclaimed as olleg1an policy will, times. Anyway, we were spared the usual rotwe hope. work towards the alleviation of our ten mixture (or martyrdom), and presented torpor as regards the art of writing. with a healthy and clean drink. I might. So bold a front is hard to set up, however, however, venture to say that all three of the and harder yet to maintain. In order to realize composers were in their lighter and more pleasany fulfillment of our aims, we must achieve ing moods when these selections were written. first a standard of judgment as to the amount and yet, particularly in the case of the Ha ydn of quality we demand-then, a constant fl.ow and Mozart trios, these works were strongl y of such material · must be sustained. In the spirit of informing rather than threatening, it characteristic. The performance as a whole was one of exmust be added to all this, that if our efforts fail. treme technical competence, though, especially and the community declare itself barren, we will not even consider returning to the former at the beginning, lacking that spirit and virility JOHN'S is necessary to make a chamber music perfo rmance of this kind a success. The coordina- · tion of the artists was splendid, making the whole ensemble a beautifully harmonious entity: as a demonstration of sheer technical skill · it was probably without equal among the more recent concerts at this college. The interpretation , insofar as it is a part of the technical side, was just about _ n a par with the above. There o see ms to be little doubt that the Beethoven trio was the climax, with all three of the musicians rising to the occasion in a grand fash ion. Mr. Kahn at the piano took the show in the Mozart trio, where combined with his tremendous skill , he provided just the proper emphasis and expression. I have heard all three of the artists at one time or other, so I feel that a certain comparison can be made w ithout injustice . M r. Schneider still has not quite emanicipa ted himself from his subordinate role as second violinist of the Budapest String Quartet, and his performance, accordingly, was without the singing tone and aplomb required of a leading member of a chamber music group. Mr . Schneider 's great deficiency seemed to me to be in his playing of Mozart . Mozart , who had great love for the violin, endowed it with some of his most magnificent music. In this particular inst~nce , the violin is undoubtedly the domina n t instrument, and should sing clearly and brilliantly above the accompanying pi~no and 'cell o. Mr. Schneider failed to do this: he treated M ozart the way h e treated Haydn , fail1~g to change with the increased importance gi ven to his part by Mozart . I ca nnot help comparing Mr. Heifetz with the inim itable Mischa Schneider (also of the Budapest) . The most striking contrast is Schneider' s fiery enthusiasm, giving his instru-. ment the importance that is due to it. This unfor tunately was not the case with Mr. Heifetz, who soft playing , unnecessarily belittled his ow n importance in relation to the other members of th e group. His tone can be easily comp~red to Garbousova 's, but his performance was without her power . . I.f .there are any laurels to be handed to an y ind1v1dual member of the Trio, whose performance was co nsistently superb., both in itself and as a part of a whole, and had what was so sorely needed - spirit, they should go to Mr. Kahn. T he encore consisted of the scherzo from one ?Y COLLEGIAN Page 5 to roddyi know the thrill is beauty lost that this stagnant form might find which would itself doom passiveness and not know in rediscovery that it was changed and now was love JOHN CAMPBELL WAKE FIELD. of Mendelssohn's trios, where the enthusiasm worked up during the creditable performance had not worn off, so that it was carried off qtiite successfully. C.H. B. Broomseller - A Sketch Mr. Hook was driving towards town rather ai~less~y when he saw a blind man fumbling with his cane for the curb. The Institute for the Blind was about a mile or so away , and the blind man was walking in that direction . It was not much out of Mr. Hook's way, so he turned left and came to a stop next to the blind man . " Where you going? " " Four blocks down. " " Want a ride? " 'Well-sure.'' Mr . Hook opened the right front door and said , " Be careful. There's not much of a run ni ng board on these Chevvies. '' The blind man put his head down and shambled towards the car, holding his white cane out in front of him. He reached the car and started raising his feet in search of the door open mg. " You' re on the wrong side of the door.'' said Mr. Hook. " Oh , I see," mumbled the blind man, and he made his way around the door He put his rump on the seat and worked himself in with a worm-like motion. " Don't need the running- �Page 6 • ST. C 0 LL E GI A'N JOHN'S board," he laughed. "Yes, sir," he added, three now. Haven't been able to see the court"Just going down here four blocks. Little bee1 house clock since I was twenty, but"-here he place on the corner. Just took my girl homE fooked around the room and then in the direc(he was about sixty), and, you know, a fellow tion of the door-'· eleven years ago I could likes a little drink before turning in. Have you · have seen someone walk across the street out there. My wife could have walked across the ever been in there?'' street and I wouldn't have known it was her, "No," said Mr. Hook. "Nice place. Everybody knows me in there. but I would have known it was somebody. Now r can't see a thing .. There ain't a light in Yes sir. Never have to buy my own beer." ';Mind if I come in and have one with you?" here, brother. · No, sir, brother. There ain't a light in this place.'' asked Mr. Hook, as he stopped the car. His eyes, which looked normal, glanced "No, no. Glad to have you." It was a small place with a bar and black- around the room, not fixing on anything. Mr. Hook offered him a cigarette. The blind topped tables. There were about twenty men '. present, most of them in shirt sleeves, and three \ man fumbled about the package, and extracted or four middle-aged women. i one. Mr. Hook lit it for him, and asked him Mr. Hook and the blin·d man ·sat down at the ' what had been the trouble with his. eyes. bar. As.. the bartender approached the blind "Measles and scarlet fever," he said. "I man said. ''Hi, . Boris.'' spent seven weeks and seven hundred and ~fty "Hi, Herman. What'll it be tonight?" dollars at the University Hospital to get blmd. asked. Boris. I was all right till I went down there. They "'A bottle of beer,· just so long as it's cold." took my eyes right out and worked on them, '~I'll have one, too," said Mr. Hook. and I haven't seen a thing since." He licked his "Everybody in here calls me Herman," t.he toothless gums, and went on. '"They made a blind man explained with a rather sly gnn. damn broomseller out of me. "Yes. sir. · I know everybody that comes to "My family's all grown up and my wife' s this place.'.' . . been dead for three years now, so it's not so bad He heard· a woman talking in a -loud voice as if I had somebody to support. You know, at one· of the tables. He turned and yelled, none of my children had bad eyes except the last "Hi grammaw. Ain't seen you lat~ly,·:. h.e one. I had six girls. The last one was crossguff a wed. She turned briefly and said, ~i, eyed. Her mother was cross-eyed. too, you Herman," and then continued her conversation know. When the old lady was carryin' her, with her drinking companions. He turned to she told me she hoped it would take after her. Mr. Hook and explained, "Boris' mother-in- 'ca use the other five looked like me. Well, law." brother, it took after her all right; Cross-eyed "Why, you know, I was in here the other as hell." night and I didn't pay for a beer and I left the His cigarette had gone out, and he puffed on place with two dollars and eighty-five cents be- it several times. Mr. Hook asked him if he sides. People feel sorry for me, and they buy wanted a light. me beer and give me a little money. I don't " No thanks," the blind man said, ''I've got make much. Have to pay about fourteen or one.'' fifteen dollars a dozen for brooms. That mean<> "Well, " said Mr. Hook, standing up, " I haVL I aotta ask a dollar and sixty-five cents eJch, to meet someone, so I'll be on my way. So, and· then I only make about forty cents. " He I'll have to say good-night." shook his head and sighed. " And you know , "Can 't I buy you a beer?" asked the blind I can'.t get a job down at the Institute." man. "Why is that?" Mr. Hook asked. · "No thanks," said Mr. Hook, 'Tm a little "Well, I own my own home and my daugh- late now." He said good-night again, and ter helps me out. My girl friend, ·she 's blind, closed the door behind him. too. She lived there for eighteen years. Made W. E. H. forty dollars a month .. But they kicked her out .JOTZN'S COLLEGIAN iR _the 11·~ ~t'J.!:H 1 \':c~ to make room for somebody else. She was born SL.TllE ST .College. publi~hed every Friday offici~I 1it~tile .t(;d·~~e\lir John '~ dunn'.!' l~nt a~ ~eC'ond Octo?er ;[ilrch blind. Never saw a dall).n thing. I've only Po '-.r. Olnt·Pl' J'NI Anna pol", class mattPr.11nde1 1.ht•1,), .' 919_, " I at ~ln1·:·lnnrl 1 .Act ot . baen blind for eleven years myself. I'm sixty- :; . IH7!l. 1 _ . ,,, 1 , St. John's Collegian Vol. LVIII-No. 2 ANNAPOLIS, FRIDAY, JANUARY 19, 1945 The Mystery of Poetic "Creation" and "Providence" A mediaeval skeptic, John of Jaudun, after denying that there could be any philosophical proof of the creation of the world, concluded: ''Let it be added, that creation very seldom happens ; there has never bee:q but one, and that was a very long time ago." Mr. Mark Van Doren, in his lecture January 12th, told us that poetic "creation" happens only rarely. The outstanding cases cited-Homer, Dante, Shakespeare, and Cervantes-all were long ago. The real poet is the only man who can prove the existence of persons-or at least give us, by a kind of poetic grace, faith in their existence. The persons he "creates" seem to live, move, and will freely. The mystery of persons like Achilles and Quixote, Falstaff and Hamlet is analogous (however remotely) to that of persons made by God. A person is, as Haecker puts it, the point at which being is inaccessible light - inscrutable and inexhaustible by rational analysis. No abstract, allegorical interpretation can exhaust and completely express the poetic being of Sancho Panza or Beatrice. They are not ideological puppets or chessmen, but in some inexpressible way free creatures in whose existence the poet makes us believe. The poet is primarily a story-teller, but the stories he tells have a necessity which is not that of truth or artifice , but of fact. Even God, we are told, could not make the past to be other than it is. Analogously, the great poetic tales are seen by the poet to have happened in this way, and it i.s not within his power to change this poetic "past," and have it still as a living poetic vision. The poet's art is not so much an art of making, but of discovering facts, and relating them to us so that we believe them. From his stories we learn , not truth-for the mystery of his persons and of what has happened to them is not reduced by the poet to an abstract, universal formu la-, but we gain a certain vision of fact. Genuine poetry, then, for Mr. Van Doren, is a kind of "divine" art, and it is small wonder that Socrates considered it possession or frenzy, Price: 1Oc and other than knowledge. But poetic creation" and "providence" must raise problems at least faintly analogous to theological ones, though Mr. Van Doren did not explicitly make such analogies. Bad poetry, I gather from the lecture, is the product of artists who play the role of Calvinistic providences in their little, fictional worlds. They cannot " create," or disJ cover free men and make us believe in them. But how, indeed, can any finite power do this? Soren Kierkegaard once wrote: ''The greatest good which can be done to any being, greater than any end to which it can be created, is to make it free. In order to do this omnipotence is necessary. That will sound curious, since of all things omnipotence, so at least it would seem, should make things dependent. But if we rightly consider omnipotence, then clearly it must have the quality of so taking itself back in the very manifestation of its all-powerfulness that the results of this act of the omnipotent can be independent. That is why one man cannot make another man quite free, because the one who has the power is imprisoned within it and consequently always bears a false relation towards him whom he wishes to free. That is why there is a finite self-love in all finite power (talent and so forth). Omnipotence alone can take itself back while giving, and this relationship is nothing else but the independence of the recipient." Poetry, then, as an imitation of this true divine art which, out of infinite charity, makes and redeems free creatures, must be a poor thing, like all human works. But the free life and existential value which the shadowcreatures of great poetry do possess must come from either natural or supernatural charity in the poet. Poetic creation is the function of charity, rather than of philosophic knowledge. The vision which is ·proper to poetry is other than that of philosophy, for it is of "facts" rather than tru tbs. The creatures of poetry, since they are mysterious shadows of the human creatures of God, live in a world which is terrible and violent. Poetic heroes are both better and worse than men. They are not "trimmers. Poetry is a recognition of original sin, but the poet cannot pretend to cure it by his art. � 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. 6 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. LVIII No. 01 Title A name given to the resource St. John's Collegian, January 12, 1945 Date A point or period of time associated with an event in the lifecycle of the resource 1945-01-12 Description An account of the resource Vol. LVIII, No. 1 of the St. John's Collegian. Published on January 12, 1945. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/422e5dba2625b58470acf7cc45c4d9e8.pdf d564643e2fdb24f66685137780ccee2b PDF Text Text Page 6 •· s· T . J oH N · s coL L E G r A ·N board ," he laughed. " Yes , sir ," h e added , three now . Haven't been able to see the court" Just going down here four blocks. L~ttle bee1 house clock since I was twenty, but"-here he place on the corner. Just took my girl homE fooked around the room and then in the direc(he was about sixty), and, y~u k.now , a fellow tion of the door-''eleven years ago I could likes a little drink before turnmg m . Have you have seen someone walk across the street out ever been in there?" there . My wife could have walked across the " No, " said Mr. Hook . street and I wouldn't have known it was her, "Nice place. Everybody knows ·me in there. but I would have known it was somebody· Yes sir. Never have to buy my own beer. " Now r can ' t see a thing . . There ain ' t a light in ,;Mind if I come in and have one with you? " here, brother. No , sir, brother. There ain 't asked Mr. Hook, as he stopped the car. a light in this place.'' "No, no. Glad to have you ." H is eyes , which looked normal, glanced It was a small place with a bar and black- around the room , not fixing on anything . topped tables. There were about tw enty m en ; Mr. Hook offered him a cigarette. The blind present, most of them in sh ir t sleeves, a nd three ; ma n fumbled about the package, and extracted or four middle-aged women . i o ne. Mr. Hook lit it for him, and asked him Mr. Hook and the blind man ·sat do w n at the ' what had been the trouble with his . eyes. bar. As.. the l;>artender approached the blind " Measles and scarlet fever," he said. "I man said, "Hi, Boris. " . spent seven weeks and seven hundred and ~fty "Hi, Herman. What'll it be tonight? " ·I dollars at the University Hospital to get blmd. asked . Boris. I was all right till I went down there. They ·"A bottle of beer; just so long as it 's cold. " took my eyes right out and worked on them, ' ~I'll have one, too ," said Mr. Hook. and I haven 't seen a thing since." He licked his "Everybody in here calls me H erman ," ~he toothless gums, and went on. '" They made a blind man explained with a rather sly grm. damn broomseller out of me. "Yes. sir. · I know everybody that comes to "My family 's all grown up and my wife's this place. '' . . been dead for three years now, so it 's not so bad He heaid· a woman talking in a loud voice as if I had somebody to support. you know, at one· of the tables . He turned and yelled , none of my children had bad eyes except the last "Hi grammaw. Ain 't seen you lat~ly ,':, h.e one. I had six girls . The last one was cross1 • eyed. Her mother was cross-eyed. too , you guffawed. She turned briefly and said , Herman ," and then continued her conversation k now. When the old lady was carryin' her. with her drinking companions. H e turned to she told me she hoped it would take after her. Mr. Ho.Ok a nd explained , " Boris' mother-in- ' ca use the other fi ve l oo k ed l'k e me . W e11 . 1 law·" brother, it took after her all right; Cross-eyed "Why, you know, I was in h ere the other as hell.,, night and I didn ' t pay for a beer and I left the His cigarette had gone out, and he puffed on place with two dollars and eighty-five cents be- it several times. Mr. Hook asked him if he sides. Peopk feel sorry fo r me, and they buy wanted a light. me beer and give me a little mo ney . I don' t " No thanks, " the blind man said, ' 'I've got make much. Have to pay about fourte en or one.'' fifteen dollars a dozen for brooms. That meam " Well, ' said Mr . Hook, standing up , " I havL I aotta ask a dollar and six ty -five cents eJ ch , to meet someone, so I'll be on my way. So. and then I only make about forty cents. " He I'll have to say good-night." . shook his head and sighed. " And you know , " Can 't I buy you a beer?" asked the blind I can"t get a job down at the Insti tute." man . " Why is that? " Mr. Hook asked . · " No thanks,'' said Mr. Hook , 'Tm a little " Well, I own my own home and my daugh- late now." He said good-night again , and ter helps me out. My girl friend , ·she 's blind , closed the door behind him . too. She lived there for eighteen years. Made W. E. H. forty dollars a month . . But they kicked h er out to make room for somebody els~ . She was born blind. Never saw a dall)n th ing. I've only baen blind for eleven years myself. I' m sixty- !'1 St. John's Collegian Vol. L VIII-No. 2 ANNAPOLIS, FRIDAY, JANUARY 19, 1945 The Mystery of Poetic "Creation" and "Providence" A mediaeval skeptic, John of Jaudun, after denying that there could be any philosophical proof of the creation of the world, concluded: "Let it be added. that creation very seldom happens ; there has never bee!\ but one, and that was a very long time ago. " Mr. Mark Van Doren, in his lecture January 12th, told us that poetic "creation " happens only rarely. The outstanding cases cited-Homer, Dante, Shakespeare, and Cervantes-all were long ago. The real poet is the only man who can prove the existence of persons-or at least give us, by a kind of poetic grace, faith in their existence. The persons he " creates" seem to live, move, and will freely. The mystery of persons like Achilles and Quixote, Falstaff and Hamlet is analogous (however remotely) to that of persons made by God. A person is, as Haecker puts it, the point at which being is inaccessible light - inscrutable and inexhaustible by rational analysis. No abstract, allegorical interpretation can exhaust and completely express the poetic being of Sancho Panza or Beatrice. They are not ideological puppets or chessmen, but in some inexpressible way free creatures in whose existence the poet makes us believe. The poet is primarily a story-teller, but the stories he tells have a necessity which is not that of truth or artifice, but of fact. Even God, we are told, could not make the past to be other than it is . Analogously , the great poetic tales are seen by the poet to have happened in this way , and it is not within his power to change this poetic "past," and have it still as a living poetic vision. The poet 's art is not so much an art of making, but of discovering facts, ·and relating them to us so that we believe them. From his stories we learn, not truth-for the mystery of his persons and of what has happened to them is not reduced by the poet to an abstract, universal formula-, but we gain a certain vision of fact. Genuine poetry, then, for Mr. Van Doren, is a kind of " divine" art, and it is small wonder that Socrates considered it possession or frenzy, Price: 1Oc and other than knowledge. But poetic creation " and " providence" must raise problems at least faintly analogous to theological ones, though Mr. Van Doren did not explicit! y make such analogies. Bad poetry, I gather from the lecture, is the product of artists who play the role of Calvinistic providences in their little, fictional worlds. They cannot "create," or discover free men and make us believe in them. But how , indeed, can any fini1e power do this? Soren Kierkegaard once wrote: "The greatest good which can be done to any being, greater than any end to which it can be created, is to make it free. In order to do this omnipotence 1s necessary. That will sound curious, since of all things omnipotence, so at least it would seem, should make things dependent. But if we rightly consider omnipotence, then clearly it must have the quality of so taking itself back in the very manifestation of its all-powerfulness that the results of this act of the omnipotent can be independent. That is why one man cannot make another man quite free, because the one who has the power is imprisoned within it and consequently always bears a false relation towards him whom he wishes to free. That is why there is a finite self-love in all finite power (talent and so forth). Omnipotence alone can take itself back while giving, and this relationship is nothing else but the independence of the reop1ent . Poetry, then, as an imitation of this true divine art which, out of infinite charity, makes and redeems free creatures, must be a poor thing, like all human works. But the free life and existential value which the shadowcreatures of great poetry do possess must come from either natural or supernatural charity in the poet. Poetic creation is the function of charity, rather than of philosophic knowledge. The vision which is ·proper to poetry is other than that of philosophy, for it is of "facts" rather than truths . The creatures of poetry , since they are mysterious shadows of the human creatures of God, live in a world which is terrible and violent . Poetic heroes are both better and worse than men. They are not "trimmers. Poetry is a recognition of original sin, but the poet cannot pretend to cure it by his art. �Page 2 ST. JOHN'S If poetry is born of charity, it is not the same as Spinoza's "intellectual love " which destroys our passions. It was not clear from Mr. Van Doren' s lecture how poetry can purge us from pity and fear, and in a way liberate us from bondage. If the detachment of poetic vision is not that of the intellect, standing apart in judgment, and seeing the universal in the individual. might it not be the detachment of love? Its creatures are freed, and live, to the extent that the author loves them, and not himself. All genuine love is disinterested and detached. By poetic charity, there is effected a personal. perfecting remembrance of things past, projected into a kind of eternal now. But it cannot finally heal or redeem. A truly divine art is needed for that. -Leonard Eslick. Collateral Reading Among the many reasons which make me glad to have been born in England, one of the first is that I read Shakespeare in my mother tongue. If I try to imagine myself as one who cannot know him face to face, who hears him only speaking from afar, and that in accents which only through the laboring intelligence can touch the living soul. there comes upon me a sense of chill discouragement, of dreary deprivation. I am wont to think that I can read Homer, and assuredly, if any man enjoys him, it is I; but can I for a moment dream that Homer yields me all his music, that his word is to me as to him who walked by the Hellenic shore when Hellas lived? I know that there reaches me across ,the vast of time no more than a faint and broken echo; I know that it would be fainter still. but for its blending with those memories of youth which are as a glimmer of the world's primeval glory. Let every land have joy of its poet; for the poet is the land itself, all its greatness and its sweetness, all that incommunicable heritage for which men live and die. As I close the book, love and reverence possess me. Whether does my full heart ST. COLLEGIAN Three Songs from Lucifer Bound turn to the great Enchanter, or to the Island upon which he has laid his spell? I know not. I cannot think of them apart. In the love and reverence awakened by that voice of voices, Shakespeare and England are but one. I PRELUDE In the rotten vines a nightingale sings but I cannot hear the sound --George Gissing. Co-Op Love, I am afraid In the absence of a quorum at a general assembly of the' Student Employment Co-operative last Wednesday evening, the members pres- JOHN'S 1 ent acted as a nominating committee and named :The night will not leave but hangs from my flesh and screams Love, I am afraid the following members as candidates for election to the Board of Directors of the Co-op for the , remainder of this school year: G. Van Sant (Jr.), R. Jameson (Jr.), A. Davis (Soph.), T. Ernst (Soph.), W. John- I sleep but I cannot sleep for I thirst and I am afraid ston (Soph.), L. W. Smith (Soph.), K. Elmer (Fr.), R. Nichols (Fr.). Tell me how to come to thee, Love The bridge is hollow and the stream is dust Tell me, Love Five members are to be elected. A ballot will be mailed to all members in a day or so. It is to be marked and returned through the Intercollegiate mail, or given direc tly to Fulton or Novak of the retiring Board, before Monday, 8 P. M. Incorrectly marked ballots will be invalidated. According to the Constitution no more than three members are to come from any one class, and the Freshman class should have at least one representative. Ballots should be marked with this in mind. K. W. P. Casting for the King William Players production of "The Zeal of Thy House" by Dorothy Sayers, and directed by Mr. Landau, will be held on Tuesday, January 23rd, at seven P. M., on the top floor of Humphreys Hall. The interested are encouraged to attend. COLLEGIAN Page 3 In the burning stream I will wash my thighs. In the briny stream I will swim and rise. In the fountain stream I will drink of life. In a flood of fiesh the flowers die to the pulsing rhythm of the gadfiy. Cover the fleece with dew. Love. Do not leave me dry. III FINALE The night is going And through the fields The swallow hunts its mate And the mate hunts the swallow. -Tristram Campbell. Optimism::: I am afraid -Amado Nervo II 1 THE HARLOT'S SONG Hollow, hollow between my thighs the depthless sighs that ever leave me dry In yellow sheets I writhe and wait for a knock upon the door, the sound of silver on the floor, the lilting song of a troubador of sand that crumbles in my hand. Come, Love. Do not leave me dry. know not if the world be good . . I know not if the world be evil ; but I know that it is the form and expression of God Himself. through this, even by the influence of affliction or of the present, nothing in the low world extinguishes my tenacious optimism. . and I weep if I have any It is holy to weep. sorrow or pain; it is holy to laugh . . and I laugh if in my spirit there is light; but my forehead twists itself ever clean and serene, now it is brightened by the sun, or now it sweats ice on the cross. * Translated from the Spanish by Hugh Fitch. �Page 4 ST. JOHN'S Backcampus Last Tuesday, the ninth, the "King's Men" (Randall) beat Chase-Stone to the tun of 3417. Chase-Stone, although it appeared they had practiced, did not have the talent Randall displayed. Welch and Nelson were high scorers, having 13 and 15 points to their credit, respectively. The following day East and West tangled, East coming out on the short end of a 31-11 score. West lived up to all .advance expectations, outplaying the boys from East throughout the entire game. East', however, gave promise of showing forth later in the season . Matteson was high scorer with 16 points. On Friday the two losers of the previous games met, E.P. winning 28-21. The game was dull, neither team playing good basketball. Elliott proved his worth by scoring 14 points while Altizer pushed through 11 for Chase-Stone. This past Monday we saw one of the tightest games played this season , as far as score is concerned. Randall :finally came out on top, beating Paca-Carroll by a score of 29-26 . Nelson scored 13 for ·Randall while Bounds and Bene,dic.Uoope~ · in J 1 and 10, respectively for P.C. . Tuesday afternoon saw C.S. receive their third drubbing of the season at the hands ofW.~ .•. 34-14. . Matteson himself accounting for the·margiri of victory with 20 points to his credit. C.S., although a well drilled and organized team, has neither the talent or the experience to match a team such as W.P. East P. came through with a surprise victory over Paca-Carroll on Wednesday, 26-15. Elliott added 15 points to his total, again being top man in the scoring column. It has :been pleasing to see the large turnout for basketball and even though good basketball ~s n~t being played, the game itself is servmg its purpose and ·will continue to do so as long as the community continues to give its support. T..D. E. · Arts Birth of a Nation, the speciality of the Social Co-operative last Saturday, left us, we confess, with mixed feelings. It dealt with the Civil War and, more keenly, with the period directly following. This, unfortunately, seems still to be a pretty controversial matter ; and that it was ., COLLEGIAN not handled in a strictly documentary manner, 1 we can only regard as regrettable, in this case. All that might be expressive and true in its drama is perverted and well-nigh destroyed when its bias is revealed to us in the denouement. Melodrama rears its unfortunate countenance,. too, near the beginning and builds up . to a pomt at the end where the film seems to have degenerated almost entirely. Finally, dreamers that we are, we still retain the old notion that more was involved in the Reconstruction period than the final union of the North and South in defence of their common Aryan heritage. Some of the parts taken singly were very forceful, though ; and we must confess ' that we found the absence of sound a pleasant change from the type of war phonetics we've been accustomed to hear lately. Together Again (at The Circle) is reminiscent of the sort of stuff we used to see quite frequently in pre-war days; and we still can't see how it is possible for such a combination to be together again. The story, as nearly as we can make out, revolves around a French sculptor from New York (Charles Boyer) and the mayor of a small Vermont town · (Irene Dunne). There 's a lot of talk running through the whole thing about fate and omens and the like, which didn't go over very well with us, coming from Boyer as it did. Miss Dunne as the mayor of a Vermont town strained our credulity pretty much consistently throughout the picture: if she'd been mayor of a town in any other state we' d have felt a good deal better about the whole thing. Charles Coburn is in there, too, puttering around and playing the officious father-in-law in his own peerless style; R.K.O. will never get us to conceive of Coburn as an old Vermonter, though. Our Hearts Were Young and Gay (at The C apitol ) is a light bit. and probably highly entertaining for those who can remember the early 'Twenties and who are still amused by the vagaries of the fair sex. If you hurry down to The Republic you can still catch the first installment of Man hunt on Mystery Island which is something you'd bet· ter not miss. THE S'l.'. .JOHN'S COLLEGIAN is the official news or"an of St: !ohn's College. IJUblished every Friday during the ac~demic \ ea1. Enter ed as second class matter October 15. 1919, at the lost Office at Annapoli~. :Marvlaud under the Act of March '. ) . 1 8 7\:l. . ' St. Joh ns Collegian Vol. L VIII-No. 3 .ANNAPOLIS, FRIDAY, JANUARY 26, 1945 Things and Pictures Anyone who is looking for the fast time within the covers of Oresme' s Treatise on the Breadth of Forms is liable to be perplexed by the curious pictures he finds there and by the equally curious things that are said about them, as, for example, that they represent forms of uniform breadth, of uniformly non-uniform breadth, or of non-uniformly non-uniform breadth. He will probably think that the author is being either ironic or naive when he says in the ~rst sentence, "Here begins the very useful Treatise on the Breadth of Forms. " Mr. Klein's lecture of last Friday stands as testimony that the perplexity can be removed (or, at least, moved to the point at which it becomes genuine wonder) and also that the treatise is useful. Price: I Oc qualities such as whiteness or heat. These are q~alities. of bodies. The problem can also be raised with respect to qualities of the soul. Cer tain ~edieval theologians thought of_charity as a 9-uahty of the soul, and. held that charity admits of more or less. Peter Lombard said that since charity admits of more or less, there ar~ many distinct degrees (gradus) of charity. ~ther theologians tried .to find what makes the d1ff.erent degrees distinct. Thomas Aquinas ex plarned that the quantity of charity was not to be taken as dimensive quantity but rather as vi:tual quantity, .that one man's charity can be said to be gr~ater than another's <?n:l y in the sen~e that the rntensity (intensio) of the act by W:hich he l?ve~ Go~ is greater. Whatever sig~ificanc.e this discuss_ 0n might pave for theology, 1 1t provided Oresme with some of the m~re imi:orta~t terms of his treatise, such a~ gradus and mtensio formae. For what is· it useful? Oresme would say, "For understanding." But the meaning of this · Ores_ s. pictures. d? npt look like the things me' answer can be got only if we recall. first, that o f which t?ey are pictures: nevertheless, they Oresme was a Nominalist and. second , the really are pictures of those things, in the sense specific problems with which he was faced . For tl?at the~ aid in imagining those things. The the Nominalist ' s science was primarily about pKtures mvolve ~>nly points, lines, and planes. words and was very limited with respect to and so ~hey ~re pictures only of those things that things signified by words. Some Nominalists can be imagmed by means of points, lines, and had a religious motive for this position; they planies. There are two kinds of qualitative would say that God is so great that human forms that can be imagined in this way: ( 1) speech can say little about Him. Others were permanent and (2) transitive. Th~ redness of simply skeptical. The Nominalist Oresme unthe surface of an apple would, as pictured, be a derstands his pictures to be like words, i. e. to . permanent form. To picture it one would, first, be ~he means by which one understands things draw a straight line horizontally; this straight which are in themselves very hard to underline would be und_erstood to represent the surstand. f ~ce of the apple. The points on the straight . lme would represent the points on the apple's But what things do these pictures help us to Perpendiculars of different lengths understand? Or, on other words, what are th~ surface. specific problems that confront Oresme? These erected at those points would, then, represent difpr?blems all relate to quality. Aristotle had ferent degrees or different intensities of redness. said that, whereas quantities do not admit of Any motion would be a transitive form. In more or less, qualities do. A thing cannot be this. case the horizontal line would represent, not more or less two or three; and if it is of a ·certain a_ dis~ance, but a time, <rnd the points on that 11 nc mstants of time. If the motion were a mag~itude, it cannot, while remaining of that c~ange from less hot to mbre hot, the perpen definite magnitude, be more or less. But a thina while remaining white or hot, can become mo;~ diculars would stand for different degrees of er less white or hot, or be more or less white beat. If the motion were a locomotion the er hot ;:i.t some points than at others. The speed of which changes , the perpendiculars forms, then , with which Orcsme is concerned arc w o uld stand for different degrees of speed. � 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. LVIII No. 02 Title A name given to the resource St. John's Collegian, January 19, 1945 Date A point or period of time associated with an event in the lifecycle of the resource 1945-01-19 Description An account of the resource Vol. LVIII, No. 2 of the St. John's Collegian. Published on January 19, 1945. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf The Collegian