52 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ff7bfd4169bfe68641bb849521eb84b3.MP3 e26431b0eac6a9f2919d3c3b675c789c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:01:03 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 Speedy Achilles Description An account of the resource Audio recording of a lecture given by Tutor Emeritus Howard Fisher on April 9, 2025 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: “Galileo’s mathematical treatment of ‘speed’ perennially draws questions about both the validity and presuppositions of his argument. But perhaps we can make more sense of Galilean speed when we find in it traces of Homeric speed: the speed of ‘speedy Achilles.’ We may also find some Homeric grounding for an algebraic form of discourse exemplified by the Taylor Series—a form that moves uneasily between favoring being and favoring fact.” Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2025-04-09 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Galilei, Galileo, 1564-1642. Discorsi e dimostrazioni matematiche. Relation A related resource <span>https://digitalarchives.sjc.edu/items/show/8044</span> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_Speedy_Achilles_2025-04-09 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/da1f508026d92e2df9b586037d088a9f.pdf d5f566071fcda915ec4fa85c23ab5e68 PDF Text Text Telegraphy and Radiotelegraphy1 Howard J. Fisher Welcome, everyone, to this first of three talks on early radio technology. The talks are three in number because the history of radio communication may be said to fall into three periods. The first was the era of signaling, in which radio transmission was limited to the dots and dashes of Morse code; accordingly, this first talk will be on telegraphy and radiotelegraphy. The third period, which dates from about 1920, is that of transmission and reception of voice and sound; so that the final talk in this series will be on broadcast radio. Between these periods there appeared one magnificent invention, which alone made it possible to advance from the first era to the third. This was the vacuum tube, and that will be the topic of my next talk, to be given in April. Thus the three periods of radio development are more or less defined by three specific technologies. These bodies of knowledge and practice are highly interesting, both historically and in their own right; but I wish to pay special attention to what we might call their rhetoric—because each of them embodies, in its own way, an implicit image of electric current. Each of them implies a picture of electric current as some sort of motion; but they appear to paint with different palettes when they try to contend with what, exactly, is doing the moving. Let us begin by considering—or, for some of us, remembering 2—the telegraph. If you have ever made an electromagnet from a nail, a length of wire, and a battery, you have already constructed the heart of a potential telegraphy system. The telegraph “sounder,” on the left, is basically a pair of electromagnets; they pull down the pivoting bar when current flows through the coils, and the bar springs back when the current ceases; both the pull and the release make a distinctive click. The telegraph “key,” on the right, is 1 2 Lecture delivered at St. John’s College, Santa Fe, on 18 February 2026. Western Union sent its last telegram on January 27, 2006. �2 simply a switch that closes when the knob is pressed. (The shorting switch, marked with a red arrow, keeps the key closed when it is engaged; we will see in a moment why this is useful.) I have connected this battery and key to the sounder at the side of the room; you can hear it respond as I press the key: a short press for a dot, a long press for a dash. Does anyone here know Morse code? . . . I just sent “S J C”: dit dit dit for “S,” dit dah dah dah for “J,” dah dit dah dit for “C.” Here is a diagram of our wired connections. The battery and key are here at the table, the electromagnet is part of the sounder, and when the key is closed we have an unbroken pathway, which evidently transports electricity from the battery to the sounder, and back again. The “back again” element is crucial. If a break occurs anywhere in the path—whether in the red or the black wire in our drawing—the action will cease. We usually speak of this fact as showing the need for “a closed circuit.” The terminology we conventionally use to describe this system is revealing. We say that the wire is a “conductor,” and that a “current” of electricity “flows” through it. These are all, clearly, metaphorical terms, drawn from the behavior of water or other liquid. The metaphor portrays electricity as a mobile substance which, just like ordinary liquids, requires a source of motive power to maintain its flow. Can we be content with metaphorical imagery? Don’t we want a true image of electrical action? But I don’t see how we can escape metaphor. We cannot observe “electricity itself” (whatever that means); so it is impossible to speak “literally” about electricity, or to imagine it in any terms other than what we had previously gleaned from other realms of experience. But what we can do, and should, is to remember that our description is metaphorical—and that other metaphors may be possible, perhaps even preferable. Our telegraph system, in its present form, gives perfect expression to the fluid-flow metaphor by treating the wires as paths of circulation for electricity. But as familiar systems expand into new settings, new phenomena sometimes appear, which may not be easily accommodated by the received imagery. When that happens, alternative idioms of expression, images which might previously have seemed merely speculative or idiosyncratic, may perhaps take on new persuasive force. I think we will encounter an example of this, as our telegraphic system becomes more refined. �3 Now, with the apparatus I have assembled, I can send messages to you, but you cannot send back to me. We can fix that by adding a second key at your end and a second sounder at mine, like this: We might also want to add an extra battery, since we will be operating two sounders at once. Now I can send to you and you can send to me. As long as my key is closed, your key is what turns the current on and off; so I can receive the message you send; that was the purpose of the shorting switch I pointed out in our first slide. When it is time for you to receive, you keep your key closed; then my key controls the current, and you can receive the message I send. But a useful telegraph system must be capable of operating over greater distances than the length of a lecture hall! When the first railroad tracks were laid from Lamy Station to Santa Fe, in 1880, telegraph lines were strung along the right-of-way, a distance of some 17 miles. How would you adapt our telegraph system to that distance? Would you suspend the wires on poles, like this? That would work, of course; but it would involve twice as much wire, and nearly twice as much labor, as you really need. For the earth itself can serve as a conductor; in fact, over long distances it is often more effective than a wire would be. So instead of stringing both the red and blue wires on poles, as pictured here, connect the blue wires to the earth by driving a long copper rod into the ground at each station; like this: �4 Now our system seems complete. Is there any reason why it could not in principle be extended to greater and greater distances? True, we find that longer distances require additional batteries; but that presents no great challenge. We understand that the wire in some measure resists the flow of current even while conducting it. Longer distances therefore represent more resistance, and that is overcome by using more batteries—sometimes by simply adding to the ones already in use; but more often by another technique, which I want to take note of here because the same principle will come up later in another connection. To produce a clearly audible signal, a telegraph sounder requires a fairly strong current; mine needs a current of about 375 milliamperes for reliable operation. But the currents which could realistically be maintained in a telegraph wire hundreds of miles long were typically only about one-eighth of this. How then, with a such a small current, could the sounder be activated? That problem was solved by the relay: this is an electromagneti- cally operated switch that requires only a weak current to turn it on. As you see here, the incoming current energizes the relay’s electromagnet and closes the red contacts. Once these contacts are closed, a much stronger current from the batteries can pass and activate the sounder. It is as though the weak current were able to do the job of a much stronger current. Although telegraphers sometimes spoke of this arrangement as “magnifying” the incoming current, you can see that such a description is misleading. The relay cannot “magnify” anything; it is a control mechanism, not a transforming one. It does not alter the incoming current, but only enables it to trigger a more powerful one. With this latest development, it seems that the only barrier to unlimited expansion of our telegraphic system is the ocean: you can’t erect telegraph poles in the middle of the deep blue sea! But poles would be unnecessary if a telegraph wire could be laid directly on the seabed itself. In 1850 a telegraph cable was indeed laid along the floor of the English Channel. The �5 first successful transatlantic cable was achieved in 1865. 3 But not only were undersea cables enormously expensive, their transmission speeds proved to be extremely slow compared to overland telegraph lines; let’s try to see why. The 1865 transatlantic cable ran 2900 miles from the west coast of Ireland to the shores of Nova Scotia. As we just saw, distance in itself is not a novel problem. 2900 miles happens also to be the distance between New York and San Francisco; and that mileage had already been covered with the completion of the transcontinental telegraph line in 1861. But overland wires are surrounded by air. What happens to such a wire when it is surrounded by seawater? The 1865 cable is reported 4 to have contained a central conductor of about 64 thousandths of an inch in diameter, surrounded by gutta-percha insulation to a diameter of 3/8 of an inch. Then the wire proper will have had a circumference of .204 inches. The cable was 2900 miles long, or 183 million, 744 thousand inches; so the outer surface of the conductor would have had area of nearly 37 million, 484 thousand square inches. This means that more than 37 million square inches of copper was separated by a little over 1/8 inch from an equal surface of excellently-conducting saltwater. What do we have when these two conductive surfaces are separated by a thin layer of insulating material? We have the equivalent of a gigantic Leyden jar. 5 3 4 An earlier cable, the first, carried its inaugural message in 1858 but failed within three weeks. Bright, Charles, The Story of the Atlantic Cable (1903), pp. 46, 52. 5 Faraday observed behavior similar to that of the Leyden jar when very long wires were buried in the earth. See Faraday, Michael, “On Subterraneous Electro-Telegraph Wires,” Philosophical Magazine, June 1854. �6 Imagine what would happen if we added such an enormous Leyden jar to our telegraphic line between Lamy and Santa Fe: For simplicity, we’ll consider only a one-way system, with a single battery. When the key is closed, current flows to the Leyden jar as well as to the sounder; the jar becomes charged, and the sounder clicks as its electromagnet is energized. But when the key is released, the Leyden jar will still be charged. It will then discharge through the sounder, keeping the electromagnet energized until discharge is complete. This means that after the key is released, there will be a delay before the sounder is released. If the key operator sent a “dot,” the receiving operator might hear a “dash!” We can mimic this effect. Here I have connected the sounder normally; you can see it respond faithfully when I tap “dots” and “dashes” on the key. Next I will connect a capacitor—the modern equivalent of a Leyden jar— across the sounder’s terminals to represent the result of submerging the cable. The capacitor is only about an inch in diameter; nevertheless it is electrically equivalent to many millions of Leyden jars! Let’s see how the �7 sounder responds . . . Did you notice how sluggishly the sounder’s armature released? When I tried to send “S J C,” the sounder quickly became paralyzed, and the message was completely garbled. The only way to avoid confusion is for the key operator to allow time for the jar to discharge between each “key up” and the next “key down.” But this requires sending very slowly. The 1865 undersea cable could not carry more than about 8 words per minute. 6 By comparison, skilled landline telegraphers were expected to send and receive between 20 and 40 words per minute; while the lines themselves could support speeds three times as fast using automated sending and receiving apparatus. The problem, then, with an undersea cable is not the cable but the sea! But doesn’t that cast serious doubt on the imagery of electric current as a species of flow, with the telegraph wire as its channel or conduit? For the performance of a pipe or channel is ordinarily determined by the conditions inside it, not the conditions outside it. To take only the most naive example, water flowing through a pipe is majestically indifferent as to whether that pipe is suspended in air, lying on the ground, or buried in the earth—in stark contrast to the submarine cable’s susceptibility to its environment. Moreover, if a telegraph cable immersed in saltwater behaves conspicuously like a Leyden jar, then surely the same cable suspended in air must likewise act like a Leyden jar—but merely to a lesser extent. How, then, can any realistic image of electric current privilege a supposed process of “flow” within the wire, while excluding any representation of the conditions surrounding the wire? Yet that is just what the conventional “flow” image does. Faraday, in his Eleventh and Twelfth Series, especially, found that for purposes of understanding the Leyden jar, an image of electrification that emphasized tension in the surrounding dielectric was far more fruitful than was the image of electricity as residing in or on a conductor. A more Faradayan account of our telegraph system might proceed like this: 6 Even this was a vast improvement over the first, 1858, cable, which required 16 hours to transmit a 98-word message from Queen Victoria to President James Buchanan—a speed of 1/10 word per minute! �8 The telegraph key has just sent a single “dot”—a short pulse. While the key was closed, the battery began to impose tension between the left end of the wire and ground. That tension spread to the right as each region affected the adjacent region. Similarly, when the key was opened, tension at the wire’s end returned to zero; and this condition too propagated to the right from region to region. The result is a zone of tension that has moved from the telegraph key about halfway to the first telegraph pole. A moment later, that zone of tension will have moved just beyond the first telegraph pole... And from that point nearly to the second pole... Finally it will approach the telegraph sounder; and when it reaches that device, the tension will discharge in the sounder’s coils, developing the momentary magnetic field which attracts the armature, thus signaling that a “dot” has been received. Let us view these images as a sequence, to give a better sense of how this wave of tension—for it is a wave—travels. Notice that while the wave may be said to be guided by the telegraph wire and the �9 earth; it is not travelling through either of them. It is traveling through space. You see how the behavior of the transatlantic cable is far more concordant with Faraday’s “tension” image than with the image of flow through a wire. Moreover, by acknowledging the relevance of action outside the wire Faraday’s image provides a more natural rhetorical context for the phenomena encountered in submarine cables. But I would not wish to argue that either image is the “true” one. Both of them bear a metaphorical stamp, in that both work to render unfamiliar phenomena in familiar terms. Returning, then, to the telegraphic predicament, I had suggested earlier that the problem was not the cable but its submersion in the sea. On the other hand, inasmuch as there is no way to suspend a cable above the sea, from a practical point of view the problem was the cable; and the solution would be to eliminate the cable altogether. 7 But how is that possible? Indeed, it is not possible if electric current is essentially flow through a wire, as the conventional image represents it; for then a wire will be indispensable. But if current is essentially a wave of tension, new possibilities for transmission would seem to open up, in imagination if nothing else. I am not sure to what extent Faraday actually contemplated the idea of “separating the current from the wire,” so to speak, though some of his later writings are highly suggestive. 8 But Maxwell certainly did—and largely on the basis of Faraday’s views on the nature of conduction. As juniors will see for themselves later in the semester, Maxwell’s theory implies that every electric current necessarily generates an electromagnetic wave—and although currents cannot travel without wires, electromagnetic waves travel in space. Maxwell’s calculations provided compelling reasons for him to believe that light was an electromagnetic wave, but he did not conjecture whether there might be other kinds of electromagnetic waves, nor whether such waves could be produced in practice by electrical means. That achievement—the generation of electromagnetic waves—was accomplished by Heinrich Hertz in 1888. By no means, of course, have submarine communication cables been abandoned! Dramatic improvements have resulted from the use of better insulation, inline repeaters, and, since about the 1980s, transition from electrical to optical cables. 7 8 See, for example, “Thoughts on Ray-Vibrations,” Experimental Researches in Electricity, vol. III, p. 447; “On Subterraneous Electro-Telegraph Wires,” ibid., p. 521; “On Electric Induction— Associated cases of current and Static Effects,” Phil. Mag, Series 4, vol. 7, no. 44 (March 1854), p. 197. �10 Hertz’s apparatus is shown in this haunting photograph—taken, I believe, by Hertz himself. The pair of long rods with large globes at their ends form the radiating structure—what we now call the “antenna.” 9 The large coil at the far left end of the bench produced pulses of very high voltage which discharged through the spark gap at the center of the rod pair, and so initiated in them a rapidly oscillating current. Although a spark discharge inherently produces waves exhibiting a huge range of frequencies, Hertz’s rods and spheres were sized to favor waves having a length of about 6 meters and a frequency of about 50 million cycles per second. Hertz demonstrated the existence of these waves by showing their effect on a separate wire loop, interrupted by a spark gap of its own; here is Hertz’s diagram. 10 Whenever the main apparatus sparked, a discernable spark developed across the gap at M, even when the loop was held twenty or thirty feet away, thus demonstrating that the waves were indeed traveling through the air. Antenna—Latin term for sailyard, yardarm; later (15th cent.) the long protruding “feeler” of an insect—became the accepted name for such a radiator by 1902. 9 10 Redrawn from Hertz, Electric Waves (1893). �11 Hertz’s apparatus could not transmit waves over distances useful for practical communication. Nor had Hertz harbored any such intention; his interest was in confirming Maxwell’s electromagnetic theory. But a young Guglielmo Marconi saw these “Hertzian waves,” as they were then called, as a potential means of wireless communication. Instead of turning an electric current on and off in short and long pulses, it was only necessary to turn the spark generator on and off. Pulses of electromagnetic waves would then carry messages in the same form as landline telegraphy did; but it would be wireless telegraphy. Marconi began experimenting with his own wave apparatus in 1894; he succeeded in transmitting over distances that gradually increased from one-half mile, to 10 miles in 1897, across the English Channel in 1898, and in 1899 to a vessel at sea 66 miles away. 11 A few years ago I made a spark transmitter from old automotive ignition parts; I even tried to imitate Hertz’s antenna: The two copper sheets correspond to Hertz’s globes, while the brass spheres at the center form the spark gap. The two cylindrical objects are a pair of automotive ignition coils, wired back-to-back. They take the place of Hertz’s enormous induction coil. Here is the transmitter in operation . . . The buzzing sound you heard is a set of contacts in the battery circuit; each time they open, a spark is generated. With the aid of this Hertzian memorial, Mr. Franks and I were able to send a signal from the portico of Weigle Hall to his office in ESL—a magnificent range of one hundred twenty feet! The wave produced by this series of sparks is, accordingly, a series of wave pulses. A new pulse is produced each time the buzzer contacts open— in my transmitter that is about 500 times per second. But each pulse itself oscillates at a frequency of roughly 50 million times per second, and it also decays slightly in amplitude. So if I hold down the transmitter key for the 11 Largely because of Marconi’s single-minded pursuit of wireless telegraphy, it is his name that is most prominently associated with its development; but Marconi was by no means the sole originator. In the year when Marconi began his experiments Oliver Lodge, already a scientific luminary, would introduce the “syntonic” (tuned) transmitter in a memorial lecture on Hertz (Royal Institution, June 1894) and transmit wireless Morse messages between two Oxford University buildings (British Association meeting, August 1894). �12 length of one “dash” (about a third of a second) it produces a wave shape like the one drawn at the top of this slide. A Morse “dot,” which should be about a third of the length of a dash, is drawn at the bottom. With the steady growth of wireless range it seemed inevitable that wireless transmission would eventually extend from continent to continent; it was only a matter of commandeering more electric power for the spark and building more efficient radiating and receiving structures. But the intermittent character of the spark wave was a serious impediment to transmission power. As the slide shows, only about 50% of the transmission time was actually occupied by a wave! This is deplorably inefficient, and various methods were developed to make the radiated wave more nearly continuous. One of them utilized a Leyden jar and a coil, like the ones highlighted on the right, to prolong oscillations in the antenna. Instead of the intermittent pulses generated by the earliest transmitters, this and other improvements resulted in a wave that was nearly continuous, so that Morse “dashes” and “dots” had waveshapes like these: But even with the greater efficiency obtained with improved wave continuity, the power needed for long-distance wireless transmission was �13 far greater than any battery could supply. Marconi’s most powerful transmitters employed steam-powered electric generators like these: 12 As you might imagine, the sparks produced by such enormous machines were distressingly noisy. The residents near one installation 13 complained that the sound of the spark could be heard four miles downwind of the station! The radiating and receiving antenna structures likewise grew in scale and complexity, as more and more came to be known about the behavior of electromagnetic waves. Here are two of Marconi’s transatlantic antenna arrays, the one on the left was located in Nova Scotia, Canada; the one on the right was constructed in Cornwall, England around 1902. But successful reception of the transmitted electromagnetic wave was not, in itself, sufficient to establish communication; the recipient had to know that it was received! The wave had to be detected. How was this to be achieved? When an electromagnetic wave is intercepted by a conductor, an electric current tends to develop in it. Roughly speaking, a conductor will develop a current insofar as it is parallel to the incoming electric field, or perpendicular to the incoming magnetic field. (Recall that Faraday had shown, long before, that a conductor tends to develop a current when it 12 13 Bucher, Elmer. Practical Wireless Telegraphy (1917), p. 295. South Wellfleet, Mass. See https://www.nps.gov/caco/learn/historyculture/marconi.htm �14 “cuts” lines of magnetic force.) Any phenomenon associated with this current will, therefore, signal the reception of an electromagnetic wave. So long as Hertz’s wire loop was within a few dozen feet of the transmitter, the currents that developed in it were strong enough to produce a spark, though a very feeble one (Hertz had to darken the room and use a magnifying lens to see it). But the currents that would develop in a far distant conductor—even in a sophisticated and elaborate array like the ones shown here—would be incomparably weaker. A far more sensitive indicator would be required to discern them. Numerous such indicators were contrived, several of them truly ingenious; but most were either too delicate or too slow for practical use. The first device to gain widespread adoption was one whose operation no one really understood. This was the “coherer,” widely credited in principle to the French physicist Édouard Branly, although many other investigators, including Marconi, contributed to its practical utility. On the left is one of Marconi’s coherers; and on the right you see how it would have been incorporated in an actual wireless receiver, mounted in a mechanism I will explain in a moment. The coherer itself is a length of glass tubing fitted with two electrodes, the space between them filled loosely with metal filings. Although metals are generally good conductors, tiny shards of metal do not contact one another very well, so the coherer does not readily conduct an electric current. But in the presence of a high-frequency electromagnetic wave the metal filings mysteriously “cohere”—hence the name—and the device becomes suddenly conductive. We can see the “cohering” behavior using little more than a heap of metallic spheres. 14 I have squeezed about a dozen four-inch squares of This was one of Branly’s early versions; see Fleming, J. A., Principles of Electric Wave Telegraphy and Telephony, 3rd ed. (1916), p. 478. My version is adapted from a YouTube video whose presenter identifies himself only as “Mr. Whibley”: look for https://youtu.be/ESgoNEH__E8?si=Xw5a7Zzmhb8Q5G6Y—truly a little gem. 14 �15 aluminum foil into spheres about one-half inch in diameter and placed them loosely in the glass beaker. Strips of foil taped to opposite sides of the beaker connect the pile of spheres in the circuit of a battery and flashlight bulb. As you see, the bulb is not lit, even though aluminum is a good conductor. Evidently the loose contact between the spheres cannot pass enough current to light the bulb. But we know from Hertz that an electric spark generates electromagnetic waves. This battery-operated stove lighter generates a series of electric sparks when I press the trigger; it’s what I use to light my propane stove at home. In a wireless telegraphy receiver, the incoming electromagnetic wave would have been routed to the coherer by means of a wire from the antenna; but since my sparker is only a few feet away, we need no special conductor. See? When the discharge occurs, the pile of spheres suddenly becomes conductive, and the lamp lights. But you can also see the great deficiency of this device: it remains conductive, and the lamp stays lit, even after the spark �16 and its radiated wave have ceased. It cannot distinguish a dot from a dash; indeed, so long as it remains conductive it will not be able to detect the arrival of a subsequent pulse, whether dot or dash. What seems to be happening is that the sudden spike of electromagnetic disturbance generates tiny sparks between the foil surfaces, which momentarily raise the temperature at the discharge points sufficiently high to weld the spheres together. But notice that when I give the cup a sharp tap, the current ceases. Evidently a slight disturbance is enough to break the tiny bonds—today they are called “microwelds”—between the foil spheres. Such was the purpose of the elaborate mechanism in which the coherer was typically mounted. The moment Marconi’s coherer became conductive, it passed a current through an electromagnet; this in turn caused a steel tapper to strike the glass tube and “de-cohere” the particles, opening the circuit. The tapper would immediately spring back; and if the received pulse had been a short “dot,” the coherer would now be ready to receive the next pulse. If, however, the pulse had been a long “dash,” the wave would still be present; the particles would cohere again, the tapper would strike the glass once more; and this process would repeat, and the tapping would continue, until the cessation of the “dash.” This principle—the “switch that turns itself off”—is the principle of the electric buzzer, and when the decoherer was in operation it created a similar buzzing sound. 15 The coherer was, however, far from satisfactory. One engineer complained, “It was publicized as wonderful, and it was—wonderfully erratic and bad. It would not work when it should, and it worked overtime when it should not have.” 16 Another described it as “the bête noir of radiotelegraphy,” since it could not reliably distinguish between “legitimate signals, static disturbances, a slipping trolley several blocks away, and even This “buzzer” style of decoherer was only one of many methods that were developed to enable the coherer to control an indicator, or even a recorder. 15 16 Robert Marriott, quoted in Lewis Coe, Wireless Radio, A History, 2nd ed. (2006), p. 6. �17 the turning on and off of electric lights in the building.” 17 But perhaps the most serious deficiency was its sluggishness; the coherer’s cumbersome tapping mechanism limited reception to about 12 or 15 words per minute— barely a third of the standard for landline telegraphers. Still, even with these limitations, the coherer was a tremendous advance over Hertz’s spark detector, because it acted indirectly. Let me explain what I mean by this. The spark Hertz observed in his wire loop detector was the direct manifestation of the current induced in it by the intercepted electromagnetic wave. Nothing intervened between the current and the spark; indeed, from Faraday’s point of view, the current was the spark. Necessarily, then, the perceptible indication of the electromagnetic wave could be no more energetic than was the received wave itself. The coherer, by contrast, allows a weak incoming current to trigger a separate and much stronger current— the same principle we saw earlier in the telegraphic relay, only effected by different means. The relay used electromagnetic attraction to close a switch mechanically, thus completing a battery circuit. In the coherer, heat from tiny sparks creates microscopic welds between the metal shards; it completes the battery circuit by fusing conductive fragments together. The coherer, like the relay, makes possible a much more pronounced effect than the wave itself would have been able to produce; and since the wave-current only triggers the current which produces the sensible outcome, I call the coherer an indirect detector. Notice that the crucial element in the operation of the coherer is production of heat; everything else depends on that. But until about twenty years ago, when research finally confirmed it, 18 the role played by heat in the operation of the coherer could at best be only surmised. Nevertheless, to G. W. Pickard, “How I Invented the Crystal Detector,” Electrical Experimenter (August 1919), p. 325. 17 18 Falcon, Eric; Castaing, Bernard. "Electrical conductivity in granular media and Branly's coherer: A simple experiment," American Journal of Physics 73 (4): 302–307 (2005). �18 early twentieth-century investigators, explanations based on heat would have seemed the most reasonable and natural among the available candidates. We find a striking example of this in the work of G. W. Pickard, an American engineer. In 1902 Pickard was experimenting with the detector shown here on the left, a sewing needle laid across two carbon supports; and perhaps because it involved loose contact between conducting bodies, Pickard thought of his detector as a type of coherer. In contrast to Marconi’s coherer, though, this one was self-restoring; it did not need to be tapped after each received pulse. Nevertheless, Pickard was using it just as he would have employed an ordinary Marconi coherer: the detector was connected to a set of batteries, so that when it became conductive in the presence of an electromagnetic wave, the resulting rush of current from the batteries would produce a distinctive clicking sound in a Bell-style telephone earpiece, pictured on the right. Pickard’s great discovery occurred when he accidentally disconnected the batteries, yet continued to hear clicks in the earpiece whenever a wave pulse was received at the antenna. But with the batteries disconnected, the only source of electrical energy was the current from the antenna. Pickard was astonished to realize that the telephone diaphragm was being operated solely by the energy of the receive[d] signals. 19 What was astonishing about this? I’m guessing here, because Pickard did not say very much more about the course of his thinking. But everyone knew, and he would have known, that the current coming directly from the antenna should have been incapable of activating the telephone. G. W. Pickard, “How I Invented the Crystal Detector,” Electrical Experimenter (August 1919). Emphasis in the original. 19 �19 Let us understand why this is so. Remember that every wave has an oscillatory or, we might say, alternating character. For example, when we send a wave along one of our Bell wave machines, the wave itself travels horizontally; but every point on it moves vertically—alternating between motion up and motion down. Here is a clip from a 1959 instructional film; the presenter is John Shive, who invented the Bell wave device. Keep your eye on any of the crossbars, and notice their alternating up-and-down displacement. A vertical red line will assist you in this. Analogously, each of the components of an electromagnetic wave—the electric field and the magnetic field—undergoes a similar alternation between positive and negative. Maxwell depicted that alternation in this drawing; it is Figure 66 from his Treatise on Electricity and Magnetism. When the incoming electromagnetic wave is intercepted by the receiving antenna of a radiotelegraphy station, the alternating fields induce an alternating current. What happens, then, if this current is sent directly to a telephone receiver? The Bell telephone earpiece of 1900 (and they really haven’t changed all that much, even today) consists of a permanent magnet, shown here in blue, and a coil and a flexible steel diaphragm, shown in red. The diaphragm, �20 being attracted to the magnet, is permanently deflected in the magnet’s direction. But when an alternating current is sent through the coil, the coil’s magnetic field will alternately reinforce and oppose the magnet’s field. As a result, the diaphragm will be deflected now more, and now less; it will attempt to vibrate with the frequency at which the current alternates. But this frequency would have been in excess of hundreds of thousands of vibrations per second, for that was typical of the electromagnetic waves used in radiotelegraphy. No telephone diaphragm could sustain such rapid vibrations; and even had it done so, Pickard could never have heard them! For the limit of human hearing is at best about twenty thousand vibrations per second. What Pickard did hear in the earpiece was a sequence of clicks. What kind of current would cause that? The same kind of current that produced the clicks in our telegraph sounder earlier: a steady current—what we now call a direct current—turning on and off. Just as with the sounder’s armature, the telephone’s diaphragm is pulled towards the magnet when the current is on, then released when the current is off. Here I have an actual Bell receiver mechanism from about 1915; listen in the following video as I repeatedly connect, then disconnect, a battery. In the video I have amplified the sound considerably, and you can also see the diaphragm moving in and out. Here, then, is the problem. Pickard’s antenna was sending an alternating current to the detector—but the telephone was receiving a direct current from the detector! The detector, then, must either be transforming an alternating current into a direct current, or it must be replacing one current with the other. Pickard assumed the second option: replacement rather than transformation. We know this because in his patent certificate of 1906 20 he states: The energy of the received oscillations is converted into heat at the .. . junction.. .. This heat energy is then, according to this invention, regenerated or converted into a direct electric current. 20 U.S. Patent no. 836,531 issued November 20, 1906. �21 Pickard is asserting that the process has two stages: first, the alternating current produces heat; next, the heated junction between two dissimilar materials produces a direct current. Both of these phenomena were well known. Electrical production of heat had been described by Joule in 1840, and the thermal generation of electricity—Faraday called it “thermoelectricity” in his Third Series—was discovered by Seebeck in 1821. On what basis did Pickard offer this interpretation?—or, rather, this conjecture, since as far as I know, there existed at that time no research confirming the idea that heat was really involved. I think his word “regenerated” is telling. In the absence of a clear picture of electric current, he cannot think of “current” as a thing capable of being wrought from a serpentine profile, like this: into a rectilinear profile, like this: Current, for him, does not seem to be the sort of thing that can be fashioned “as clay in the hands of the potter.” 21 Without a clear picture of its nature, electric current can only be conceived as a manifestation of the power that generates it; the only way it can change its character, therefore, is to perish in one form, then be re-generated in another. Pickard’s attempt to avoid the idea of “transformation” would prove to be mistaken. His device actually does transform the current as such—not by converting it to heat and back again, but by a different process altogether. 21 Jeremiah 18:6 �22 That process would finally reveal itself with the advent of the vacuum tube. That invention will be the topic of my talk in April, and I hope many of you will be able to come. The vacuum tube would not only address the problem of wave detection in a much improved way, it would make possible sweeping advances in the production and transmission of electromagnetic waves. It would, above all, enable electromagnetic waves to convey sound—giving rise to the fascinating technology we now call “radio.” Additionally, the vacuum tube will raise anew, and perhaps in a more visualizable form, our former question, that of the nature of electric current. I hope you will join me for that discussion. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. 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 pdf Page numeration Number of pages in the original item. 22 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Telegraphy and Radiotelegraphy Description An account of the resource Transcript of a lecture given by tutor emeritus Howard Fisher on February 18, 2026 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Overland telegraph technology implicitly embodied a familiar image of electricity as being a mobile substance confined to conductors. But phenomena encountered in undersea telegraph cables presented a competing image, one far more suggestive of Faraday’s image of tension in a dielectric. Subsequent production of electromagnetic waves could be seen as the ultimate practical expression of Faraday’s 'tension' image. But if they were to serve as a communications medium, electromagnetic waves had not only to be produced but be detected; and although various detecting mechanisms were developed, their operation was mysterious: the received images of electric current appeared to provide little clarity." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2026-02-18 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_Telegraphy_and_Radiotelegraphy_2026-02-18 Subject The topic of the resource Telegraph, Wireless https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8e07564ce859ce793c39feff1cef8485.MP3 01d16688fdde8b3ede0f9d07fc0f8bce Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:54:32 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Telegraphy and Radiotelegraphy Description An account of the resource Audio recording of a lecture given by tutor emeritus Howard Fisher on February 18, 2026 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Overland telegraph technology implicitly embodied a familiar image of electricity as being a mobile substance confined to conductors. But phenomena encountered in undersea telegraph cables presented a competing image, one far more suggestive of Faraday’s image of tension in a dielectric. Subsequent production of electromagnetic waves could be seen as the ultimate practical expression of Faraday’s 'tension' image. But if they were to serve as a communications medium, electromagnetic waves had not only to be produced but be detected; and although various detecting mechanisms were developed, their operation was mysterious: the received images of electric current appeared to provide little clarity." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2026-02-18 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Telegraph, Wireless Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/8163">https://digitalarchives.sjc.edu/items/show/8163</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_Telegraphy_and_Radiotelegraphy_audio_2026-02-18 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a1c5f0ffcdc4279e8be3c202431eedcf.pdf 0495d614641a49be958fc447b3e122c9 PDF Text Text The Vacuum Tube 1 Howard J.Fisher Good afternoon, everyone, and thank you for coming to this second of three lectures on early radio technology. Our topic is the vacuum tube—I chose the two examples on display here for their large size, which allows us to see their construction. The vacuum tube made possible the age of radio—that is, wireless transmission and broadcast of sound—as opposed to radiotelegraphy, which was limited to sending wireless messages in the dots and dashes of Morse code. What did the vacuum tube do, that made it such a consequential device? And what are the principles of its operation? The vacuum tube finds its beginnings in Edison’s light bulb. Here is one of Edison’s later designs. The hair-like filament is heated to incandescence by a strong electric current, producing a very creditable glow, as you see here. But at temperatures high enough to achieve incandescence, almost any filament material would soon burn up in the presence of air; the glass bulb therefore had to be evacuated. Edison’s light bulb was by no means the first. Earlier researchers had crafted similar incandescent devices; but the limited capability of early vacuum pumps achieved only mediocre vacuums, in which the glowing elements would burn up quickly. Edison benefited from the development of highly effective pumps such as Sprengel’s and Geissler’s, which could achieve pressures as low as a tenth of a millimeter of mercury. 2 The ability to obtain such low pressures enabled Edison to develop by 1880 a carbonized bamboo filament capable of lasting hundreds of hours; but very soon another difficulty emerged. Early versions of this filament tended to throw off some of their carbon, which would then be deposited on the interior of the glass, gradually blackening it, which, of course, defeated the very purpose of a lighting device. This lecture was given 15 April 2026 at St. John’s College, Santa Fe. It is the second of a series of three talks on early radio technology. 1 2 Andrade, E. N. da C. (1953). "The history of the vacuum pump." Vacuum 9 (1): 41–47. �2 Interestingly, though, the pattern of carbon deposit was not uniform. Edison noted a peculiar “reverse shadow” of the filament—a line of less darkening, as you can see in the photograph on the left. 3 Curiously, this lighter line appeared only on the side of the bulb adjacent to the positive arm of the filament—the line labeled bb in the diagram on the right. For, indeed, there was a definite positive and a definite negative arm of the filament, as the diagram indicates. That is because Edison powered his lamp with direct current, for which the positive extremity of the source remains positive, and the negative remains negative, throughout the current’s duration. In contrast, the common household current of today is alternating current, in which the positive and negative polarities exchange places 60 times each second. Evidently, in Edison’s bulb, many of the carbon particles traveling in the direction from negative to positive were being blocked before reaching the glass, but particles traveling in the opposite direction were not so impeded. What could cause this asymmetry? Well, if the carbon particles escaping from the filament carried a negative charge, then at least some of the particles originating from the negative arm of the filament would be attracted by the positive arm and might be captured by it before reaching the glass, while those escaping from the positive arm would be repelled from the negative arm; they would be less susceptible to capture and would continue beyond it, and would at last deposit themselves on the glass. But did these roving carbon particles carry an electric charge? Edison investigated that question by mounting a metal plate between the filament arms, as shown in this photograph. On their way from the negative arm to the positive, some particles, at least, would presumably strike the plate and give up their charge to it. Then, if that plate were connected back to the filament, the circulating charge would constitute a 3 Left: from Tyne, Gerald F. J., Saga of the Vacuum Tube, Howard W. Sams & Co. (1977). Right: adapted from Fleming, J. A., The Thermionic Valve and its Developments in Radiotelegraphy and Telephony. London, The Wireless Press (1919). �3 current and should be detected by a galvanometer. Edison began a series of experiments with this special bulb in 1882. When he connected the plate to the positive end of the filament, a current did indeed pass; but no current passed when it was connected to the negative end. Let us see if we can understand this. Figure (1) is a diagram of Edison’s original light bulb. The righthand filament arm, AB, is connected to the positive terminal of the battery; the lefthand arm, BC, is connected to the negative terminal. Thus there is a potential difference between the two extremities of the filament; and since the filament is a conductor, a current will flow through it. But the same potential difference exists in the space between the two arms, since the filament is bent in a horseshoe shape. Thus there is an electric field between AB and BC, represented by the curved red arrows. If, then, electrically-charged particles are emitted from the filament, they will be urged in the direction of the arrows if they are positive, and in the opposite direction if they are negative. Now consider Figure (2). With the addition of plate D connected (through the meter) to the positive battery terminal, plate D and arm AB are effectively connected together. They are therefore at the same electric potential and no electric field exists between them. But the full battery voltage now obtains between plate D and arm BC, connected to the negative terminal. An electric field therefore exists between them, having direction from D to BC, as indicated by the little red arrows. If, then, as Edison suspected, negatively-charged particles of carbon were being emitted from the filament, they would be urged in the direction opposite to the electric field, that is, in the direction from BC to D; particles emitted from BC would thus carry negative electricity from filament to plate, producing the current that Edison witnessed. What about negative particles emitted from the other arm of the filament, AB? They are exposed to no field at all and therefore are not urged toward the plate; they would not reach it and so would play no part in the measured current. �4 But now consider Figure (3), where the plate is connected to the negative terminal of the battery. Here plate D and arm BC are effectively joined together; they must therefore have the same electric potential, and there will no longer be any electric field between them. Instead, a field exists between arm AB and plate D, in the direction from AB to D. Negative particles emitted from the filament now have nowhere to go! Particles emitted from BC are exposed to no field at all and so are not drawn to the plate, as I mentioned before. Particles emitted from AB are exposed to a field; but if they are negatively charged, they are urged in the opposite direction, that is, away from the plate. Negative particles thus cannot form a current no matter what part of the filament they originate from, which explains why Edison observed no current when the plate was connected to the negative battery terminal. This asymmetric current—a current that flows to one end of the filament but not to the other, came to be known as the “Edison Effect.” 4 Edison’s experiments thus confirmed that the carbon particles thrown off from his light bulb filaments were negatively-charged. But that knowledge proved of little value for preventing the original problem—the progressive blackening of his bulbs with use. 5 In fact that blackening could not be averted so long as carbon was the filament material; eventually carbon gave way to thoriated tungsten wire, which today is the material used almost universally for incandescent lamp filaments. 6 We can witness the Edison Effect for ourselves. 7 An automotive taillight bulb, such as the number 1157 bulb shown here, has two filaments: one for the taillight, and a brighter Preece, W. H., “On a Peculiar Behaviour of Glow Lamps when Raised to High Incandescence,” Proc. Roy. Soc. (1885) 38: 219–230. 4 5 Edison did, however, envision a different application for his specially-equipped bulb, its use as a kind of sensitive voltmeter. He took out a patent on the device in 1884. 6 Even bulbs with tungsten filaments exhibit a long-term blackening, though at far slower rates than do those with carbon filaments. The problem is a serious one only in lamps of very high wattage, such lamps control this by filling the bulb with a gas such as nitrogen, argon, krypton, or xenon, which do not readily react with tungsten, at a pressure great enough to reduce filament evaporation. This clever procedure is described in an article by ZhiQi Lin, Wei Zhang, and HuiJie Li: “Using car taillights as an experimental device to demonstrate the Edison effect” in The Physics Teacher, 56, pp. 410–411 (2018). 7 �one for the brake light. They have a terminal in common, as the diagram indicates; so they are not isolated from one another the way Edison’s plate was isolated from his filament. But if we deliberately burn out one filament, as this slide shows, one fragment of the 5 destroyed filament will be isolated from the filament that is still intact, and so should play the role of Edison’s plate. Let us try. The intact filament is being heated with 11 volts, and I connect the isolated element, through the milliammeter, to the positive end of the filament. The meter shows an Edison current of 0.5 microamperes. But when I connect it to the negative end, we find no current, just as Edison had observed. Now since currents require a closed circuit, whatever current I measure in the wire outside the bulb must also be flowing in the space within the bulb. What, then, is the nature of this internal current? It obviously does not consist of carbon particles, as did Edison’s; for our filament is tungsten. But neither is it likely to consist of charged tungsten particles, since the very advantages that make tungsten a superior filament material—lack of “blackening” and long lifetime—indicate that the filament is not losing tungsten at a sufficient rate to be carrying the Edison current. 8 Perhaps, then, the current within the bulb does not consist of charged material particles at all—perhaps it is a flow of electricity itself! But what does that even mean? We are accustomed to thinking that electricity requires a conductor in order to “flow”; and vacuum is not a conductor! The engineer Edwin Houston expressed this puzzlement in a paper he presented at the International Electrical Exhibition at Philadelphia in 1884. 9 Speaking of the Edison Effect, he wrote: The question is, what is the origin of this current? How is it produced? Since we have within the globe a nearly perfect vacuum, we cannot conceive the current as flowing across the vacuous space, as this is not in accordance with our preconceived ideas connected with high vacua. Houston went on to muse further: This inference was conclusively demonstrated by O. W. Richardson; see “The Emission of Electrons from Tungsten at High Temperatures,” Science 38, 967 (1913). 8 Houston, E. J.: “Notes on phenomena in incandescent lamps,” Transactions of the American Institute of Electrical Engineers, I, 1 (1884). 9 �6 It may be electricity flowing through empty space, which I don’t think probable. Even if we set aside the perplexity as to how electricity can possibly move through empty space, we are confronted anew with Edison’s question: whether the current is positive or negative. But we cannot answer it as definitively as he did. For in the absence of occurrences like “blackening” we no longer have physical evidence that something is traveling from filament to plate; and therefore we can no longer know whether we have a current of negative electricity passing from the filament to the plate or a current of positive electricity from the plate to the filament. One piece of evidence, at least, does certainly implicate the filament as the source; watch what happens when I start with a cold filament and gradually raise its temperature by increasing the heating voltage. As before, the meter will measure the Edison current. I started with no filament voltage at all, and of course no plate current either; but we’re still seeing no current, even as I continue to raise the voltage enough to make the filament glow... Ah! We’re getting tenth of a microampere with about 8.6 volts on the filament... As I continue to raise the filament voltage, the plate current rises... and we reach a full microampere when the voltage is a little over eleven volts. Now why would the current depend on the temperature of the filament? If the current is “electricity flowing through empty space”—the case Edwin Houston thought “not probable”—it is hard to see why there should be such a connection, since no theory of electricity implies any inherent relation between it and heat. But that dependency would make sense if the electricity traveled in the form of material particles, inasmuch as the temperature of a body indicates the kinetic energy of the particles which compose it; and the more agitated those particles are, the greater the number that may escape the forces which bind them to their host—just as a liquid will evaporate more quickly when it is hot than when it is cold. But wait! Did we not conclude earlier that the current could not consist of charged particles of tungsten—the material of the filament? If the charged particles are not tungsten, what possible material could they be? That is the very question seniors take up in the first semester lab when they study cathode rays, and the answer is startling: it appears that current in the evacuated tube is carried by charged particles whose material belongs to no known species of matter! 10 10 Thomson, J. J., "Cathode Rays," Philosophical Magazine. 5. 44 (269): 293 (7 August 1897); “On Bodies Smaller Than Atoms,” Popular Science Monthly (August 1901) �Shall we then affirm that the heated filament is the source of charged particles of some as-yet-unknown material, and that these constitute the Edison current? Unfortunately, the mere association of current strength with filament temperature overlooks a subtle but crucial factor. The problem is that our power supply does two things at once: it both heats the filament and establishes the electric field between the plate and the filament. This diagram shows the interior of our taillight bulb. The isolated fragment of the burned-out 7 filament is our “plate,” as I mentioned before. And, as before, both the “plate” and one end of the surviving filament are connected to the positive terminal of the power supply; the other end of the filament is connected to the negative terminal. The full potential difference of the supply therefore exists between the plate and the negative end of the filament. I have drawn Faradayan lines of force—they are the curved red arrows—to represent the electric field associated with this potential difference. But this field is what furnishes the very force that would propel charged particles along their paths—from plate to filament if they are positive, from filament to plate if they are negative. These charged particles, whatever their source, will be subject to a greater electric force if the voltage is raised; they will be accelerated more quickly and will attain a higher velocity. More charge, whether negative or positive, will be transferred in a shorter time; and this will result in a greater Edison current, wholly apart from any increase in filament temperature. You see, then, the weakness in our former reasoning. In raising the voltage of our power supply we both raise the filament temperature and increase the electric field; and a stronger electric field would tend to increase the rate of particle transfer, whether they are negative particles emitted from the filament or positive particles emitted from the plate. It is clear, then, that we cannot definitively identify the filament as the source of charged particles so long as we rely on a single electrical source. But if we were to use separate supplies for the plate and the filament, we could control their voltages independently, and so distinguish the influence of filament temperature from that of electrostatic attraction. That is what the British engineer John Ambrose Fleming 11 did in 1896. Using samples of Edison’s special bulbs that had been made specifically for him, Fleming connected separate batteries to the filament and the plate. A variable resistance, or rheostat, controlled the voltage at the filament, and hence the filament’s temperature. With a fixed voltage between the plate and filament, Fleming obtained a current through the plate that rose rapidly with 11 In addition to the researches to be described here, Fleming is known for having originated one of the many “right-hand rules” used in physics, and for designing the transmitter that sent the first transatlantic radiotelegraphy message. He studied under Maxwell at Cambridge in 1878 and 1879, and was by his own account one of only two or three students who attended Maxwell’s final lectures. See Fleming, Ambrose, “Some Memories of Professor James Clerk Maxwell” in James Clerk Maxwell, A Commemoration Volume 1831–1931, Cambridge University Press (1931). �8 increasing filament voltage. That rise is depicted in Fleming’s graph, on the right. 12 And since he kept the plate voltage constant while varying the filament voltage, the plate current’s dependence on the filament voltage means that we can now point confidently to the heated filament as the source of electrified particles. 13 The current must therefore consist of negatively-charged particles that were liberated from the filament by heat in the manner we described a moment ago. Once freed from the filament they will be accelerated towards the plate by the electric field between plate and filament, thereby constituting the Edison current. In 1904 Fleming constructed the device shown on the left; it was essentially Edison’s bulb, with a flat plate like his. The one on the right was a later design employing a cylindrical plate to surround the filament completely. Fleming’s “valve,” as he called it—we will soon see why that name is appropriate—launched decades of commercially manufactured devices having essentially the same design. One of them is this elegant creation, an Eimac model 250R, introduced in the late 1940s; you can see how like it is to 12 Fleming, J. A., The Thermionic Valve and its Developments in Radiotelegraphy and Telephony. London, The Wireless Press (1919). The graph records measurements he had made in 1896. 13 This conclusion is valid provided the filament voltage is small compared to the potential difference between plate and filament. That was true for Fleming’s devices and will be true in our adaptations of his experiments. �9 Fleming’s. And if you wonder what possible commercial application could have supported such a product as this one, 40 years after Fleming patented his apparatus, I invite you to take one of these handouts 14 after the talk; they deal with the topic of current rectification. We, however, will employ the Eimac tube to continue our own investigation of the role of the heated filament. In his initial work with the special Edison bulb, Fleming kept the plate voltage constant while varying the filament voltage. Later he examined the complementary case: varying the plate voltage while keeping the filament voltage constant. 15 We can replicate these experiments, using variable power supplies in place of Fleming’s batteries. Here is our setup. I am applying 2 volts to the filament. The plate voltage is zero; and as you see, the plate current is also zero. But keep your eye on the plate current as I apply more and more voltage to the plate. . . . You see how the plate current increased to one milliampere right away, but its growth seems to have stopped . . . No, it has grown to 2 milliamperes, but it is not increasing any further, even as I continue to raise the plate voltage . . . The plate current appears to have reached a maximum—at least for this degree of heating the filament. Let’s do the same thing using a higher filament voltage, and therefore a higher filament temperature. The filament voltage is now 2.3. As before, I am gradually applying voltage to the plate, and the plate current has risen to 2 milliamperes . . . and now 3 milliamperes . . . Now it has risen to 4 milliamperes . . . But it is definitely holding there . . . It is still 4 milliamperes, even at the maximum voltage of 118.7 volts. 14 15 The handout for this lecture begins on page 21 below. Fleming, J. A., Principles of Electric Wave Telegraphy and Telephony (1916), page 533. �10 Here is a graph of the measurements we just made. Just as in our first trial, when we raise the plate voltage, the plate current increases rapidly at first; but it once again levels off to a plateau. But notice that the plateau attained with 2.3 volts on the filament is higher than when the filament was being heated with only 2.0 volts. The plateau is now 4 milliamperes, while before it was only 2 milliamperes. I made several other sets of measurements using higher and higher filament voltages. Let us append those results to our initial graph and produce a composite presentation of all the trials: The interpretation of these curves is clear: once charged particles are emitted from the filament, they become subject to acceleration towards the plate by the electric field that exists between the filament and the plate. At low plate voltages, for which the electric field is weak, particles are emitted in greater numbers than they can be swept away. But as the plate voltage rises, more and more of the emitted particles are drawn to the plate. Finally the plate voltage reaches a value at which particles are being removed at the same rate as they are emitted; the measured current cannot then undergo any further increase, no matter how much more the plate voltage is raised. The value of this current maximum, or “plateau,” is therefore a measure of the rate at which particles are being emitted from the filament; and since the plateau rises when the filament voltage rises—and hence when the filament temperature rises—it should now be clear that the rate at which negative particles are emitted depends essentially on the filament temperature. Because these charged particles, or ions, 16 are released by the action of heat, Owen Richardson of Cambridge 16 Ion, from ιέναι, go, since charged particles undergo motion when placed in an electric field. Like so many other electrochemical terms, it was introduced by Faraday at the suggestion of William Whewell. �University called them “thermions,” and their travel to the plate he called the “thermionic current.” 17 11 With the aid of a vacuum tube essentially identical to Fleming’s we have finally, I think, been able to appreciate the role of the heated filament. But that was not the question which had excited Fleming’s interest. His chief concern was the asymmetric character of the conduction—the same asymmetry we noted in the Edison Effect. Here the power supply is connected so as to make the plate positive; and we are obtaining a generous 37 milliamperes of plate current. It is much higher than what we obtained a moment ago, because I am heating the filament with a much higher voltage—4.0 volts. But if I reverse the connections to make the plate negative... there is no current, even though I am applying a very strong voltage to the plate. To Fleming this meant that current could flow through the tube in only one direction—a feature that, he realized, would have immediate application to wireless telegraphy. To help us see why, let me revisit a topic I raised in February’s talk. At the time of Fleming’s researches, the standard device for detecting an incoming radiotelegraphy signal—that is, an electromagnetic wave—was still the enigmatic coherer, which we discussed last time; but as I noted then, that apparatus’s principle of operation was poorly understood; and it had many deficiencies, concerning which I quoted some choice words from several disgruntled engineers. Why not, then, simply send the current from the receiving antenna to one of the more ordinary current indicators: a galvanometer, a telephone receiver, or some other electromechanical device? The reason is that the current induced by an incoming 17 “Here we have two currents: the current used to heat the wire and the thermionic current away from the surface of the latter.” O. W. Richardson in London, Edinburgh & Dublin Philosophical Magazine 6th Series vol. 17, 814 (1909) �12 electromagnetic wave is oscillatory, or alternating. A graph of that current with respect to time would look like this: The current swings regularly between positive and negative; and the number of complete swings per second is the frequency of the current. But in wireless telegraphy the frequencies are so high that no ordinary mechanical responder—neither the needle of a galvanometer, nor the diaphragm of a telephone receiver—could possibly vibrate at those rates; the alternating pulses would simply end up nullifying one another and would produce no response at all. Now it had been known since the 1870s that certain crystals, when brought into electrical contact with a metal probe, could somehow make these radio-frequency alternating currents compatible with indicators like the telephone receiver. 18 In February’s talk I singled out the work of G. W. Pickard in this connection; his contact devices would soon become practical “crystal detectors” for radiotelegraphy and would remain in use well into the broadcast radio era. But at the time of Fleming’s work, these contrivances were temperamental and delicate; and because their operation was poorly understood, improvements in their design could be pursued only by trial and error, not by systematic analysis. In contrast, Fleming’s vacuum tube excelled in all these areas. It was mechanically sturdy, its electrical characteristics were stable and reliable; and, most importantly, its principle of operation—"one-way” conduction—was understood. 19 By conducting electric current in one direction only, Fleming’s vacuum tube could prevent the mutual nullification of positive and negative wave phases by blocking the negative phases. It would then send onward a pulsating current whose graph would look like this: To be sure, those pulses would still be arriving at a rate too high for either a galvanometer needle or a telephone receiver to reproduce; but they would be in the same direction! They would not nullify one another, as a train of alternating pulses must do. On the contrary, if sent to a galvanometer, they would reinforce one another to displace the needle by a clearly visible amount. If sent to a telephone receiver, they would produce a definite click. 18 Carl Ferdinand Braun studied the properties of such junctions in 1874 and Jagadish Chandra Bose employed crystals as microwave radio detectors in 1894. 19 The crystal detector, too, exhibited “one-way” conduction, though this was not recognized at first. Even after that behavior was established, the physical principles underlying it were not understood until the 1930s and 1940s; the researches of that period would provide the basis for modern solid-state electronics. �Fleming proposed a circuit like this one for the detection of electromagnetic wave 13 signals. I have reduced his circuit 20 to its essentials for clarity. When an electromagnetic wave is intercepted by the antenna, it induces an oscillating current. If the red portion of the circuit were absent, that current would simply flow between the antenna A and the earth, E. But in Fleming’s circuit, it must first pass through the vacuum tube O, then through the telephone receiver T, and finally to earth. And so long as the incoming wave makes the antenna positive with respect to the earth, the plate of the tube will likewise be positive, and current will flow. But in the next phase of oscillation, the antenna will be negative; the plate too will therefore be negative; and we saw that current cannot flow through the tube under those conditions. Only positive current pulses will pass through to the telephone; and together these will produce the “click” that announces the commencement of a “dot” or “dash,” followed by a slightly different “click” when it releases at the end of the train of pulses. You can see, then, why Fleming called his device a “valve”—a term which British usage retains to this day. By permitting flow in one direction only, it functions like the “check valve” used in plumbing and other applications. In the mechanism depicted here, a hinged flap opens to permit liquid flow from left to right, but any flow from right to left bears on the flap to close it and halt the flow. Fleming’s explicit adoption of the terminology of plumbing suggests that he had in mind the “fluid flow” image of electric current. Indeed, to the extent that we seem to have demonstrated the existence of a stream of charged material particles in the vacuum tube, flowing from filament to plate, it may appear that we have confirmed the fluid image quite literally. Yet I hesitate to say that, for there are some vital differences. What, exactly, constitutes a “fluid”? For Archimedes, a fluid is a continuous whole, capable of sustaining pressure; and when it moves, it is driven by a difference of pressure between one region and another. Recall his definition at the opening of On Floating Bodies: Fleming, J. A., Principles of Electric Wave Telegraphy and Telephony, 3rd ed. (1916), p. 531. The diagram in my slide is highly idealized; an actual receiver circuit would incorporate additional coils and capacitors to utilize the incoming current more efficiently. 20 �14 Let it be assumed that a fluid is of such a nature that if its parts lie evenly and are continuous, that part which is pressed the less is thrust out by that which is pressed the more... 21 But in the vacuum tube we have a multiplicity of individual charged particles; they do not seem to form a “whole” in any obvious sense; and their motion is by no means the result of anything like Archimedean pressure, for we envisioned each of the particles as being accelerated independently by the electric field. In an Archimedean fluid, every portion moves in virtue of being part of a moving whole; but in the vacuum tube, each particle enjoys its own private treaty 22 with the field. So it is not at all clear that we ought to call this stream of particles a “fluid.” Furthermore, what kind of relation do these particles have to the electricity which distinguishes them? Is electricity itself an immaterial substance, which just happens to be embellishing each of these particles like a coat of paint? Or is electricity these very particles—not a fluid at all, even though they seem to resemble a fluid when they are confined to a “conductor”? No doubt Fleming meant his “check valve” allusion to convey only what the vacuum tube does, not to explain how it does it. Despite any resemblance between a stream of charged particles and the flow of a fluid, we will not expect to find a mechanical “flap” anywhere in the vacuum tube. How, then, shall we understand the halting of current when it is applied in the forbidden direction? We may find some guidance in another example of “one-way” flow, one that does not rely on mechanical contrivance; that is the waterfall. Water (or any material) can fall down, but it does not fall up. If you tried to swim up the falls you would be “blocked,” so to speak—not by a hinged flap, but by the gravitational field. Nevertheless, a field can be overcome with a sufficiently great store of kinetic energy—as salmon do when they ascend waterfalls in order to reach their ancestral breeding grounds: When we try to direct a reverse current through the vacuum tube, we have the equivalent of a salmon run; for instead of the kinetic energy of the fish being converted to gravitational potential energy, we have the kinetic energy of the emitted particles—Richardson’s thermions—being expended through conversion to electrical potential energy due to the reversed electric field. But whereas most salmon have enough kinetic energy to overcome the potential-barrier, in a well-functioning vacuum tube the ions do not. We have seen how Fleming’s vacuum tube blocked half of each cycle of the alternating current induced in the antenna; thus the remaining half-cycles, having a common direction, could exert a cumulative effect upon a telephone receiver or a galvanometer. A disadvantage, of course, is that since the incoming wave current is very weak, only a weak current was available to energize the telephone or galvanometer. 21 Archimedes, On Floating Bodies, Book I. “Private treaty” was the bon mot used by Clinton J. Davisson in his paper, “Are Electrons Waves?” Franklin Institute Journal, 205 (1928). 22 �15 But not long after Fleming introduced his vacuum valve, the American inventor Lee De Forest dramatically altered the technical possibilities by adding a third electrode. Fleming, offended by what he saw as a trespass upon his specialty, regarded the new electrode as a merely gratuitous embellishment of his own invention; and there ensued a 37-year succession of court battles over patent rights—a real-life Jarndyce v. Jarndyce, that celebrated legal saga immortalized in Dickens’ Bleak House. 23 Do we know why De Forest added the third element? That is not clear from his initial efforts, since he originally positioned the additional electrode outside the tube, first in the form of parallel foil sheets, shown on the left, and later as a wire coil wound around the glass tube, in the middle sketch; in both drawings the third element is highlighted in red. 24 Eventually, however, he located the added structure within the tube, between the filament and the plate, as drawn on the right. De Forest named these devices Audions; 25 but since his definitive version included three electrodes within the glass, it quickly acquired the informal name “triode,” distinguishing it from Fleming’s two-element tube, which (despite Fleming’s objections) won the name “diode.” 26 Let us see what De Forest’s third element accomplished; for I think we will find that the triode, even more than the diode, implicitly draws upon the imagery of a stream of particles rather than a flowing fluid. In this diagram of one of De Forest’s triodes, taken from an early patent application, F represents the filament and b the plate, just as in the Fleming diode—although De Forest preferred the term “wing” rather than “plate.” Between them is the third electrode—not an impenetrable plate, but a wire bent into the serpentine shape drawn here. It was thought to resemble a cooking grate or griddle; and on that basis the third electrode acquired the name “grid.” As I mentioned before, it isn’t clear whether De Forest adopted this configuration with any specific expectation in mind. About its operation, he is reported to have said, “I don’t “The Radio Tube Goes to Court,” The New York Times, 23 November 1930. The ongoing cases described in the article would finally be resolved in 1943. 23 24 Adapted from Gerald F. J. Tyne, Saga of the Vacuum Tube (1977), p. 59. Considering the wide range of designs upon which De Forest bestowed the name “Audion,” it would seem that he regarded that title as a the name of a brand more than as the name of a device. 25 26 Fleming insisted that the name of a device ought to convey its essential function, as his epithet “valve” did. “Diode,” which expressed only the number of elements in the tube, would fail to meet that criterion. �16 know how it works, it just does!” That is rather hard to believe, since I think that even we can anticipate some of the effects of mounting any element whatsoever within the tube itself. Nevertheless, the grid does exhibit some behavior that is bound to seem odd at first sight. Let us study that initial puzzle in a triode of our own, before going on to the “working” that De Forest would have had chiefly in mind if he really did say, “it just works.” This lovely objet d’art is an Eimac 250TH triode, first introduced in 1938. It is practically the twin of the diode we have been experimenting with, except for the added grid; you can see the grid connection at the side of the glass envelope. I am applying 3.9 volts to the filament, which heats it to glowing; and I am making no connection to the plate. Now when I connect a meter between the grid and the positive end of the filament, we measure a negative current; it is 1.29 milliamperes. No doubt this is our old friend the Edison current; and if so, we should expect zero current between the grid and the negative end of the filament. Let us try . . . Yes, we are reading zero milliamperes. But I am not using the most sensitive range of my meter; let’s see what happens when we switch to the microampere range . . . �17 Well, it is not zero! Instead, we have a negative current of 1.7 microamperes. True, this is a very small value—only about one thousandth of what we measured for the Edison current—but the account we gave earlier implied that there should be no current whatsoever to the negative end of the filament; because if the Edison current really consists of a stream of negative ions, they should be repelled by the negative end of the filament, and therefore repelled by the grid which is connected to it through the meter; they should not be flowing to the grid! What on earth can be causing this “maverick” current? Our earlier explanation of the Edison Effect appealed solely to the electric field that exists between the positive and negative ends of the filament. We did not consider any source for the ions’ motion other than their acceleration by that field. But remember that the charged particles were emitted from a heated filament. They will therefore have acquired kinetic energy by heat, wholly apart from experiencing any electrical attraction. So it is not at all far-fetched to suppose that some of them might have enough energy to strike the grid and adhere to it, making the grid slightly negative. Thus when we connect the ammeter, negative electricity will migrate from the grid to the rest of the circuit, constituting the current that seemed at first so surprising. 27 We can test this conjecture. If this “maverick” current to the negative end of the filament is indeed powered by thermal energy, it should diminish when I reduce the filament heating. Let us do that . . . Yes; you see I am lowering the filament voltage, and the current has already dropped by about half. With a further reduction it drops to 4/10ths of a 27 This well-known phenomenon is called “grid leak” in radio circles. �18 microampere. So this constitutes additional confirmation, if we still needed any, that the current within the vacuum tube is constituted by a stream of material particles— Richardson’s thermions. The thermionic current, then, makes itself evident at De Forest’s third electrode. But that could scarcely have been any part of De Forest’s thinking when he introduced the grid. For the chief function of the diode was to conduct or block current through the plate. Surely when De Forest added a third electrode, he would have been looking for some result bearing on the plate current. Let us try to envision what such an effect might be. Imagine, then, a current of negative ions departing from the heated filament and streaming towards the positive plate under the influence of the electric field between the filament and the plate. If the grid is electrically neutral, it should have no effect on the stream of ions. But what will happen if the grid is made negative? It will then repel negative ions; and some of the less energetic among them will be brought to rest, or even turned back toward the filament, with a consequent reduction in plate current. This resembles the operation of two devices that I mentioned in February’s talk: the relay and the coherer. In both of those contrivances a weak current controlled a second, much stronger current. That is exactly what happens in the triode: a negative current supplied to the grid controls a completely separate current to the plate, whose strength can be far greater, since it is powered by its own battery. No wonder De Forest was convinced that his alleged trespass against the integrity of the diode was in fact a spectacular advance! Let us see for ourselves this remarkable capability in action. I am applying 120 volts to this light bulb—not directly, but through the triode, so that the current has to pass through the tube in order to light the bulb. The grid supply is off, so the grid is neutral; and as you see, the tube is passing enough current to light the bulb fully. But watch the light bulb when I turn on the grid supply to place a negative voltage on the grid. The current is blocked, and the bulb is extinguished. When I remove that negative voltage, current flows again and the bulb lights once more. You see how a mere two or three volts applied to the grid is able to control a 120-volt lamp. We can carry out a more quantitative study of the triode’s action by measuring both the plate and the grid currents. �19 Here I am applying positive 120 volts to the triode’s plate, but zero volts to the grid. As you see, the plate is carrying a current of 1.658 milliamperes; and the grid current is (negative) 0.3 microamperes. I begin increasing the grid voltage (that is, making it more and more negative), and the plate current decreases, just as we expected. But so does the grid current. That might have seemed surprising earlier, but now we know what is going on: the grid power supply is sending negative current to the grid, thus opposing the thermionic current that was coming from the grid; that’s why the grid current decreases when the grid voltage rises. Finally, when the grid current has been brought to zero, the plate current has diminished to .362 milliamperes. When we graph these measurements, the results show plainly how the plate current depends on the grid current. The graph is a straight line; thus changes in the plate current are proportional to changes in the grid current. Do you see what this means? If I send to the grid of the triode a signal which causes the current to vary between 0 and .3 microamperes according to any pattern whatsoever, the plate current will reproduce that very same pattern—but at a larger scale: a .3 microampere variation of grid current will produce a plate current variation of 1.293 milliamperes, that is, a signal more than 4300 times greater! This has implications of great consequence for electromagnetic wave detection. It means that even if the received signal current is merely a microampere, it will be able to initiate a current greater than 4.3 milliamperes—enough to operate a telephone receiver, a meter, or some other indicator. De Forest boasted that this, in effect, amplifies the tiny incoming signal—since even though the triode does not actually make a small current larger, the result is the same as if it did. I will have much more to say about amplification in the next lecture. For one thing, we can combine the detection function of the diode and the amplification function of the triode to make a far more sensitive wireless telegraphy receiver. But the triode’s capability for �20 amplification will do much more; it will also become the basis for a new method of electromagnetic wave generation, far superior to the spark transmitter. This in turn opens up the first truly practical prospects for transmission and reception of sound—the heart of what we now call “radio.” That will be the topic of my next talk, the final lecture in this series. I hope many of you will be able to join me then. �21 “Rectification” Handout to accompany the lecture “The Vacuum Tube” As the distinctive capabilities of the diode became more perfectly understood, one technical term came into particularly prominent use. “Rectify,” to put right or correct, but literally to make straight, became the standard term for the conversion of alternating current to direct current. If the diode really had been capable of converting a current from the profile (A) to profile (B)—making “the crooked straight, the rough places plain,” 28 the term would indeed have been well-chosen; but as I noted in the lecture, the vacuum diode does not produce current having the rectilinear profile (B) but the pulsing profile (C). It is “direct current” only in the sense of having a single direction, not in the original sense of being constant or straight; it ought really to be called “pulsating” current. Nevertheless the term “rectify” quickly acquired the meaning “to make unidirectional”— with no regard whatsoever to straightness or constancy. Alternating current had been the standard power source in the United States since 1892; and alternating current was very well suited to applications such as incandescent electric lighting and many kinds of electric machinery. But tasks like arc lighting and electric welding still for the most part required direct current; and this either had to be generated by dynamos or obtained from the standard power system by rectification. Long after incandescent bulbs became the dominant light source, electric arcs remained standard in high-intensity instruments such as searchlights, theatrical follow-spots, and cinema film projectors. As late as 1959, my high school’s movie projectors employed 28 Handel’s adaptation, in The Messiah, of Isaiah 40:4. �22 electric arc units like the AmproArc model shown here. The arc housing is the large grey cylindrical structure. The rectifier is on the floor at the right. Storage batteries were another source of demand for direct current. Unlike the batteries of Faraday’s time, which were recharged literally 29 by discarding the used acid solution and replacing it with new, storage batteries are recharged by passing direct current through them in reverse. Such batteries became standard automotive equipment with the advent of electric starting; and rectifying battery chargers like the Tungar model pictured here were found in nearly every service garage and even some households. The large glass bulb on the right is the rectifying diode. (The bulb on the left is an ordinary light bulb, used to regulate the current.) A third area demanding direct current was that of vacuum-tube electronics, especially for radio receivers and transmitters. I will be discussing this technology further in the next lecture, and we shall see why these devices required direct-current power sources. The diode I experimented with for this lecture, the Eimac 250-R, was designed to supply direct current for high-powered radio transmitters. H. Fisher 5 December 2025 29 The root meaning of “charge” is to load or fill. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. 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 pdf Page numeration Number of pages in the original item. 22 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Vacuum Tube Description An account of the resource Transcript of a lecture given by tutor emeritus Howard Fisher on April 15, 2026 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "A puzzling phenomenon observed by Edison in one of his early light bulbs seemed to disclose a kind of electric current that did not fit the received ideas, for it was not confined to a conductor, and it would flow in one direction but not in the reverse direction. From this 'Edison effect' arose the modern vacuum tube, which enabled, first, the detection of electromagnetic waves by a process readily understood (rectification), and second, a means for effectively multiplying the strength of an electric current (amplification). Both of these capabilities brought dramatic improvements in wireless telegraphy, and they also introduced the prospect of radio transmission of voice and sound. This is the second of three talks on early radio technology." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2026-04-15 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Vacuum-tube circuits Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/8163" target="_blank" rel="noreferrer noopener">Telegraphy and Radiotelegraphy</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_The_Vacuum_Tube_2026-04-15 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fb1619d05d132149a04bceeb06b916f4.mp3 df1623640cfcdc901c80b6cb6aa53875 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:57:20 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Vacuum Tube Description An account of the resource Audio recording of a lecture given by tutor emeritus Howard Fisher on April 15, 2026 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "A puzzling phenomenon observed by Edison in one of his early light bulbs seemed to disclose a kind of electric current that did not fit the received ideas, for it was not confined to a conductor, and it would flow in one direction but not in the reverse direction. From this 'Edison effect' arose the modern vacuum tube, which enabled, first, the detection of electromagnetic waves by a process readily understood (rectification), and second, a means for effectively multiplying the strength of an electric current (amplification). Both of these capabilities brought dramatic improvements in wireless telegraphy, and they also introduced the prospect of radio transmission of voice and sound. This is the second of three talks on early radio technology." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2026-04-15 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Vacuum-tube circuits Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/8165">Telegraphy and Radiotelegraphy</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_The_Vacuum_Tube_audio_2026-04-15 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/274fe4b15080f353b6f7e68bf921ed25.pdf 8d1ec494b7e407030402e87c31182af9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. 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 pdf Page numeration Number of pages in the original item. 22 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Broadcast Radio Description An account of the resource Transcript of a lecture given by tutor emeritus Howard Fisher on April 29, 2026 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "This talk will recount the paths by which the basic techniques of wireless signaling were adapted to make possible the wireless transmission of voice and sound—the technology we now call radio. Essential in this endeavor were additional capabilities of the vacuum tube: oscillation, which enabled production of electromagnetic waves having a defined frequency, and modulation, which varied the properties of electromagnetic waves. I will conclude by suggesting that technologies should not be viewed as being chiefly solutions to problems, but might also be seen as practical extensions of speculative thinking." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2026-04-29 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Radiotelephone Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_Broadcast_Radio_2026-04-29 Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/8182">Broadcast Radio audio recording</a> https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/aaf22081d3f6102b1811679d8a028bba.mp3 df105ef4fe0f47aa8ad0f397462adf7c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:53:44 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Broadcast Radio Description An account of the resource Audio recording of a lecture given by tutor emeritus Howard Fisher on April 29, 2026 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "This talk will recount the paths by which the basic techniques of wireless signaling were adapted to make possible the wireless transmission of voice and sound—the technology we now call radio. Essential in this endeavor were additional capabilities of the vacuum tube: oscillation, which enabled production of electromagnetic waves having a defined frequency, and modulation, which varied the properties of electromagnetic waves. I will conclude by suggesting that technologies should not be viewed as being chiefly solutions to problems, but might also be seen as practical extensions of speculative thinking." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2026-04-29 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Radiotelephone Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_Broadcast_Radio_audio_2026-04-29 Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/8181">Broadcast Radio transcript</a> https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/62d487db2cdde422341687aaa1ce4d0b.pdf d7de79adc0e43794ae354b875ddad4af PDF Text Text �i~~® V®L~~~~t P%J~\lsf!S)M~D 81 l . if00\1 umi19W' ~H !!l ~ s . ' ·• ' @If lt. ]m~~fts @t~U~e ±\,.,.all'®~ is, 1\1\•~"Tia".!l. tOITOI\-IK-CHIEr 1\SS\STANi ~· ' �MISS ELLEN H. DASHIELL Princess Anne, Md. Sponsor of 1920 Rot -Tot Wn Wqr ~pnusnr Not ·unlike to the winding silver stream Hi.Er beauty speaks the springtime and the dream- Wi14ling to take the path of sweet content, Sti14ling the spirit that with care is rent. Ever ievoted to her friends and kind, She is Joy, i\ vision to rest the weary mind. ble~sing the path whereon she strays, Leaves tllloughts of beauty there for other da))s. On splend3Jd words one might forever dwell And never biE able her full worth to tell: Too commonpi!Jace and plain seems every wreath With youthfu14 charms contrasted there beneath. �~========~-~~R.=a=T~~~O~TR~~-====-------·- Contents ADVERTISEMENTS ·-------------· ---------------------------- ....... ------ --------·------------ 249 ALUMNI AssociATION __________ . _ --·-----·· ·-------------· ··-------- --·· ·------------- ___________________ 30 Jrrfarr = T WENTY-TWO years have elapsed since the first Rat -Tat was launched upon the sea of literary production at St. John's. With the exception of last year, the Junior Class has annually left its mark of ability and claim to prestige in the edition of the Rat-Tat. In this, the twenty-second edition, we have endeavored not only to entertain our readers, but to recall pleasant memories to the Alumni and students and to give our outside friends an idea of the life and activities at this old institution. If we have fallen short in our· ideal we crave your indulgence . and \ entreat you not to be too critical. We have done our best and have labored for the glory of old St. John's. ATHLETICS------------------------ --------· ---·-----···---·-----------------·-------·---------·- ··----···· 155-1 90 BAND ·-------------------·---··--·---·-··--·-----··---·.----· -------------·· --- ····--· -------------- --------------· __ 151-1 54 BOARD OF VI SITORS AND GOVERNORS................ -------· --··-----··-----·-- .......... 14 CLASS AND HISTORY' 1920---------- ·-------------------·-------- -------------· ··--·-····--------..45-86 CLASS AND H ISTORY' 1921 .......... --------- ·-------- -------··--------------------·--------·--·89-1 20 CLASS AND H ISTORY' 1922 ·-----·--------·-------------· -------------- ---------- -------------·121-127 CLUBS .______________ ·------------·----------------------------·· ------------·- ···--------------------------·-----··218-228 "COLLEGIAN" STAFF ------ ------------------·---·------···------- -----------· -- ···---·---------·217 DEDICATION ----------·----·· --·--------·---·--·--- ·-------------· ···----·------· ·--·--···--···· -· --- ---~------· ---------· 8 DRAMATICS ------------------· ---------------------··-- ------------- -------·-··------------------: _________ 21 3-21 5 FACULTY·---·-----··--------·---·----------·--------··----------·--·-·-----------·--------------------·-- __________ 15-27 F RANCIS ScoTT KEY LITERARY SociETY ·-----·--------·----------------··· 204-205 FRATERNITIES ------------- ·--------· -------------·- ·---------------------------- ---------· _____________ _191-203 F RESHMAN CLASS _____________ ------------··---------·--·------------ _ ______ ______________ 131-136 ________ HisTORY oF ST. JoHN 's CoLLEGE .____________ ----------·-------------·=·--·--· ·--·--------· 31 H oPs·---------·----·--·-·-------------·--·--·------·····--------·---------·-------- ---·-·----··--· ··------·--------·-·207 -209 LIEUT.-COL. D UNCAN ELLIOTT, u.s. A . ----------·------------·-·----------- 28-29 M EMORIAL TO THE FALLEN H EROES ··------·'--·-·----·-----·-·-----·-------- ·--·---------··9 MILITARY D EPARTMENT ·-------------- ............ -------------------·------·-----··---·---·-··13 7-1 50 P REFACE ----------·---------------------·---·------------·-------·-·-------------·--·-------··-----·-----·-··---·----··----··--· 6 RAT T AT BOARD -------------·----------·-------------- -------·---- ·-------------· ·····--·--·------------- 12-13 SPONSOR RAT T AT ______ ___________ _ ____________ ·---·---·---------··---·-----· ----·-·-·-------------·--··------------·4 SPONSOR SENIOR CLASS .---------------------------------------·------·-----------··---------·--------------44 SPONSOR J UNIOR CLASS·------ -- --------------------------·------------ ---------- -------------------------88 STUDENTS' SENATE ·-------------- ·-------------·-------------------·------······-------- ·------------- 210-211 Y. M . C. A. ___ -----·--------- ··-------·----------··----·----------------------·---------- --·-----------------------·212 �C. Holland Riggin (1912); killed in France. IDqn.ar llqn :!1lhtllr tqr @Juprrmr ~arrifirr George H. Davis (1912); died in France, October 6, 1917. Charles F . Wedderburn (1912) ; Sen ior Lieutenant, U. S. N; drowned from U.S. S. Chauncey . Collision in War Zone. Augustus B. McElderry (1913); First Lieutenant; died in France from typhoid fever, September 7, 1918. ~~Y,~N order that the memory of the men who made the supreme sacrifice in the Grea t War might be grafted upon our lives, we deem it more than a necessity to mention separately each and every man. Their deeds will ever live with us as long as we live, and even after we are dead their deeds will live alongside of the accomplishments of their Alma Mater and together they will be blended into one grand whole. There are twenty-four in all who are on record, yet those who are not, partake of the same glory that belongs to these men. They were men, indeed, each and every one, and as we, the Class of 1921, hope in the future to read their illustrious names with pride, we consider it the greatest privilege to place the list as we have it, in this publication of our class. Thomas Pennington (1900); Officer in East Kent Regiment H. M. S.; killed in action at Vermilles, France, September 30, 1915. A. Garland Alder (1908). James M. Cresap (1908); Senior Lieutenant U . S. N; died of influenza at Annapolis, Md. Neal F . Twigg, M.D. (1913); died at Fort Oglethorpe, Ga., October 10, 1918. Robert F. Bratten (1913); motor accident in France, 1919. Horace G. McDermott (1914); died in France from wounds, Apri l 13, 1918. Charles B. Mobray (1915); Fi rst Lieutenant; killed in France, October 10, 1918. G . C. Parlett (1915); Second Lieutenant; died of pneumonia at Camp McClellan, Ala. Galloway G. Cheston (1916); Lieutenant; killed from aeroplane in Fra nce. J. Dent Hungerford (1916); Captain; killed on Mexican Border. Harry J. Selby (1916); Captain; killed in F ra nce, October 10, 1918. Croix de G uerre and Palms. J a mes B. Brashears (1917)"; Lieutenant; died of pneumonia, August, 1918. Wyatt D. Doyle (1920); Second Lieutena nt; died of influenza at Temple U niversity, Philadelphia, Pennsylvania, October 6, 1918. Wilson U. Martin (1921); died of pneumonia, August 1918, in France. John Eareckson (1909); died of influenza at Aberdeen Proving Grounds, Aberdeen, Md. Harry J. Skinner (1910); Senior Lieutenant U.S.N.; drowned from U. S. S. Chauncey. Collision in War Zone. Herbert D. Taylor, M.D. (1910); died in New York of influenza. Peter G. Zouck (1910); killed in France, October 11, 1918. H a rry White Wilmer (1910) ; Lieutenant; killed in aeroplane action m France. 0 Ephraim F. Tracey (19 10); died of influenza, October 6, 1918, at Camp Humphreys, Va. 10 11 . �1920 i!lttt-UJut iouril Asst. Editor-in-Chief Editor-in-Chief WILLIAM CHARLES W. FITZGERALD, J R . Y. MADDOX Advertising Manager Business Nfanager WILLIAM H . p. KNIGHTON ' LUTHER ] R. s. TALL Asst. Business Manager Asst. Advertising Nlanager THOMAS B. TURNER EDWIN S. WARFIELD Literary Editors DUDLEY JOHN R . STREETT w . DAVIS J OHN D . CHRISTI AN Photographers MILTON W. J ULIAN J AMES w. BAYLIS RALPH R . WEBSTER Athletic Editors FRANKLIN c. T . MORRIS J OHNS HALL C. EDW I N CocKEY Art Editor. WILMOT D . BROWN Calendar Editors ROBERT F. DUER, ]R . w. LAWRENCE K!WSEN BEVERLEY S. ROBERTS Miscellaneous Editors CARLTON T. CLARK E. JOSEPH S . DIGIORGIO NORMAN L. RICHARD H. TOROVSKY ALLYN SNADER 13 WILSON �inaril nf ltiattnrs auil (l;ourrunra President (Under the Charter elected annually) HIS EXCELLENCY, ALBERT C. RITCHIE, The Governor of Maryland, Annapolis, Md . Presi dent (Pro-tem ) HON. ROBERT MOSS, Annapolis, Md . Secretary L. DORSEY GALLOWAY, Annapolis, Md., 1891. (Ex-Officio ) HON. MILLARD V. TYDINGS HON. WILLIAM I. NORRIS Speaker of the House of Delegates President of the Senate, Baltimore, Md. WILLIAM WOODWARD, New York City, 1910. HON. JOHN P. BRISCOE Judge Court of Appeals, Prince Frederick, Md. BRUNER R. ANDERSON, Baltimore, Md., 1910. HON. JOHN R. PATTISON Judge Court of Appeals, Cambridge, Md. HON. EMERSON C. HARRINGTON, Ca mbridge, Md ., 1912. HON. WM. H. THOMAS, Judge Court of Appeals, West minster, Md. L. DORSEY GALLOWAY, HON : N. CHARLES BURKE, Judge Court of Appeals, Towson, Md. HON. HENRY STOCKBRIDGE, JR., Judge Court of Appeals, Baltimore, Md . HON. HAMMOND URNER, JR., Judge Court of Appeals, Frederick, Md. GEORGE WELLS, M. D., Annapolis, Md., 1882. CHARLES G. FELDMEYER, Annapolis, Md., 1899. NICHOLAS H. GREEN, Annapolis, Md., 1901. HARRY J. HOPKINS, Annapolis, Md., 1902. STEVENSON A. WILLIAMS, Bel Air, Md., 1904. LOUIS T. CLARKE, E llicott Cit y, Md., 1905. NEVETT STEELE, Annapolis, Md., 1907. JOHN L. CHEW, Annapolis, Md., 1908. HON. JOHN G. RODGERS, E llicott City, Md., 1894. Annapolis, Md., 1891. JAMES M. MUNROE, Annapolis, Md., 1896. HON. ROBERT MOSS Annapolis, Md., 1897. FRANK H. STOCKETT, Annapolis, Md., 1897. JAMES A. FECHTIG, New York City, 1899. HON. JOSEPH H. BELLIS, Annapolis, Md., 1912. DANIEL R. RANDALL, Annapolis, Md., 1913. HON. WALTER I. DAWKINS, Baltimore, Md., 1913. W. THOMAS KEMP, Baltimore, Md., 1914. JAMES A. NYDEGGER, Baltimore, Md., 1915. WILLIAM N. WOODWARD, Annapolis, Md., 1918. HERBERT NOBLE, New York City, 1919. 14 �ir. Wqnmas 111rll A. ilil.. fall. A.. ¥11-m.. 1L fL. m m. ar.fL. .. R. Thomas Fell, the twelfth president of St. J ohn's College, was born in Liverpool, E ngla nd, on July 15, 1851. H e received his early ed ucation at the Royal Institution School at Li verpool a nd in the latter pa rt of 1866 he went to London a nd was matriculated at King's College. Four yea rs later he entered the University of London, a nd rema ined there three years. H e was a lso a stud ent at the University of Munich for one year. DR. THOMAS FELL, A. B., M.A., PH. D., LL D., D. C. L. Dr.· Fell began his active work in life in a fiduci a ry capacity in E ngl a nd, serving under the Bishop of L ondon as lay reader from 1876 to 1880. For two years thereafter he traveled through India, C hin a, Formosa, a nd Cey lon. In 1882 he ca me to America, a nd two years later he was elected professor of ancient la ngu ages a t New Wind sor College, N ew Windsor, Md. Dr. Fell in 1886 became president of St. John's College, a nd has held that positi on sin ce. This year, 1886, m a rks the beginning of a new era for our institution. Dr. Fell's untirin g energies soon asserted themselves a nd the mortgage of $30,000 was pa id off. H e a lso succeeded in raising money to build three of the fin est buildings on our campus, na mely, Woodwa rd Hall , Randa ll H a ll a nd th e new gym nasium . Th e number of students has been increased a nd as a whole the College has been strengthened both in discipline a nd in the cha racter of the work done. Dr. Fell is a n active member of t he foll ow in g organizations: The American Philological Association, The American Academy of P oliti cal Sciences, Th e Nationa l Educational Association, the Phi Sigma Kappa Fraternity, the U niversity Club of Baltimore and of Washington a nd the C liosop hi cSocietyofPrin ceton Uni versity . Th e following honorary degrees h ave been conferred upon him : Doctor of Laws, by H a mpd en-Syd ney Co11ege, o f Virginia, in 1889; Doctor of Philosophy, by St. J ohn's Co llege, Ann apolis, Md., in 1907; Doctor of Civil Laws, by t he U ni versity of t he South, Sewanee, Tenn., in 1907, a nd Doctor of Laws, by t he Un iversity of Pittsburgh, in 1912. Th e affi li ation of St. J ohn 's with the U niversity of Maryland, Baltimore, is one of Dr. Fell's acco mplishments. Since this he has been prominently co nnected in the Uni versity, a nd in J a nuary, 1913, he was chose n provost by the Board of Rege nts to fill the place left vacant by the death of Bernard Carter, which position he st ill hold s. 17 �3Jnqu irnrkway iipprrr A. it, PROF. JOHN BROCKWAY RlPPERE, A.B. , M . A., L.H .D. ~.A. ffi. ]!{. m. OHN Brockway Rippere was born at Layvill e, N. Y. , on October 6, 1876. His early education was received chi efl y from t he Polytechni c Prepa ratory School, of Brooklyn. H aving co mpleted t he prescribed course of study at thi s instit ut ion , he was m atri cul ated at Wesleyan U niversity in t he classical course. H ere Professo r Rippere distinguished himself in the study of a ncient la nguages. Throughout hi s ent ire college course he won honors in both Latin a nd Greek. Not only was he prominent in classroo m recita tion, but upon· t he a thl etic field as well he showed hi s worth; other activit ies of College life a lso received his earn est a nd enth usiastic support. Professor Rippere was graduated from the U ni versity in 1901 with t he degree of Bachelor of Arts. F rom 1901- '02 he taught in the Brooklyn Latin School. In t he latter part of t he year 1902 he came to St. J ohn 's as instructor in Latin. Two years later he was promoted to Ass istant Professo r in th at bran ch of studies. F rom 1906-'08 he was superintend ent of the St. J ohn' s Preparatory School. In 1907 he became Professor of Latin , which position he still hold s . In t his work Professor Rippere has done mu ch to promote t he in te rest of St. J ohn 's . He has helped to rai se t he ent ra nce requirements in Latin , ou rs being higher t ha n our sister in stituti ons, and on t he same plane as th e la rger coll eges a nd universit ies . H e has been a grea t power in making t he courses here t horough a nd effici ent. Professor Rippere la t er completed a P ost-Gradu at e Course in Latin a nd G reek, a nd received the degree of M aster of Arts on examin ation from hi s Alma M ater. In 1912 he was appointed Secretary of t he F aculty, a nd a year later, 191 3, he was elected Vice-President of St. J ohn 's College by the Board of Visitors a nd Governors to succeed Dr. Cecil , who resigned. In Jun e, 1919, he rece ived t he degree of L. H. D. from St. J ohn's Coll ege. Professor Rippere beli eves in firm a nd co nsistent d isciplin e, with fairness to a ll. H e has taken part in ma ny activities outsid e of hi s classroom, enco uraging wholeso me sports a nd athl etics both by precept a nd example. He is a loyal fr iend to a ll stud ents a nd to t he Alumni , a lso being a dvi se r to the Young Men's C hri stia n Association at St. J ohn 's. H e is a member of the fo ll owing organizatio ns: Class ical Association of t he Atlantic States; W esleyan Alumni Assoc iation, W ashin gto n , D . C.; Annapoli s C lu b of Annapolis; The University C lu b of Annapoli s; The Ch i Psi a nd Phi Beta Kappa Fraternities. 19 �JOHN BOYD WHITE, A. B., M . A., L. H. D. REGINALD H. RIDGELY, B.S. P rof essor of Biology and Geology Secretary of the Faculty P rofessor of L atin and Greek . Regina !~ H . ~id gel y, a Ma ryla nde r from t he Eastern ha re, r~ce tved ht s ea rl y educa tion in t he pu blic schoo ls of Anna po lts, a nd was graduated fro m St . J ohn 's Co ll ege in 1895 J::i e ?as been Professo r of Science, E nglish a nd Mat he· T at uhs 111 S t. J o hn 's Prepa rato ry Schoo l ; Co mma nda nt a nd eac er of Science at M ontcla_ir M ili ta ry Acade my Mo ntcla ir, New J ersey; Instructor m P hys ics a nd Mat hemat ica t Thursto n Pr~paratory Sc hool, Pit t sb urgh, Penn syl va nia~ abnd hlnisIt.ruhctS 111 Bwlogy a nd Ma thema ti cs at t he Pi ttsor urg Ig chool. H e is Vice- ~resid en t of t he B iological Sectio n of t he Ab cademy o f Sci e n ~e a nd Art, Ca rn eg ie Insti t ute Pittsurgh, Pennsylva ma. ' P ro fesso r Ridgely ca me to St . J ohn 's Coll ege in 1912 from th e State No_rma l Schoo l at F rostburg, Ma ryla nd, wh ere he had been P nn ctpa l for fo ur yea rs. In 1914 he was a ppoi nted Secreta ry of th e Fac ul ty. J ohn Boyd Vl hi te is a nat ive of Penn sylva nia, fi rst a ttend in g sc hoo l at t he G rove C ity Nor ma l Acade my. F r~ m t here he entered Ge neva College, Beaver F a lls, Pennsy lvani a , a nd a fter his grad uat ion was occ ~ p i ed i~ do ing P~?St- g~ad ua t e work at J ohns H opk ins U ni versity, Chicago U mversity a nd in Germa ny. H e ta ught fo r t hree yea rs in India n Te rri tory at Spencer Acade my, a sc hoo l for Chocta w India ns. H e has occ u pied th e posit ion of H ead of th e Acade mic Depa rt ment in Geneva College, a nd Principal of t he Chestnut L evel Acade my, La ncast er Co un ty , Penn sylvania. In 1896 Professor W hite ca me t o St. J ohn' s College as head of t he Depa rt ment of Ancient La nguages.. In 1916 he was presented t he degree of Doctor of Huma mti es by t he Board of Visitors a nd Governors of St. J o hn 's College. BENJ AM IN H . WADDELL, M . A., C. E., L. H . D. Professor of Mathematics Benjamin Ha rr ison Waddell was bo rn in Waynesboro, Virginia, a nd here received his_ early ed u c<~:t i o n . L~te~ ~ e entered \~ 1as hi ngton and Lee Umverstty, Lex tn gto n, VIrgi111 a, a nd was graduated from t here wit h t he degrees of Master of . Arts and C ivi l Engin eer. He was a fterwards appo inted Ass ista nt P ro fessor of Mathematics in t he Un ive rsity. Foll ow in g t his he was made a Professor in t he Texas Mi li ta ry I nstit ute, Austin, Texas, and t hen was appo inted Ad ju nct Professor in Central Un iversity, R ich mond, Kent ucky. In 1903 Professor \.Vaddell came to St. J ohn's College as P rofessor of Mathematics a nd in 1916 was presented t he degree of Doctor of H umanities by t he Board of Visitors a nd Gove rn ors of St. J o hn 's College. S CLARENCE WILSON STRYKER, A. B., M. A. Professor of H istory and Economics b C la rence W. Stryker was bo rn in S ha ro n, Co nn ectic ut' ~t left that place when he was very yo ung, a nd moved to ~arsaw, New York, where he obtain ed h is ea rl y schoo ling. ro t n ~larsaw he went to Easton, M el. and fro m t here end tere co ll ege. ' H e received a n A. B. degree from Un io n College Sc henectady, New York, a nd t hen took up grad11ate work in H istory_ a nd Eco nom tcs at J o hn s H opki ns Uni vers it y H e recekv~d a _Master of Arts degree at Colu mbia for siJec ia l i wor 111 Ht st ory . For eig ht yea rs Professo r St ryker was Head ma ter at 1 ;\arfield Co ll eg~ School. I n 1902 he came to St . J ohn's gd was S upennte nde nt of t he Prepa ratory Sc hoo l un t il 1 0~,. wh en he beca me Professo r o f Histo ry a nd Eco nom ics ~e~cf 11ng t hese s ubjects un t il 1912. In 1913 he was act ing essor of Eco nom ics in Ken yo n Co ll ege, Ohio, ah,d in 1 14 he ta ug ht Htstory at Tome Schoo l. He was a lso Master of I-I tsto ry at Do na ldso n School d uri ng 1915 a nd at t he open mg of t he session in 1916 Professor St ryk~r was once more at St. J o hn's as head of t he H istory a nd Eco nom ics D epa rt ment. 9 ° • 20 -------------------===============:;1~::::::::::::::::::::::::::::~~~; 2 �SYDNEY SPEIDEN HANDY, A. B., M.A. P rofessor of English and P edagogy Syd ney Spieden Handy, a lt ho bon_1 in ~arm .vi ll e , Virginia is of Maryl a nd fa mil y. H e rece1ved h1s H1 gh Schoo l trai nin g at t he Pocomoke C ity Hi gh Sc~ool, a nd t hen entered Ri chmond College, Virginia, from wh1ch he .w as grad uated with t he degree of A. B. in 1892. H e h.::s smce co mpl eted post-grad uate co urses in English at ~nnceton, H a rva rd, a nd Colum bia. H e has taken Express1 at the Em ers<! n on Col lege of Oratory, a nd has st udi ed Law at the Columb1a Law School. At co llege Professor H a nd y was very acti ve in athl etics. H e was Presid ent of th e Athl etic Association a nd played on both football and baseba ll t ea ms. Before co ming to St. J ohn 's in 1915, as H eaci of t he D epartm ent of English a nd Oratory, he had been I-I ead- l~l aste r of All egha n y Academy, Virginia, Inst.ruct or 1n E ngl!sh at Peddie Institute, New J ersey; a nd Pnnc1pal of t he Easto n High a nd Manual Tra inin g School, Easton, Maryland fiAROLD BRENTON SCARBpROUGH, B.S. , M. A. P rofessor of Physics and Mechanical D· awing. r H a rold B. Scarborough is a M aryla nd er and a grad uate of St. J ohn 's Coll ege. He has a lso done work at R ensselaer Polytechnic Instit ute, Troy, New York, a nd at H a rvard University. Aft er being graduated at . St. J o~n 's in. 1904, h e spent nearly t hree years as a mach1n e des1g!ler. w1th a P1tt~burgh concern , a nd si nce 190 has devoted h1 s t1me to teacl11 ng .. Fo r four years he fil led t he positio n of Hig h School Pnncipal in Mary la nd, a ft er which h ~ became Inst;uctor 111 Mathematics a nd Mechamcal Drawmg at St. John s School, Manliu s, New York. . . After securing t he M . A. degree for work 111 Phys1cs a nd Mat hematics at St. J ohn 's he was apl?o mted In structor 111 Mat hemat ics a nd Mec hanical Dra:vmg '.n Me rct;rsb urg Academy, M ercersb urg, . Pennsylv!l ma, wh1c h P?Sltlon he resigned to accept t he cha 1r of Phys1cs a nd Mechamcal Drawing at St. J o hn 's Co ll ege. 22 W. F. CLAYTON, Ph. D., D. C. L. P rofessor of Chemistry. Dr. W. F. C layton is a nat ive of Maryland, a nd after the co mpl et ion of his acade mi c ed ucat ion in t he schools of vVashin gton a nd Kansas City he purs ued th e st ud y of Law in St. Louis Law School, practicing Law thereafter for o ne yea r. Scientific propensities led him into co ll ege teaching and post-graduate stud y, a nd a ft er secu rin g his doctorate by mea ns of a teachin g Fell owshi p at Dixon Coll ege he s ubsequent ly co mpl eted advanced grad uate work at Columbia, C hicago, Califo rnia a nd Oxford U ni versities and was for seve ral years Dean of the State No rma l Coll eges of Ca lifornia and of Iowa a nd la t ely was Professor of C he mist ry in the Medica l College of Sa n Fra ncisco. H e has a lso been Inst ru cto r in Chemist ry in the S ummer Schools of seve ra l Co lleges a nd State Norma ls and was appo inted Professor of C hemist ry at St. John's Coll ege in 1918. PROF. WILLIAM L. MARCY I nstructor in Sanitation and Hygiene and Assistant in Chemistry. Prof. William L. Marcy is the grand son of Dr. H ec tor Humphrey, Pres ident of St. John's Coll ege from 1830 t ill his death in 1857, a period of 27 years in which his name, fame, talents a nd memory a re identified with th e history and progress of that institution. Professor Marcy's persona l int erest in St. John 's is one of hi s chi ef characterist ics. His moth er was but a c hild when hi s gra ndfat her became Pres id e nt, and ma ny of hi s relat ives were born at this old coll ege. P r.ofessor Marcy was educated at the Brooklyn Polytechnic Inst1t ut10n of New York. He a lso grad uated from the Nat io na l Instit ute of Pharmacy, Chicago, a nd t he Pennsylva nia Military Co ll ege. . As head of the Endowment Fund a nd t he Publicity Depart ment of St. J o hn 's, he has do ne much towards ettin g new st udents and has also helped considera bl y in a finan cial way. .Professor Marcy's D epart ment, that of Ph ysical E ducation, embraces lect ures a nd recitations on Human Physio lo~y, H ered ity a nd E nvironm ent, a nd H ygiene a nd Sanitation. H e is a lso Assista nt in C he mistr y a nd Instructor in Internat ional Law. 23 �THOMAS LUTHER GLADDEN, M.A. LOUIS F. HILDEBRANDT, B . A. Professor of Modern Languages S uperi ntendent of S ub-Freshman Work and Instructor in M athematics and Lati n Louis F . Hi ld ebra ndt was born in Baltimore, and a ttend ed Zion's English and German School. From t here he we nt to Baltimore C ity College, gra duating in 1899 wi~h honora ble mention. H e received his A. B. degree from Johns Hopkins University in 1902, a gain with honora ble mention, and for three years was a graduate stud ent there, being accepted as a candidate for the Ph. D. degree. Spanish is his principa l subj ect a nd French a nd History a re two subordinates. In 1905 he studied in Fra nce a nd Spa in and from 1908 to 1918 was professor of mod ern la nguages in t he Citadel, th e milita ry college of So uth Ca ro lina. In 1918 he ca me to St. J ohn 's College as H ead of th e D epa rtment of M odern Languages. Thomas L. Gladden was born at Mt. Crawford, Virginia, 1861, wh ere he attet?d ed th e publ ic schools. His secondary edu cation was acquired a t Shenandoa h Institute Dayton Virginia . Col legiate courses were t a ken a t Ra nd o l ph-M aco~ Coll ege a nd Was hm gton and Lee University. His professiona l career began in T exas in 1886 as Prin cipa l of J;Ii~h School s a nd Superintend ent of City School s, later affilia tmg w1th the T exas Stat e U ni versit y. H e was a member of the Sta t e Board of E xa min ers· for T eachers' Cert ifica t es. ~ e was Principal of E llicott City Hi gh Schoo l, Ma ryla nd for Six years, a nd has been ass o cia t ed with St. J ohn 's Col lege for the past eleven yea rs. In June , 1915, th e Board of Vi sitors a nd Govern ors conferred upo n him th e degree of M aste r of Arts . G.t:P"f AIN SHELBY C. LEASURE I nstructor· in M ilitary Science and Tactics The military ex]:Jerience of Captain Leas ure covers a period of twenty yea rs, during which tim e he has been a t tached t o severa l bra nches of serv ice . His fir st serv ice was wit h the 159th India na Volunteers, in whi ch he enlist ed a t t he time of t he Spa n.ish-American 'Wa r. During th e following years from 1889 to 1901 he served with the U .. S: Volu':teers in t:he Philippines. In 1901 he was commiSSion ed m t he regul a r infa ntry , followin g which he served aga in in th e Philippines fro m 1903 t o 1905, when he was promoted t o F irst Lieutena nt. As th e honor grad ua t e from th e school of t he Lin e, Fort L eavenworth in 1905, Capta in Leasure, then a Lieutena nt , graduated fr~ m th e Ari11y Sta ff Coll ege a t the same place .in 1907. Det a il ed a t th e compl etiOn o f this course t o th e Signa l Corps, he rema in ed t here for severa l yea rs, se rvin g on t he M exican bord er a nd a t Vera Cruz. Soon after t he entra nce of t he U nited St ates into the war he orga nized a nd comma nd ed th e 5th M achin e G un Battalion, 3rd Brigade, 2nd Division. Later a t ra nsfer was made to t he tra ining section und er th e General Staff at H eadqua rters, A. E . F. (Genera l Pershing's Sta ff ) . Assigned t o th e a ir service in F ra nce, Ca pta in Leasure (a t t ha t time Colonel) was lat er detailed as D eputy of th e Operat ion Section, General Sta ff, a nd a t tend ed the General Staff CoLl ege, A. E. F . With this lon g a nd excell ent mi lita ry record Ca pta in Leasure ca me t o St. John's to comma nd th e Cadet Ba ttalion a nd t he mili tary work of t he institution. VIle ha ve been fortun a t e in sec uring a ma n of his prominence a nd a bility. ROSCOE EARL GRAVE, A. B. I nstructor of the Sub- Freshman Class . Roscoe E. G rove was born in F rederick Co unty , M a ryla nd , wh ere he a t tend ed th e public schools, a nd was grad ua ted fro m the Middletown High School in 1904, w ith honor. During the following schoo l yea r he was Principa l of t he Arnoldst own Public Schoo l. In 1905 he entered Fra nklin a nd M a rsha ll Coll ege, La ncast er, Penn . L eav in g a t t he end of hi s Junior Y ear, h ca me to St. J o hn 's a nd was gra dua t ed in 1910. After gra dua tion a t St. John 's College, he was Co mma nda nt of Cadet s a nd Instru ctor in Eng lish a nd Hist ory a t Cha mberla in Milita ry Insti t ute , Ra nd o lph, New York . 25 24 �GUY C. MITCHELL EDGAR TREMLETT FELL, A. B., M.A., LL. B. Assistant P rofessor of History and English Y. M. C. A . Secretary P ro fessor F ell is a so n of Pres ident Fell a nd was born 111 Balt imore in 1895. His early education was received in a private school in Annapo lis a nd at St. J ohn 's Prepa ratory School. F ro m th ere he entered St. J ohn 's College a nd grad uated in 1913. H e was P rofessor of History a nd Geography at Chew 's P reparato ry School a nd t.hen be~a n;e a n attache of t he American E mbassy at Mad n d , Spatn , tn 1914. H e graduated in L aw fro m t he U ni versity of Maryla nd in 1917, a nd was ad mi tted to th e Maryla nd Ba r th e same year. Du r in g t he wa r he was Captain of Infa ntry in th e R eg ul ar Army a nd saw one year 's service in F ra nce. On h1s ret urn he was t e mpora ry Co mma ndant at St. J ohn' s Coll ege for t wo mont hs. H e has co mpl eted t he t hree years' co urse ~t J ohn s H opkins Uni versity for t~e. degree of D octo: of Philoso ph y in t he D epart ment of Poht 1 Sc1 cal ence. Th1s year he ca me back to St. J ohn 's Coll ege as a n Assistant .P r? fesso r of Hist ory a nd E nglish. H e is a me mber of t he Ph1 S1 gma Kappa Frat ernity. M r. M itchell was bo rn in Ith aca, N. Y ., a nd grad uated f1:o m It haca H1gh S~ h oo l. ~ e t hen accepted a business pos it ion, at the sa me t une t ak mg two yea rs of specia l work in Co rn ell y ni versity. E ntering t heY. M. C. A. fi eld, he served as Boys Secreta ry at t he Cent ra l B ra nch , New York City, a nd as Ge nera l Secret ary at vVest B ra nc h, Balt imore. H e was t ra nsferred to A uburn, . Y. , a nd t hen to C ristobal Ca na l Zone, a nd r~turn ed t o t hi s co un t ry for a stay of sev~ era! yea rs as S upenntend ent of t he Nat iona l Ju nior R ep ublic at Ann a polis Junction, Mel . During th e M ex ican t rou ble he was o n t he Bord er wi t h the t roops for t he Y . M . C. A. Since th en he has served as " Y " Sec reta r);' a t Ca mp Syrac use, N. Y . ; at th e St a t e Armory, Ann apo hs , a nd as Hut Secret a ry at va ri o us poin ts in F ra nce. At present he is acting as Field Secreta ry for t he " Y " in So ut hern M a ryla nd , in Annapolis a nd at St . J ohn 's Co ll ege. VALENTINE LENTZ, B. S. MISS SARAH BERRY I nstructor in Sub-Freshman Mathematics and Physics Registrar and Secretary to the P resident Valent in e Lentz was bo rn in Balt imore, Maryla nd, a nd received hi s earl y ed ucation in t he Balt im ore G ram ma r School, later attend ing Balt imore Po lytechnic Insti t ute, fro m whi ch he was grad uated in 1916. ~e. ~l so .st udi ed three yea r~ at th e Ma ryla nd Inst1t ute, spec mh zmg 1n mecha mcal dra wm g. H e ca me to St. J ohn 's in 1916, a nd in hi s t wo years here he st a rred on a ll at hl etic tea ms, bein g ca ptain a nd a ll- Maryla nd T ackl e of t he 1917 football tea m. H e grad uated in 1918 w it h t he degree of B. S. a nd entered t he service as a Second L ieutena nt in t he Machin e G un Corps. H e was stationed at Camp Ha ncock in Geo rgia as inst ructor in t hat area. H.e was released fro m t he service in M a rch , 1919, a nd obtained a positio n at Spa rrows Point in th e Mat eria l Depa rtment. H e signed a cont ract wit h Ridgewood H igh School, New J ersey, as At hl etic D irecto r, b ut when Coach vV1lso n left St. J ohn 's he obtain ed his release a nd ca me to St. J ohn 's as Athl etic D irector a nd Instr uctor in Sub-F reshma n Ph ysics a nd M at he mat ics. 26 . M iss Sara h Berry was born in Balt imore a nd ed ucated tn a pn vate sc hoo l i~ th at city . She has bee n li v ing on th e Co ll ege G reen for th1rty-fi ve years, a nd fo r t.he past t wenty yea rs ~ as been co nn ect ed w1t h th e Co ll ege 1n t he capacity of Reg1 stra r a nd Secreta ry to t he P reside nt. Th.ose of us wh? a re fort un ate eno ugh to be int imately acq ua mtecl Wit h !VI ISS Berry kn ow t hat she co nt inua lly has t he welfa re o f th e Co ll ege a nd the stude nt body at heart. No matter how dow ncast we may be, if we meet Miss Berry we are a lways su re to be greeted wit h a s mil e. The udent body as a whole is in consta nt receipt of favo rs fro m her, a nd as a co nseq uence s he has endea red herself in o ur hearts. We ~ II app reciate t he interest whi ch she ta kes in t he Co ll ege a nd m th e st ude nt bod y, a nd wish t ha t she may have ma ny happy yea rs before her. 27 �iGirut.-Q!nl. iunrau 1.Ellint lt &.A. ·. Arma Virumque Cano lffi"§~~~ HERE a re many wonderfu l t hin gs t hat we could say a bout Lie utena nt-colonel E lliot. There a re ma ny instances, wh ich on ly those who knew him could a pprecia te by t he tellin g. H e sha ll ever li ve in t he memory of t he cadets who knew him , who, kn owing what a ma n a nd a soldier should be, found a n exampl e in t his ma n. Li eutena nt-colonel E lliot was born in New York City in 1863 an d received his early ed ucation in t he state . From t he crad le he emerged a soldier a nd a gentlema n, a nd in 1898, when C uba was fi ghtin g for independence, he join ed the revolu tionary forces a nd served fa it hfull y . When t he U ni ted States entered t he confli ct on t he side of C uba, he was permitted to join t he forces of hi s country a nd on Jul y 14, 1899, he was com missio ned as F irst Lieutena nt of Infa nt ry, being honorably mu stered out on M ay 14, 1901. T he foll owing August this persistent soldier of fo rt une joined t he E ighth Cavalry. H e entered t he School of Appli cation for Cavalry "a nd Field Ar ti ll ery and was graduated from t his school in 1905. In 1911 he was raised to the ra nk of Captain and assigned to t he F ift h Cavalry. For two years he served in the Phi lippine as adj utant. After years of excellent servi ce Captai n E lli ot was retired on account of physical disab ili ty . In 1917 he was again ordered to active d uty at St. J ohn 's in t he capacity of Co mma nda nt and Professor of Mi li tary Science a nd T actics. In t he summer of 1918 he was raised to the ra nk of Lieutenant-colonel, which he held until his death, in November 1919. In this man t he Coll ege as a whole has lost a fr iend. Being a ma n him self , he !~new how to command other men a nd , being a soldier, he instill ed both of these quali ties in hi s cadets. One can t ru t hfull y say that he was loved by every man in t he battalion a nd when he took comm a nd of the uni t in perso n t here was never a prouder body of men under a rms. H e was a fri end of every cadet and he saw to it personally t hat each man received t he treatment accord ed to prospective officers a nd gent lemen. Each m ornin g at reveill e he was o n the camp us, greeting t he men before the day's work. Space wi ll not permit us to tell a ll t hat cou ld be told of this ma n. Nevert heless we sha ll a lways remember this commanding officer , who was ever proud of his cadets a nd of whom we co uld not help but be proud. I LIEUT.- COL. DUNCAN ELLIOT who departed this life Nove mber 2, 1919 29 �Alumni l\nsorhttion President OsBO RNE I. YELLOTT, '91 Vice-Presidents MARION B. FREEMAN, '90 ] OHN M. GREEN , '05 RoBERT PENNINGTON, '93 S ecretary and Treasurer T. w. CLAGGETT, '91 Wha t was needed was a college where one could obtai n a higher education without crossing t he Atla ntic. It was proposed to found such a coll ege as early as 1671. Althou gh severa l a ttempts were made to push a bi ll t hrough the Legislature, a cha rter was not gra nted until 1784, due to the R evolu tion. COMMITTEES Entertainment ROBERT H. WILLIAMS, '96 (Chairman) w . F. STONE , '11 c. E. M ULLEN, '00 Publicity jOHN H. WALLER, '93 (Chairman) GEORGE FORBES, '92 WILLIAM H . WILHELM, '93 Membership PHILANDER B. BRISCOE, '13 (Chairman) EDMOND H. JoHNSON, '20 THOMAS B. R. M u DD, '10 l NG Willi a m's School, founded in 1696, was th e first na me given to this, t he oldest and most revered in stitution in th e Sta te today. At first th e school co nsisted of but one brick building, a nd its first presid ent was t he R everend Edward Butler, Rector of St. Anne 's . Although Kin g William's Schoo l sati sfied a long-felt want, it was by far not a ll t he colon ists des ired a nd needed. NEW YORK BRANCH. A local association has a lso been formed at New York to whic~1 a ll grad ~ ~tes, a lumni a nd friends of St. J ohn 's College, living in or near that City, are eligible. The officers are: . . H erbert Noble, '89, President; E lon S. H obbs, Jr., '82, Vice-President; Alfred Houston, '06, Secretary; C harles Brewer, '85, Treasurer. The coll ege was na med St. J ohn's Coll ege, a nd a t first, a nd , in fact fo r seventy -one years, t he onl y building was "B laden's F oll y " , later call ed M cDowe ll H a ll, in honor of th e first president, Dr. McDowell. The first t hir teen years were prosperous ones, but in 1806 t he Legisla ture withdrew its support. From then until 183 1, when Dr. H ector Humphreys took cha rge, the Coll ege saw ha rd t imes. In hi s ad mini stration, which las ted until 1857, two new buildin gs, Pinkney and Humphreys H a ll s were added by his un tiring efforts. In 1861, during th e C ivil War, St. J ohn's ceased to exist. I t wa reo pened in 1866, on ly to st um ble a long un certa inly un ti l 1886, when Dr. Thom as Fell became presid ent. \Ne owe to him t he schoo l we have today-a sc hool honored a nd respected by a ll. Durin g his administration W oodward and R a nda ll H a ll s a nd t he new gymnasi um were buil t, a nd McDowell , whi ch b urn ed in 1909, was reb uil t. In her long a nd envi a ble career St. J ohn ' has t urn ed out ma ny a lumni of whom a ny in stitution might well be proud. Their record in the la te World War was not <; urpassed by a ny co llege in t his co untry. / 30 31 �RANDALL HALL �\ �------------------------------------==========--1 ���---· INTERIOR OF CHAPEL PRESIDENT'S HOME I R �MISS LELIA HODSON East Ora nge, N . ]. Sponsor of" Sen ior Class �RATTRT RATT~T JOHN DAVIS ALEXANDER HOWARD ALONZO BATTY "Goldstein," "Howard" "Alex," "Gy,rene" BALTIMORE, Mo. DEAL'S ISLAND, MD. Class·ical Course Scientific Course KA Motto:-To command the Marines in Haiti. "A thing of beauty is a joy forever." Football Team (2, ?) ; Assistant Coach Football (4); Basketball Team (3, 4) Captain Basketball Team (4); Baseball T eam (2, 3, 4); Captai n Ba:seball Team (4); Color Sergeant Co." B" (4); Glee Club (3 , 4); Sergeant S. A. T. C. (3) . Secretary Key Literary Society (4); Marine Corps 1918-1919; Assistant Librarian (1, 2, 4) ; Sergeant Co. "B" (4). iii._ ~ " '"~ )!", Still there comes another rare specimen from the Land of the ,Evergreens. vVith "Alex" his ·course at St. John's has l;>een . rather unsettled. Dur-ing his second year he accepted the position as a prof. in Kingsl ey School, N. J .. He re;nai ~ed the1:e u·ntil' the end of the school semester and th ~n contmued h1s wanderings to the neighboring State of Pennsylvania, where he remained for a short- while. In the fall of '18 he return ed with the intention of completing his co urse. Again he heard a call and this time it ;was that of Uncle Sam. As a res ult he enlisted in the Marine Corps and served a year in the Tropics. For the third time he returned to us in the fa ll of '19, and this time he is su rely sticking and proving his worth as a true St. Johnni e. "Gyrene" surely is a royal booster to the academic department, for each month his na me is hangi ng high among those of honorabl e mention. In public "Alex" does not seem to be a fusser of great abi lity, but do not be led astray by such misjudgments. His weekend trips to Washin gto n are not purely for recreatio n, but to have a close intervi ew with that fa ir damsel. As yet we have not been able to ascertain "Alex's" futur e co urse in life, but, be whatever it may, we feel sure that he will make it a success. 46 . ./) . . ,,G.reat is our joy on this occasion to attempt to write th.e bi-· •0gr_aph.y of 'so great a man . Howard is a product o! Baltimore •j!pd a son .of whom she may well be proud. He {el\ in our ranks r111 the a-utumn of 117, and immedi.ately attracted' attention thru this ·~bility to ~ipg'. , He ·has lost none of his re~i.ttation, for, his Yoke is clearly ll.ear~ leadiqg ,the choir each mo,r.ning in .chapel. ··· ? s '·il n all-around at<hlete ''he has" no superior. Durung his ·-~~co nd :~~ar of_ f<_)otb,all ~e s~staihed, an injured _knee, ~v hi ch kept lima ,fr6m part1c1pating m l:ns favonte sport th1s yea , but great cre~lt:. i'~ due hi111 for , his excellent ·work and untirin g efforts in ass1g;.tmg. Coach Lentz .on, the guidiron. In basketball and basel)af\. we 'find hiw starring agai n, being captain of both teams. Turning to. his scholastic a bility, we mi ght add that if S. J . C's were. given for Latin, Greek a no Oratory, "Goldstein" wo~:~ld be g1verr one every month. Howard's ambitions in the military line have at last been realized, (or he is see n at each ceremony proudly carryin g Old G lory, acting in the capacit y of color sergeant . It would not be fair to call him a woman hater for we have suspicions about his frequ ent journeys to his hon; e town, but when a man refuses to talk one must draw his own co nclu sions. . Batty's sunny disposition and willingness to be a fellow 's fn end have made for him a lasti ng memory in the heart of every St. John 's man. 47 ~~ J '/' \ ~ ~/ii ,. 71 \~ .. ~ t ~~ ~' " t·ij r~:::::::=:::::::::::::::::~::-1 �RATTRT JOHN HOOVER BIREL Y MILTON WILLIAM BAYLIS "John," "Barley-corn" "Johnnie" POCOMOKE, CA VETO WN, Mo. MD. Latin-Scient1jic Course Latin-Scientific Course Motto:-To be an orator. Motto:-Johnnie has one ambition we hear, And that is to be a great engineer. Corporal Co. "B" (2) ; Sergeant Co. "B" (3); Rifle T eam (2); Expe rt Rifleman (2) ; Fi rst Lieutenant Co. "A" (4) ; Second Lieutenant Infantry U.S. A. (3); Plattsburg Training Camp (3). Rat-T at Board (3); S. A. T. C. (2). .1 lt' "· Herene is, all ·ye who read, this curious &J.?eailtren from the Eastern Shore, who bf•hi s h a;·d ·work an.d un ~~su~:h ing ~,manner has won his place in the hearts of us a ll. ft 'Johnnie'' hails from down ne'!r Pocon;toke; where, .it is tu·t por.e d, he is ~ t;egufar devil,. s9111etimes staying out. till ~ in e o'clock, and he once cir:ov~ his car"ah"JAost twent)l' miles an ho'ur.' ., ' "J 0hnnie" hcils}1ev~r go me' in fen: at hl et ics, as his b~i~d does· not _, permit it, ·t; Ut_::i u his classes he is a bear: and J probably knows ....more· Physics t han any one else -in h.is class, for he studi~s b!lr4 and is always to be found with hi s books during study ours. Baylis is a lso a n electrical wizard and his roo m is a very haven of electrical devices, altho it is said that he saw his first electric light in Pinkney Hall and failing to blow it out he slept with it under his pillow. All joking aside, Johnnie has a firm place in all our affectio ns, and we wish him a ll the success in the world in his future undertakings. he 48 Here is one well known to a ll ; not o nl y for hi s mil itary ab ility , but as a st ud ent a nd for his cheerfuln ess a nd li g hth earted d isposit io n. His a.bi_lity as a military man was recognized while a.t one of the t~ammg ca mps, a nd resulted in him being com missiOned a nd asstgned to duty at Ca mp Grant Jllinois. His abilities a lon g this line have proven a n in valuable asset to the batta li on during the past year. His sta r~in g !s by no means confin ed to the above department, for wtth ht s hon orab le co lleag ue, Mr. Batty, we find him at t he head of both th e Oratory a nd Education classes · (on the front seat), which position the much infat uated co upl e "M iss Beh avio~" and ~_r. Hand y forced .them to occupy. Johns clispos1t10n has won for h1m many fri end s. H e has a 11 unus ua l sense of humor, which has kept those about him constantl y look u1g on the brighter side of life. And now for t he fair sex. VIle would sav that in t hi s e is no less qualified t han in matters above m e~t ion ed. We ca n 't say t hat he is a "fusser", but we do know that he has a "scandalous drag" with a ll. of them. His in c_Jin ation s do not appear to be s a general, for there 1 a spec1 l attractiO n at v\las hin gto n a nd some say ~hat. he h ~s lo ng sin ce gotten a week-end perma'nent pass, a nd 1s st dl trymg to buy up the co nt rollin g stoc k of the W. B. a n~ A. Ry. Co. We presume the reason is to get a later car wh 1 would get him back to Annapolis on time. ch However, we are sure" fohn" will be a gr eat orator a nd will soon be admitted to the ''Bar" of Cavetow n . 49 �RAT TAT EDWARD IRWIN BLAINE, JR. PAUL MOYER CASSEN ''Eddie'' POCOMOKE "Preacher," "Paul" CITY, Mo. TOWSON , MD. Latin-Scientific Course Ctassicat CoU1·se Motto:-" Aw, shu cks, wh at 's th e hurry." M otto:- To make th e world a bett er pl ace to live in . Marksman (2); Corporal Co. "A" Sergea nt Co. "B" (2); Q uartern-aster Sergea nt Co. '' B" (4); Vicef res ident Y. M. C. A. (4); P lattsburg Tr; inin g Camp (2) ; Camp Lee Train in g Camp (3); Fra ncis Scott Key Literary Society (4); Sharpshooter (1). (3); Treasurer C lass (3) ; Corpora l Co. "B " (4) ; K ey Literary Society (4) ; Class Prophet (4); Ca mp Lee Training Cam p (3) ; Sergeant Co. "B" (4). Wh en Eddie stroll ed le is urely on th e ca mpus, old St. John' s added to her roster t he na me o f a nother Eastern S.horeman . Like many ot her Freshm,e n he ca ine up th e Sacr~d "~all~, det~r­ min ed to do 0r d ie and above a ll .not to get homesic k. W it h t his in mind , he has s ucceeded in 'e scapin g not on ly an 'a tta ck o f nostalg ia, but a lso in gra :lua ting in t hree ye~ rs . . . Bei ng the yo un gest member of the class of _20, It IS.nat ura l t hat the ot her members try to keep an eye on hun. This IS oot so ha rd during 't he week;Jor "Eddie" stays close and st ud ies h a ~d but on th e week- ends it is d ifficu lt, a lt ho stray bits of news tell ~f dances, _heat res and B a ltimore girl s. t ' ' "Eddie" has been very successful in acade mic work and it is believed by Ira ny in book busin ess, too, since ~ e bought a half interest in th e co ll ege book sto re. Wh en a n mn oce nt Freshman wa nts to buy a book, "Eddie" rubs his ha nd s togeth er much after the fashi on of an inhabitant of old P a lestine. This ha bit a nd th e beli ef t hat he is mak in g a fabul o us sum has earn ed for him th e na me of !zzy-I key-B la in e. vVhe never th ere is a hop of a ny kind, he is sure to be th ere trippi ng t he li ght fa ntast ic a nd a musing the girls with hi s humor. It is un derstood t ha t" Eddie" will study medicine next yea r, and we a ll know that he has " th e will to do "wh ich wi ll ca rr y him thru in whatever professio n he select s. 50 From the q ua int suburb o f Baltimore, well known as T owso n, St. John 's rece ived in th e fa ll of ' 17 t h is well known and ~e ll liked you ng Ira n, ,,;b'o m we know as Pau l. For a person co ntemplatin g the mini stry as a vb.catio n, hi s first year dffered a few strange experiences. Living wit h H offma n, the fair y c'a ncer, a lso t ended towards cl: anging h is co nception of schocl life. At the end of hi s first year he attended Plattsb urg ~.r ai~ing camp. Owi ng ··to hi s age he was not permitted to hold a co mmissio n, but he has had h is re\Yard here at St. John' s. "Fau l" has a lways l; een ab le to wi n th e fa vo r o f t he professo rs, in suc h sub jects as La tin a nd G ree k, whic h is amaz in g to us. \ ;v'ith the fe mm es it is net known ju st wh ere Pa ul stand s, but we would not be surprised to hea r, in a few years , t hat "Pau l " ha::l a lit t le pa rso nage for two . Hi s c heerfu l di sposi tion a nd good work have made many lasti ng fri end s here at co ll ege. 51 �RAT TI1T RAT TI1T ROBT. EDWARD COUGHLAN, JR. EARL ROLAND CUSTIS "Bob" "Preacher" MT. WASHINGTON, Mo. PocmJOKE , Mo. Classical Course KA Latin-Scientific Course Motto:- To go to Baltimore every week. Sharpshooter (2); Corporal Co. "B " (2) ; Co lor Sergeant Co. "B" (3) ; Vi cePresident Ath let ic Association (3); Hop Co mmittee (3, 4); Plattsburg (2); Vice-President C lass (3 , 4); Secretary Jun e Ball Co mmittee (3); First Lieutenant Co. "B" (4); Stud ent Senate (3, 4); President Athletic Association (4) ; Business Manager Co legian (4) ; T en ni s Team (1, 2, 3, 4). l\1otto:- Th e ham let o f Poco moke, th e East ern Shore; I:ll strive for t hese for-evermore. Sha rpshooter (2) ; Co rpora l Co . "A" (3); Sergeant Co. "B" (4); Winner of .I unior Oratorical M eda l (3) ; Coll eg ian Board (4); Stud ent Se nate (3); President K ey Literary Society (4); Basetall Sqt:acl (3, 4); Seco nd Li eut ena nt Co. "B" (4) . "Expect to be sick aga in next week, keep all elates open." . B~ Many tim es has this t elegra m bee n sent to some fair damsel in Baltimore; perhaps not a lways to t he sa me one, for each new moon usua ll y find s t hi s youth wit h a noth er affi nity. And yet Bob is firmly opposed to entanglin g a lliances (? ). As a student hi s na me ca n be found on the Honor Roll most ever y month, but hi s hi ghest amb ition is yet to be fulfi ll ed, i. e. , to pass Math. I before he graduates. Bob has proven hi s hor sema nship in both Latin and Greek, standing fairl y well in both classes. We feel t hat thi s yo uth deserves th e coveted monogram for one reaso n alone, na mely, hi s d etermin ed efforts to sec ure a tra ining tabl e for his tenni s squa d . But if you would observe, seriou sly, this yo un g ma n's graceful move ments on th e co urts , yo u wo uld not fai l to a pprec iate hi s great a bility. Th e best we ca n say of Bob is that he is a gent leman in every sense of th e worcl, a true fri end a nd a loyal St. John 's ma n. He is also an orator a nd, wh ether he turns out to be a judge o f t he Supreme Court or a n a nnouncer of train s, this train in g wi ll help him considerably. Bob inte nd s to study law a nd we a ll wish him the best o f success in hi s work. 52 It was in th e fa ll of 1917 that we heard a n awful noi se a round college and, lo a nd behold , what shou ld the noi se be but a tall , blonde yo uth trying to co nvin ce St. John' s that without Pocomoke, or the Eastern Shore, Mary land co uld not ex ist. H is arguments were based on facts from the land ing of Columbus to the discovery of Pocomoke by Pocohontas. He was soo n quieted by the upper class men for t he remainder of t ha t year. As a stud ent his nam e ca n be found o n th e Honor Ro ll every month. His highest ambition has yet to be fulfill ed, i. e. , to put Pocomoke on th e ma p and to write a hi story of t he Eastern Shore, a nd at th e rate he is now going we are s ure he wi ll attr~ in success very soon. · "Preacher " is a lso a n at hl et e of true worth an :1 has shown marked ab ilit y on th e mound . Starrin g is by no mea ns confined to th e ath let ic d epartment, for both in th e milita ry a nd schol astic departme nt s he sta1ds high. In oratory hi s d eep bass voice (?) ca n a lways be hea d with man y good argume nts. Then as a mi litary ma n he is a seco nd Na poleo n, ea rnin g for him self this year a sergea ntcy. "Preacher " is a hard worker a nd a tru e fri end a n:l as he intends to t ake up Law, we fee l s ure that he will succeed a n:l wi sh him a ll the luc k that a true St . John 's ma n deserves. 53 �RAT TAT CLAUDE SUTTON DAVIS "Flip", "Pep" POCOMOKE, CHAS. WAUGH FITZGERALD, JR. "Charley," "Fitz" MD. L atin-Scientific Cou· se r PRINCESS ANNE, Mo. <P~K Motto:- To be a John D. Rockefeller. Vice-Presid ent C lass (1) ; Histo ri a n C lass (2); Plattsbu rg Training Ca mp (2); Sharpshooter (2); Treas urer Class (3, 4); Assistant Manager Basketball (3); Sergeant Co. "B" (3); Treas urer June Ball Com mittee (3); Hop Co mmittee (3); S. A. T. C. (3); Second Lie utenant Co. "A" (4); Busin ess Manager Coll egian (4); M a nage r Basketball (4); Treasurer Cot illion C lu b (4); Student Senate (4). Ladies a nd Gentl emen: Allow me to present to yo u the fin a ncia l sha rk of the class of '20. Not being co ntent merely with taking cha rge of the coffers of the class , th e Co ll egian a nd the Cotillion Club, t his li ght nin g acco unta nt is a lso c ustodi a n of the money chest of t he African Go lf Associa tion as well as the St: John 's bra nch of the Annapolitan Po\<er Club. · Now this gentl ema n is a lso a co ll ecto r of a n t iqu ~ furniture. H ard ly a day goes by during the winter that a Rat wou ld not be seen entering No. 2 Senior floor with a decrepit table or a three-legged chai r o n his back. But where have t hey gone? Who knows? Who knows? But as k "Pep" a nd he wil l tell yo u that well-seasoned furniture makes the best kind of fu el for open fir ep laces. This year "Pep" is in hi s element-pi lot in g t he basket I:; a ll team aro un d. This necessitates ma ny trips to Baltimore a ft er supplies. But o ne t hin g we do know, that he now s mokes onl y imported cigars; and t hat the basketball bud get s howed great increase ip incidental expe nses. H e has not yet appeared with a diamond ring as t he ma nager o f football did, but he is seen sca nnin g very closely t he quotations from Wa ll St., a nd we fear for solvency of the Ath letic Association. We feel s ure that if "Pep" ha ndl es hi s own finances as he has the above-mention ed, he will s oon be a milli onai ire. 54 Scientific Course KA Motto:- To turn out th e best RatTat ever. Baseb.all ~quad (1) ; Marksman (1); Class Htston a n (1, 2); Mando lin Clu b (1, 2, 3); Baseball T eam (2 , 3); Co rpora l Co. "A" (2); Editor-in-C hief Ra t -T at (3); Ser~eant Co. "A" (3); Key Litera ry Soctety (3). All hai l to t~e big c hief of the Rat-Tat, the wield er of mighty pen a nd cht ef cltspenser of R at-Tat writing paper. . "Cha rlt e" has a.lways appli ed him self indust rio usly to every thmg he has go ne mto. In fact, he has clone so wel l that his ~Jassmates wtru stecl to him the pub li cat ion of this book w hi ch m Itself IS a t~stimonia l to hi s a bility. H owever, there 'is such a t hw g as clotng too well, for by hi s grad uat in g thi s yea r the class loses one of its best men. I!"! at hl et ics "Fitzie" won his S. J. C. last yea r in baseball holdmg ~own second base with cred it. This is the o nl y spo rt h ~ e.ngages tn ! but he ts a warm s upporter of everyt hin g that l oo~s ltke at hl ettcs. We expect great t hings of him in baseba ll this seaso n. ~i\lhen it comes to gi rl s "Cha rli e" is distin ctly a monoga mist, havmg one and o ne onl y. But who ca n blame him, for one look at t.he fatr spo nso r of !he Rat-Tat is sufficient even to the most cnt tca l. Hts exp ressiO n ch at~ges three times a week, na mely, on those d.ays when he rece tves those lavender-hued, sweetscented ep tstles from Princess Anne. But ~ otwit h sta nding the above-mentioned fa ults (?) he is a regulat ~el l ow a nd t he class of '2 1 hates to see him leave but we wtsh htm a ll the lu ck and happi ness in t he world. ' 55 �RATTRT RATTRT WILBER ELTON GATTENS BURLEIGH CLAYTON FOOKS "Skip," "Trash" "Cue Stick" "Scoop" SNow HILL, Mo. CUMBERLAND, Mo. Scientific Course Scientific Course Motto:- To get a scoop. <I>~K Student Senate (2) ; Co rpora l Co. "B" (3); Battalior. Sergeant Major (4); Manager Dramatic Cl ub (3); Co. "B" Rifl e Team (2); Assistant Editorin-chief of Coll egia n (4); Expert Rifl eman (2); Vice-President Y. M. C. A. (3) ; Magruder Essay Prize (2, 3); Key Literary Society ( 4). Kind reader, the a bove portrait is a reproduction of the graduate reporter of Snow Hill's "Disappointment ". Serving his time as a cub on that- paper, he came to Annapolis, a nd is now a full fledged reporter on the "Evening Capital". On the side he attends St . J ohn' s. "Scoop", while at St. John's, is eith er sending away news reports, arguing with the Profs., or making speeches to hi s unruly cla n. This organization is the pride (?) of Senior Floor and the Seniors are a lways expressi ng their appreciation of t he way that they stand behind the st ud ent body(?) in a ll th eir t,U1dertakings. Burleigh is a hard worker in any thing that he undertakes. In st udies he is one of our brightest men . His name is a lways to be found near the top of the Honor Roll, a nd at the end of each term he is invariably on the exemption list , which is a n accomplishment t hat very few of us succeed in doing. "Scoop" does not have time to go out for at hletics, but he is with us, hea rt and sou l. While he does not take part in t hem, he a lways sees that we have good write-ups in the "Evening Capital". Bu rleigh intends to follow t he life of a newspaper man. \Ve wish him success and believe that it will come to him as a reward for using his talents a lon g hi s chosen career. Motto:-To take Willie Hoppe 's . la urel from him. Rat-Tat Board (3); Corporal Co. "A" (3); Expert Rifleman (2); Sergeant Co. "A" (4). Sever~l , years ago there arrived in our midst a youth heavily ~oated with coal dust .. Traces st ill remain efthe original cover- Jng, but time a nd occas10,nal baths have erased much of it. This lad_ soon distinguished himself and· s howed results of his early tram mg as a coal miner in a simple experiment · he a lmost blasted the "C~ge" int? ~terni~y. Altho. th e "Cag~" has und ergone many d isasters 111 Its existence, this was by a ll means its narrowest esca pe. "Cue Stick ·: i~ an 'at hl ete of sorts. His knowledge of indoor ~po rts IS asto nl sh mg. Be has never won a monogram yet but 1f St. John's gave the1~1, for parlor sports "Skip " would e~si l y bead the list. The fa ir sex apparent ly have no charms for "Trash" but ~earl y ever y morning brings a blue envelope addressed in a ' fem!nm e h a ~d from Cumbe rl and. "Skip " ta kes frequent journeys Ill t h ~ d irect ion of that me-trop-o-lis, and returns with renewed energies (?) and a s miling face. "Skip" left _us l a~t year not. intenrling to return, but the loyalty co upled with hts scholasttc ambition(?) led him to return and IJe ex pects to graduate this year. "Trash '~" bea m_ing co unt_e na nce a nd ready smil e won him a host of fnends while here w1th us and we hate to lose him but we·know t hat he will succeed in whatever he undertakes and we all wish him the best of luck. 57 �RAT TAT RATTRT SAMUEL ROY HETZER REGINALD FOSTER HALL "Re~inald," "Strin~ I WASHIN GTON, "Kale," "Maj," "Hetz" Bean" WILLIAMSPORT, D. C. Mo. Scientific Course Classical Course KA " H e's lank a nd lean, with a deuce of a neck, His strongest phrase is 'well, by heck.''' Corporal Co. "A" (4) ; U. S. Army 1918-19." "The little man with t he big voice." Student Senate (1); Second L ieuten-- ant Infantry U.S. A. (2) ; Batta lion Bayonet Instru ctor (3) ; Hop Committee (4); Co1Jegian Board (4).; Vi'ce- President Student Senate (4); Manager Baseball (4); Secretary Athletic Association (4); M a jor Battalion (4); Sharpsh ~,Jo ter (2). , ~: ~. Here we· see t hiJ.t_person who is known. a f: s't. John.~"s as "'Mai ". Our nex t is exJ}biE No. 9999, one of o ur £ew aspirants for theological honors!' nd·w.e re it not for repet itiob we wou ld enume(ate his n1any a'ocl v;1ried virtues, which, we assure you, a re of the highest possible s_;'lndarcl. t · _ · Reginald's course was . interrupted durin g his Jt.~g.i;or year by th,e war,; a~ d !11ft Qoll ege to clo his best for Uncle qam . When tl;t~ great s:o nfl ict end ect;j'bis tbo\1ghts began t p wander back to old St. John's aml caused him to return to us. i3 ut bear \yi1 us f_J.Tther, u ;h < nost indu· gent reader, fo r t he a,b o,ve l qre ·but a fe\v.;...o~ hi s merirts. On e of the most l)r,onouncecl of the hith erto unmention ed" being his a bility and apt ness at bea.viri,g a h efty hoof. At every hop hi s six-foot three in ches is seen moving stately a nd erect in a nd out a111ong the jazz infected t rippers. One t hing pla in to him and puzzli ng to us is h ow he ma intai ns his monoply on the C rabtown da msels, but this he does in a most efficien t manner. V•/e often entreat him to im part to us his myst ic formula, but of no avai l. '\ We a re not sure whether h is life-wo rk will be 1n teachin g a Ladies' Bible class or as a leader of t he African M e morial Movement, but we wish hi- s uccess. in eit her. m he 58 _He is ~he fourtli fron) Waslfin gton Co un~y who has held this _~o~or 111 recen ~ yea_rs, _.al)-d ever yone agrees th,at h.J! !s the ver y ' !lest we have,..hacl smce' we_hega11; our terms at. this m stit ut iop.. Roy has not ori)y served ys _well , but h a~ a lso rendered g reat service to his co untry. R eahzmg ,the need of the army for offi1· ce.rs clu:ing t he war, he jumped right in .fL nd was sotj~il reward ed ,•w:t)-1 UJ.!lch ~~v_e ed ~aps o~ _g:<?ld .. Last spring 'h e , retu r ned t<? uds a n~ hus ab i)tttes 111 1 ~h.~ l]ult~a ry lme were very sop n \ecoghize . •--: . \iVe have qe.en~ a_ to hear "VE!ry li ttle of hi s affairs with the bl'e t. g,e_ t!._h s~x-. .His--interests seem a lmost entireJy cente~ed ar~.ll)~d n State Normal a nd a spoCi n o ld Virginia. For n1an y weekS'Iwe have been hearing that our Rat-Tat mig ht have to go to p ress ~v1thou~ a spo~so r for t he battalion, but we have hopes o f receivmg a n un mediate rep ly to our req uests for a spo nsor to fill that honored place. . Some clay he will be a great lawyer, and eve n n ow we have h.ts prom ise to ad just any of o ur difficulties needing lega l attentiOn . _Onl y the limited space forces us to close a nd we regret to Oimt the ma ny oth er good q ua lities he possesses. tlir 59 �RATTRT RATTRT GEORGE HAMMOND HOPKINS RAYMOND SERGEANT HYSON "Hop," "Timberleg" "Ray," "Hys" ANNAPOLIS, MD. HAMPSTEAD, MD. Scientific Course Scientific Course KA Rat-T a t Board (3) ; Corporal Co. "A" (2) ; Qua rtermaster Sergea nt Co . "B" (3); Junior Rifl e T ea m (1) ; Capt a in Co." A" (4) . What , Ho? The G uard, bring for t h t hi s old reJi c of St. John's a nd let us gaze upon hi s fa ir co un tena nce. For he is a relic to be s ure- he is the on ly me mber in th e class of '20 th at ca n truthfull y(?) say t hat he was a t St. J ohn 's wh en th e Libert y tree was pla nted. " Hop " is t he pride of t he battalio n in milita ry work t hi s yea r. Hi·s nat ura l ab ility coupl ed with his lo ng experi ence in t he depart ment has well fitted him to assume t he duti es as Ca ptain of Co. "A". As a result of Captain " H op's" ha rd work it is a su re t hin g that hi s co mpan y will make a good show ing when the t im e co mes to determin e the merits of o ur two co mpa ni es. Now don't let us lead yo u ast ray by thinking t hat " Timberleg" devotes a ll of hi s time to military work- for wi t h t he " fe mm es" he i.s a lady killer (in hi s estimat io n) . Wh en he once smi les in to t heir eyes t hey ca n't resist hi s cha rms (?) . What he tells th e m is beyo nd us, but he has a long strin g o f co nquests in Crabtown and elsewh ere. " Hop" is a true fri end, a lways read y to help the oth er fellow; he has a c heerful di sposition, a nd a n a bility to make fri ends which will undoubted ly help him in his later life. H ere's luc k to yo u "Hop". 60 Motto- N ever to miss a wee k-end in Baltimore. Sharpshooter (1); Sergeant Co. "A" (3); Battalion Quarte rmaster Sergeant (4) ; Secretary Class (3, 4) ; Student Senate (4) ; Editor-in-Chief Collegian (4); President Y . M. C. A. (4) ; M a nager Dramatic a nd G lee Clubs (4); Editor Y. M. C. A. Hand Boo k (3). "For e'e n though vanquished , he co uld a rgu e still. " This quota tion may be a ptly app lied to "Ray", for a rg uments of a ny kind, sort or desc ri pt io n a lways find in him a sta un ch devotee. Since "Hy's" firs t yea r at coll ege he has gon e in for a ll phases a nd form s of orga nizat ions for th e uplift of t he co ll ege. His interest has not bel'!n a s uperfi cia l a nd tempora ry one, but of t he ki nd t hat has prove n last ing. In ot her word s he has the St. J ohn 's spirit in t he full mean in g of the term . H app il y or sadly t o stat e, "Ray" has fall en for th e cha rms of the fa irest damsel in Balt imore (in hi s o pinion ). It is tr.ul y wonder ful as to t he number of pret exts he in genuo usly co nceives as to hi s reaso ns for go ing to Ba ltimore so often. In scholastic work "Ray" is a n ack now ledged leade r a nd he has sta un ch supporte rs du e to hi s untiring efforts to get t he most o ut of hi s s ubj ect s. Alt hough he is not a letter ma n, he pa rti cipates in both baseball a nd track, a nd hi s in te rest in the sports is very active. .w'? d e;> not know yet what profess io n "Ray" wi ll take , but he IS mcl med towards Law, a nd hi s spiri t a nd determination to carr y on will undoub ted ly tell in t he e nd . 61 �RAT TF\T RAT TAT EDMOND HOUGH JOHNSON ALBERT FUAD JUMBLATT "Judy," "Gavvy," "Judge" "Gummie," "Ameer" "Fuad" SNOW HILL, MD. Latin-Scientific Course KA PHILADELPHIA, PA. Motto:-To be a Justice of the Peace. Scientific Course Sharpshooter (2) ; Hop Committee (2) ; P lattsb urg (2); Sergeant Co. '.'A" (3); C hairman Jun e Ball C_omnuttee (3); Secretary Hop Comm1ttee (3); Student Senate (4); S. A . T . C . (3); Assistant Manager Baseball (3); President Class (3, 4); C ha irma n Hop Committee (4); Second Lie utena nt Co. "B" (4) . Rat-.:Tat Board (3) . . Francis Scott Key L iterary Society, (4); Plattsburg Training Camp, \(2) . Mottb:-To be an Assyrian Prince. I -' .- One morning in the fall of 1916 a yo ut h 0f promising ability . ~pproit heel t he ca mpus, wl1om no one knew niuch abo ut. But : soon he ent,e red an affi liation with our Steward. and con_se,q uentl y the nickname of "Gavvy" was thrust up_on htm . h1s was t he begi nniA g . of t his Sho' man's career with us, a nd, by steps h.e ound his way ,into the hea rts of the Facu lty and the st ud ents. w" - 1, No O);le ltne~ •what ''G~wyy" was goin g t? be or do, b_ut when spring c~me around we n9t iced him pa<;ld lmg aro u?;d 111 ~.red -ca noe · wtth one \vho was well up 111 Enghsh. Th en Judy (as the fairer 'sex of Snow H~ll cal l him) begai~ to _ ima_gi ne he co ul ~l be a lawyer, so he com men c_ed to get _set 111 h1 s v 1 ews, and the Student Senate gave him a httl e practice. vVhen he came back in his Senior year he was d etermined to study Law at o nce, so now he goes to Baltimore every clay, but we can not u'?-derstand why he gets back on the last car wh en hi s w'ork the re IS over at 8 P.M. But with it a ll "Judge" is a fin e gentl eman a ':lei a real spo_rt; if yo u don 't believe it just listen to lum tell of his exp lo1ts w1th the rod and gun. We a ll hope that he will lead in life as he has in the class of '20. 62 I 1 . .,. Ki!;id fri.ends, yo u have read above j..ust where "Gu m mie" ls 'from, so w_1 wi ll -not 'troub le_you again wit~tn is, ~pt m ight say e :.,that this inform<JJ iQn aSJ•tO h.is IJ-10me is q1 uite hazy)., '· 1,Well , to sa.,l the least, Ii'uad is a good old '.~t. Io.O:nrtie, and H qo ug)1 he !1-ever ,-gves.out-fOI:: any of our at hletic teams, he is a stm ng hacker of t heJTI a lL He will see them thru, win or lose, and ne:~Ler.·g'runil)lt;s when t hey are beaten. · T · "A-liqe~r". has qpite a. following of fr·iends ,_a nd i:s ve!L 'riked I .by, allliqesplltlaqy the l_a~!es). ;;H~ receiv~s nlaqy an ·ep3st le_ wit_h _,t h s~me_fu:J,e ~<lf!Ch~I;_Jt.Jn&"1 1 , a,nd frpm thls w e_beltev~ t'hat he IS l stand tljlS" ~A' qu 1t~strong sg 1i~ew~h ere. ,l-Io\xevex,,.h. ; .Js. of 'seich a ( -r il~t~~e-t.hat h.~· 11-;.yer does a nyt h; n.g rash, a nd we feel that "Gu!f11 , _:_ \ _ JJ!lle ..;.w·, u nQtJ!i.e lecLas ·my(?) very s'o"on . 1 •·• __ 1 ,u:."Gu.m-Drop" has worked hard whi le at St. John's, a~1d Vie kriow that he has_derived quite some benefit from it, lor he is quite an interest in g ta lker and an orator of no mea n al;> ilit y. He is the pride of the Oratory Class a nd often receives presents (chalk thrown from the back o f the room) fr om the ot her members of the class. Seriously 1')1ough, ;\!bert is a very nice chap, and has a great number of friends. He is a friend indeed, and as he leaves us to take up hi s life work in the outside world, we wish that a large share of the joy and success in life may be hi s. 63 �RAT TF\T RATTRT EARL ROUTZAN KELLER HOWARD ANDREW KINHART "Dum-Dum" "Kinny," "Dave," ''Buckram'' MIDDLETOWN, Mo. ]AHRETTSVILLE, Mo. Latin-Scientific Course Latin- Scientific Course Motto:-To fool the faculty. Motto:-To be a gent lema n farmer. Sharpshooter (1); Key Literary Society (4) ; Corporal Co. "B " (4); • When Earl ca me to St. J ohn 's in the fa ll of 1917 he was fresh from the farm and it took most of his first year to get full y acq uainted with things as they are at St. J ohn's. But after that he was ready to have a good time with the rest of the fellows. "Dum-Dum" is one of those boys who m~naged to.complete hi s course in three years, and from a stanclpo1_nt of log1 w_e ca_n c infer that he is a good st udent . But there IS one spot .m h1s academic work that he is sli ghtl y deficient a~cl that IS H_1story. He lets it slip· in order that he may apply h1 s valuable t1me to the ancient la nguage (Greek). To look at Earl you would not think that he is very mu ch of a lad y's man, but again we mus~ repeat t hat old adage, :·Looks are deceiving", for up in Fredenck C? unt);' there IS a fa 1r damsel who has a great influ ence over h1m, like .a strong mag_net. Un like a good many of hi s fellow s ufferers, ~ e 1 ab le. to contmue 3 his st udies in spite of C upid' s attempt to d1stract h1m. Earl has that quality which will make him stick to a nyt hin g that he und ertakes, and we feel con fident _that whatever cour~e he may pursue in after life will reflect cred 1t upon old St. J ohn s a nd the class of 1920. 64 Corporal Co. "B" (2); Expert Rifleman (2) ; Winner of Hazard Medal (2); Key Literary Society (4) ; First Sergeant Co . "B" (3); Captain Co. "B" (4) ; Manager of Football (4). There is one thing about "Kinny" that has to be especially emphasized , so we had better begi n with that. It is a fact that he is a master of Military Science, but is not mastered by it. In hiR Sophomore year he won the rank of Corporal, and ha s displayed such ability that his Senior year fin ds him Ca ptain of Co mpany B. Not only does he sta nd forth as a military man, but as a Marksman. While on the range in 1918 he proved to l~ e an excellent shot a nd qualified as a n expert rifleman. Later he co mpeted on the Company B rifl e team, attaining the hi ghest score, thereby winning the H azard medal. Alt ho Kinn y has not proven himself to be an athlete, hi s management of the 1919 football team deserves much crec~t, and we a ll conside r him a n All-Maryland manager. Kinney speaks very little of the Eastern Shore, but we have excell ent reasons to believe he will be more intimately related with it in, the fu t ure, as he receives a pink e nvelope from there every clay. He is a lso a pastmaster of t he terpsichorean art a nd nearly every Cot illion hop finds him swaying to a nd fro with a certain petite blonde. If the past may be rega rd ed as an indication of th e future, there is no doubt about the success that Kinny will meet in th e world, as he has the ab ilit y to make and hold fri e nds. 65 �T ATT JOHN JOSEPH KLEBACK JAMES ANSON LONGAN "Joe," "Fleabite," "Pillbox", "Bloody" "Jimmy," "Windjammer" BALTIMORE, Mo. SCRANTON, P A. Scientific Course KA Scientific Course Motto:-Never to miss a morning massage. Motto:-Altho he makes a fourninety-four Kleback says he expected more. Corporal Band (2); G lee C lub (2,4): First Sergeant Band (2); First Lieutenant Band (4); Key Literary Society (4); Band Rifl e Team (1); Treasurer Y. M. C . A. (2); Orchestra (1); Sharpshooter (1). Key Literary Society (4). The fall of 1916 brought with it Kleback, radiant a nd smilin g He hailed from the city of coal dust, Scrallton, a nd somehow during hi s wanderings he heard of St. J ohn's, so here he is. During his first year at co ll ege we saw li tt le of "F i eabit~", for he Jived in town. We a ll wond ered why, at first, but tt dtd not take us long to find out. As sure as the train left for Baltimore on Friday afternoon, we could always depend on "Joe" being on board. 'vVe often wondered what rea ll y caused t hese reg ul ar vi sits to the city a nd wh at took place, but our curiosity has never been completely satisfied. We are seri ousily inclined to believe there was a chorus gi rl conn ected with the case. However t hey are th in gs of the past. Now K lebac k is much older and more settled in his ideas. From hi s conversation at times we fear that he is to beco me a woman hater. Nevertheless, we know better than this, for wh eneve r either of the three certain sisters are shown upon th e screen you are sure to find "Joe" occupying the front seat. . As a schola r "Pillbox " is beyo nd reproach. H e ts very studiou s and spend s most of hi s time surrounded by his books. After he finish es at St. J ohn's he in tends to st ud y medicine. If we may be a llowed to predict the future for " Joe", carefully judging his past, " Dr. J oseph J ohn Kl ebac k " is what we say. 66 In t he fall of '17 from th e Monumental C ity ca me a selected specimen of its rare li vi ng statuaries, " J immy". If we accept the statement, "\.Vhom t he gods wish to destroy th ey first make beautif ul ", what s ho uld we expect? · Our first impression of him was that he took an unusuall y long time in his to il et, which lasted in fact th e whole day. His special pride is th a t motly aggregat io n of windjammers call ed the band, whic h he leads with a ll t he pride of a co mpa ny co mmander. "'Jimmy", finding a di sorga nized bunch of horns and mu sicia ns, scraped them together and lo, he had a band that co uld rea ll y p lay. . Now_ with " la fe mm es" he is a wonder. T hey see m to nev r ttre of ht s presence, but we have the faintest idea t hat his interests are centered in thl" city from which he comes. This young ma n has not taken suc h an act ive part in athletics, but wh en a team is need in g the s upport of t he stud ent s we always find him th er e with a helpin g ha nd. This "windj ammer" is a good st ud ent a md works hard for all he gets. H e is graduating in three yea rs, which is a n accomplishment that one may be justly proud of. . We_ und ersta nd th at " Jimm y" intends to stud y Law. 'vVe wtsh htm a ll the success t hat ca n co me to him as a reward for hi s hard and conscientious effo rts. ' 57 �RAT TAT RAT TAT FRANCIS JAMES LLOYD, JR. KARL SCHUMACHER "Snipe" · "Doc" POCOMOKE, !VID. POTTSTOWN, F'A. Latin-Scientific Comse Scientific Course !VI otto:-The shortest roa j to a ma n' s heart is through hi s stomach. Motto-Duty first, t hen ple<~._sure. lance Co rpora l Co . "A" (2); Sharpshooter (2); Quartermaster Sergeant Co . "A" (3); Capt a in Battalion Adjutant (4) ; Hop Co mmittee (4) ; Class Prophet (4); Second Li eute na nt Infantry U. S. A. (:1); Plattsburg Tra ning Cam p (2) . Napoleon li ved, conquered and died, but we ha ve him :rein carnated in t he person of "Snipe" , whom we first found in the rear rank of Co. "A". This Napoleon hai ls from Pocomoke a nd made his debut at St. J oh n 's in 1916. It did not take him long to display his qualities as a soldier and as a student, and in cidentally as a conqueror of the hith,erto unconquerable dishes often found in th e mess hall. During his first year at co ll ege Snipe showed what he cou ld do in th e academic d epartment. He was a diligent worker a nd as a result we find him among those who did honor to our c lass. During his entire course he maintain ed hi s position as an ex cell ent scholar and now we find him among the few at the top. The summer of 1918 found many of us at Plat tsburg, ami with u~ "Snipe". There were a few lu c ky ones who did not return to coll ege t he following fa ll, and one of th ese was" Snip~", who was co mmission ed as a second li eutenant. Upon be1n ~ discharged from the a rmy he 1·et urn ed to coll ege, and this is wh ere we saw th e qualiti es of a future officer very distin ct. H e now sports the chevron s of Captain Ba ttalion Adjutant, a n ·J ha s upon several occasions proven that he is a ma n of execut1 ve ab ility as well as administrative. "Snipe" has a lways been a n ever ready society goe r. Durin g the week he st udi es very hard, but as Friday co mes we find him preparing for a "March" in Baltimore. I t is not many week-ends that we find him here, unless he has been un successful in sellin g books. . "Snipe" has often exp ressed his d esire to become a n engmeer. He int end s to go to Lehigh, and the very least that we ca n do is to wish him s uccess in the future. Co rpora l Co. "A" (2) ; Marksman (3); Sergeant Major (3); First I .ie utena nt Battalion Quartermaster (4); Ca mp Lee (3) ; K ey Li terary Society (4) . "Doc" is a native of one o f the s moky reg ions o f Pennsylvania aro und Pottstown. When he first came to us he still had co nsiderable t race of t he locality from which he wandere"d and we co ul d not form a n exact opinion of him. After he had been introd uced to the s howers a few times by the kind Sophomores he began to lose his identifi cat ion mar ks a nd we fo und that there was a fai r , blonde a nd very des ira ble f~ llow under the layer oi coa l dust. Not goin g _o ur for a n y o f the coll ege athl etics, for he was a lways busy try1ng to make t he H ono r R oll, he has not g iven us a chance to see hi abili ty . In the class games, h owever, he was always on ha nd a nd brought hon ors to him se lf a nd to his class. He rose rap id ly from the lowest to one of the hi ghest ra nks. Some people have "ease" thrust upor. t hem and t hi s was s ure ly the case when " Doc" received hi s com miss ion. This enab led h 1m to take h1 s a fternoon nap in quiet while t he ot he r unlu cky ones were drilling. ' But after a ll the roll top desk is only for the ma n who has so gr ea t a bra1n t_hat he has to prop up his feet to offset its weigh t. In sc holast iC ;vork as wel l a in the Military Dept. "Doc" has att_amed env1able ra nk. The sa me judg ment , a lways so und , and qu1ck, ca nnot fa1l to serve 111 the world as it has in Co ll ege. 69 �RATT~T RATT~T NORMAN HAMPDEN SMITH JAMES PATTERSON SWING "Smitty," "Polly," . "Big Smith" "Jim" RID GE LY, HEBRON, Pre-Medical Course Latin-Scientific Course I love arguments, as arguments a re fine, were made for brains like mme. Motto :-To sleep. Arg~ments Sha rpshooter (1); Corporal Co. "A 11 (3); Sergea nt Co. "A 11 (4); S. A. T. C. (2). Sharpshooter (1); 'torporal Co. "B" (2); Vice- President Class (1, 2); Color·., Sergeant Co. "A" (3); Camp Lee (3); Lieutenant Co. "A " (4); Treasurer Francis Scott Key Literary Society (4); Football Team (4); Sergeant-at-Arms Class (4). ~~ .0<'. . ·,' 2 ·,' . _,, ~i' ' ~-· . ..( 0.\ . Bat~ling his way thru the high grasse,r of, c?Mg~ ~r.e~n, I ·.' ' 's~ \~ l Btg _Smtth found t'he sacred walk t hat ~ed _htm ..td 1 ~~}~!1~· t r-~~~~ "it ~ :-<W~~::i-~ ~ of hts college ca{eer. :rhus eame t d-t hese htstQl'IC w:a.lls~.a t- pttal 'i; '~~ ~, ~- \ )!\(1 Easte.rn Sh<;>ren;an, i:ru1y a Hebron).te, in ~hg,~l,h ~re~-~ fib.~ptl~-,;;\%f.l';;:~;:,{. ~·· ~~~\.~,t<:'' He strll mamtams thant took a brtght man f <X1ln.d'\IH.S:Wll)( -t9.~'S:t. "~""''' .-;;;:~,. ~- ~~ \.\ 1~ • I '· .dJ: ',{ .,1<'1,: '' ., ,,._ '.V''!"j'~-'2· ""-' '·ii\>' oh n> s tn t hose daors. . ;,;.',ii·.,', '!'~":,•. , ., ·. :p· ~ il{ ..,, .-"· ,.... • «J Upon enterin g college Smithy dono etl)'the _rl,to!d * ins ·a,nd ~ ~::" :rl: ~ : '· :: · ·=·=·=:\\:\:::::; ~ t'.H;' : ~: -= h ,': · -'· : \ · · '·' ~::=:;"1 : ' proved to' be a very ca paole ma n. In SJ'li·te'. f h}s, :MI!xp,eri~rrce,' ' 'he ~e.vetoped rapidl y anc! thi year w~s f-towe~~bJ)~~r:. ~.gFfl~in his posttlon at .t ac kle. A , a rew:a rd (dr hts good wm, d unngthe past season he was .a warded t he co~eted S.' J:· C. • :, _.,.-... ' ;, · By nat tffe tlle , ig boy is a fusser, only a glance ·at tlife ;ibove : · b physiogno my is pecessary for EU:le j;o 'n~adily uQderstamd h<i>w easy it is fot P olly to reach yo u with' a m6?t sat;casti<;j{'ll ~sh ;o_ t he _ £ tongue. l 1:~ws in an· a,:g1,1ment., when drg um ents faiT,: hi QJ.l'poc nent <; ri11ges •h umiliaprig~y ;urtpet !;tis ca u'stic 'r:_ema rks. :. ·I With 1 tl1e . ~erytJer se,xhe ~as a r ~ ma rk ab l ~ per.s~as!.':':~' pewe,r. She wnd hesttates becomes but' a YICtlll) of his 'th:ar ms. He has not the title.-:of. D uke of G lo ucester, if's true, b ut iu t;he M ::fi:ket "'·.. ?IJ '· ·Placene reign·s supt'eme-a ma:rked ma n . Sm it hy has a big, sy mpathetic a nd generous nat ure t hat impresses a ll who know him . His stability of character is unimpeachab le, a nd he possesses ma ny sterlin g qu a lit ies cha racteristic o f a genuine man. He is not t he. sort that is fifty -fifty on a ny question, but who sta nd s positively for or against any iss ue. B ig Smith leaves hi s Alma Mater with th e hearty wishes of every St. J ohn's man a nd pa rticularl y t hose of' hi s class. We predict mu ch success fo r him in hi s life's work, a nd we know he wi ll fu lfill our ex pectat ions. His place will stand high on the long roll of St. John' s men. 70 Mo. Mo. t;,,AP 71 �RATTRT RATTRT CLIFFORD OSCAR WEBSTER THOMAS PAYNE THOMPSON "Bird" "Hipless;" "Tommy" DEAL'S ISLAND, MD. FRoG TowN, MD. Latin-Scient~fic Scientific Course Course Motto:-To be loyal to the core, For the good old Eastern Shore. Motto:-" Never to lose anything." Corporal Co. "B" (4); Key Literary Society (4); Co ll egian Board (4). The old a nd well worn saying t hat "Men of few worcls are t he best men", can well be applied to Tomm y . I-Ie,has two am bitions in thi·s world one to l;>e a successf ul doctor and the other to put his root~nmt: R ay on his back after on ly one tria l. This daily indoor sport of "Hipless" is perhaps his only indul~ence in the ath let ic lin e. Often can t he diN and clamor of co nfltct be heard t hru Randall Hall, yea for miles. He is a n a pt scholar, an apter brid ge player and still more apt" skag" smoker. His cry for this precious weed can be heard even a bove Julie's wa il of "Open up" . Tommy's ab ilit y as a st ud ent is shown every month, for hi s name is .invariably on t he H onor Roll. As a friend one co uld not find a better one, for he is a lwa ys eady to lend a helpi·ng hand to a ny who need it . 72 Expert Rifleman (2); Co. "B" Rifl e Team (2); Coll egian Board (4); Sergeant Co. "B" (4) . The fall of 1916 caused the Eastern Shore to- lose a valuab le citizen in \'Vebster, who comes fron'l Deal's Island, Md. He has spent t he greater part of' t he four years that followed in St. John's College, where he has ~eceived high ideals. During 1;11ost.of the time one co uld find him hiding behind a Red Book or a B,lue , J3ook, >'vhich he was very {ond of reading a nd from this so,urce he has gained 111ost of. hi s knowledge. "B ird" seemed to have enj-oyed surveying t he camp us with Pni>f. Waddell. He visits ~Was hington quite frequently during the week-end s. ' H is aceompl ishments· in the military )ine are worthy of co nimendation, for -he won the rank of a sergeant after three yea : of. s bard labor. There he has a lways fulfilled hi s duties in 'an ex, ellent manner, in that he saw to it that th e order's were carried o ut by the cadets. He tried his success in football as a member of the Senior Class team, where he displayed his abi lity in the contest with t he Junior C lass. Aga in he has show n success in the literary fi eld as associate ed itor of the St. John's Co ll egian. Finally we hope to hear from him after leaving St. John's. Surely we will not be surpr ised if he wins fame on the Eastern Shore. We wish him success in whatever he chooses to pursue. 73 �Q!lann nf 1920 MOTTO CoLORs Pro Patria Maroon and Black OFF ICERS EDMOND H. JOHNSON--- -- ---------- ------ ----------- ______ --------------_ ......... .. President RoBERT E. CouGHLAN .. --- ---- -------- -- -- -------- --------------------- -- Vice-President RAYMOND CLAUDE NoRMAN S. S. HYSON ___________________________________________________ ____ _____ ____ __Secretary DAVIS __________________ ______________________ ____ Treasurer and Historian H. SMITIL _____________________ ____________ _____ __________ ____ Sergeant-at-Arms ~ruinr llintnry S Historian I have a n awful job-that of bridging t he ravin e of happenings t hat have occurred between t he 19th of September, 1916, a nd the present time. T o get clown to it, it is not a hi story at all , but a chronicle, for our hi story hasn\ started yet; so in building th is a rticle I will only mention some of t he incidents that have passed in our college life. I will grant you that on a certain W ednesday in the fall of ' 16 it was a motley crew that assembled around t he flag pole on the campus. W e were from a ll parts of the universe, of a ll sizes and species, but soon , in fact on our first Sunday night that we were in Crab Town, the Sophs ordered us to report to 35 Pinkney a nd there we were informed that from that time on we would live up to some 20 "don'ts" a nd "musts". We thought that they were all out of reason a nd unju st, but at heart they weren't so rou gh a bunch as you might t hink, a nd were huma n. W e got a long fin e as "Freshies," or rather " R ats" and quite often our beloved hosts, the Sophs, would give a reception in our honor, that was enjoyed by them especially. However we dicln 't have ma ny fusses or falling outs, a nd when the athl etic call was sent out the Class of 1920 was represented in all branches, and we were fortunate enough in havin g one ma n represented on t he varsity football team, Ligon Coyner. Yes, dear readers, 'twas comin g to t hat. W e did shine in the academic sid e and the names of R echer, Fryer, H a ll, a nd Lloyd could al~ays be found on the hon or roll; in fact these men exempted every study a nd the rest of the 1920 Class also safely passed the exams. Thus we closed our first year in a blaze of glory. 75 �H ere beginn eth t he second lesson. Yep, we a ll returned in t he fa ll of 1917, wi t h a n a ir of importa nce ha ngin g over us, for we were Sophomores, "pa pas" of th e R a ts. W e showed th e R ats wh ere we were ri gh t a nd how t hey mu st follow us, as t heir' superi ors, a nd th eir nose, t hey d id foll ow. Bu t t here were some in th at F reshm a n cl ass too good , so after showin g proper creden t ia ls a nd going t hru ma ny soothin g ceremoni es t hey were taken in to our cl ass . Th ere were t hirtee n addi t ions in a ll a nd, eit her lu cky or unlu cky, they a re onl y fi ve t hat rem a in , Batty, Swin g, H yson, Fooks a nd Th ompso n. Our cl ass offi cers were a lso cha nged . R echer was elected President t o succeed Ba rnes, who left College, Fryer was made Vi ce-Pres ident in t he pl ace of D avis , C . S. , who was given t he Hi sto ri a n job inst ead oj Newco mer, who was pl aced at t he fin a ncia l end of t he class . Brown held clown th e job of Secret a ry, as R echer was pushed at th e head of t he tabl e, a nd C usti s, E. M. , was still bouncer. Fo r better or for worse t hi s gang went t hrough th e year. In athl etics t he Class of '20 was still well up , for in footba ll R echer a nd Ba t ty received monogra ms, a nd Smi t h , H . B. , a nd Pullen were good subs. In basketba ll R echer again starred , and as cen ter proved a stron g link in t he quintet a nd received a no ther monogra m. In baseball R echer was a shinin g li ght a nd won his third monogra m of t he year. Smi t h , H . B ., a nd Batty a lso won monogra ms. In t he other spor ts '20 was well represented a nd some men were looked upon as promisin g ma t eri a l. Turning to t he academi c sid e, we bet tered our first year 's work, for t he honor roll of our cl ass was th e largest of th em a ll. This y ear the milita ry sid e came our way , for in our first y ear we were a ll chi efs of th e rear ra nk, but now a few of our illustri ous members attain ed t he ra nk of corpora l, so our Soph omore year was a hu ge ·success; bu t, gent le readers, we had one hi tchth a t bein g t he ni gh t before th e Easter holid ays, wh en we " pull ed off" a shoe ra id , mu ch to t he di scomfort of t he Rats a nd the F acul ty . Consequ ently our Comma nda nt gave us a n indefinite leave of a bsence, bu t when t he F aculty a nd o thers th ought of th eir childh ood clays , t hey said , " Boys will be boys," so back we came a nd fini shed our Soph o more year in anoth er bl aze of glory . H ere beginneth th e· third lesson. Juniors, a h! a year of ma ny discomforts a nd ha rdships , in a time wh en th e wh ole world was a t war, a nd ma ny cha nges were t aking pl ace . Practi cally all of our cl ass had a ttended t he R. 0. T. C. camp at Pl attsburg, N. Y. , a nd a t t he compl eti on of t ha t camp a number had rema ined for another camp a nd H etzer, Birely , D oyle, Ll oyd a nd Calla ha n a tta ined the ra nk of 2nd Li eutena nt in the infa ntry; a lso Selby received his co mmission a nd la ter Fryer was commissioned in t he M a rines. Brown , G . G. , C hristia n , D avidson a nd Claud e entered t he . S. N . A. D avis, J . W ., entered W est P oint. Th e rest of t he cl ass were back a t St. J ohn 's in th e S. A. T. C. a nd a lthough we did "sti ck a round 'till Christm as" we underwent ma ny cha nges and try in g co ndit ions. H owever on th e 18th of D ecember we were di scha rged a nd went home for our Christmas holid ays. Wh en we returned in J a nu a ry, 1919, we first elec ted new offi ce rs, for a few vacancies had occurred in our cl ass ; R echer, AS T HE CAMERA CAUGHT THEM 77 �C ustis a nd Newcomer had gained the 1919 cl ass a nd ma ny were still in the service, so the following officers were elected- Johnson , President; Cough Ia n, Vice-President; Hyson, Secretary; Davis, C. S., Treasurer a nd Smith, H . B., Sergeant-at-Arms. With this as a beginning we started to get on our feet, as t he class was sma ll , on account of so ma ny being in the service, a nd because of unforseen circumstances we did not put out a R at-Tat, but we surely did do justice to t hat Jun e Ball which was a rra nged by a cominittee composed of the foll owin g men: Coughl a n , Secretary a nd Davis, C. S., Treasurer. Turning to athl etics, on account of our sma ll class we did not receive many monograms, but Batty caged one in basket ball a nd in football; Smith, H. B., proved t he king of t he mound a nd gain ed t he S. J . C. monogra m. In academ ic work we t ill held our colors, and the class as a whole did good work. In t he military side of life, t he class of 1920 held practically a ll t he noncom jobs and a t he year went on 1920 men who had won t he coveted gold en bar in t he army returned to Coll ege and once more took up t hei r studies a nd places in t he ranks with t heir classmates. So when finals came around we had t he majority of our old class back with the exception of W. D . Doyle, who a few wee ks after being commissioned as a Second Lieutenant in the Infantry died in New York of influenza. Here beginneth the fourth lesson . This was our Sen ior year, the year t hat we had looked forward to, a nd now t hat it was here what were we goin g to do? Our officers were reelected, with t he exception of S mi t h , H. B., as Sergeant-atArms, who had left College. This position was ably filled by Smith , N . H. ; a lso Davis, C. S ., was made Historia n. We were increased by some left-over men who just cou ldn 't leave old St. J ohn's. They were Hopkins, Birely, Smith, N.H. a nd Gattens. This year in athletics we have been particularly successful ; Smi t h , N .H., won hi s monogram in football, Batty in basketball, while Kinhart, Davis, C. S. a nd Hetzer a re managers of football, basketball a nd baseball respectively. As the baseball seaso n is just beginning, I do not predict a nyth in g, but just watch the 1920 men a nd you will find calibre of the hi ghest type. We have helped to put St. J ohn 's in t he "Big Ten" three times a nd are going to again this year. We have upheld t he t rad iti ons of St. J ohn 's and tried to better them. So I will drop the past a nd look to t he future, for surely the world has a place for us a ll , for there never was assembled such a conglomeration of "fussers", "monopolists", "anarchists", "prohibitionists", "wri ters", "cartoonists", "ath letes" a nd so on, as there a re in th is class of ours. HISTORIAN. AS THE CAMERA CAUGHT THEM 79 �W}Jr &pirit nf &t. Jnqn· .t1 What a world of mea ning t hose few words co ntai n! An indefi nab le expression, yet it is so met hing that permeates the hea rt of every true St. J ohn 's ma n. I t is th at underlying force prevailing a mong the student body that gives it t he abi lity, the energy, the a mbition a nd the desire to carry on the trad itions of the instit ution . It is indeed fittin g that it should be a tremendous, indescribable feeling of pride, love and even yet somet hing bigger in one's heart that causes a lum p to rise in t he throat a nd honest tears to fill t he eyes on such occasions as seeing that old football team battling down t he field. Not o nl y in a thletics is this st ra nge force seen, but it traverses its silent, mysterio us way across the drill fie ld, into t he class rooms, a mid t he vario us college organizati"ons and into every wa lk of life of the St. J <l'hn 's man. It is a n inseparable part of the institution, as much so as the buildings themselves a nd so it becomes the inherent duty of eve ry true son of St . J ohn's to carr y on; so that this wonderful "something" may remain the means of furth ering the glory a nd renown of this venerahle institution. 80 �The bes t known missiona ry in the South Sea Islands is no other tha n R. S . Hyson, otherwise know n as "Ray". H e and his wife have been on the Isla nds fifteen years a nd he is so in teres ted in his work tha t he implores " T ommy " by frequent letters to urge men from hi s Alma M a ter to join him in his fi ght with the cannibals. " Smitty", the big prin cipa l, both in size a nd importa nce, is leader a mong the edu cators of the S hore. H e is a uthor of the fa mous tra nsparent M a thema ti cs book through which a ll can see, including himself. As a n avocation he ma nufa ct ures Smith Shirts for la rge men with long a rms. It is sufficient t o say th a t " Hipless" Thompson is the Doctor, M ayor a nd Leading C itizen of Frog T own a nd incidenta lly comma nd er of the Boy Scouts of tha t community . H e is the a u t hor of the" Boy Scouts Revised M a nua l, " which is in no ma nner simila r t o the I. D. R. Alexander, the great historia n, is a promoter of edu catio n a nd was instrumental in introducing it for the first time on the Isla nd . "Alex" is also a great story teller, a nd loves to tell the younger genera tion of the deeds of the M a rines a t Sa n D omingo. The Caruso of his age is H owa rd Ba tty of the M onumenta l City . His voice is his greatest asset a nd it is said th a t he draws fa bulous sums of money for a few hours of enterta inment. H e is a lso the coach of the stage ha nd s nine , which is in th e same league as Highl a ndtown. " J ohnny " Bay! is is a n electricia n a nd photogra pher of great renown . "Johnny " has kept the P a tent Office busy with his in ventions, the la test of which is a device to kee p a utomobil es from running over ten miles per hour. Should this in vention be successful it is expected to cut down greatly t he income of underta kers . J ohn H oover Birely is a ba nker of C hicago . H e rides down to t he ba nk every morning in his flivver , pu ts on his spurs , sti cks his fee t on the desk, a cigar in his mouth a nd says to his secretary, " Cha rley, has t he e ighteenth a mendment been a nnull ed ye t ?" R eceiving a negative a nswer, he calls his cha uffeur, climbs back in his fli vver, thu s ending the d ay 's la bor. "Jimmy" Longan , a fter a rather unsuccessful tria l a t selling fa iry t ales to th e educated public, has turned to a n actor. A reason for so doing, the pa per said , was on account of his beauty , whi ch na ture a nd mu ch ha rd work on his pa rt gave him. H e is now a very successful actor a nd the matinee idol of thousand s. It is reported th a t ma ny cold cream factories a re try in g t o get him to recommend the ir specia l bra nds for the co mplexion. Cassen is now a Bisho p high up in his church and often ma kes his sermons interestin g to the coal heavers a nd o ther light job men by draggin g in a little Greek . P a ul M. is woma n shy a nd m a ny of the good women of his congregation have cast longing eyes in his direction. "Preacher" C ustis, t he N a poleon of his age, is well kn own for his milita ry a chievements. His stern a nd sanguine na ture led him to join the M exican Army , in whi ch he has la t ely been ra ised to the ra nk of corpora l in recognition of his a bility to throw th e bull. F ooks , th e cub reporter, is doin g real well in t he newspaper world. H e ma kes ma ny "scoops " , especia lly in t he morgue, a nd writes a rticles for the S unday funn y pa pe r. His short stories a ppear in the " Flossy F lirts" magazine. H e writes these breezy stories under t he nom-de-plume of Lotrinski , meanin g leader of t he radi cals. C ha rlie Fi tzgera ld is o rganizer, pro mot er a nd chief of t he S . F. C. (Solemn F ace Cl ub). Only und er takers, grave di ggers a nd cigar store Indi a ns a re eli gible for membershi p. The obj ect of t his clu b is to do away wit h smiles t hemselves, b ut to keep everyone else in a n uproar. C ha rlie is a lso a fin a ncier a nd has a pri vate ba nk a nd t rust compa ny o f his ow n. The moun ta in cow was born a nd bred on "Skip " Gattens' fa rm , in the wilds of Western M a ryla nd. This wonderful cow has its t wo left legs longer th a n its right ones a nd can go a round t he sides of the moun tain s without losing its equilibrium a nd fa llin g clown . Dr. "Skip" Gattens t hrough scien t ific in vestigations produ ced t hi s ma rve lous species of the a nima l kin gd om. This crea ture of 82 83 &ruinr QHass Jrnp~rry y means of the "Etherealphone " , an in ve ntion by which one is a ble to converse with heavenly bodies, we communica ted with M a rs for the first time in the history of man. Much t o our a ma zement we learn tha t for every m a n on E a rth there is a double living on M a rs, • who has the same fortunes a nd misfortunes as his E a rthly d ouble, but living t wenty y ears in adva nce of him. N a turally being curious as to t he future of our classma tes we inquire of their doubles. Old " Judy" Johnson, the president of the Class of '20, is a highly respected Judge in the Eastern Section of M a ry land. He is still the sportsma n of his boyhood days, a nd when his judicia l a ffa irs conflict with his sports, he cuts court. " Bob " Coughla n is by this time a W a ll Street broker, fa mous for ruthless and daring wa rfa re on the market. He lives with his fa mily on Long Isla nd Sound a nd is the tennis ch a mpion of the neighborhood . " Pep " Davis is the Treasurer of the Egg Trust of M a ryla nd a nd is gladden-· ing the hearts of a ll by his low prices. "Pep" is still small of sta ture, but is a giant in the commercial world. H e has recently purchased a la rge t ouring car for the convenience of his fa mily. �CAMPUS SCENES circumstance IS 111 keepin g with the rest of t he inh ab itants of t hi s section , where me n d ig like moles into the bowe ls of t he ear t h a nd t he wild ca ts a nd pa nt hers leap from tree to t ree. R egina ld H a ll is a n Evangelist kn ow n t hroughout t he country . H e has t urn ed ma ny a soul from t he ways of t his wicked world. H e a lso has exception a l mu sica l abili ty a nd condu cts o ng se rvi ces of t he Billy Su nd ay type. H e differs from t he Evangelists, however , in hi s method of keepin g t ime; in stead of patting his foot he moves hi s coll a r up a nd down by means of hi s Ada m 's Apple. " Ka le" H etzer is a painful denti st a nd is a me mb r of the Royal Order of Teeth Extractor . " H etz" a lways asks his patient whi ch tooth he wants pulled twice o t hat t here wi ll be no mi und er tandin g. H e gives reduced rates to a ll S. J. C. men , three tee th being pu ll ed for fif teen cents or six for a quarter. H e is gettin g to be a very rich ma n by sellin g fa lse teeth whi ch a re gua ra nteed to pe netrate any substance from horse meat to na il s. Our old fri end Keller is a country ge nt lema n a nd on off clays acts as Ju stice of t he Peace. " Dum Dum" is often heard to mum ble under hi s breath when some lawyers a re carry in g on a hea ted a rgument before him. Th e word sound s very mu ch like " horses, hor es ", t he favorite expressio n of hi s college days, but when a ked wh a t it is refu se to say a word a nd just looks very wise. H oward Kinh a rt is t he discoverer of t he fa mous Kinh a r t Beard Produ cer. This ma rvelous toni c may be bought at a ll country fa irs a nd i a lso sold by t ravelin g Fakirs. To advertise it he wears a long beard wh ich is t he envy of a ll tobacco chewers, a nd travels the country fa r a nd wid e conv in cing t he yout hs a nd beardless men of the necessity of havin g a bea rd. His lin e run s like t his:"Gentlemen, I speak from sad experience; many were t he t imes when I was humiliated a nd rejected by the fa ir sex for no other reason t han my childi sh a nd beardl ess face. I trust that you will a ll profit by my experience a nd li terally bathe in my prepa ration." Need less to say Howard is pro perin g by t he hu ge sale of hi s med ical discovery. H opkin s is now a full fl edged Senior by Facul ty. H op has been ma rried a number of years a nd hi s oldest son is in t he Freshman cia s. We trust t hat hi s so n wil l profit by hi s old m a n's experience a nd gradu ate before the beginnin g of a nother century. Since "Hop" is onl y taking a few hours' work , he is aidin g " P op" in teaching Sub-Freshman math. with the a id of mith 's Tra nspa ren t Math. Book. It is genera ll y understood by t he members of t he Facul ty . t hat " H op" intend s to revise "Smitty's" book. Doc Kl eback , the sanguin e creature, is t he head of a ystem of cut- rate hospitals. Kl eback, the woman hater, fooled us a ll by ty in g t he nuptia l knot with hi s long ad mired movie actress. She is "Consta n tly" a n inspiration to th is noted physicia n. " Doc" Schumacher is an orator of t he S . 0. S. typ a nd sways crowds by hi s everlastin g fl ow of eloquence. His ilver lin ed tongue well serves him t he double purpo~e of earnin g hi s grub a nd of enj oy in g it. "Doc" is still t he same �old lad y-killer of his coll ege day a nd ma ny a fa ir ma iden is heard to exclaim "Ain 't he j ust too ha ndsome a nd o ratori cal. " A mong t he last, b ut only a lph a beticall y, co mes " Bird" Webster. H e is jack of a ll trade a nd leadin g li ght of t he Isla nd. T he" B ird " has ma ny ori ginal id ea a nd a mong his latest is one to revolu tio ni ze t he crab in d ustry. His idea is to fo rm a uni on a mong t he crabs of t he Chesapeake Bay a nd have them ma rch in column of sq uad s to the Isla nd , t he reby givin g him a mo nopl y in thi s ind u try, sin ce hi s fa mil y ow ns t he Isla nd a nd he is t he head of the cla n. A a crab man "B ird" is a corkin g success; t hi s fact is v iv id ly show n by t he ease a nd grace wi t h whi ch he fli tter from door to door pedd lin g hi s prod uct. T he fi rm of Ll oyd a nd Bla in e is still sellin g books at red uced rate (?). Many people t hink t hat they a re a pa ir of profitee rs, bu t a recent inspectio n by a gove rnment profi t age nt hows t hat t hey a re havin g a ha rd t ime ma king both ends meet. O n hearin g t hi s bit of bad news we r in g off. PROPH ET . C!rapt. i\rt~ur 31. ®'1Krrfr Ca ptain 0 'Kee fe was se nt to St. J ohn 's t he latter par t of April by t he War Depart men t as Ass ista n t Professor of M ili tary Science a nd Tactics a nd ha been a n able ass istant to Captain Lea ure. H e has bee n in t he Army for fi ve years, hav in g grad uated from the U ni versity of K a n a . H e ser ved two yea rs in F ra nce wit h the F ir t Di visio n a nd saw very active ser vice. H e was wounded on two different occas ions a nd was onl y recen tly di sc ha rged from t he ho pi tal. Captain O' K ee fe received t he C roix de G uerre with palm , the Legion of H onor a nd t hree differen t citations fo r bravery a nd coolness un de r fire. 86 �M I SS GE RT RU D E SKI N!\E R P hilad elp hia . P a. ponsor of Jun io r Class - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - .I �RATTRT JOHN DEWEY CHRiSTIAN "Plebe· " "Daniels'· ' . WILMOT DEWEY BROWN "Mutt," "Brownie" ANNAPOLIS, . . .. w ·~ . K Motto:-Let no one try to co nvince me that I am wrong. M·o tto :-Tp n admiral. . . Q>(porat Co . be a •1(2 ;' Key.Literary ·.· . . _.,._----~-.,,A ---·~-...c--·- Society"-(~ ; Footba'fr Sq: 1aQ:.:.~ ; Rat..· 'Ta~ Board (3)_ Lacrosse (3) . ·- · ; ' ~: ,Thj~ 90 ' . Scientific Coim'e · Scientific Course yo'ung man was formerl y from t he big city of Prin<;ess :Anne and entered colleg,l! in 1916. '. "Brownie" is a famo~s person for two reasons, namely, his , efforts .to b)co me a pitcher a nd hi s adeptness for arguing{, · - He·,di stin gu islied himself at once by hi s determioatipn to p lay -loaseball from the movn,d, and, accord ingly, he greased hi s q,rm, 1 ' pu.~ ,tape O.l) 1 hi~ pit.ching wi_ a~d salli~d ~orth . H t\ has not as ng , yet ·s.uqueeded 111 h1 s a m~1itlon a long th1s lin e. . . , ' J!s for 'argul!1g ''Mutt 'is •un surpassed, for didn't eight..men do squads r.ight on Junior Floor u.nt-il 2 A: M. before lie had to - Iadm it that t.hi: fi.ont rank made two obliques? •. ...L.L..l.-ul3 row nie" does ha;e talent a long t he line o{ drawing-as you· ca n tell from some of t he drawings in th is book. Some cla y we expect to hear of Brown t he Cartoo nist. He has not vent ured upo n the dance floor very often, but we believe he sta nds pretty st rong \vit h a certain you ng lady in Baltimore because boxes of luscio us caramels are frequent ly seen arriving for him . "Mutt" lias a not her year yet and we expect to have him with us when we gracli.Jate. . . 'ELLICOTT CITY, .MD. ,, . Mo. Art Editor Rat-Tat (3); Sharpshooter (1) ; Rifl e T ean.1 Co. "B" ( 1)~ Corporal Co. "B" (3); K ey Literary Society (3). '\ ·ca n find )1 gym almost every a people's way. Ne¥.erth.eless that some clay succeed. · Now for tbeimportant part," women". He talks about t hem dreams a_bout them, a n~ in fact ·his life is absorbed in the doing~ · of t he fa1r sex. · There IS hardl y a week-end t hat he is oot ·seen he_aqed for the ci~y of t)le hills, there to make· his peace with some fa1r ~ilm~ whom ·h_e holds a ln~ost as clear as he doe~ his co llege. Cons1denng a ll l11s accomplishment s a n'd faults we like the :'plebe" and are glade~ have him a member of o~1c class. 91 �RATTRT RATTRT CARLTON TJlADDEUS CLARK CHARLES EDWIN COCKEY "Ed," "Charles Edwin" "Misery" QuEENSTOWK, LINTHICmi HEIGHT S, Mo. Mo. Scientific Course Scientific Course Motto:- To outrival t he middy. Motto:- To make a n athlet ic tea m. Key L itera ry Society (3); Corpora l Co. "A" (3) ; Baseball Sq uad (3); RatTat B~a:rd (3); Sharpshoote r (1). Sha rpshooter (1) ; R at-T~t Board (3). Four years ago, one beautiful s un shin y day in Sep te mber. we looked down t he Sacred W a lk , a nd so mething -seemed to be a pproaching. vVas it eally so mething or did o ur eyes deceive us? We looked aga in a() lo ! a nd beholrl , it was so mething t hat a pproached us with a Linthic um H eights swagger a nd in q uired , " I s t his St. J ohn 's?" W e at o nce cond ucted t he s pecimen to P inkney H al l a nd exhibited it to our admiring fri ends as t he H uma n Skeleton ,, for '' Misery" mu st be loo ked a t wi ce to be s. en once. e 1 ' M isery" soon imbibed deeply of t he St. J o hn 's spiri t a nd he tu rns o ut each , day to root for t he tea ms, a n ~ ~ve!1 makes spasmod isc· att_e.mpts to ma ke t he teams, a lt ho h1s we ight a nd !build- are _ much aga inst him. For his fi rst two years '"Misery" li ved a mo ng us in Pin kn ey,' b ut last year he dec ided to make da il y trips to coll ege. Sin ce t h en we have beco me accustomed to hear in g "Cla rk, absent chapel " read out on t he delin q uency sheets, for it seems impossible fo r him to get to Ann apol is before nine o'clock . Altho "M iser y" has never particularly d istingui shed himself in t he mil itary line, he has been a ha rd wor ker and we are looking for big t hings from him next year. He is a lso a "ft sser" of t he first water and shakes a nasty foot at t he hops. A ltogether Clark is a fine fellow and we are looking forward to having him wit h us again next year. 92 "Ch a rles Ed~vi n " is a noth er r epresentative from the-Easter n Shore , ha iling fro m t he fl o urishin g (?) v illage of Q ueenst o wn. H e is a 'very o pt imistic yo un g ma n, a lways seeing t he bright side of life , w hatever t he surro und ing circ umstances may be. H owever , to look upo n t hi s innocent co untena nce, one woul d never t hin k t bat its owner was one of t he greatest lady killers t hat Junior Floor ~ ~s developed in ma ny years, yet-this is sad ly t he case. In add itiOn to bemg very fo nd of t he fa ir sex "Ed" takes great d eligh t in tripping t he fa ntastic toe, a nd to ' m iss a Cotilli on Ho p would be a real cala mi ty. Sca rcely ever does be s pend a Sunday evening o n J unior F loor and whil e of co urse we can: not say for s ure, still we fee l very safe in pres umin g tbat he is call ing on P rinc.e George St. Good luc\-: "Ed ", we ad mire yo ur taste a nd hope t hat yo u wi n o ut. ' T his year Ed is s how ing great pro mise o f develop in g intd ~cleve r so ut hpa_ a nd of ma kin g t he m uch coveted mo nogram w, m baseball. Bemg a left ba nder sho uld be a great asset to him for we have been in need of one for severa l seaso ns. ' Now , gent le reader, do not ass ume that o ur yo ung classmate devotes a ll of his t ime to socia l act ivities a nd pleasures, for "Ed" is a fair st udent , standi ng high in his class a nd ge nerall y makin g the Honor Roll, a nd we are s ure t hat t hat same e nergy wh ich he has show n in ~ar i ous act ivities whil e with us wi ll bring hi m success and happmess when he enters upo n his career in the business. world. 93 �RAT TI1T DUDLEY WALTERS DAVIS JOSEPH SALVATORE DI GIORGIO ' "Dud," "AI St. John'' RIDGELY, "Joe," "Di" Mo. jESSUP, MD . Scientific Course Sc-ientific KA Motto:-Vive l'Ita lia. Motto:-Never to get my letters mixed. Rat-Tat B~ard (3); Football Squad (3); Cor;poral Co. "A,. (3).. -.... ·corporal Co. "A" (2); SergeantS. A. T . C. \:2); Track Squad -(2) ;--Student Senate (3); Rat-Tat Board (3); K ey Literary Societ y (3); Ca ptain Track (3).'i Assistan,t Manager Baseball (3); Sergeant Co. "A" (3); Camp Lee (2); tSharpshooter (1) ..-e·:/ I ~ I., -''·, ;J.\ -." r I )))'j'~ --- ------- ,_,- r· . , J '- ; ' -~ _;--~~~·' ~~ ( ~ It ' t· /y~_,., "" -~ I I 1 { ,.. ,- - - - I [; ~ r... - .·· , ' ~ .' ' .., ~}o<r n-ail ' ltointh'i; !itt~ 1 flagehv·hich ca:n "be 'cai1 ect ~. i'th~r ·~ Anne A~u n_ !!! 9F Howard Co un ty. Being i~ i sed ,~6 ncar •to ~ AIUlapo!l's, 1 tt ts not tQ. b wonqeyed t ha,tL.he e~teredlSt, j oj1n's.. . D ul-in g_ his f,?ti~JiY.ea r ~tay1 nere 1 he has adva nc d~Ja~erial,ly i! IPng . man y hnes, _1'11 fa!-1t a l on ~ 1 y~lj , one except t he st ra 1 g~ t a nd ' na r{ , •-row acactemic roal1!. I vert heless W~ e.xpect to see h·ts ·na n i~ 011 .. rhe Honor ,R o·ll -at ·J ast d ce before he· graduates-si11ce he ha "' ~plenty--of tim e. •: - • " •' This Y.ear " Joe" a nswered th e call of th e gridiron, showing "Peely" his wort h in every scrimmage. H e was a gua rd on the seco nd team and mad e the first team gua rds work hard for their bert hs. Natura ll y we expect much of him next year on the footba ll field. · "Di" ha a big interest in a swell fruit firm and at reg ul ar intervals receives a big box of fruit. Bein g well liked , th is increases his popu larity. Joe will ret urn next year a nd we are indeed fort un ate, for he is a good fellow. 94 Cours~ irt. 95 �RAT TF\T RAT TF\T ROBERT FRANKLIN DUER, JR. FRANKLIN CHRISTIAN HALL "Grandma," "F. C." "Bob", "Farmer" PR I NCESS ANNE, BALT l ~ l ORE, Mo. Mo. Scientific Course Classical Course KA KA Motto:- Dow n with the Democrats. Motto:- To be a So ut h A mer ica n ba nana grower. Plattsb urg Training Camp (1) ; Corpora l Co. "B" (2) ; First Corpora l Co. "A" (3) ; Camp Lee Training Camp (2) ; Rat-Tat Board (3) ; Marksman (1) ; June Ba ll Com mittee (3). Bob hit' old St. John's in th e fall of '17, from the wild and woolly sand dun es of t he "Sho ". Altho yo un g and unsophisticated he soon bega n to imbibe so me fragment s of knowledge about the outer world . Bob 1soon distinguished him self b y his see ming in ability to resist the charms of the fa ir dam sels a nd almost il\lmed iately a ft er his incarceration here set forth on hi s wild career as a lady killer . In hi s wake a re co untless broken hearts and blasted hopes, for he fa Hs out of love as easil y as he (ails in . Altho the sea of love is ro ugh, Bob stm clings to hi s first port, Mt. Washing. ton, where J1 e is a familiar la ndma rk . H avin g passed (?) a ll t he Math possible, h e has now sta~ted a ll over again, for next to ladi es Bob does love t hat glonous science. Having esca ped the pitfalls of mental a rithm et ic by assiduous study (?) , he is now nearl y up to simple fract ions. . On t he at hl etic field he is a wizard, bei ng the on ly man 1n college who has passed off a subj ect wit h a tennis racq uet. T~ e same is tru e in the milita ry lin e, for he eve n knows how to expla1n "Sq uads Right" backwards. Attaini ng t he ra nk o f corporal in his Sophomo re year he agai n has t he sa me rank this year as a recognition of his ab ilit y. Bob is not certain whether he wi ll return to co ll ege next year or not, but it is o ur earnest wish t ha t he wi ll return in September. 96 Sharpshooter (1); Cheer Leader (2, 3) ; Coll eg ian Board (3); Corporal Co. "A" (3); R at Tat Board (3) ; K ey Litera ry Society (3). Behold, 'gentle reader, one of the most worth y men in o ur class to have the numerals '21 placed after bis name. Early, F. C_came to the front in our class b y his sound judgment, direct~e·ss of purpose and love of the college. His o ne great accomplishment since be has been at college has been his ability to keep his roommate, Tall , from straying from the straight and narrow path. In athletics he has worked as hard as a ny man who ever donned the mol eskin s or swung a bat. Although he has not as yet won his monogram he has a fin e chance this year in baseball, be ing one of our catchers. For the pa~t two years he bas been o ne of the chief ~Tfean s of keeping up that old St. John 's Spirit. When the st ud ents a re bac king t h e team w it h a ll t he e n t hu sia~ m · possibl e, yo u may be s ure that Gra ndma is lead in g them. Every s ummer he may be found in Colombia, So ut h America, baski ng in the warm s unshin e with his t hough ts wandering far North until they settl e down at Goucher Coll ege. We cannot say for s ure whether they re main there a lways, but a ll indicatio ns see m to point that way. Fra nk also s ha kes a wi cked foo t, the results being t hat t he girls a re simpl y wild to dance with him. Next year when he return s we predict that he will not on ly do great honors to himself, but to t he coll ege as well. 97 �RAT TfiT WILLIAM JULIAN JAMES ·. "Jesse'' CAMBRIDGE, THOMAS MORRIS JOHNS "Mo~ris," "Clown" Mri. BALTIMORE, Latin-Scientific Course Scientific Course Motto:- To be a clown. Motto:-To be a poet, a Ia Kipling. Co rporal Co. "A" (2, 3) ; Francis cott K ey Li tera ry Societ y (3) ; C heer Leader (2) ; S. A. T . C. (2) ; Sha rpshooter (1) ; Rat-T at Board (3) ; Track Team (2) ; a mp Lee Training Camp (2). Rat-Ta t Board~ (3) ; Track Sq.uad (1, ; Sharpshooter (1, ; Corpora l C.o. "A" (3~ .. --~ -2 ,. . 3) ·~. \ ~-~ e s<ijourn S. A. . C." J esse ", being infant, jo med the Cadet Corps. H e soon d istinguished himself as the wild man of Jun ior F loor and he now loves this fl oor with such a passionate affect io n t ha t he cannot be dragged away from it, and is a lways to be found in 'th e midst of a ny d isord er which arises up there, \vhic h of co urse is seld o m (?) . Serio usly, _ ho ugh, " J esse" is o ne of o ur brigh test men a nd is t indeed o ne of the most popular. We _ believe his love of St. J ohn 's will ca use him to return next year a nd his smiling presence will .be welcomed. · · · 98 Mo. ' Behold, fa ir reader, in t his noted specimen oJ huma nity, an ardent lover. H e is one of the few who have been lucky enough to find their heart 's desi(e fulfilled right here in old C rab Town. His m ethods of wooin g are a secret to a ll of us, but we ar~ told that he hath cha rms that work like magic amongst the fatr sex. "Clown " dropped into the Freshma n class from IDo na ldson School, wh,ere he ha d co m,f>leted a very strict_ cou rse i,n 1ir~t class etiquette ;~. n d moral tra ining that would fi t h1111 to ta ke hts place with ease an~o ng hi s fellow st ud ents in t he m ~ss ha ll a nd_ be a .typical ~t. J o hn 's man. But a las! to watch h1111 at work m ~ h e 1 Mess Hall now would ca use t he high opinion yo u must be forrnmg . . of t his you ng man to take a sudd en drop. I t mu st be known to yo u a ll tha t t here a re a lways opposmg forces at work to put forth argutnents, a nd so in th is case, fC?r t here a re so me among us who persistentl y clai m t hat T. Morns has previo usly un dergone intensive trai nin g with Barnum a nd Bailey, but, if so, it is unknown to t he majority. Putting aside t he humoro us part, Morris is a ~n e_ type of man , ha vin g little to say, but with a fixed purpose m ltfe a nd a strong determination to win o ut. Despite his fault s, J ohn s has done co nsiderable work in the class and we expect hi m back next year. !)9 �RAT TAT RAT TAT WM. H. YOUNG KNIGHTON, JR. WILLIAM LAWRENCE KRUSEN ·" Jingle," "Dick," "Larry" "Wee Wee," "Legs," "Bill" BALTDWRE, STILL Po~~o'D, Mo. Scientific Course Scientific Co1trse KA A Motto:-! have o ne a mbit ion, a nd one grea t d rea m One g reat des ire, to reig n s upre me. Treas urer C lass (1, 2, 3) ; Baseba ll qu ad (2); M a nd o lin C lub (2 , 3); G lee C lub (2); Second Lie utena nt U. S. Infa nt ry (2); C heer Leader (2, 3) ; Fir t Corpo ra l Co. " B" (2) ; Qua rtermaster Sergea nt Co. "A" (3) ; H op Committee (3); June Ba ll o mmittee (3) ; Busines M a nager R at-T a t (3); Basketball T ea m (3); Base ba ll T ea m (3). F ro m oi:J t of t he porta ls of t he big city ca me thi s yo ung ma n, who, und er the g ua rdia nship of his roo mmate during hi s first year was not peqnitte<;l to st ray fro m th e stra, ight an<;! na rrow p ath. But a [ter he left t hat prot ectin g win g he ser ved U ncle 1 Sa m in th e a rmy a nd his former roommate does not cla im respons ibility fo r hi s actio ns thereafter. H e is one of t he few tl'le n wh o eve r deri ved a n education. fro m reading clime novels a nd newspa pers, bein g a n. uthority o n. t he la t est da ily sca ndal a nd sho rt st ories. " vVee Wee's" great length was the ma in ca use of hi s being repo rted a bsent so ma ny b reakfast forma tio ns durin g his F reshma n yea r, having to reach down so fa r t o t ie up hi s shoes, but now he is la t e no more, as he has resol ved to be o n time by not t a kin g th e tro uble t o ti e th e m at a ll. " Bill " has quite a following of fe mmes a nd he may a lways be found in his spar e time writing to one of th em. His peda l extre mities ma y be fa r from hi s bra in, but he has complet e co ntrol over th e m, which is evinced by the gracefuln ess of his da ncing. "Legs " has bee n developin g into a pitcher ever since his a dvent at St. John's, a nd last year helped considera bl y in the box. We expect big thin gs of him thi s yea r on th e slab. We hope "Bill" will come bac k with us next yea r a nd co ntinue his good work until he gradua tes. 100 Mo. M ot to:-T o be Still Po nd 's best un derta ker. R a t -T at Boa rd (3); Trac k T ea m (2, 3); Expert RiA e ma n (1) ; Orchestra (1); Corpora l Ba nd (2) ; lass Sergea nt-atArms (2, 3) ; First ergeant Ba nCI (3) ; G lee C lu b (2); K ey L it era ry Societ y (3). Beho ld, kin d reader, Willia m La wrence Krusen of t he ba nd, who hai ls fro m t he t h(i vin g met ro polis of Still Po nd . W e first heard of " Dick" in hi s Freshma n year wh en th ey call ed for volul1 t eers fo r th e ba nd. H e was given a berth in thi s gra nd a nd glorio us band of note for gers onl y because he was a perfect maste r of cymbals. We hea r most of Dic k from trac k (no, he is not a hor e, but a n excell ent mil e ma n, wh e n once sta rted ) . H e is a lso a baseba ll player a nd we a re in h opes t hat he will la nd a place on t he varsity t hi s year. D ic k a lso indul ges in pa rlor sports. It see ms as t ho th e girls just can 't resist him. Once his da ncin g eyes meet t hose of a ~ a m;;e l , she is in hi s power. \Nhe never yo u see Lawrence d ressed 111 ht s best, yo u ca n bet yo ur last s kag t hat he is off to break a not her hea rt. . A lt ho " Jin gl"e" is a n a thlet e a nd a fu s er he fin ds plent y of t tm e for hi s st udies a n I in thi s minor bra nch of coll ege life he Etand_ o ut pro min ent. If he cont inues hi s good work so me day s we wtll see his na me written as foll ows, " Dr. \Nilli a m La wre nce Krusen, B. V . D ., C. 0. D., S. 0 . S., 0 . K. . La wrence's cheerfuln ess, good na ture a nd ge nerosity ma ke htm one of t he most popula r me n in th e co ll ege. H e has o ur best wishes fo r success in wh a teve r he un dertakes. 101 �RATTRT RATTRT JOHN HENRY ELIASON LEGG WILLIAM PERCY MADDOX "Judge," "Senatqr" . "Pris," "Matty." I CENT REVrLLE, Mo. BALTIMORE, Scientific Course L atin-Sci entific Course <I' L K M otto :- Proh i]Jition worri es me not, I have a still und er my cot. Motto:- B rin g on t he eats. Secreta ry C lass (1, 2 , 3) ; S ha rpshooter (l ) ; Plattsbu.rg Trai nin g Ca mp (1) ; Hop Co mmi ttee (2, 3) ; Co rpora l Co. "A" (2) ; Stude nt Senate (2, 3) ; Assistant Man ager F oo t ball . (3) ; Sergeant Co. "A " . (3) ; Vi ce-Preside nt Litera ry Societ y (3) ; Coll egia n Boa rd (3) ; Assista nt ~d it o r R a t -Tat (3) ; Secretru·y H op Co mmi ~t ee (3) ; Manager Efoo.tl:a ll for 1920. · Rat- T at Boa rd (3) . ' \ p:·l :\~\·, ~ \ ----. .. J_-/ :' so m ewhat like thi s, but w e co uld not p e r s u a d e him t o I e t u s ha ve hi s photo to u se. But yo u c an see that h e s u r e Iy 1 s n o slo uch wh en t c omes to a beauty contest . There 1 s a rumor t h a t a I I h i s photos a r e o n g i r I s' reposing b u r e a u s. Who ca n t ell ? 102 MD. 103 . �RAT TF\T RAT TF\T FRANK BARRY ROBERTSON BEVERLEY STUART ROBERTS "Robbie ," "Privy" "Wilkie," "Dick" BAL n~ IORE, BALTIMO RE, Mo. Mo. Scientific Course L atin-Scientific Course <l>:EK Motto:- \i lork a nd \ women first a h1·ays. wo men, M otto:- Veni, vidi, vici. Corpora l Co. "B" (2) ; Corpo ra l Band (3) ; Football T eam (1, 2, 3) ; C las Sergeant-at- rm (1) ; R at-Tat Board (3) . but Sha rpshoo ter (1) ; Baseba ll Sq uad (2, 3) : Rat -Tat Board (3) ; Co rporal Co. " B " (2, 3) ; S. A. T. C. (2). Since t he t im e wh e n th is lig ht-ha ired , blue-eyed yout h entered t he Freshma n C lass in 1917, he has been on e of t he most act ive members a nd has proven him self to be a tru e t. j o hn ' man. "Wi lkie" is th e type of man who bel i ves in loo kin g o n t h bri g ht id e o f ever yt hing a nd upon life in a phi losop hi cal mann er. H e pract ices t he t heory t hat if a ma n mu st s ucceed, it must be with a sm il e a nd not with a n eve rla sting gro uch. And hi s th eo ri es have brought him sweet rewa rds, for hi s s mil e has ca used him to ma ke co unt less co nqu ests a mon g t he " fe ms " . His stro ngest points a re hi s love for t he fa ir sex a nd t he terpsic horea n a rt. Neve r a hop passes b ut that Dic k ca n be foun d usua ll y in so me co rn er wh ere t he lig hts a re dim, but where love burn s bright. But with a ll his love for t he socia l li fe, he does not a ll ow it to interfere wit h hi s schol ast ic work a nd he is nea rl y a lways fou nd nea r t he top of t he honor roll. Dick is a n act ive me mber of a th let ic squads , b ut hi s st ro ngest point is baseba ll , a nd we a re expec tin g great t hings from him on the mound thi s yea r. Taking a ll t hin gs into co nsid erat ion, he is a worth y membe r of t he best class of St. J ohn 's-the class of '21. 104 This specim en of th e "genu s homo" i a ll th at hi no ble face portrays. A product of th e Monumenta l C ity , he blew in here in 1917, a nd from that •very mom ent he has made hi s prese nce felt at t he olJ ege. He is a wond erful specimen, a nd was una ni mously elected G. 0. H. in his Sophomore yea r. In arg umentation hi s a rg uments a re a lways co nv in cin g. He ee ms to have a way of maki ng t he m so. \<Ve think that he lea rned this from the Baltimore pQlice. In at hl etics he ha s bee n a valuable asset to the football team, a nd it is hi s greatest pleasure wh e n in t he a nnua l Hopkins ga me at t he ca ll of t he whi stle he dives into the fray a nd let s th e opposing players know that the St. J o hn 's tea m is co mposed of figh ters. H e a lwa ys plays a steady ga me a nd has never been known to play to th e gra nd sta nd, a ltho it has oft en been fill ed with me mbers of th e fa ir ex a nd ma ny of who m were hi s fri ends . H e is a lways seen at o ur dances a nd t hose who know ay t hat he "sho ca n shake a mean foot". " Robbi e" a lwa ys has important business in Balt imo re at wee k-end s, and it must be important, beca use he s ure does rave wh en he is o n t he blac klist . " Privy " left us at th e e nd of t he first te rm . V were very l/e sorry to lose him, as he was o ne of t he most loyal men of o ur Class. H e ca rries with him th e best wishes of th e lass of 1921. 105 �' .. RAT TF\T EDWARD ALLYN SNADER JOHN .RUSH STREETT, JR. ''Snade, " "Grasshopper" "·Sleep~," "~peed" A~NAPOLIS, I Mn. BEL AIR, MD. Scientific· Course Scientific Cottrse <l>~K Motto:- To be a la nce corpora l. Rat-T at Board (3); Sha rpshooter (1) ;- Plattsburg Tra ining Ca mp II ) ; Camp Lee Training a mp (2). Mot~~S leep, sleep a nd t hen sleep _. ___som: ·more. Rat- Tat_ Board (3); Feotball..Sq uad , (3); Mandolin Club (1); Sharpslio\)ter (1); Camp Lee Trai ning Camp (;!); Corppra l Co. "A" (3); Cla ss H istori;m (3); _~ecret~ry 1.tme Ball Committee (3); L rosse T ea m1 (3)., :~ 'a \ f '0 .-\ ··) --. / "Snade" came t9' U in the:fa:J of 1916; (as he t hinks) known as ral;J Town a nd class. Two th)- gs g~v ' ' ~hi"lrsJl,_ Q t hese is to ta:l>;&'rliis g>_a -t>ff nd · in oth.er certa in memoer o11 Senior F:lv-or; ~ gfe_ater•joy)_is shaking'th e sh;j n1m~ wit]! a ;ert~\J;I, .or f fle .fa1r sex. ·(, ' I; .' ~We j,, (lst ; ad mit that "Gras -hopper " gets 1by' ith f .demic work. 1 _We+Hst don't knO \V" wh a~ JAnel- of "~ide l:) p he uses,- b1Ij it 'i\lllSt q~ a rilre or ex pensive p(~parat icm, as it's.r ~ ~fff;ctiiY.~n ess ~ ~~~JTis p¢r et ~~ l .We'll adh1it ' ..~at-;.n:l_ost'~ o.~ 1.!s 1 r,~ uld lt ke ~ha e h. s fg qnu la. :B ut perli a ps its h1 s oP1; tnllS 1 1 '='ab.9 big bfoad~:g riris . ·- Y6t:t ,"kno t l)at, ,eye... gJa:sses ' wih • ·-1nost ": '. £r:ofs\ ayp~. · . •I' "1, • . .'"•' <1lJT '',.. . · 1 "fbP!, tpye .' Has~ la;rge SpQ!lg~- l ike 9,ra_in that . . ,rbs _ very e I· bft;?q ·p ~~Ofi>OP~Y. ,th ' Prqf~. _en:ro upd; thJs to~~t~er w1 ~h h1s ~r~7 .-.· n e ndo H~ 1 ,, · , e ' shoyes•)iun _ head a nd he _ joys t he d'ist 1n · s a en 1 . t;:t!bJI. o !'i' ?~?9 iRi¢11 t!l. Jgui ~· freq uentl y: , ... .. 1- , ,0· • . ;..~ As l1 l.SdH J-lit'}ry a hirityc.:'.tne,re 1 ti6 que t ion , fu ut as y oJ~lH'! . ' !; -; ( I as_bot_llia~ ~ Cfia n~-t~ _get ffit9 the_ limeligl}_t, ~·Ji'er ha ~~~~ ·i • s ould go tO a noth er trammg ca mp. ·. ' Ath letics as a whole have never been a "Bee in his Bonnet", but being an advocate of "new thoughts", he is a lways found to be a n a rdent rooter wherever a St. J ohn 's team makes its appea ra nce. After a ll "Snacle" Is a pretty good sco ut a nd is well liked by his class ma tes, for he is a true fri end a nd will ta nd by one o f his classmates UJJtil the last horn blows. We- sec not hin g in the future to hind er his progress a nd as t he Class of '21 we a ll join in and wish him success ·.which is the reward for ha rd work. Yet)- ,, · .-; ~-' 'l' Sle tJDCrs y.¢ar 1 ;tt: !'Yt!li~l'llemr1~1[twit 11p_~it . or tlln ' , · nus_ th·e tli!!-1"~·~ II H il j;.!i,lf 'I,J~,.;:;.,.,, • .•. ) vi o,st . iP'J,Y. .. t.ime_ .ol-t'h ,~· :- . Qtl~e~~IJ!;e-¥Oli- '1-n nii.Cf. htm !ilaSSIng '<l"fK -- ·~ .-·~ 1\:r Speed" lS thathe~ never s -' less than · eleven fian cees. H e is tru ly seagoing, but the most miracu lous thing is that he believes that th ey all love him. On t he dance Aoor he is, as one g irl rema rked, very much like a ci rcus, for one never knows what he is going ·to do n ext. Usua lly he can be found in t he corner furth est from t he light, ex. ecuting so me of 'his tnany graceful (?) st eps. H owever, "Sleepy,. is a good student a nd cqn always be found near t he top. I f you don't believe th.is ask Ram- h e knows. We know that "Streetty" is too much of a lover of St. John's to forsake us next year, so we a re confident of· his ret urnin~. 107 106 · 1 ,, · r �RAT TF\T LUTHER STITT TALL "Ludie," "Scandal," "Shorty" 1 RAT TF\T RICHARD HERBERT TOROVSKY "D.i ck," ''Rich" I ANNAPOLIS, RoLAND PARK , Scientific Course Scientific Course KA Motto:-To r ival Sousa. Motto:- \\'h en I speak let a ll me n ta ke heed. Expert R ifl ema n (1.,) ; Co. "A" RiA e Tea m ·(1) ; Football Sq uad (1, 3); Ca mp Lee (2); Plattsb urg (1); Fi rst Corporal o. "A" (2); F irst Sergea nt o. "A" (3) i Advertising Ma nager Rat-T at (3); Cha ir ma n Jun e Ball Co mmi t tee (3) . In recent years la nd Pa rk has se nt quite a few men to t · J ohn 's, and a mong e m thi s noble cha p. He came in t he fa JI of '17, and immediately set to work with hi s ukelele to win the hearts of his fellow students. " Ludie" was often carried off th e footba ll fi eld during hi s F reshma n year, but he is still with us a nd may yet get his monogram in t his sport. H e is al so quite a baseba ll player a nd we expect him t o win his letter in t his line very soon . H e started out on hi s milit a ry career and his prowess was s6on recognized, for in hi s second yea r he was made fi rst Corpora l ,of Co mpa ny A. He is a n a rd ent worker in t hi s line and is now fi rst Sergeant of t ha t Co mpa ny . T his yea r "Scanda l " has ta ken on a new t ri ck. H e a lways was willing to ta lk, b ut now he not onl y talks , b ut ta lks of t hi ngs t hat conce rn him not. H e is "Forever Spreadi ng Scandal ". H e is a great adm irer of t he fa ir sex, b ut pays attent ion to o nly o ne, a nd is rat her disappoin ted when t he morning mai l does not br ing him a n epistle from t hi s par ty. '\ T hough Tall has hi s fa ul ts he a lso has hi s good t ra its and we owe much to hi m fo r t he success of t his boo k. We hope he will come back next year and help us along unti l we grad uate. 108 Mo. Mo. Shargshooter (2).; Ma ndolin C lub (1, 2, 3); Sergeant Ba nd (2) ; Qua rtermaster ,Sergeant Band (3); Rat-Tat Board (3) . W hen th e Liberty t ree began t o bud (quite a few years a!So), " Dick " was seen strolling leisurely up College Green. Smce t ha t t ime classes have co me a nd classes have go ne, b ut " Dick " is wit h us yet . T he ph ysiogno my of t he a bove Crab T own lad does not show many traces of a fu sser. But do not be ~id etracke~ too e~sily, fo~ " Ri ch " is a lways present wh en t here 1 a ny soc1 l a ffmr o n s a ha nd, a nd \Ve wn dersta nd q uite a number of t imes wh en t her e is onl y room for t wo. , T here is o ne pa rt ic ul ar acco mplishment of ". Di<:k's". ~ h at we s . all env iou ly-t urn over safely to him , a n.d t hat 1 l11 ~ ab1h ty as a music ian. Yo u ca n place a ny kind of 1n st run~ e n t 1n ~J s ha nds rangi ng in size fro m a J ew's ha rp to a bass viOl, a nd 1n ret urn he wi ll bri ng fort h a ragtime t une t hat ca uses yo ur _fe~t to move about rest lessly. Most a ny t ime he can be fou nd 1 tt111g a rou nd with a "Uke" in hi s ha nds amusing Junio r a nd Sen ior F loors. Also wit h t he win I i nst rum~ n ts he is a n expert ja mmer. In both the acade mic a nd mil ita ry departments" Dick" is really begin ning to be a star a nd we feel co nfident t hat by t he end of next year he wi ll reflect great cred it upon hi s college a nd t he Class of '21. 109 �RATTRT RATTRT EDWIN THOMASBOURNETURNER WARFIELD "Eddie,", "Shrimp"· "T. B." PRI NCE FREDERICK, SP~GI N S Mo. PH L LADELL'HLA, PA . Scientific Course KA Latin-Scienbific Course KA Motto : -To be Mayor of Prince Frederick. Sharpshooter (1); Cmpora l Co. "B " (2) ; Vice-President Class (1,_ 2, 3); P lattsbu rg (2); Vice-President Athletic Association (3) ; Student Senate (2); Assistant Business Manager Rat-Tat (3); First Sergeant Co. " B" (3); Ba ~ ke tba ll Squad (3); Key Literary Society (3). Motto:- To live a nd love, es peciall y to love. Expert R ifle ma n (1) ; rresident Class (1, 2, 3)c Hop Co mmittee (2, &)_; Corporal Co. " B " (2); F irst Corpo ra·! Co. "B" (3); Assista nt Manager Basketba ll (3) ; Assistant Adverti ing Manager Rat-T at (3); Treasurer June Ba ll Committee (3); Rifl e T ea m Co. " B " (1). \ '. - ~· Sever~! . ' .../' - ftw~~: ~ ,. '\ 0?iln • t !- · ' 110 y. ~~-~~{,:·-.-'''1 .'~·"'-' \ years ag~, t~ l?,c exact, four , Oalv.~ rt ' s ,t o~e more of. 1ts sons to unbue the kno.wledge aod 1aJ!_ at_ t,_·,Joh l\ s. T . ~- enteredJ h e Su_b-F~bJh,_,-lan class in 19i6, an fro~n t ~~~ on has' t _ ken 3.? act!Ye 1nterest ~IJ evsr;Y ph~.!i.e o~.~oU~ge l- ~ _ a 1fe: ' :A:cadem!ca)ly aw-Iyerr 1 stan,ds h1 gl ~~~ h1s ol;,l,s_s v dr, using 'both bookj,~owledge and conimon ~j!n seto ma.lt~l mlly ad1 , ~ance l)i'rr}s J a long man;y lines. .~ ' ,When it eo m s to military \VoJ:~ J\o bet te.r ex_ a'tnpl e_ a mai:lcl of c;adet can be found ilia 1 -;(, iB : l Bls-acco mphsh ments listed a:bove ar.e amp!<!. proo r 'hi s elforls ;-n th roilitary departn1 enf .... _ ·, 1 Being a. 5o lierner he i naturall y a n .a~m i t.~ o f t h ~ fa1r se. , an'd -according- to· him- st: 'Mary's for genuine attractions i ~~'tl­ surpassed. H e is a wa rm · up porter of th e postal system , u s 1~ g it daily, a nd loud are his moans wh en the coveted Jetter fmls to appear. Although the youngest member of his class, he ca n a lways be relied upo n when que tions req uiring so und jud gment arc brought up. A gentleman by instinct, he has always upheld' th e idea ls of a true St. John 's man, ever being a staunch s upporter of a ll the college organizations. T. B. will ret urn next year a nd we expect him to be a leader, I:~Ot only in his class, but in ma ny other ways. 1;. "" r· · .One motnept )i:ind rea9er, note this unique peci men-a-.pro'- . di1 . 't:. of th e Q.u ~er City. As yo u loo k into his innocent; .ey~s, earl yoll ima'gine hilT\ a lady-k iller, h ea~.t -s m.asher a nd· ot li ~' kmcfred things.? ; .... . In spit al l this, "Eddie '' is working ha rd a n«;\ e-xpects t o be a n 'llurrinus by th e time 'the Class of '21 holds its decen nia l reunion . . 111'\ f~c t ; l his '\\,"eakne S _for books ( ~ed books) }1 ~S C0 111;pl!lled h1 n to nla k(') map y ~aortfic~s, so metimes not V1 S1t11;1g B~!­ timore fori:wo weeks. H owever, 1f yo u recog mze a ll of h1s ap llt,(t ies! x_o u. _ nn ot f'!il tQ__~e t~a~ he ha le I our c; la s ~ h ro u gh ; ca - aTI 1ts t n a ls a nd t nbul at 1 ons, mc1 dent to a real St . J ohn s class. "Eddie" is in his na tural ele ment wh en t here is a da nce, for at eve ry one he is seen gliding over t he fl oo r. Of co urse th e girls like to da nce with him, for isn 't he cute ? In recent yea rs it see ms that he has taken q ui te a fa ncy to "Whiskers" a evi lenced by the fact that he sticks in his class t hru thi ck a;1d thin . Unless the hoc us- pocus method is in ope rat ion he wi ll continue in his prese nce for so me time to co me. Tho we censor him for his faults, nevertheless "Eddie" has a place in our hea rts, for he is a fr.iend who sticks, a nd we hope th at he will reconsider his in tentio n to leave next year. of 111 �RAT TF\T RAT TF\T RALPH RAYNER WEBSTER NORMAN LANGSDALE WILSON "Hot" DEAL'S I SLAND, "Galey," "Fats" MD. CAMBRIDGE , MD. Scientific Course Scientific Course Motto:- To have a private telephone. Rat-T at Board (3) ; Corpora l Co. "B" (2) ; Sergeant Co. "B" (3); Football T ea m (2, 3) ; Signal Corps R egular Army (3); Expert Rifl ema n (I) ; Glee Club (2). Orchestra (1 ); Marksman (1); Assistant Libra ria n (1, 2, 3) ; orporal Band (2, 3) ; Rat-Tat Board (3); G lee Club (2, 3) ; K ey Litera ry So iety (3). The splendid photograph above bears the likeness of a ha ndsome you ng man who thrust himself upon us just three years ago, h av in ~ co me from th e land of oysters, crabs and mosquitoes - Deal's Isla nd. "Hot", as we call him, is not a shining star in at hletics, but when it comes to music, a h ! there's where he shines. For three years he has labored a nd blown a nd puffed a nd whistl ed in the band tlntil now he is an accomplished musician . And t hen, wl1 en he plays th e violin, he would make you think yo u were hearin g a Victor record. And sing! well if Caruso co uld hear that tenor vo ice, he would chuck up his job a nd become a st reetclea ner. But hi s greatest mu sical accompl ishment is snoring, a nd he ca n hit anythi ng from "A" nat ura l to "Z" sha rp a ll at the sa me t ime. We haven't induced " Hot " to beco me a regula r attendant yet at our hops, but we thi nk he wi ll surprise us a ll so me day and make his debut. But as to pri vate co rrespo nd ence a nd "rushing t he fems ",why, yo u'd be surprised. Most every wee k " H ot" leaves for Baltimore to have hi s teeth fixed (?) a nd Sunday he returns, s milin g a nd happy , but hi s teeth unto uched. And then ?vlonclay hi s correspo nd ence begins. Two Rats have to be deta iled each clay to ca rry it to hi s room, a nd they stack it high o n t he tab le. "Hot" intends to be with us next year a nd we will again have an opport uni ty of enj oying his presence. 112 · The above pict ure is one that fill s t he residents witl\ pride , for he is their onl y clashin g representat ive upon th e gridiron of old St. John 's, and as a representative t here he has shown a ll kinds of speed and skill. Another one•of" Ga ley's" achievements, for whi ch he deserves ~ recl it, is his abi lity to ha ndl e th e fair sex in such a way that once -seen he is never forgot ten. No matter how fa r away yo u go, as soo n a s yo u become known as a St. J o hn 's man, t here is boll;l1d to be so me fair da msel that wi ll ask if yo u know Mr. Wilso n, N. L., the good- looking, la rge ma n. "Galey's" co urse was interrupted for a whil e in 191 -1919, du ring which time he ervecl in t he . S. Arm y, b ut a fter t he war he determined to fini sh at St. J ohn 's befo re aga in vent urin g into the outside world . We are confid ent t hat" Ga ley" wil l be bac k with us nex t yea r to fin ish hi s co ll ege course. 113 �' RAT TAT HARRY EDWIN SEMLER "Eddie," "Bantam," "Chic" GEOR{i-E B. WOELFEL '~Mike, ' "Eagle~eak" HA GE RSTO WN, MD. · Scientific Course ANNAPOLIS, Mo ." KA Latin-Scientific Course Motto:-To be a man so me day. Motto:-To imita te the nightingal e. -- Football Team (1, 2, 3); Ca pta in Football T ea m (3) ; Basketba ll T ea m (1, 2, 3); Captain Basketball T ea m (3) ; Rat-Tat Boa rd (3) ; Student Senate (2, 3); S. A. T. C. (2) ; Baseball T ea m (1, 2) ; All-M aryland E leven (2); Ca pta in, Qua rterback All -Maryla nd Football Team (3) ; Corpora l Co. "B" (2); Sergea nt Co. " B " (3). Ma~dolin Club (2)); G lee Club (2, 3); R at-T.at Board (3) ; S. C. (2) . ., -- . . -~ '' If any one o f you readers have ever wit nessed a St. J o hn 'sJ a hn s H opkin s footba ll ga me in the past few years a nd have seen a d iminutive man in footba ll togs dodging sw ift ly a nd sk ilfull y t hru the Black a nd Blue lin e yo u 1 i1ight recogni ze t he feat ures of the above-pict ured gentl e man . For three years "Eddie" has been t he rea l sta r in a ll bra nches of ath let ics, wh et her it be footba ll, basket ba ll or baseball. Not co ntent with being a mere sta r at St. J o hn 's, he has b ra nched o ut a nd capt ured All -Maryland positi ons in foo t ba ll for two co nsec utive years, thi last year bein g selected as capta in. All the g irls have a picture of "Bantam" in footba ll togs on their bureaus a nd hi s hand o me face and so ulful eyes have ma::le 1rany a n unsophisticat d yo un g lady leave her happy home. Altho he s mil es o n a ll o f them, he is too clever to be ca ught in a ny enta ngling a ll ia nces of love. H e is a lways to be seen at o ur hop , eve n t ho he ca n 't see over some of the gi rl s' shou lders. In t he mi litary department a nd a lso academica ll y he has a chieved dist in ction a nd ra nk s amo ng the foremost in o ur class. It was with a deep feeling o f regret that we saw him leave us in the midd le o f t hi s yea r. If we ca n do a n yt hin g at a ll to persuade him to return next yea r , we wou ld glad ly do it, a nd we a re sti ll hoping that he will reco nsid er hi intenti on to leave us. 114 115 �Q!lass nf 1921 MOTTO COLO RS Pro Patria, et Amicis, et Deo. Blue and Gold OFF ICE RS S. WARFJ E LD ... . ................... ..... ....................................P resident B. T U RNE R.......................................... .............. Vice-President \ iV r LLIAM P. M ADDOX ... ............................... ........ ....... .... ......... Secretary \ V ILLI AM H. Y. K)< I G HTO :>~ .............. ...... .. ...... ...... ... ................. Treasurer j OHN R usH STREETT ................ .......... ............................ Historian WILLI AM L. KR SEN ..................................... ... . ......... S ergeant-at-A rms EO WJ N THOMA S 3Juuinr ifistnry REE years ago, in September, 1917, to be exact, t he C ia s of 1921 hi t old St. J ohn' wit h a clatter a nd a ba ng from a ll di rection . \i\ e walked up t he Sacred Wa lk with t he ha ughty mie n o f h roes loo kin g for other world s to co nqu er, ha rd ened veterans of hi gh a nd prep: H avin g deposited o ur sui tcases in our roo ms we ought t he Sacred W a lk once more a nd wa nd ered for hours a round State a nd C hu rch ircl e . H avin g fin a ll y found our way ou t of the maze we wa ndered down town a nd sought solace at '' Doc's." This co nt inu ed for severa l days, no one say in g a t hin g to us a nd we were feeling mi gh ty hi gh whe n t he Sophomores one fa ir Sunday ni gh t bade us hie to roo m 35 Pinkn ey a nd grace t hem with our presence for awh il e. H av in g meandered leisurely t hence we oon discovered that there were others in school besides o ur elve a nd that the G. 0. H. was a great a nd worthy socie ty . Twenty-one most wise a nd necessa ry rul es were read to us wit h mu ch eclat; t he Royal P ersuader was exhib ited with great gusto for our specia l ben efit , a nd Eddi e vVa rfield was chosen our leader, whi ch positio n he has fill ed eve r sin ce. 117 �SCE~ES V..Te started out with a la rge number , forty-nin e, but sin ce then t he Class has dwindl ed to a bout twe nty fa ithfu ls, wh o hope to gradu ate in 1921. We sta rted our Sophomore year with that peculia r feelin g of ha ug h t in ess a nd severi ty preva lent a mong Sophomores a nd we ha ndl ed the la rgest R at Class in t he hi story of the schoo l, pu llin g off t he a nnu a l shoe ra id with grea t s u ccess a nd they kn ew they had been ha ndl ed, by t he t ime t he year was over. In scholastic work we shin e, havin g a goodl y bunch on t he H onor R oll each mont h. M addox has led t he class each year with Streett a nd R obe rts runnin g clo e seco nd . Practicall y a ll of t he Class of '21 hold so me ra nk in t he mili ta ry lin e, a nd we have a ll helped to pu t old St. J ohn's a mong the Big Ten two years a nd , if t hin gs come out as we expec t, we 'II be back t here t hi s yea r. Tall a nd Turner have showed t he most promise in this lin e. This year we a ll expect to go to Ca mp D evens for a six weeks' ojourn a mong t he hill s of M assachusetts. In class a th le tics we have lost onl y one game in our hi story . In ' 17 we lost to the Sophomores in foot-ball , but came back in baseball , t rack a nd te nni s. Last year we defeated t he Freshmen to the t un e of t hir ty-e ig ht to nothin g and a lso beat t hem badl y in baseball. This year in a game replete with t hrill s we defeated th e Se ni ors in football six to nothin g. In coll ege athl eti cs we have a lways done well , probab ly winning more monogra ms than a ny other class in coll ege . Seml er won three each year for two yea r a nd was capta in of t he football team thi s year , bein g o ne of the greatest a ll a round men eve r developed at St. J ohn' s. Many others have received monogra ms in various branches of sport a nd ma ny more have played on t he scrubs, which reall y ma kes t he va rsity team w hat it is. R ober tson, Wi lson , Se ml er and Norris have won the ir coveted letters on the gridiron , whi le Ei ler , T a ll , Streett a nd Di G iorgio have di stin gui shed themselves on t he scrubs. Seml er, E il er , Knighton, Turn er a nd C hristia n have don e well in bas ketball ; the first t hree winning th eir lette r. On the diamond F itzgerald , Knighton, Se ml er , T a ll a nd R oberts have clone good work. Thi s year we a re Juni ors, see min gly destin ed to pu t ou t the best Rat-Tat ever a nd you ca n believe us that some Jun e Ball will be fort hco min g a lso if the co mmi ttee is to be beli eved. H avin g t hu s rev iewed the activit ies of t he class a a who! , it mi ght be well , perh a ps, to have a few comments upon the men t hemselves- t heir weakn esses a nd strong points. There a re many ha rd wo rker a mo ng us, but t hose who have particul a rl y d istin gui shed t he mselves in thi s lin e a re H a ll , Maddox, Web ter a nd S nade r. Th e C lass of '21 boasts ma ny who wou ld have had t heir diplomas long ere thi s if love was t he thing which qu a lified us fo r it. W e have lovers a nd more lover . I ven ture to state that, o u tside of " J esse" J a mes, who keeps himself coo ll y a loo f from th e fa ir sex, we are t he most lovin g cl ass eve r seen a round these old ha ll s. A mo ng t hose most efficient in thi s line of end eavor a re \iVa rfi eld, Cockey, Du er , OF ANNAPOLI S 119 �T a ll , Kni ghton a nd D avis; a nd the letters whi ch they write a nd rece ive a re masterpieces of the epistola ry a rt. "Sleepy" Streett lead the Class in the sleep in g department, but the whole bunch is hot on his heels with Kni ghton a nd Turner cl oser than the rest. W e have ma ny good dancers in the Class-Tal l, Warfield, Streett, Kni ghton a nd Cockey being probab ly our best exponen ts of the terpsichorean a rt. Wh en it co mes to a rguin g, Brow n, W. D. , sta nds head a nd should ers above the rest of us. H e will a rgue upon some subj ect he kn ows absolu tely nothin g abo ut a nd he u ua ll y co mes out best in a ny a rgum ent he und er take . H a ll is next in this scie nce. " J esse" J a mes is our chief woman hater. Such thing, a re a ra rity with '21, but "Jess" has never yet been seen with one of the fa ir sex. H e shun s them absolutely, lu cky thing . But 'nuf said of this stuff, 'tis hi gh time this hi story was drawing to a clo e. W e a re now working ha rd on the R at T at and hope to produce a good one. One more year li es before u a nd we intend to keep up o ur reputation as the first, foremost a nd fin est class that has ever hit old St. John's a nd we wi ll endeavor to keep St. J o hn 's o n the hi gh pinn acle in the mi lita ry, academ ic and athletic lin e , to stick together as we have a lways done, a nd to ma ke next year the best in our wh ole hi story. HI STOR IAN. Arltnowl~bg uumt The Rat-Tat Board takes this oppo rtuni ty to express their deep t hanks to those who in any way assisted in the publication of t hi s book, mnre especia ll y to Frederick M. Heil '22, who contributed so li berally to the art and cartoon features ex hi bited herein . _________________ _____________ ..• ..__ 1~0 ...;._ ( �C!Ha.s.s nf 1922 M OTTO COLO RS Simus ut sumus aut non sumus llfaroon and white. OFFI CER S ]. B URTON M USTI N_____ _ E . Ross BREWER_____ _ _ _____ ------············P resident __. Vice- P resident ] Ol-IN M c K ENNEY _ ___ ---···· .. ·-··-·····---- ···------- ...... __ ........... S ecretary ___ L. u. L UMPKIN........ . __ ... ··----········ Treasurer Guy L. H o LLAND..... ··-_Sergeant-at-Arms F REDE RICK M. HEl L..... . _____________ ...........Ilistorian Q!la.s.s i!lnll ABELL, F. L. --··· - . ·-----·-· " Kid" ____ . _______________ B a lt im o re, M el. H e always raises Cain, And thus dem.erits gains. AN DERSO:\T, A. L ... ... .. ___ ···---- " D oc" .· -·····--··········-········- -- --······ nn a p olis, M el. From Annapolis. That 's at/. A LDRIDGE, W . D ·-·------------- ............ " Bu c k " .... ---·--- -------------- ........... Ce nte rvill e, Mel . With his smooth hair and winning smite, l>fakes /he girts ctt dances go simply wild. AND REWS, C. E ..... _____ __ _______ " F ats" ...................................... C ho p ta nk , M el. Fat, jolly, and a good sport too. ATHEY, C. B .. _.... ____________ " M oo " ........................................ B a ltimo re, M el. "You, Detly", where are you?" BALDWI N, H . M ........................ _______ ' ' F a rme r' ' ................................ Mi lle rsvill , M el. H ow are crops co ming? B EATTY, H . L. _ __ _________ ________ _ _____ ________ '' B oo ts " ...................................... B a lt im o re, M el. 0/1 , that patent leather hair. BREWE R, E . R .............................. _ __ " M oo ney " .............................. H age rs to wn , Mel . __ W here is T arzan? BLAS INI, F. J............................. ________ '' Bi as'' ............................. _____ Y a uco, Yaka hula, ouija board, uketete. 123 P o r to Ri co �BROWN, L. D. ___ :___ ---------------- --- --- -- -'' Brownie '' _ ___ _ __ ___________ _ _ ___ __ _ __ ___ Washington, D. C. · J OHN:SON, W. F ·-------- ------------------------ ''Yankee'' ___________ ______ _ ____ _ __ ____ Hartford, Conn. _ __ __ lie smiles when in trouble, lie smiles when in pain. Good stuff comes in small packages. BROWN , W. P. _ -- ------- --------- ------ ---- ''Penny'' __ ___ __ __ __ _ ____ ____ __ Baltimore, Md. _____ _ ___ ___ __ _ ____ I s a penny worth a nickel? KARNS, C. F. ____ -- --- --------------- ---- ------ -·'' Farmer'' __ _ - - - - - -- - ------- --~ - -- - -- -- Cum berland, Md. _ BROWN, P. G ..,- -------·------- ---- ----- -------- -' ' P . G.'' __ __ _ __ __ __ _ __ _ ___ __Washington, D. C. ___ _ ___ __ ___ I 'll be switched, The hay ain't pitched. Commandant wants you . KNOTTS, W. K. _____ ___ _ ____ ___ ________ ___ _ Nuts" _____ ____ _ _ " ________ _ _ ___ ____ _ _ Sudlersville, Md. __ __ _ _ ______ BRYANT, J .' Y. __ _ __ __ _ _ _______ ____ _____ __ _______ __ " String Bean" __ _ _ ____ _ _____ Washington, D. C. __ ___ _ Always away, but not forgotten. Long and lean, Like a string bean. KRIEGER, W. L. ___ __ ___ ___________________ ____ _ Slab'' _________ _ '' ________ __ ________ ___ ___ _ Baltimore, Md. _____ CoRDDRY, G. W ·--------- ------ --------------- --''Pard'' ___ ______ _ _ _ _ _ _________ Snow Hill, Md. __ ___ ____ ____ __ This long, lean guy fell down one day, And when he arose, he was two miles away. Oh., girls, Oh, gi rls, look at me, I sure can shake a wicked knee. LEVY, J. A. _ __ _____ __ __ _ __ _ ___ __ _______ _ _______ ___ _ Jew" ____ _ _ ___ ___ _ " __ __ _ __________ __ __ ____ _Annapolis, Md. __ _ My father's mayor, I ought to know. Cox, H. C. _---- ---- ----------------------- ------- " Windy"- -------------- -- ------- --- ------- --' --- Preston, Md. _ Ye, god£, Who's got a skag. LuMPKIN, L. CuRRAN, E. L. _ _______________________________" Reds " ____ _ _ _ _ _ _________ Baltimore, Md. _ _ ____ _______ ____ __ __ _ Md. This quiet young man, so free from guile, Takes dope at the fountain once in a while. Demon altroit. CusHMAN, J . B. _ _______ ________ _ _ __ _ ____ _ Bill Hart" ___ _ _ ____ __ _ __ ____ _ _ Racine, Wis. _____ _ " __ _____ _ _ __ __ __ _ u. ____ ___________________________ Mose '' ____ ____ ____ _____ _____ _____ __ ___ ______ Baltimore, _ '' McKENNEY, J ·----------- ---------- -- ---- ------- "Burn"------------------ -------- -- ------ ---- Centerville, Md. I got you covered. Bums may come and Bums may go , But this Bum stays on forever. DITTO, F. R .____ __ _________ ____ ____ _ __ ___ __ __ ___ '' Mountaineer''----------- --------- --" Keedyville, Md. __ Who's got a Camel? MADARA, F. G. _ __ __ _ ___ _____ _ _ ______ " Slim " ____________ _ ______ __ __ __ _______ _ _ __ _ ____ _ _ __ _ __ __ ______ Ridgley, Md. DoRSEY, H. P ... ---- ----------------- ----------- ''Dum Dum'' -- --------- ---------- --- -- Catonsville, Md. H ere we have the Egyptian Vamp. Brains he has nix. MARTIN, W. V ·--------------- --- ------ ----------''Bee'' ___ _________ ____ _________ _ _ Hampstead , Md. ______ _____ EvERETT, F. R ... __ _ -- ---------- ----- ---------''Hubby'' ________ __ ____ ______ _______ __ _ __ _ Philadelphia, Pa. How can the wee thing talk so loudly? Who said married life wasn't grand? MEISEL, A. A. _ _ ____ -- -- ----- -----------------'' Abe'' ____ __ _______ __ ____ _ __ ________ _ Baltimore, Md. __ _ ___ ____ _ EvERETT, J. W . ____ -- ------------- -- -- ----- ---- ''Ring Dang Doo '' ---- ---- ---- ----- -Centerville, Md. Oh, for a strong cup of tea. A be, A be, bring in the dummy, It is going to rain. FANCHER, H. W. JR. ------------------- -- -- -"Reveille" ___ _ _____________ __ ____ _ ______ _ _ Winsted, Conn . MILLER, N. D ·--------------- ------ ------------- ''Nels" _____ ____ ___ _ ____ ____ ____ __ ________ Baltimore, Md. _____ Dum Dum only gave men 5. 3 minutes late again. FINNELL, R. A. ________ ___ __ _ _ _______ ________ _ _ Fairy" _ _ __ __ ________ _ __ _ ___ _ ____ _ __ " ___ _ __ ____ ___ Elkridge, Md. MILLS, H. A. ___________ __ _ _ __________ __ _____ _ _ '' Ham'' ------------------------------------1 acksonville, Fla. __ __ He washes with fairy soap. He comes from the swamps, Where the alligators bark. GREENWELL, J. C. _____________ _ _ _______ " Jim'' __________ _ _ _ __ __ __ __ ____ _______ _ _________ Leonard town, Md. The blanket is on the table, boys. GoLDSBOROUGH, H. D . __ ____ ____ _ __ ___ ''Gov. '' _______________ _ _ ___ __ _______ _ ________ Washington, D. C . Isn't love a wonderful thing. HECHT, W. L. __ ___ _ ____ _____________ ____ _________ " Horse Doc " ___ _____ ______ ____ Havre de Grace, Md. Off to the races. HEIL, F. M. _____ ______ ________ _________ ____ ___ _ '' Fritz" _ __ __ ________________ ______ _ Baltimore, Md. _ _ __ _ _ ______ They fall for him, And he lets them lay. HOLLAND, G. L. ______________________ ___ ____ _ Puss" __ ________ _ _ ____ ___ ___ _ Hagerstown, Md. _ _ " _ ___ __ _ _ _____ H e drinks his Coca Cola straight, And never stays out late at nights. HORNER, M. T. _________ _ _____ _ ____ ____________ ''Tom " _____ ____ _ _ _ _ ____ _ _______ _ _ _ Baltimore, Md. ____ __ ______ · MORSELL, w. s. _______________ _________________ II Bill '' _____ _____ __________ _______ _ __ ____ __ ___ _ _ _ ____ Bowens, Md. He shook a peach tree and got a lemon. MusTIN, J. B. ___ _ __ _ _____ ___________ ___ _____ __ __ _ Burt" _ " _______ __ __ _ __ ____ _________ ___ __ Philadelphia, Pa. ___ Here we have Tom Thumb from Quakertown. til" AYLOR, S. T ·----------- -- ----------- ------ --- --- '' 0. G . '' _ __ __ _ _ _ __ ___ __ __ ________ __ _ _________ _ __ Oakland, Md. Back to Oakland where the ducks wear socks. OwiNGS, J. C. _ _______ _ __ __________ _ _________ ____ " Jim" __ _ __ ____ __________________________ Simpsonville, Md. _ _ Little Jim from Simpsonville, Has always worked and always will. PococK, A. E. _ ______ ___ ___ _____ _ ___ ___ ___ " Pokey" ------------------------------------------Taylor, Md. ______ Did you hear about the peacock? It is a wonderful tale. PoRTER, R. T. __ __ ________ _ _________ ____ __ ___ _ Dick" ---------·-------------------- Princess Anne, Md. __ " A Franklin, a quart, A girl, and I'm right. The loud voice that speaks the vacant mind. 124 125 �PuRDY, J . A. ···-- --------- ------ _ ___ _ _____ "Do n" ------------ -- _ __ _ __ _____ ........ Baltimore , Md . ~npqomnrr Gel your p·ies , doughnuts, and doggies /:ere. RIDO UT, J. A. ________ _______ _________ "Sadie " _________________ _ __ --- ____ Ann a poli s, Md . llistnry Oil, Sadie, S adie , dance li ke c lady . t SCHNA UFFER , L. \h.!. ___ ___ ______ ___________ _''Speedy" ------------------- _________ _ Brunswick, Md. The speed maniac from. the mountm:ns. SMITH, A. V. P. ___ ________ _ ___________ _"A lphabeti cal " __ _______ _______ _ ___ _ Sa lisbury , Mel . _____ _ ___ l-Je shows Ducky some po·ints. SPEED, H . s. ____ _________________ _ _ ___ ____________ Steve" --------------------------- -- ----- --- Ba lt imore, " Md . Tl: e guy that gets away with murder . SPEELMAN, S . E .__________ _______ _ __ ___ _" H a rry" _ ___ __________ __ ______ _ __ umberla nd , Md. _____ ____ __ C Wipe the coal dust from thine eye. STEVENS, H. B. ____ ...... _____________________ _ Sleeps '' ______ ------------- ------- --- --- ---- Ann apoli s, Md. '' A sample from Eastport. TO DD, C. R . ___ __ -- --------- -------- ------ ------- " Russ" ------------------------------------------ Bos ton, Mass. _ Th e or·if!:inal jazz hound from Bosto n. TOTTERDA LE, W. G ·------------ --------- ----- '' Bi 11 '' ------------------------------------------ Baltimore, Mel. ~ oonshine M P each Brandy a specialty. TROTT , S. L. __ _ __ _ _____ ________ _ _ __ __ _______ "Sam " ________________________________________ Ba ltimore, Mel. __ __ Mus1:c hath charms. T u RNE R, I. F ._ _ ___ ____ ______ ______ ______ ____ " Old I ron Sides " __ ---------- ----- -- -- Ga mbrill s, M el. __ ___ A farm er's life for me. VoELCHER, E. F. _____________________________ _ J eff " _____ _ _ ___ _______ _ _ " ___ _ _ __________________ Ba lt imore, Md. Meet m e at the Race Track. WHALEY, T. B .. ____ _ _ ________ __ ____________ '' T . B ."----- -- ---- -- ---------- ---- ---- ---- ------- -- -- Berlin, Mel. ____ _ Turn out, you second deck " rats_ " \VH ITE, W. H ·----- ------------------ ------------- "Corp. ' '------- ------------------------------------- Easto n, Mel. Look, I wear Cor poral chevrons. WILLIAMS, J. A. __ _ __ ______________________ __ _" Greasy " _________ __ ____ _ __ ___ _ __ _ _ __________ _ K ey Wes t, F la . _ Sick again, or rather still. WILLI S, B. c. __________________________ " Be n " -------- -------- -------- ---------- -------- ---- E aston, __ __ ______ E wi ll long reme mber our a rri val in the fa ll o f 1918 and wi ll keep fresh in our me mory the Sophomores' reception. These a nxious d ays a re over a nd we have lived through them as a ll othe r real St. J ohn 's me n ha ve d one. The C lass of 1922 assembled for the second time a t the old school in t he earl y fa ll o f 1919. It was a d ecidedly diffe rent gathering from that of the previous year, for we had a different position to look forwa rd to a nd the Freshman C lass a lso occupied considerable o f our attention. We of course had to care for these dear ones a nd see that they s trayed not from the s traight a nd na rrow path. Our C lass played its pa rt well in athle tics. Beatty, M cK enn ey, Athey, Brown and T otte rd a le did excelle nt work on the gridiron a nd in basketba ll Speelma n, Totte rd a le, Brewer a nd Brown, P. G. , pl ayed very well and deserved much cred it. In the nationa l sport, baseball, we expect Porter, Everett, W ha ley a nd H olla nd to give a good account of themselves t hi s year. Through the efforts of our C lass a lacrosse squad was organized a nd there is no d oubt but that we wil l be well represented in thi s new bra nch o f sports here at St. J ohn's . Trott and T otterd a le a re our te nni s represe ntatives. In the academic p a rt o f our duties the C lass has, as a whole, done good work. The me n who a re at present leaders a re Mi lle r, M adara, Brewer a nd Fancher. Our Sophomore year so fa r has been a pleasant and successful one, a nd as we look back over the few short days we have spe nt in play a nd stud y at this historical college, it gives us a feelin g of satisfaction to know that we have d one well in every branch of college activities. We inte nd to continue our work for the glory of old St. J ohn's next year a nd we feel sure that we wi ll a lways make a creditable showin g. Md. Another sand "flea" gone wronK,. 126 127 �1Rat-wat inar(l 1921 Assistant Editor-in-Chief Editor-in-Chief F. G. M ADARA F. M . H E IL Business J.r[anager . D. MILLE R Assistant Business Managers c. H. SPEED B . ATHE Y Advertising Manager H . A. MILLS J. Assistant Advertising M anagers L. u. L UMPKI N , w. H . WHITE B . M usTIN H . w. L iterary Editors S. L. c. E. A G. L. HoLLAND A. F ANCHER v. P. SMITH DREWS Athletic Editors W. D. K. ALDRIDG E w. P. BROWN Photographers H . D. GOLD BOROUGH Calendar Editors H. L. L. D. H . C. BEATTY BROWN Cox Alumni Editors W. Social Editors W. G. S . MORSELL Humorous Editors J. Y. BRYANT ]. C. GREE NWELL J. V. w. MARTIN CORDDRY W. EVERETT Campus Editors W. F . ]OH SON j\lfiscellan'eous Editors R. T. PoRTER Town Editors H. M. B ALDWIN 129 J. C. Owi NGS J. A. LEVY TROTT �FRESHMEN -RifT-S /fULES 1 PART HRII? IN MIDDLE 2 1/LW RYS CIIR RY 111/TC HES. IDa.p.a T aps for the ni ght is fa lling, When the day 's hardest work is done; T aps for o ur dreams will be callin g, We do rise with the morning s un. Taps, they are slowly d yin g And each ma n rests from hi s care, He loo ks back ho me, sees the sighing Of loved ones wishing him there. The notes die out in the evening, They a re hushed by birds of the ni ght, Back a nd forth they ec ho the mea ning, For taps is a soldi er 's good -night. T. M . .f . 130 3 5TRND RT UPP£R CLIISS ROOf1 4K£EP R Wll GIIIL S ON WHEN £~S '(OUR CR11B-10WN �Ollann of 1923 Morro COLORS Speall when spoken to, Come when called L iglit Greeu and Dark Green OFF I CERS Do uGLAS R . Bow1E ..................................................................President KENNETH C. FITZH GIL ........ .................... :.................. Vice-Pres- dent i PAUL BANF!ELD.......................................................................... ecretary J . SuDLER COCKEY ... ................................................................ Treasurer I VAN M. M ARTY ...................... ------------------- ------------ -- --------- -- --- Jiistorian R EG INALD H . RI DGELY, ] R....................................... Sergem11-at-A1'111S • (!!laan ioll ARRA RA , J ·-------------·-····---·-···- ..... , .... '' \iVop '' .............................................. P o r to-Rico. BA NFIELD, P ..................................... " B a nny " ---····----------------- --------C um berl a nd, Mel. BowiE, D. R. __ __ ________________________________ ''Doug ''---------------------------------- C um berl a nd , Md. BLI CKEN TAFF' L. s.___________ _ ________ " Bli ckey " --······ ·---- -------- --------- H age rstown' ____ Md. BRO\VN, H. ______________ _ ___ ___ __________________ " J erky " -------------······················· Ce ntrev ill e, Md. _ BROWN, W ......................................... "S ha nk" .......................... Parke r burg, \i\1. Va . BACON, ]. ............................................ " H a m a nd Egg " ................ W as hin gto n, D. C. 133 �BAXTER, W . C. _______ ___ _ ___ ___________ _ Billiken" _____ _ ___ _____ " ____________________________ Ba ltimore, Md. CECIL, B. V ·-------------------------------- ------ '' Flu '' _ ____ ___________________ _ _ _____ ___ ________ High land, Md . CoULBOURN' F. s.__ -- ------------------------ "Smiles"- __ _ ______________________________ ] acksonville, Fla. CALLAHAN, A. A. _______________________ _ _ Bull Dog " _______ _ _____ " _______ _ ___________ _ _Annapolis, Md. __ _ CHAMBERS, B. _______ _----- ---·------·----------'' Ben '' ______ ---------------------- ------------ Ba ltimore, M cl. COCKEY, J. s. __ _ ______________ ______________ " Jazz" ------ ------------------------ ----- tevensvi lle, Mel. _____ CoE, ] . M ·----------- -- ----------------------------- "Gobler " ---- ---- -- --------------------------------- _T· B., Md. CooK, C. E. _ __ _ ____ _____ ___ ____________ __ _ " S hank" _____ _ _____________________________ Ba ltimore, Md. _ __ _ _ __ _ CosTIN, J ·-- ----- -------- ------- -------------------- "Nuts'' ______________________________________ Annapolis, Mel. C ROMMILLER, LE P. _________________________ _" Puggy " ___ _ _ _____________________________________ Laurel, Md. DAVIS, H. v. ___________ _____________________ " Battler'' _________________________________ :____ __ _Berlin, Md. ______ 1·----- ------ -------------- ---- ------------- "Sweetie " _______________________________ _ ___ _ ____ Bel D AY, ] . Air, Md . D ELL, c. s____________ ____ ________________ '' Shad '' -- .. ---- ------------------------- ----- Baltimore, Md. ____ ____ D ERRIN GE R, A. s. ___________________ _______ " Sid " __________________________________________ _ Spangler, P a . __ ___ DORSEY, P. H. _ --------------- -------------- -'' Dizzy'' --------------------------------------Annapolis, Mel. ___ FITZHUGH, K. C. ________ _____________________ " Fitzy " ------- --------------------------------- ew port, R. I. _ GILBERT, ] . B._____ -- -------------------------- " Ba rn ey" _____________ _ _ _____________________ __ _ Laurel, Mel. __ G REENWELL, C. X. ____ .. -------------------- '' C ha ri ie '' ---------------· _____ Hunter' s R etrea t, Md. HACKETT, R. ] ·--· ·---···------ ·------ --------- -" Hun gry" ------------------------·--··· Queen Anne, Md. H ANSON, W. H ·---·-···------------------------ " H a ndy "- ____ ----------------------··-···-· Frostburg, Md. HOLMES, W. W. ··-------···--·--·------------ " Bill " _ _______________________________________ Centreville, Mel. ] ENKINS, H. T ··---- -·-- ----·-------··--·--···--- ''Smokey'' -------------· --·-·-------------·· Pittsburgh, P a . jOHNSON , H. W ........... ..................... '' Conn ey ''--·----------------------------- ---···Ithaca, N .Y. ] OH NSON, L. N ....... ···--·----·----·---- ---- --" L en" _ .................................... Ba ltimore, Md. ___ KELSO, C. A ... ·-····--· ----·-------·--·----------- " Dum Dum " --···--·-----···--···--·---- Raspeburg, KIRKPAT RI CK, A. M . ----------·------------ "Sue " --- --------- ----- ------- --·--------·· ···· Ba ltimore, KLACKRI NG, P. 1.. ............................. " P. 1."--------------·----------------------···Annapolis, LA NG HAMM ER, ] . F ........................... " J ohnny" .. .. ·----------·-----·------------ Ba ltimore, LANGSDALE, H ................................... '' H ermit'' ........................................ Easton, MoRALES, E. G ·--····- -------··-------------·· -" Uke " ------· ·------ ------·····-----·-·--· ------ ---- Porto Rico. NELSON, ] . T ......... ------------··-----·------ ." ] oe " -------·-·····---------·-··------·-····--- Ba ltimore , Md. OAKES, J. M .... -----··--------······------·· ·" Noakie " --········------····-- ............. Baltimore, Md. 0 'BRI EN, ] . W ..... ____ ----·-------.·---------··" ] ew " .... __ ---·-·----------···--------·····--- ---·- Laurel, Md. PHILLIPS, J. R ............ -----·------·-------·-- '' Mush'' _ --···-----------··-------··---·---Salisbury, Md. ___ PROCTOR, S. £ ...... ----····------····--·-------- "Heathen " ---·-- ...................... Ph il adelphi a, Pa . PURNELL, C. V ................................. " Funnel " ··-·-----·----·--···--· __________ .Annapoli s, Md. REEVES, T. B ................................. ' ' P a rson " .... ...... ·-----·-···--·--- ..... Blacki ston , Md . RICE, J. H ... ........ ··----·------------·--------- "Chink, ...................................... Ri ceville, Mel . RI CHARDSON, L. ........................... " Milk Weed" --··-------··· .......... Cambrid ge, Mel. RIDGELY , R. H ., ]R . .................. " H obo" ................. ___ ---··--------Annapoli s, Mel . RoBERTS, H. B .... ---·----------·-------·· .... "Shimmy" ·--- ----··------·-··--··White H aven , Md. RosEBE RRY, B. S .......................... _ "Rosey''--· ·-----·--····----------···------ Colum bia, S.C. SACK, C. C . G ............ --------·-·--·-···- ." Bags"--··--····-----··· ·-----·---·---------- Ba lt imore, Mel. ScHILLING, S. P ·----·---·---------·--· ----·· " R at" .. __ ---··· ------·· ................ C umberla nd , Md . SCHWATKA, ]. .. ------·····-··----"Swat " _________________ .. ----·- .... Baltimore, Md. STEIN, C. ] ·----··· ··------·-··------·---- ........ "Angel F ace" ____ ·----------·-··----- Brunsw ick , Mel . TRAVERS, W. W .............. ____________ " a nn y Goat" .·------·-···------·---- a nticoke, Md . U RR UTIA, C. V...................... . .. '' Flute" .. _···----------------···-------- ......... P orto Ri co. WEGNER, R. ____ __ _______________ ----·-------- " Dutch" ........... _____ ................. Ba ltimore, Md. WI CH, C. E .......... ------ -------------------- .. " Ji ggs " .................................... Ba ltimore, Md. WILSON, ] . F .......................... _ ... " ] oe " ------· ·-----------····---------------- Annapoli s, Md. WINSLOW, C. F ................................. " Death , Jr. " -------·---------------------- Ba lt im ore, Mel. WoooYA RD, E. S ................ . -- -------· ·-- " ~1 oodie " ............ .............. P a rkersburg, W. Va. Mel. Md. Mel. Md. Md. M cC LELLAN, ] ................................... ''Genera l '' ---·-·····-··--·--·-·--·······----New York C ity M cC READY, ] . W . _______________________ _ " Jim " ------··- ·--·-------------·······-···--· Cambrid ge, Md . ____ M cDONNELL , C. A. ________ _ ___________ __ ____ " Goggles" -----------------·-------------··· Baltimore, Md . M c DONNELL, ] . E ... __ .... -----·------------ '' R eds' ' ____ .... ----------------------------·· Ba lt imore, M cG RAw, J. F ................................... " Mac" --- --------·------- -·--------------- H agerstow n, MANN, C. B.··········-- ·--·---·······--·-- --····- " C ha rlie " __ ................................ Baltimore, MARTY , I. M ·---------------------·------- -------"Lizzie"··-··----·-·------------ ............. Ba ltimore, 134 Md. Md. Md . Md. 135 �~r.;:;::"~:::=;~<il OON a fter t he Freshm a n C lass entered Co ll ege in September, we were herded together to und ergo th e prelimin ary process of becomin g " R at ". ome of us were perh a ps a mbiti ous, whi le others were merely hopeful. But soo n everyo ne became a li ke, obedient a nd Vve had been christe ned " Rats" . Sin ce th en t he C ia has acco mpli heel a great ma ny thin gs. W e have do ne well in a ll depa rt me nts of s t ude nt li fe. Altho we were und oubtedly gree n at first , it did not Ia t long, fo r und er t he able Lutelage of th e Sophomores we were soo n made acq ua inted wi t h th e insid e workin gs, a nd the Cl ass a a wh ole, a nd a l o indi v idua ll y, began to bra nch out a nd sp read ra pid ly in a ll directions. In football we were a bly represe nted by Rid gely, Kirkpatri ck, Ba nfi eld, Sack, D ll , M a r ty, Kelso, H olmes, Cecil , D~rrin ge r, J ohnson, L. , J ohn on, H. , C ha mbers, McG ra w, M C ready a nd Ne l o n. In basketball our Cl ass aga in ca me in to t he fo regroun d with Ba nfi eld , Rid gely a nd J ohnso n. Th e track tea m was a lm os t wholl y co mposed of members of our lass, t hey be in g Kirkpa t ri ck , Baco n, M cG raw, Winslow a nd Derrin ger. Th en in ba eba ll a nd lac rosse ma ny able rep rese ntative a re spor t in g our colors . In ba eba ll we had W egner, H olm e a nd Rid gely, whil in lacrosse we had M a rty , Kirkpatri ck, K elso, Sack a nd D ell. On the whole our C lass has do ne its bit a ll aro und , a nd we a re very proud o f our different members o n the t ea ms. 'vVe hope t hat t hey will return next y ea r with rvf' n more d te rmin atio n , fi ght a nd spirit t han t hey showed t hi s year. HI. 136 TO JU AN. • , ~----------------------------------------------------------------------------- ~' �flilitary irpartmrut m=~~~rlHE effi ciency of the mi lita ry depa rtm ent at St. J ohn' s has long been recognized a nd it would be usele s to dwell at length upon a subj ect a lready well known. For six consecutive years we have been rated by the W a r Department a one of the ten lead ing milita ry instit u tions in the coun try a nd we a re hopin g to repeat this performance t his year. Lieutenant C. S. McNeill, aptain J ohn Milliken a nd t he late Lieutenant-colonel Duncan Elliott have a ll helped to ra ise the department to its hi gh state of efficiency and too mu ch cred it cann ot be given them for t heir untirin g efforts in behalf of the battalion. A Senior unit of the Rese rve Officers Training Corps has been in operation here successfull y for several years. The course i cliviclecl into t he basic, for Sopho mores a nd Freshmen, a nd the ad vanced, for Seniors a nd Juni ors. The first course is compu iC APT . s. c. LEA s u RE , u.s. A. sory, but t he latte r is volunta ry a nd in it a ma n pledges himself to attend a ll drills a nd military classes durin g t he year, for which he receives a commu tation a ll owance of forty ce nts per clay. Th ese men a re required to attend one or more summer camps a nd on grad uatio n may apply for a commi sion as a re erve officer. The work here is divided in to two pha e - theoretica l a nd practical. Th e former consists of two or t hree hour clas es per week in the recitation roomt he method of instruction being by recitations, lectures, discussions, conferences a nd q uizzes. The practical work is condu cted in six hours of drill per week a nd includes close a nd extend ed order drills, bayonet t rai nin g, ten t pi tchin g, ignalling, gua rd moun tin g, physical exercises, practice marches, ma neuvers, a nd map sketching. Besides this the battalion rema in ed for a week in April at the Maryland State RiA e R a nge a nd had dai ly target practice. Captain Leasure t hi yea r is cont inuin g t he efficient work in t it u tecl by his predecessors and has caused many important changes to take place. H e wa responsibl e for t he extra hours of t heoretica l instruction a nd was able to procure for St. J ohn 's a la rge a mou nt of t he new mili tary equ ipment it now enj oys. H e is faithful to his du t ies, a nd we predict great succe for him as long a he is conn ected w it h t he Coll ege. STAFF CAPT. S . C. LEA URE, U.S. A ...... _____ .. ____ Comm a ncl a nt C..-.PT.ARTHU'R J .O'KEEFE, U. . A. Asst. Co mm a nd a nt S. R. H ETZER_. _______ .. _ _.,_ ........... _ _ _ __ Cadet Major .. .. .. .. F. J. LLOYD ............ Cadet Capt. Battalion Adj utant K. SCHUMAC!fER_ ___ .. Cadet F irst Lieut. Bat. Q. M. .. B. C. FooK ............ Cadet Battalion Serg a nt-Major R. S. HvsoN. __ .... _____ Cadet Battalion Q. M. Sergeant H . A. BATTY.................. _ _......... Cader Color Sergeant .. _ MAJORs. R. HETZER H . W. FANCHER ........ ___ Cadet Corpo ra l a nd Bugler ,y !STAFF OFFICERS 13 �: MISS ETHEL BOYD Ba ltimo re •. Md. Sponsor of Battalion SAMUEL ROY H ETZER Willi a mspo rt, Md. Major of Batta lion �... . ·::·. :. . ...... ::a... :,·::: ....... .......... . .... ... .. :·::: :.:-: .·::··. ·····: .. =-·;::-.. :·::·····......··: ·-::.: •..· ··':. MTSS LOU ISE SCOTT Ba ltimore, Md . Sponso r of Co mpa ny A �alnmpany !\ COMPANY HEADQ UA RTERS G. H . H o PKI ~ s _____________________________ _________ _ ________ ----------------------- ______ Captain J. H. Br RELY _____________________ ____ ______ __________ _________________________ First Lieutenant L. . TALL.. .......... -----------·---------------- ------ -------------- -------------- First SECOND PLATOON FIRST PLATOON C. SM ITH, N. Second Lieutenant KNIGHTON, Sergeant DAVIS, D., S ergeant GATTEN , Sergeant H ALL, F. C., Corporal STREETT, Corporal H ALL, R. F., Corporal BROWN, W. P., Corporal M c KENNY, Corporal LUMPKIN, Corporal GREENWELL, J. C., Lance Corporal GoLDSBOROUGH, Lance Corpora l CooPER, Lance Corporal HoLLAND, Lance Corporal DAVIS, Sergeant S., H. , Second Lieutenant FITZGERALD, Sergeant MADDOX, Sergeant WI NG, Sergeant DuER, Corporal CocKEY, Corporal Corporal DIGIORGIO, Corporal J AMES, Corporal MADARA, Corporal MILLE R, Lance Corporal EvERETT, J. W., Lance Corporal '1'/HALEY, Lance Corporal JOH NS, PRIVATES SECOND PLATOON FIRST PLATOON ANDREW MAGUIRE ARRARAS KLEBACK ATHEY M cC L ELLA:\1 BALDWIN L A:\IGHAMMER BACON McCREADY BANFIELD LANGSDALE BowiE McDoNNELL, C. A. BAXTER MA:\IN BRICE McGRAW BLICKENSTAFF MARTY CLA RK PHOEBUS BREWER McCENEY, R. Cox NEL ·oN , H. B. CooK ROBERT CORDDRY STEI:\1 CusHMAN TRAVERS DORSEY, DELL H . P. PAIRO PURNELL N . TYDI NGS HOWARD RI CE JoH NSON, W. F. WEGNER K<\RNS Wr:--~ Low KELSO WooDYARD K ERR jOHNSON, L. 145 S. �... .. ·...... .. :,·::: ..... ..::::..·· .::: .......:. ·::··. . ..... :··..::· ..... ...... . :.. ..... : ...· ·......· :;. : =-=·:: :·::·. : ...... \ M ISS BEATRI CE SM ITH Cato nsvi ll e, Mel. Sponsor of Co mpa ny B F irst Lieutenant COUG HLAN Captain KIN HART Seco nd Lieutenant CUSTIS Lieutena nt J O H NSON ~eco nd �ffiumpatty 1B COMPANY H EADQ A RT ERS H. A. KrNHAin ............................... ........ ................................. Ca ptai n R . E . Co UGHLAN ....... ......... ------···---------··----------------------T. B. T R~ ER ______ ECON D PLATOON FIRST PLATOO N j OHN SO N , E. H., First Lieutenan t S ergeant ---------------··----------· ___________________________ _First E. R. , S econd Lieutenant C. 0. , S ergeant ALEXANDER, S ergeant BLAIYE, S ergeant ALDRIDGE , Corporal KELLER , Corporal Mu s TIN , Corporal NAYLOR, Corporal PoRTER, Corporal WHITE , Corporal A~DE R S ON , Lance Corporal B A vuss , Lance Corporal MA RTLN, Lance Corporal MILLS , Lance Corporal C u TI - , S econd L ieuten an t WEB TE R, S ergeant . L., S ergeant HRI STIAN, S ergeant BROWN, W. D., Corporal j UM BLATT , Cort)oral RoBERTS, Corporal THOMP ON, Corporal CA SEN , WrL SOK, · TOTTERDALE, C01'j)0 1'Cl! Corporal MoR ELL , Lance Corporal RIDOUT, Lance Corporal SNADER , Lance C01·poral WARFIELD , PRIVATES jENKINS BROW N , w. BROWN, KIRKPATRI C K BRYANT BROWN, H. L. D. MORALE S OW D IGS B uc KLER PRO CTOR CE CIL PHILLIPS O'BRIEN CoE PATTON RI CHARDSON CosTEN RIDGLEY R EEVES COULBOURN S CHILLING DERR I NGER ROBERTSO:-J HAN "ON SMITH , A. DORSEY Ro EBERRY HOLM ES WILLIAMS, j . A. C HAMBERS LAYIKG CALLAHAN M c CENEY , G. CRONMILLER CO CKEY' j. S. DAVIS, H. v. GREENWELL, c. X . S CHWATKA GILBERT SCHNAUFFER H ACKETT B. jOH NSON, H . MEL TO:-,' STRAHOR:-,' 149 w. v. WILSON . j. P. F. ��.. ... ...... : !·:: : ••••• ~..::::..·· ·::: :·::: .. .....·. .. ·.;.·: ....· :-·..::·~ .······..······. .. ·.::.:: ...· • :·;:·: ..-::·. ....... : M ISS ETHEL G I RA RD l t Ba ltimore, Md . Spon or of Band First Sergeant KRUSEN First Lieutenant LONGAN Sergeant TOROVSKY �J. A. LONGAN ______ ------------------------------------------ ---------------- First Lieutenant W. L. KRUSEN ____ -- ------------ -- ------- --------- -------------------- __________ First Sergeant ToROVSKY __________________ ___ __ _____ , _______________________________ Quartermaster Sergeant WEB~TE R _____ ___ -------------- ---------------------------------------------- ________ ____ ___ _Corporal BEATTY __ ---------------------------------------------------- -- -------------- __________________ Corporal PRIVATES: CuRRAN NOAKES EVERETT SACK FINNELL TURNER H ECHT VOELCHER H E lL WICH KRIEGER URRUTIA McDoNNELL TROTT MEISEL WOELFUL 154 l\tqlrtirs �i\tqlrttr i\nnoriatton ®ffirrrn, 1919--1920 RoBERT E. CouGHLAN______ , _____________________________________________________ President THOMAS B. TuRNER .. __________ ------------------------------------------ Vice-President S. RoY HETZER.__________ . ____________________________________________________________ .. S ecretary PROF. H. B. SeA RBOROUGH __ ____ ---------------------------------------------- Treasurer VALENTINE LENTZ. _____________________________________________________ . ________ . ________ .. Coach PROF. Ro COE E. GROVE ________ ____ __________________________________ Faculty Adviser FOOTBALL TEAM, 1919 H. EDWIN SEMLER _ __________________ Captain HowARD A. KINHART ____________ . anager M WILLIAM P. MADDOX ____ Asst. ~Manager VALENTI NE LENTZ ______________________ Coach BASEBALL TEAM, 1920 HowARD A. BATTY __________________ Captain S. RoY HETZER ______________________ .Manager DuDLEY W. DAVIS________ Asst. Manager VALEN TI NE LENTZ __________ ____________ Coach BASKETBALL TEAM, 1920 HowARD A. BATTY __________________ Captain LAUDE S. DAVIS __________________ Nfanager EDWir S. WARFIELD ...... Asst. Nfanager VALENTINE LENT z ______________________ Coach TE NIS TEAM, 1920 RoBERT E. CouGHLAN ____________ Captain SAMUEL L. TROTT __________________ Manager LACROSSE TEAM, 1920 FRED M. HmL ________________________ Captain WrLLIAM L. KRIEGER ____________ Manager IvAN M. MARTY -------------------------- Coach T RACK TEAM, 1920 DuDLEY W. DAVIS...... Mgr. and Capt. 156 �1J1nntball. 1919 TEAM BANFJELD ___ _ ________ ~-----.-------------------------------------------------------------- Right End BROW N ----------------------------------------------------------------------------------Right Tackle W IL O N ----------------------------------------------------------------------------------R ight Guard M c l{ ENNY __________________________________________________________________________________ _____ Center B EA TTV _______________ _____________________________________________________________________ L eft Guard SMITH ____ __________________________________________________________________________________ L eft Tackle DELL ____________________________________________________________________________________________ L eft End SEMLER ________________________________________ __ ______________________________________ Quarter Back RroGELY _______________________ __ __________ _ ________________________________________________ Fult Back R oBERTSON _______________ _________________________ _____________ __ ___________ Right Ilalf Back KIRKPATRI CK _____ ___ ______________________ ____________ _____________________ L eft IIalf Back Substitutes:- Sack, T otterd a le, Athey, M a r ty, Aldrid ge, K elso a nd Streett. DER the tutorship of Coach " P eely" Lentz our team made a wond erful showin g in t he 1919 footba ll eason. Th e " Old St. J oh n' s spirit" t hat ma kes a ll out teams "figh t in g team " was more in evid ence t his year t han eve r before. With but a few regul a r back, Coach Lentz, ably as isted by Ass t. Coach Batty took in ha nd th e green mate ri a l a nd whipped into shape a team th a t was in every way a great success. The team won four games, in cludin g t hree sta te and one out of state ga me, pl ayed two ti e ga mes a nd lost one state game. This is a very creditable showin g for a team t ha t was practica ll y built up durin g t he seaso n. Semler, Rid ge ly a nd R obertso n were t he backfi eld m n wh o return ed from last y a r a nd with Kirkpatri ck, a former C ity Coll ege ma n , co mposed t he backfi eld . Thi quartet was the best in t he state a nd two of the men, eml er and Rid gely, were chose n for t he All-M a ry la nd T eam, whil e Kirkpatri ck wa pl aced o n th e Seco nd AII -Ma ry la_!ld T eam. K elso, Aldrid ge a nd H olmes were men who made t he regula rs hu stle for th e ir positi o ns . Wil so n, Ba nfield , M cK enn ey, Beatty, Brown a nd Sm it h were the letter men of the lin e who were bac k a nd co mpo eel the ma in stays of t he lin e. D ell , Sack, Athey, Marty a nd Streett were the men who kep t the old fi ght in g spirit up by pushin g the old lette r me n for their positions a nd we expect big t hin gs fro m t hem n ext easo n. For his first seaso n as coach , " P eely" Lentz has made a wonderful success, a nd he deserves mu ch credit for develo pin g a tea m t hat wa feared by a ll others in th e state a nd was a big factor in t he race for the State C ha mpi onship. 'vVe canno t ay too mu ch of t he team a nd its coach for uph olding the reputatio n of Old t. J ohn's a nd we wi sh him a ll the success in the world for the coming season. 159 �1Fnnthall ~amr.a ST. JOHN'S, 38.; WASHINGTON, 0 Th e first game of t he seaso n was with W ashin gton Coll ege at C hester town , a nd t he interest in our team ra n so hi gh t hat every ma n at coll ege determin ed to accompa ny t he team o n its first t rip . Acco rdin gly t he teamer Susqu eha nna was cha r tered for t he day . Th e wh ole stud ent bod y had the old St. J ohn 's spiri t a nd supported th e team by yelling a nd sin gin g as only St. J ohn' s men can do. Our team pl ayed t he C hester town aggregation off t heir feet a nd from t he ki ck-off it was evident t hat we had t he better club. Th ey were a ble to ma ke only one first dow n , whil e our backs gained ground at will. At th e fin a l whi stle we had crossed t he enemy's goal lin e six t imes a nd had come out on the long end of a 38 to 0 score. ST. JOHN'S, 25; MT. ST. MARY'S, 0 All eyes of footba ll men t hroughou t t he state were t urned on t hi s game w hi ch was to be a test of t he tea m 's a bili ty, because it was pl ayin g a club fa r superi or to t he one whi ch t hey had beaten so decisively the previous week. St. J ohn 's went to work wi th a will a nd a few minutes a fter t he game had sta rted crossed the goal line of their opponents . On ce more durin g t he first half the Black a nd Ora nge team ma rched cl own th e field for a t ouchdown a nd t he ha lf ended with t he score 12 to 0. Th e third qu a r te r was mu ch ha rd er fought , neit her team havin g a n ad vantage, but in th e fourt h qu a rter th e An na poli tans again carried t he ba ll over the Blue a nd White 's lin e for t wo more to uchd own s. Th e game ended with th e score 25 t o 0 in St. J ohn's favor. Durin g the ent ire game St. J ohn 's out fought t heir opponents a nd never did t hey threat en our goal lin e. 161 �'I ST. JOHN'S, 14; PENNSYLVANIA MILITARY, 14 For t he third ga me on our sched ule our tea m tra veled to C hester to mee t t he wa rri or of P enn sylva ni a M ili ta ry Coll ege. Always a foe of recognized a bi li ty, P . M . C. had ga t hered toget her a formidable tea m , which t hey expected would bea t us easil y. O ur team spra ng q ui te a surprise, however , when we came from behi nd in the Ia tq ua rter a nd t ied t he score whi ch had bee n 14 to 0 against us. Capta in Semler was o ut of t he ga me with a n inju red leg, b ut Coach Le ntz put him in to play in t he fi na l period. I t was t hrough hi s plend id genera lship tha t we were able to put acros two touchdowns an d hi s accura te toe boo ted t he two necessa ry goals. Thi game whi ch re ul tecl in a ti e was ha rd fough t a nd well played t hrough , ou t. Seml er a nd K irk pa tri ck sta rred for t . Jo hn 's a nd Cam pa za no for P.M . C. ST. JOHN'S, 12; WESTERN MARYLAND, 0 Play ing d urin g a heavy ra in on a fi eld whi ch wa very mu dd y a nd sli pperywe defea ted W es tern M a ry la nd a t W est min ster 12 t o 0. W e sta rted out a t th e beginn ing of play with a series of lin plun ges a nd by dexterous sli pp in g place d the ba ll behin d our opponents' goa l lin e. T he M et hodi sts' line could no t hold in t he oozy mu d a nd our bac ks plu nged t hrough r pea tecl ly for ga ins. F um blin g was preva lent t hroughout t he ga me a nd had it no t bee n for t his, t he score would have un d oubted ly been la rger. Th game was well played in spite of t he co nd ition of t he field . Kirk pa t ri ck st a rred for S t. J ohn 's a nd La ngra ll for vVe tern M a ry la nd. ST. JOHN'S , 0; MARYLAND STATE, 27 St. J ohn 's suffered it fi rst a nd onl y defea t of t he sea ·o n a t the ha nds of Mary la nd Sta te Coll ege. G reatly ou tweighed but no t ou tga med our team wen t clown to defeat after a ve ry bitter s tru ggle. This was one of t he decisive battles for the sta te cha mpionshi p a nd we t ried ha rd to sta ve off defeat , b ut M.S. C. was too heavy for us. Our team tri ed to plun ge the lin e of our opponent · a nd skirt its ends, but we coul d not gain very mu ch in t ha t ma nner, so ~: e t ried t he aeri a l game. Our forwa rd pass forma t ions completely ba ffl ed the opposition a nd we were a ble to com plete a great num ber of pa ses successfull y. H owe ver we were una ble to score when we had the ba ll within st rikin g d ista nce cl ue to t he st rength of Sta te 's line. Ba nfi eld a nd M cKenn y sta rred for St. J ohn 's a nd M ackert for Sta te. 163 �ST. JOHN'S, 41; DREXEL, 0 O ur team completely smoth ered t he team of Drexe l In stitu te of Philadelphi a by th e one-sided score of 41 to 0. Outweighed by t he Q ua kers, we played them completely off their feet. The in experi ence of t he Drexel pl ayers und oubted ly helped us consid erably, but,still , our second strin g men were se nt in by Coach Lentz . Drexel was never dangerou s a nd our team had eve rythin g its ow n way during t he entire period of pl ay . K elso, Kirkpatri ck and Robertson starred for St. J ohn 's. ST. JOHN'S, 13; JOHNS HOPKINS, 13 I· The final game of the season was played with J ohns H opkins on Homewood F ield at Baltimore. As is 'custo ma ry t he ent ire student body accompa nied t he players to encourage t he m in t he game. The students with a ba nd at their head, a nd with t he St. J ohn 's goat, ma rched to t he field sin gin g a ll t he old songs of t he Orange a nd Black. The Alumni were out in force a nd were much in evidence t hroughout the game. One of t he novel features of the day was the d ropping of Orange and Black streamers upon t he field from a n aeroplane piloted by one of our Alumni. The ga me was very well played a nd St. John's proved her fighting spiri t by comin g from behind twice and t ie in g t he score. The brand of footba ll shown by both teams was of t he fin est kind a nd wo n th e pla udi ts of t he en tire press of Baltimore. Hopkin s made t he first sco re by recovering a fu mble a nd running for ty ya rds for a touchd ow n. This, however, seemed to awaken us, for we ca me back strong a nd we soo n eros eel t he Black a nd Blue goal line, t iein g t he score. Semler kicked goal, making t he fi gure 7 to 6 in our favor. At t he end of the first ha lf t he score was t he sa me, but had t here been a few minutes more to play it would have been more , for we were on t he verge of cross in g our oppo nents' goa l line again . In t he second ha lf the Hopkin s tea m scored first agai n , but we came right back a nd t ied t he score. · At the end of t he game our team had t he ba ll on our oppo nen ts' four yard lin e. The teams were very eve nly matched a nd t he game was ha rd fought . Semler a nd Kirkpatrick were t he shinin g li gh ts for St. J o hn ' , while Wood a nd Tom e star:red for H opkin s. ON THE GRIDIRON 165 �'I Jfnntball §rqrllulr 1920 October 2-Georgetown Uni versity, at W ashin gton , D . C. October 9- Di ckin so n Coll ege, at Carli sle, P a . October 16- D elawa re College, at Newa rk , Del. October 23- Penn sy lvani a Mi li tary College, at C heste r, P a . October 30- M t . St. M a ry's Coll ege, at Ann a polis. November 6-W estern M a ry la nd College, at Ba lt imore. November 13-J ohn s H opkins U ni versity, at Ba ltim ore. November 20- M a ry la nd State Coll ege, a t Coll ege Pa rk , Md . 166 �ia.arball, }g 19 (Capt .)----------------------------------------------------------------- ------- First Base B ase Stop LOWMA N ___________________________________________ __ _____________________________________ Third Base EvERETT __________________________________________________________________________________ Third B ase V OELCHE R ___________ __ __________________________________________________ --------- _______ ... L eft Field HoRIN E. _____________________ _______________________________ _____ ________________ __ __ __ _Center Field BATTY---- ________ ---------- _____ --------------- _____________ ____ ------------- _____________ .Right Field TROVI NG E R. _______________________________________________________________ __ __________________ Catcher SMITH. _______________________________________________________________________________________ ______ Pitcher RE CH E R FITZGE RALD .. _____ ----------------------------- ----- --------------------------------- S econd SEMLE R. .... _____________________________________________________________________ _____ _______ Short K N I GHTO N --------------------------------------------------------------------------------------Pitcher C us TIs ________________________________________________________________ ____ __ ________ __________ __ Pitcher __ ~~~~HE 1919 baseball seaso n was not a very successful one from the standpoint of games won, but when one co nsiders that the team was practicall y buil t up with new men , exce pt for three regul a rs wh o were back from the previous season, t his is not a bad showing. Of t he twelve game pl ayed we won four, lost seven a nd pl ayed one tie, which was called on account of ra in in the ninth inning. R echer, Batty and Semler were the regul a rs who were back from the previous season a nd around these men Coach Wil son built up a very good team. Semler, Lowman, Fitzgerald a nd R ec her co mposed the infield a nd a very fast one it was . M a ny a time they pull ed the pitcher out of a hole by their fast work. In the outfield Voelcher, Batty a nd H orin e held clown the positions very well and there were not many hits that got t hru them. Trovinger , a substit ute from the season before, held clown t he receiving end and worked very h a rd in his posit io n. The bulk of the pi tchin g fell on Smith, a sub from last year a nd mu ch cred it is due him for the way he worked. Kni ghto n a nd C usti , also subs from the past year, pitched good ba ll a nd we expect mu ch of them this year. Batty was the hottest hitter on the team a nd rounded out the seaso n with a n average of .390 Th e tea m was compa ratively weak in t heir batting averages a nd t ha t may acco unt for the sma ll percentage of games won. Coach " J ohnn y" Wil son deserves mu ch credit for ma king the team what it was a nd too mu ch praise can not be given him for his persistent a nd un t iring efforts. • I ~--------------------------------------~------------------------------------- ~1 169 �iastball ~amra ST. JOHN'S, 4; GEORGETOWN UNIVERSITY, 17 This game at Georgetown marked the opening of our season. As both teams lacked practice many errors were made, and Georgetown succeeded in winning by a score of 17 to 4. ST. JOHN'S, 6; ROCK HILL, 2 St. John's got revenge on Rock Hill on her own grounds, by a decisive score of 6 to 2. St. John's took the lead in the second inning, and Rock Hill never had a chance to even up the count. Smith again pitched a very pretty game. ST. JOHN'S, 3; NAVY, 10 ST. JOHN'S, 7; CATHOLIC UNIVERSITY, 3 In our second game of the season we won from the Catholic University on their grounds by a score of 7 to 3. St. John's played a fine game, one without errors, while Catholic U. made four. St. John's had the Navy rooters on their toes up until the seventh ·inning, as the score up to that time stood 3 to 3. Smith again pitched a good game until the seventh, when, by a few hits, and hasty throws, Navy was able to dent the rubber five times. ST. JOHN'S, 2; MT. ST. MARY'S, 2 ST. JOHN'S, 8; ALUMNI, 10 On the Mountaineers' grounds a very exciting game was played, resulting in a tie score. However St. John's touched up Hagerty for ten hits while Mt. St. Mary's could only connect five times safely. · On the day of the June Ball the Alumni was able to defeat the varsity, who were probably thinking more about meeting their girls than playing ball. The game was a swat fest, and the older men showed that they had not forgotten how to hit a ball. The game was not taken very seriously by either side, and as a result , scientific baseball suffered. ST. JOHN'S, 3; DELAWARE, 9 Our team was defeated at Newark, Delaware, by Delaware College in a game that was well played. The feature of the game was a snow storm that lasted throughout the battle. Although nine runs were gained by Delaware they could only connect safely five times off of Tall's delivery. ST. JOHN'S, 4; WASHINGTON COLLEGE, 5 St. John's was nosed out of a victory in the ninth inning by their ancient rivals. The game was well played, as neither team made an error. ST. JOHN'S, 2; ROCK HILL, 8 ST. JOHN'S, 10; HOPKINS, 6 In the most exciting game of the season, St. John's defeated ~heir ancient rival at Homewood Field, Baltimore. The score stood five-all until the ninth inning, when the whole Hopkins team blew up and St. John's crossed the home plate five times. Hopkins hopped off with a lead of three runs in the first inning, due to two hits and two errors, but St. John's came from behind and tied the count in the seventh period . Although pitching his first game, Knighton was steady at all times, and much credit is due him. Batty starred for St. John's at the bat. The team as a whole played exceptionally well and the game was interesting throughout. We were again defeated by a large score, although our team outhit the Rock Hill aggregation . Tall again pitched a good game, allowing only six hits. ST. JOHN'S, 1; MARYLAND STATE, 7 In a clean-cut game St. John's went down to defeat at the hands of State on our own grounds. Up until the sixth inning the game was anybody's, as the score stood 2 to 1 in favor of State. Smith pitched the best game of h is career. 170 171 �ilasrball &r~rllulr. 1920 March 27-Georgetown University, at Washington, D. C. April 10-Western Maryland College, at Annapolis. April 14-U. S. Marines, at Quantico, Va. April 15-University of Virginia, at Charlottesville, Va. April H)-William and Mary College, at Williamsburg, Va. April 17-George Washington U niversity , at Washington, D. C. April 21-M t. St. Mary's College, at Annapolis. April 24-Western Maryland College, at Westminster, Md. April 28-Mt. St. Mary's College, at E mmi tsburg, Md. May 1-George Washington U ni versity, at Annapolis. May 5-Maryla nd State College, at Ann apolis. May 8-Pennsylvania College, at Gettysburg, Pa . May 11-Pennsylvani a College, at Ann apolis. May 15-J ohn s Hopkins University, at Baltimore, Md. May 21-Pennsylvania Military College at Chester, Pa. May 22-Delaware Coll ege, at Newark, Del. May 26-Maryland State College, at College Park, Md. 172 �• 1iunkrtbult 1!12D TEAM BATTY (Capt. ) ...................................................................... Right Guard RIDGELY .................................................................................. Lejt Guard I<NIGHTON ................................................................................ ..... ... Center BANFIELD .......................................................................... Right Forward ToTTERDALE. ....................................................................... Lejt Forward Substitutes:- Brown, J ohn so n, Brewer, Turner. Our basketball season was the most un successful of a ny of our athletic seasons. This was not due to poor team work or lack of coachin g, however, but to the scarcity of good material. At the beginnin g of t he seaso n it looked as t hough we were goin g to have a splendid team , with Semler, Speelman and Batty over from last year, but Semler a nd Speelman left College a nd t hi s left us with only one man, who was a sub on last year's team. The loss of these two men seri ously crippled t he team. Semler was captain a nd played the forward position to perfection a nd Speelman was und oub tedly t he best guard in t he State. With t hese two men gone Coach Lentz set out to build up a new team. Around Batty, Knighton a nd Banfield, three subs from the year before, he built up a fairly good team. The players worked ha rd a nd deserve mu ch cred it for their untirin g effor ts . Kni ghton, our center, was undoub ted ly the best shot on the team a nd scored more points t han a ny other player. H e has bee n elected Captain of next year's team a nd we expect big things of him. Batty a nd Rid gely did spendid work as guards a nd deserve mu ch cred it. Captai n Batty played a hard game a nd kept his men going strong. Rid gely is a new man to t he game, but, if this year ca n be taken as an omen, we predict big t hin gs of him next season. 175 • �Ba nfield a nd T otterd ale held down the attackin g end of the game a nd played ha rd. The score box does not show t he true nature of our team. From the score it wou ld see m that we were often outpl ayed ; but not so, the scores bein g due to the lack of good cagers on our team . M a ny a game we have shot at our oppon ent's basket just as often as he has at ours, but we cou ld not ma ke the ball go in. The season, t hough un succes ful, leaves us wi t h plenty of good materi al for next year a nd we hope to come back strong then. T oo mu ch cann ot be said of Coach Lentz for his efforts to build up a team t hat would be a credit to the College a nd we can ju tly say that he worked hard and persistent ly with his men. Thi was his first season as coach a nd he was new at it, but next year he will be more experienced a nd will be better a bl e to turn out a good team. iSaskrtball ~amra S. J. C., 11; GETTYSBURG COLLEGE, 54 In the first game of the eason St. J ohn' was defeated on t he small fl oor at Gettysburg College. Th e cadets made only one fi eld goal, a nd t hat in t he first minu te of play. From then on St. J ohn's never had a cha nce. S. J. C., 4; GEORGETOWN UNIVERSITY, 24 The cadets were defeated by Georgetown U ni versity by a v ry decisive score, in a loosely played game. St. J ohn ' had plenty of opport uni t ies to score, b ut t he shootin g was very poor, as we did not make a field goal. · 177 �S. J. C., 12; GETTYSBURG COLLEGE, 29 W hile pu tting up a much stronger defensive game tha n they did the first time these t wo teams met, the cadets were again defeated by Gettysburg on our fl oor. Ba tty, Ba nfield a nd S peelma n played best for St. J ohn 's. S. J. C., 18; DREXEL INSTITUTE, 24 The t eam journ eyed to P hil adelphia a nd aga in met defeat. The game was played on a n extremely small fl oor a nd t he Cadets could not find themselves. Ridgely a nd Kni ghton did most of the shootin g for St. J ohn's. S. J. C., 17; BLUE RIDGE COLLEGE, 15 S. J. C., 18; UNIVERSITY OF VIRGINIA, 38 St. ] ohn 's won t heir first game of t he season on t heir home floo r in a very exciting but poorly played game. A n extra period was needed to decide the better of the two teams, Ridgely ma kin g the decid in g basket. Ridgley a nd Speelma n played best for St. J ohn's. In t he first game of t he Sout hern t rip , St. J ohn's was defeated by twenty poin ts by the fast Sout herners. The game was well played on both teams, a nd t he pa rt icula r feature was t he clean pl ay in g of both sid es. J ohnson a nd Knighton played best for th e v isitors. S. J . C., 18; CATHOLIC UNIVERSITY, 32 In a very fast game at t he Washington Gymnasium , St. J ohn's suffered defeat a t the ha nd s of t he speedy Catholi c quin t. In the second half the Cadets fought d oggedly, a nd scored more points tha n t heir opponen ts, bu t in t he first half their shooting was poor. S peelma n played a very strong game. S. J. C., 15; BLUE RIDGE COLLEGE, 13 This game resembled a football game more t ha n it did a ba ttle of two quin ts . As St . J ohn 's had fo ur football men on the team , it can be seen that t heir cha nces for a v ictory were very good. Batty a nd Ridgely starred for the Cadets. S. J. C., 19; DAVIS AND ELKINS, 39 On our floor t he West Virgini a college defeated us by a close score. At t he end of the first half t he score stood th ir teen-all, b ut in t he second half t he D avis a nd E lkins shooters got a line on our basket a nd set up a pace too fast for our team. Ba nfield a nd Knighton made most of t he points for t he Cadets. 178 S. J. C., 28; LYNCHBURG A. A., 40 This being a n open d ate, this game was hastily a rra nged . Lynchburg A. A. team was composed of ex-stars from t he Southern Uni versit ies. The game was well played a nd ha rd fought t hroughout . Knighton, Batty a nd Ba nfield bore the brunt of t he work for St. J ohn 's, J ohnson a nd T otterd ale also playing their positions well. S. J. C., 17; VIRGINIA MILITARY INSTITUTE, 32 The S t. J ohn 's team played its best game of the season, with exception of the H opkins game. At Lexin gton, V. M . I. had a well bala nced a nd experienced team, but the v isitors played hard a nd fas t, a nd had the home team on their toes during the whole game. Knighton, Ba tty a nd Ba nfield again sta rred for St. John 's. S. J. C., 21; MT. ST. MARY'S COLLEGE, 42 In t his game St. John's met the best team t ha t they had played during the season. In fact they won the M a ryland Sta te C ha mpionship with ease. The M ountaineers showed their mettle a t the st a rt a nd the outcome of the ga me was never in doubt. 179 �S. J. C., 13; JOHNS HOPKINS UNIVERSITY, 23 Showin g the same spirit a nd fight o n the basketball floor that is seen on H omewood Field, St. J o hn's a nd J ohn Hopkins battled for honors at t heY. M . C. A. in Baltimore. The first ha lf ended six to ten in favor of H opkins. In the second ha lf t he defence of the cadets t ightened up a nd H o pkins m ade only two field goals. M a ny per on a ! fouls were call ed on both tealils; but the game was a good exhibi t ion of basketball, a nd the outcome of the game was in doubt until the last whistle. Kni ghton at center played a very pretty game, while Capta in Batty won a great deal of praise by his guardin g a nd foul shooti ng. Rid gely. Totterda le a nd Banfield a lso put up a stro ng game. S. J. C., 22; · PENNSYLVANIA MILITARY COLLEGE, 24 In their last game of the season St. J ohn's a nd P. M . C. had a close tussle for honors in the game at C hester, P a . The game was bitterly con tested from beginning to end , each team securin g the same number of field goals, but the P ennsylvani a cadets had a sli ght advantage on shootin g from the foul line Knighton led for St. J ohn's in field goals, caging seve n goals for the cadets. Batty a lso played a sterling defense game. 180 �Apri l 10- W estern M a ryla nd Coll ege, at hom e. April 14-U. S. Naval Acade my , at Navy. April 24-W e tern M a ry la nd Coll ege, at W estminster. M ay 5-George W ashin gton University, at home. M ay 6-Eastern College, at M a nas a , Va. May 7-University of Virgini a, at C ha rlottesvill e, Va . IDruui.a May 8- Virgin ia Milita ry Institute, at Lexin gto n, Va. M ay 12-George W ashington University, at W as hin gton, D. C. May 14- M a ry la nd State College, at Coll ege P a rk, Mel. ·May 15-Catholic U ni ver ity, at W ashin gton, D. C. ~~~~ROSPE TS for a good year on the courts see m exceed in gly bright. Coughlan, Trott a nd Totterdale are back from last year's team and t here see ms to be a wealth of material in the new men to fill up the open places on the team. Of the new men, C. A. McDonnell ee ms to have the best chan ce, and Duer, a very reliable substitute from last year, will give some man a good fight for a po iti on on the team. In the last few years, ten ni s at St. J ohn ' has not been up to the s tandard as hereto fore. It is very probable that the above na med men will raise this branch of sport to a much high er plane and they hope to make it a ma jor sport. If one looks at the schedule below, one can immediately see that this is true, for Manager Trott has a rranged the best sched ule that has been seen at St. John's for many years. Fourteen ga·mes are to be played, six on their home courts, while eight teams will be met on their own grounds. In th e early part of May a Southern trip of three days has been a rranged. Eastern College, U niversity of Virgin ia, and Virginia Military Institute wi ll be met on this trip. 182 M ay 21-Catholic M ay 26-Ma ryl a nd niversity , at home. tate College, at home. May 29-Johns H opkin U niversity, at Ba ltimore. June 5-Delaware Coll ege, at ho me. 183 �TR CK SQ AD ______________________ ,_, ..__ �IDrark ffi=~~~ RA C K , though not a yet a major sport at St. J ohn' , is rapid ly co min g to t he fron t, a nd we hope that in a few years it wi ll be considered a major port as it hou ld be. Last year du e to unfavora bl e conditions there was no track team, but this year Captain Dud D avis issued a call a nd about fiftee n men re pond ed . Th ese men have worked ha rd, a nd deserve mu ch credi t for t he way they have worked und er adverse conditions. W e se nt a tea m to severa l of the la rger indoor meets, though we have never succeeded in carry in g off first la urels, yet t he resu lts were very gratifyin g a nd t he prospects a re good of havin g a first class team next seaso n. Kirkpatrick , a former C ity College ma n , a nd D avi , developed at St. John 's, a re taking care of the sprin ts a nd sho rter d istances, whi le Bacon , Kru sen a nd J a mes can be depend ed upon to take care of t he longer eli tances. Several other men a re workin g ha rd a nd show ing up well. Among t hese a re urra n , Derringer, Winslow, S mith , 0 'Brien , McGraw a nd Ph rebu . All t hese men a re working ha rd to put track in the foreground at St.John 's a nd we sincer ly hope that they will be ably supported by the tudent body. J 1 ' I) �iljarrn.s.sr jlr~rllulr. 192U LACROSSE SQUAD IN ACTION April 9-Baltimore Polytechnic In stitute, at home. April i6- Bal timore City College, at Baltimore. T last St. J ohn 's has adopted lacrosse as one of its regular sports. This branch of athletics is a major sport at other institutions a nd it is 11\.~~~:VJII very appropriate that St.John's should take up lacrosse at this time. For severa l years students have been trying to form a team, but until this year they were unsuccessful. But this spring, severa l men , who had played at prep schools, succeeded in getting enough men interested in this sport to have it approved by the Faculty. The student body, as a whole, was very glad to hear this a nd is willing to do everything possible to furth er its success. Now that it has been passed by the Faculty a nd recognized by the Athletic Association, it is up to us, the students, to support it loyally. We should have a very good team , as we have severa l Hi gh School stars to build a nu celu s about. The men who have played before a nd at this writing appear to be the backbone of t he team a re: Marty, H eil, Kreiger, Brown, W. P., Kirkpatrick, Lumpkin, Kelso, Dell, and Sack. They a re working ha rd to put lacrosse on a stro ng athl etic standin g at St. John's. T oo mu ch praise cann ot be given them a nd the ioyal men, who a lthou gh they have never played before, a re doing their best to assist them in every way possi~le. 188 April 24-Maryland State College, at home. May 1-Baltimore C ity Coll ege, at home. May 8-Mt. Washington C lub , at Mt. Washington. May 12-Navy, (Pending). May 15-University of Pennsylvania, at Philadelphia. 18!) �I _@,aunbrr'!I i!tangr fnrampmrnt ~~;M~MMED IATELY a fter returning from Easter vacation, t he entire battalion was ord ered to entrai n with full equ ipment for the Maryland State Rifle R a nge near Glenburn ie. H ere the men rema ined for six days, nearly a ll of which was spent on the firing li ne. S uch a n experience is one long to be remembered. Each platoon had a sepa rate barrack whi le the officers occupied bungalows at t he end of the company street. The men were issued cots a nd bla nkets a nd together with their own coverin g and eq uipmen t, tried to keep warm at nights, but it was ha rd. Many a nd varied were t he contri vance a rra nged for comfor table leeping a nd o n lookin g back now, ma ny amusing in cid ents a re recalled . The college ki tchen eq ui pment accompa nied the battalion a nd served meals, but each manu ed hi s own utensils, necessitating a "scrubbing" a fter each meal. To keep t he men from starvin g, t he Junior C lass opened a canteen a nd carried on a t hri vin g bu in ess in cigarettes, cakes,· pies, candies a nd bottled goods. Each day t hey opened a bra nch store ri ght on the ra nge a nd a lt hough 'tis said t hey lost money, still t hey were consoled by the fact t hat they weredoi ngagreatacco mmodation. Range life and butt d tail duty was in teresting and of great experience. Some good shots were un cover d and the battalion as a whole did we ll , considerin g t he lack of previous practice. In t he eve nin gs, forma l guard mount a nd battalion review was held and t he band sha red honors in the icy evenin g a ir. Although t h re were som discomforts, the men enj oyed themselves as well as learning a great deal in the mi li tary work, and now that it is over, t hey look back on it with pleasure and some feeling of regret. 190 �WQt Qlall nf 1(. 1\. In the dear old sunny Southland, where the sweet magnolias grow, Where the cotton bolls are op 'ning, and the crimson roses blow, There's a jolly old fraternity, and loyal men 'Xho say, ' "Come ye back, ye wandering brothers, Come ye back to old K. A. · CHORUS Come ye back to old K. A. Come ye back to old K. A. To the land of Lee and Jackson, And the men who wore the Gray. Come ye back and cease to stray On the lonely, rocky way. For hands are stretching out to draw you Back to old K. A. · There's a glamor 'round the college life that sweetens memory, That makes us sit and ponder on that old fraternity, Till the faces of our brothers troop before us, bright and gay, And we find our footsteps turning once again to old K. A. CHORUS In the dear old sunny Southland there are maidens that we knew, Just as sweet-magnolias and the crimson roses, too, And a summons seems to reach us from the past so far away, And back we go a-trooping to our sweethearts in K. A. 192 �-mflT'2.0 Tfl"n if\appa 1\lpqa FOUNDED 1865 at Washington and Lee University Fifty Active Chapters ~ . t1Th t Fifty-nine Alumni Chapters ..nr1tnr ~~ 1 ap rrs · ALPHA-Washington and Lee University, Lexington, Va. GAMMA-University of Georgia, Athens, Ga. DELTA-Wofford College, Spartanburg, S. C. EPSILON-Emory College, Oxford, Ga. ZETA-Randolph-Macon College, Ashland, Va. ETA-Richmond College, West Hampton, Va. THETA-Kentucky State University, Lexington, Ky. KAPPA-Mercer University, Macon, Ga. LAMBDA-University of Virginia, Charlottesville, Va. NO-Alabama Polytechnic Institute, Auburn, Ala. XI-Southwestern University, Georgetown, Texas. OMICRON-University of Texas, Austin, Texas. PI-University of Tennessee, Knoxville, Tenn. SIGMA-Davidson College, Davidson, N.C. UPSILON-University of North Carolina, Chapel Hill, N.C. CHI-Vanderbilt University, Nashville, Tenn. PSI-Tulane University, New Orleans, La. OMEGA-Central University of Kentucky, Danville, Ky. ALPHA ALPHA-University of the South, Sewanee, Tenn. ALPHA BETA-University of Alabama, Tuscaloosa, Ala. ALPHA GAMMA-Louisiana State University, Baton Rouge, La. ALPHA DELTA-William Jewell College, Liberty, Mo. ALPHA ZETA-William and Mary College, Williamsburg, Va. ALPHA ETA-Westminster College, Fulton, Mo. ALPHA THETA-Transylvania University, Lexington, Ky. ALPHA KAPPA-University of Missouri, Columbia, Mo. ALPHALAMBDA-Johns Hopkins University, Baltimore, Md. ALPHA MU-Millsaps College, Jackson, Miss. ALPHA NU-The George Washington University, Washington, D. C. ALPHA XI-University of California, Berkeley, Cal. ALPHA OMICRON-University of Arkansas, Fayetteville, Ark. ALPHA PI-Leland Stanford, Jr. University, Stanford, Cal. ALPHA RHO-West Virginia University, Morgantown, W.Va. ALPHA SIGMA-Georgia School of Technology, Atlanta, Ga. ALPHA TAU-Hampden-Sidney College, Hampden-Sidney, Va. ALPHA PHI-Trinity College, Durham, N.C. ALPHA OMEGA-N.C. A. & M. College, Raleigh, N.C. BET A ALPHA-Missouri School of Mines, Rolla, Mo. BETA BETA-Bethany College, Bethany, W.Va. BET A GAMMA-College of Charleston, Charleston, S. C. BETA DELTA-Georgetown College, Georgetown, Ky. BETA EPSILON-Delaware College, Newark, Del. BETA ZETA-University of Florida, Gainesville, Fla. BETA ETA-University of Oklahoma, Norman, Okla. BETA THETA-Washington University, St. Louis, Mo. BETA IOTA-Drury College, Springfield, Mo. BETA KAPPA-Maryland State College, College Park, Md. BETA LAMBDA-Southern Methodist University, Dallas, Texas. BETA MU-St. John's College, Annapolis, Md. BETA NO-Oglethorpe University, Oglethorpe, Ga. '!J 195 �1Kappa l\lpqa Establi shed 1915 Flowers: M agnoli a a nd R edJR ose Colors: C rim on a nd Old Gold FRATRES I N COLL EG IO CHA RLE MI CHAE L THOMAS HORNER B u RCH ATHEY PA ULL. BA NFIELD R AYMON D SERGEANT HYSO N HOWARD ALONZO BATTY EDMON D H ouGH jOH N oN HARV EY L E WI W M. H EN RY Yo uNG K~ IGHTO BEATTY j OHN HOOVER BIR E LY WILLIAM P ENF IELD BROW ~ vVILLI Al\1 L A wRE~cE KR sEN RoB E RT EDWARD Cou HLAN, jR . j AMES AN ON LO NG A~ DUDLEY \ iVALTER DA V IS LLO YD UBE R L UM PKI ~ RoBERT FRA:r-.r:KLIN D uE R , jR . HORA CE ALLA N MILLS CHARLES W AUGH F ITZGERALD, jR . j oH~ B U RTO . , jR. WILLIAM LOR ENZ KRIEGE R FRANKLI N CHRISTIAN H ALL M STI~, jR. AMUEL EDWARD SPEELMAN FREDERICK MILTON H El L L UTHE R STITT T ALL SAMUEL RoY H ETZE R THOMA S Bo uRNE T uRNER GuY LITTLETON HoLLAND E Dwi N SPRAG I ~s vVARFIELD PLEDGES DouGLAS R Em BowiE CHA RLE S ALEXAN DE R KELSO j. S ANDREW MAXWE LL KIRKPAT RI CK DLER CocKEY LEPAGE C RONM ILLER, jR . CHA RLE B E RNA RD MA NN CHA RLES SQU IR ES D ELL CHA RLE AusTIN M c DoNALD K ENNETH CARROLL FITZHUGH jOHN W E LEY O' BRIEN, jR . j OHN B E RNA RD GILBERT R EG I NALD H EBE R RIDGE LY CHARLES GEORGE SACK 197 �Jqi &igmu 1Kuppu ~nng D own a mong the purple hill s of Amherst town , W as founded first our order true of fa ir renown. Sh e gives t o us her glorious na me; We win for her undy ing fa me, . Wi th honor beaming bright fore' er t he same; We pledge t o her wit h beatin g heart our loyalty, And gladly send our a nswer back where 'er we be, We're eager for our task whatever she may ask, Beneath t he royal ba nn er of Phi Sig. C H ORUS Phi Sigma K a ppa, we sin g to t hee, Thou mother of migh ty men from sea to sea ; True to t hine honor we' ll ever be. W e rise to toast t hy health a nd fa me a nd wealth , Thy loyal sons a re we. H ere we have a cha pter strong of sturdy so ns, W e 're out to w in a place a mong t he loyal sons, The best a nd bravest in t he la nd Are joined in hear t a nd lip a nd ha nd , And for old P. S . K. we 'll t a ke our sta nd In a fter years when memories come fl oatin g back, W e proudly tell of records on field a nd track, And over a ll the years e'en brigh ter yet a ppears The silver a nd magenta of Phi Sig. 198 �J~i &igmn t\nppn Founded in 1873 at Massachusetts Agricultural College, Amherst, Mass. Thirty Active Chapters .Artiur C!!lfaptrr.a ALPHA-Massachusetts Agricultural College, Amherst, Mass. B ETA-Union Uni versity, Alba ny, N.Y. GAMMA- Cornell Uni versity, Ith aca, N .Y. DELTA-West Virginia University, Morgantown, W.Va. EPS ILON-Yale University, New H aven , Con n. ZETA-College of t he C ity of New York. ETA-Un iversity of Maryland, Baltimore, Md. THETA-Columbia Uni versity, New York City . I OTA-Stevens Institute of Technology, Hoboken, . J. KAPPA-Pennsylvania State College, Philadelphia, Pa. LAMBDA-George Washington University, Washington, D. C. MU-University of Pennsylvania, Philadelphia, Pa. N -Lehi gh Uni versity, Sou th Bethlehem, Pa. X I-St. Lawrence University, Canton, N.Y. OMICRON-Massachusetts Institute of Technology, Boston, Mass. PI-Franklin a nd Marshall College, Lancaster, Pa . SIGMA-St. J ohn's College, Annapolis, Md. T AU-Dartmouth College, Hanover, N. H. PSILON-Brown Un iversity, Providence, R. I. PHI-Swarthmore Coll ege, Swart hmore, Pa. CH I-Williams College, Williamstown, M ass. PSI-University of Virginia, C ha rlottesville, Va. OMEGA-University of California, Berkeley, Cal. ALPHA DEUTERON-University of Illinois, C ha mpa ign, Ill. BETA DEUTERON-University of Minnesota, Minneapolis, Minn. GAMMA D EUT E RON-I owa State College, Ames, ·Iowa. DELTA DEUTERON-University of Michigan, Ann Arbor, Mich. EPSILON DE,UTERO N-Worcester Polytechnic Institute, Worcester, Mass. ZETA DEUTERON-Uni versity of Wisconsin, M ad ison, Wis. ETA DEUTERON-University of Nevada, R eno , Nevada. 201 �Jqi ~igma if(appa Established 1908 Colors:- S il ver a nd M agenta R eel FRATRES IN COLLEG L O W I LLIAM D EVE HEU X K EAT I NG ALDHIDGE NELON DAYID M I LLER EDWARD Ros j oHN M c K EN:\'EY BREWER PA U L GRAHAM BROW N BEV E RLEY ST A RT RO BE RTS jOHN DEWEY H AROLD ScoTT SPEED HR l STIAN JR.. CLAUDE S UTTO:\T DAV I S jOH N R US H STREETT, W ILBE R ELTON GATTENS \ i\T ILLlAM GRA I NGER TOTTERDALE SAJ'I'!UEL LO U I. TROTT WILLIAM P E RCY MADDOX EDGAR FnAN Ci s .VoELCHE R . FRATRES I N FA CU LTATE DH ..THOMA S FELL , PH . D. , LL. D. FRATR ES I N URBE EDGAR TREML ETT FELL A RTHUR DE THAU.·I A VALK jOHN GREEN j oH~ CAsS IN Yo NG EuGENE I GLEHART j OHN EA RNE T R E I NBEHG, j OHN B LOODGOOD WELL j R. j O HN NI CODEM U j OHN c. W ILSON FELL PLEDGE D jOHN YA R NELL BRYANT H ERMAN WOODWARD j OHN SON BENJAM I N CHAMBERS j o H N F n EDERICK LANGHAMM E R jOH N BENJAM I N CUSHMAN j AMES WA SHl NG TON M cC R EA DY jOHN H ERDMAN S CHWATKA 203 �. IJ1 ntud.a g,rott il(ry 1£ttrrary g,ortrty R. EARL CusT I S .... -----------------------------------------------------------~-------President WILLIAM P. MADDOX ______ __ ___________ ____ _____________________________ __ Vice-President D. JOH N ALE X ANDE R ..... ----------------------------------------------------------- S ecretary No Iti\1A N H. S~IITH ____________________________________________________________________ Treasurer K A RL ScHUMACHE R.. ____________________________________________________ Sergeant-at-A rms J(E 1 1 ETH C. FITZH GH .... ---- --------------------------------------------------Librarian ANDREW S FOOKS LLOYD B AXTER GOLDSB OROU GH LONGAN BLAI NE GREENWELL, BROWN, H . v. w . D. H ALL, F. .X. c. M c DoNNELL, J. E. M ADA RA H ECHT MEI SEL CASSEN H E lL MILLE R CHAMBERS HYSO N MoRALE CHRISTIAN } AMES PORTER } OHNS PRO CTOR }OHN O N, W. F. S CHILLI NG } UMBLATT STE I N DAY K ELLE R THOMP ON FANCHE R KI N HART T U RNE R , T. B. FIN ELL KRUSEN \ i\TEB TER, C. 0. FITZGE RALD LA 1 GHAMMER \i'l EB TER, R. R . BROWN, CocKEY, C. E. DAVI, D . W. DAVI S, H . v. '------------------------------- -.~' 205 �FAM ILI AR FACES AROUND COLLEGE �HOP COMMITTEE '20, Chairman CLAUDE S . DAVIS, '20, Treasurer P. M ADDOX, '21, Secretary S . RoY H ETZER, '20 WILLIAM H. Y. K NIGHTON, ]R., '21 FRANCI S J . LLOYD, '20 EDW I N S. wARFIELD, '21 RoBERT E. CouGHLAN , '20 SAMUEL L. TROTT , '22 E. Ro ss BREWER, '22 EDMOND H . J oHNSON, J UNE BALL COMM ITTEE WILLI AM L U THER S. TALL, Chairman JOH N R usH STREETT, EDWIN S. WARFIELD, 1 reasurer WILLIAM H. Y. K NI GHTON RoB ERT F. DuER, ]R. MEMBERS OF TH E Hops given throughout the collegiate year by t he Cotillion Club a re one of t he best features of our college life. E ight regul a r d a nces a re held with a n extra o ne in Lent, a nd t he enj oy ment which t hey afford us can ha rdly be estim ated; for t he terpsichorean art is one in which every t rue St. J ohn' s man excels a nd t here. are but few a ~ o n g ~ s who do not attend the H ops at one t ime or a nother w1th some beaut1ful g1rl on his a rm. The enj oyment a fford ed 'by our H ops is not t he only benefit derived from t hem,for just before a H op o ne cannot help but n<?tice t he unusua l .run on t he shower-baths a nd the barber shops, while t he u111for ms are kept 111 t he best shape possible. Although our H ops are short they are noted a ll over Maryland for t he fun whi ch we manage to crowd into thr.ee short hours. Our music ca nn ot be beaten and goes a long way towards making our dances such great successes. 208 S ecretary COTILLIO N CLUB Andrews, Arraras, Ba nfield , Blaine, Bowie, Brow n, H ., Bryant, C hambers, Christian, Cockey, C. E ., Corddry , Cro nmill er, C ustis, Davis, D., Davis, H. V., Dorsey, Duer, Fancher, Finnell, Fitzhugh, Fooks, G ilbert, Greenwell , C. X., Greenwell , J . C., H a ll , R . F., H echt, H opkins, H yso n, J ohns, J ohnso n , L. N ., Jumblatt, Karns, Kinhart, Langsdale, Levy, Longan, Lumpkin, Madara, Meisel, Miller, Mill , Morsell, Mu stin , M cGraw, Nelson , Noakes, Pocock, Rober ts , B.S., Schum acher, S nader, Speed, Speelm a n, Streett, Swing, Tall, Todd, Totterdale, Turner, T . B., Webster, C. 0., Whaley, White, Wilson, J . F., a nd Winslow. ~t. 3Jol]tt's i;ops -- QI.outittudl The Jun e Ball is a lways t he crownin g socia l event of t he year a nd th is year it bids fair to outstr ip a ll former ones in ma ny ways and we a ll expect to have the best time ever. We cou ld hardly do without our H ops here, as they help wonde r f~dl y to keep up t he spirit and morale of the men, give us something to look forward to, 1 and in many ways help us to a more full enj oyment of life at old St. John's. 209 �~~u~ruts' ~ruatr EDMOND H . jOH NSON, '20, P r.esident S. RoY H ETZE R, R AYMOND S. H Y ON, WILLIAM P. D UDLEY w. FREDERICK M ADDOX, D AVIS, M. '20, Secretary CLA DE '21 s. THOMA '20 RoB E RT E. CouGHLAN, '20, Vice- P resident B . T URNER, c. '21 H E IL , ·~2 DAVIS, BIRCH ATHEY, '20 '21 '22 jOH N H . SCHWATKA, '23 This body is compo ·ed of fi ve Seniors, three juniors, two Sophomores a nd one Freshman, ma kin g eleve n in a ll. Its duti es consist in the enforcement of the Honor System a nd the trial of a ny ca e wherein a stud ent is accused of violating his honor. Cases a re brought to its attenti on by the Faculty a nd tudents, and the Senate hears the testimony pro a nd co n a nd then ma kes such recommendati ons to the Faculty as it sees fit. The F aculty materia lly ass ist t he Se nate in that it usua lly accepts the decisions without reservation s. The Senate is a nxiou to redu ce the number of encroachment upon the y tern to a minimum a nd the students a re ready to give t heir cooperation. • 211 , �Y. M. C. A. OFFICERS PROF. SJ. BS. HRI PPE REfi ___ .. ___ .. _______________________________________ Faculty _ ANDY P ROF. . . MR. GuYS . MITCHELL. _________________________________________________ Local Advisers Secretary R AYMOND S. HY SON ____ .. ________ .. _______________________ .. ___________ ______________ President P AUL M. CASSEN ______________________________ ,_ .. _________________________ Vice- President HORA CE A. MILLS .. ____ , ___________________________________________ __ ________________ S ecretary FREDERICK M. H E IL. ............ ___________________________________________________ Treasurer t. fl. Qt. A. year, due to the effor ts of Mr. GuyS. Mitchell , who is stationed here as Secretary o f the Y. M. C. A., the work qf the Association has ma de wonderfu l progress. · H yson was elected President of the "Y" at the first of the year a nd his good work has shown us that we couldn't have selected a better man for the offi ce. H e has not onl y taken great interest in the work, but has also aroused the interest of nearly a ll of the student body. Many prominent speakers have addressed t he students at the meetings t hi s year, a nd we wish to take t his opportunity to express our app reciation of their kindness, a nd we hope t hat we may be fortunate enough to have t heir co-operat ion again next year. 212 �mramatir Qllub ~~~~ H E Dra m aticC! ub wa o rgani zed a littl e a fte r theChri t m a ho lid ays , but it was not until the early s prin g that they were able to start work on th e ir first play, " Th e M a n o f the Hour. " Th e pl ay is a four-act dra m a .a nd is a s tory o f politi c a nd po litici a ns in a bi g city, in termin gl d with a n interesting lov e plot. Three yo un g la di es o f Annapo li s a re members of the club a nd wi ll take t he few fe minin e ch a racter p a rts in the pl ay. C HARA C T E RS ALWYN BENNETT..... ----------- .. ·------ .. ------·--··--·----·-----·-·····-·······-·F. M. H c il C HARLES 'vVAI:-<WRlGHT.. .................................................. W. L. Kru sen ScoTT G . G 1BBS ............................................................... C. 0. W e b ter RICIIA RD H ORIGAN .............................................................. C. B. A they JAMES PHELA . .. ................................................................... F. C. H a ll P ERRY CARTER 'vVAl:'-IWRI GFI T.. .................................... W . P . M a ddox J unGE NEWMAN ..................................................... H. W. F a n che r , Jr. H EN RY THOMPSON _....................................................... A. F. DRAMATIC CLUB J u m bl att RJCHA RD P. RoBE RTS.................................................. _____ T. B. Turn er HENRY WILLIAMS________________________________ , _______ .. _________________________ C. S. D ell MILLS, THE B TLER ................................................... J. F. M cG ra w DALLA S WAIC\'WRIGHT.............. __________________________ Mi ss Anna R edm o nd CYNTHIA GA RRISO:-< __ .................................... Mi ss M iII ice n t R edm o nd M R . B ENNETT.... __ .............................................................. Mrs . W e be r I NG RAM ____ .......................................................................... F. G. M adara 215 �oro llrgian R AYMOND B uRLEIGH S. ~tatf H vso:>~ ........................................................ Editor-in-Chiej C. FooKS ...................................... Assistant Editor-in- Chief Associate Editors P A L M . CA T HOMAS P. T H OMPSON EN C . O scA R W EBS T E R B usiness lvfanagers R oBERT E. CouGHLAN C L AUD E S. D Av rs J unior Class Assistants WI L LI AM P. M A DDO X, F RANK LI N C. H A L L, Associate Editor Associate B usiness ~ anager M Th e Collegia n is t he weekl y publi cation of S t. J ohn ' . All curren t college news ite ms, wh ether t hey co nce rn t he athl etic, milita ry, ocia l, li tera ry, religio us or hum orous side of coll ege activit ie , a re to be foun d t here; a nd in try in g to li v u p to t he ir motto "For a better a nd bigger St. J ohn 's", t he edi tor a re able to in t ill in to t he min ds of t he studen ts id eas a nd suggestio ns leadin g to t he fulfillm e nt of t hei r motto. Th e edi tor have wo rked ha rd a nd, a lthough not a lways pro mpt in the iss ua nce of t he ed it io ns, t h ir effo r ts have been a p preciated by t he stude nts, becau e t hey have labored for old St. J ohn 's. 217 �G'--Et CI.UB MANDOLIN CLUB ) K} F 1TZG E RALD _________________________________ _____________________________________ First J.. Iandolin BA NF l ELD ________________________________________________________________________ First Nfandolin K NIGHTO)I __ __________________________________________________________________ Second ~ andolin M WOELFEL __________________________________________________________________ J andolin l£ or Guitar TROTT _________________________________________________________ ___________________________________ Ukelele ToROVSKY ________________________________________________________________________________________ Guitar 218 �ry ing to ma ke White smoke that cigarette for ? If he gets sick then yo u will be to blame." At ®ttr nf tqr 1J1arulty fllrrttnga "Gentlemen," said Rid gley, rising, resting on one ha nd a nd rollin g a cigarette with the order, " I have a proposition to put up before you . I rece ived a letter the other d ay from a firm offering me a great bargain in frogs for use in my laboratory work. H e has ra ised the pri ce twice since I heard from him, but if I can get them right away I ca n get them at a good price. C layton , just wa kin g up again ,"Well, Ridge, if he ra ises you again , call him. " "May I say somethin g," said Handy, risin g a nd parting his ha ir with hi s ha nd. "In again ," shouted M a rcey. Tommy-" Come to order., Gentlemen. R a m , if you don't stop blowing such a cloud of smoke in my face I won't be able to talk for a week." Walrus Steel-" I think we should discuss damage fees first. I a m about two hundred dollars short t his month a nd da mage fees is a good way to ma ke it up. I move we raise them a dollar per stud ent." Whiskers-" Sit down, Nevitt, a nd give somebody else a cha nce to say somethin g. Y ou talk a ll the time." Scabby-" I ma ke a motion that more demerits be given. That committee on discipline hasn't had ma ny cha nces this year to ship a nybody . I can't see what's the use of being on a committee if you don't ship one once in a while." Whiskers-" I second that motio n." Tommy-"Waddell, what a re you ma rking those fi gures a ll O\;er the furniture for ? What do you think you a re doing, teaching M ath. ?" Ducky (Just waking u p)-" No, T ommy, I was just solving a problem in Trig. that Math. II had this morning. A ma n worked it a nd I didn't see how he did it, so I had to let it go. If you had n't bothered me then I would have finished it." "Clayton," said T ommy, turning to Dum Dum , "thi s is no place to sleep If you don't ge t enough sleep you will have to stop staying down to theY . M. C. A. so late. Hildebra nd, you are Sergeant-a t-Arms, and if you catch him asleep again, throw him out. If I a m going to be President of this College, by golly, I am going to be President and what I say goes. Stryker, what are you "Up with your feet," yelled Hildabra ndt. "Well, you are not tongue-tied, a re you," said R a m. "Gentlemen ," said H a ndy , taking a fresh start a nd fixing his bow neckt ie, "I think that I have a better proposition with which we can dispense with this surplus revenue; I would suggest that we gather it together a nd put it in a ni ce white envelope, accompa ny it with a letter to one of t he great publishers of this country asking for a set of books on poetry. I , myself, will lick the pretty red stamp a nd see th at th e letter is sent off in due time. As you gentlemen kn ow, poe try not only uplifts the soul (and . yours uplifts our feet; was heard in a monotone) but inspires a man to greater things. Take for instance that li ttle ve rse by one of the greatest poets in this country . "In the spring time, see the little birdies, Flit from twit to twit, a nd hop from twot to twot." What could be more thrilling and soul inspiring ? I kn ow because I teach a class of Oratory in Ba ltimore twice a week." "Mr. President" , burst out Clayton-" Not wishing to change the subj ect, but I certainly would like to know who put that boot heel in my milk yesterday . morn . '' mg. "Tee, hee , hee, " la ughs " Bob" \Vhite. Ducky-" Now, M-r. C layton, that wasn't a boot heel, that was bne of Baker's non-skid dogs. Wh y I used to often eat them when I came on 0 . C. " • , ~----------------------------------------------------------------------------- ~1 220 221 �Tommy-" Come to order, come to order. Do I hear a motion to adjourn?" Ducky-" I didn't hear anything." Ram-"Your move, Tommy." Whiskers-" Yes, I move we adjourn as ''Rags" hasn't had a bone since early this m<?rning and I must go feed the poor dog." Tommy-" Faculty, fall out." FAVORITE EXPRESSION MEETING PLACE "Ain't we the Cheese?" Charles and North Avenues· THE DAY'S WORK 1.00 2-4 5.00 7.00 8.00 11.30 P. M. P.M. P. M. P. M. P. M. P. M. Breakfast Club Tea Dance at Belvedere Dinner at Ch ild 's Gayety Belvedere Tea Room 2.00 A.M . Jardin de Danse 4-5 A. M. Taxi Ride Home 5-6 A. M. Dodging the Rolling Pin 6-7 A. M. Removal of Attire 7 A. M.-1 P.M. Well-earned Slumber HIGH AND MIGHTY RULERS OF THE UNIVERSE (AS THEY THINK) ''Bill '' Knigh ton _______________ _________ __________ _ _________________________ A unt Ada's Dearest Nephew __ ''Tommy" J ohns___ __ ___ __ ____________________________ __________ _ _ _ ______ _____ Barnum and Bailey's Clown ''Howard'' BattY--- - ~---------------------------------'----------------------- --------- The Broadway Beauty ''Jimmy'' Longan __ :_ _ _ _ _ _ _ ___ ____ __ ___ ____ ___ _______ _ _ _ __ ___ _______ _ __ ___ ____ _ _ __ __ ________ _The Modern Romeo. "Luth" TalL _ _______________ _ ____________ _______ _______________ , _Roland Park's (mis) Representative _ _ "Bev" Roberts _______ __ __ ___ _ _ _ _ ___ _____ _ __ _ ___ __ _ The Wildcat of Eutaw Place _ ____ ______ __ ______ ____ __ _ '' Pris '' Maddox ____ ____ ___ _______ _____ _______ _ ___________ _ __ _ _ _ _ _ ___ _ ___ __ __ __________ ___Eastern Sho' Renegade ''Bob'' Coughlan __________ _ __ _ _ __ ____ _____ ______ _ _ __ ______ ________ __ _ __ _ ____ ___ ____ ____ _ ___ Man About Town _ _ _ __ "Robby" Robertson __ _________ _ _ ___ _________ ___ _ _ _____ _ Pres. Balta. Pugilists' Association _ __ __ ___ "Grandma" Ha\L _______ _ __ ____ _ ________ _ __ _ _ ____ __ ___________ __ _________ ___ _____ ___ _The Spanish Nobilio _ 223 222 �MoTTO RENDEZVOUS God's Country, By Gosh Any Old Sand Dune MoTTo MEETING PLACE Down With the Sand Fleas Some Coal Mine FAVORITE DRINK FAVORITE Foon FAVORITE DRINK Tomato Juice. FOREMOST UPHOLDERS "Preacher" Custis ............................ .:.................................. Pocomoke 's Big Noise "Bob" Duer.. .................................................................. The Pride of Princess A nne " Jingle" Krusen .. .......... ----······················---·---··-········ ··.The Noisy Frog in Still Pond "Ed" Cockey ........................................................................ The Queenstown Cut- Up ''Jesse" James .................................................... The Wild Man From Cambridge ''Hot'' Webster.. ................................................ ,. The Deal's Island Wood-Sawyer " Bird" Webster.. .......................................................... Eastern Shore's Hard Guy "Big" Smith ........................................................................ From Hebron, By Heck ''Ring Dang" Everett........................................................ The Centerville Galli Curci "Gavvy" Johnson ................................................................ SnowHill's Chief Justice ' ' Dick" Porter.. ..................................... ..............................i\layor of Head-a' -Creek ''Dud '' Da vis .................................................................... Ridgely 's Rambling Rover 224 XXX Mountain Oysters THE PHILANDERING PLUTOCRATS "Skip" Gattens ............................................................ The Cumberland Coalheaver "Wampoo" Birely ...................................................... The Cave Town Snake Chaser "Tommy" Thompson ....................................... .The Hipless Giant from Frog Town "Sleepy" Streett... ......................................................... ..Bel Air's Rip Van Winkle "Dewey" Christian ........................................................ ..............Ellicott City's Plebe ''Kale'' Hetzer.. ...................................... :............... Williamsport's Petite Napoleon "Hop" Hopkins ....................................................... ............. The Crab Town Antique " Joe" Di Giorgio ............................ Convict No. 647389290475from Jessup's Cut ''Mooney" Brewer.. .............................................................. Tarzan of H~agerstown " T. B. " Turner.. ...................................................... The Prince Frederick Tea Hound ''Ray'' H yson ............................................................ Hampstead 's Chief of Police "Misery" Clarke ................................................... .The Belle of Linthicum Heights 225 �i ____ _ :....--- GREATEST DESIRE MosT BELOVED HAUNT BATTLE CRY MEETING PLACE Down With Everything . Bed To Kill the Bugler Junior Floor ONE AMBITION Breakfast in Bed Fooo DRINK Dynamite Vodka THE SCARLET CA BI OUR SOMNOLENT SACHEMS 1 £T " John" Birely .................................................................................... The Afaster ~Mind ''Jesse'' James............................................................................ Chief Bomb Thrower "Yiddish" Batty .................................................................................. Chief Instigator 'Skip" Gattens ........................................ ........................... Captain of the R ed Guard "Sleepy" Streett.. ................ :............................... Most High Worshiper of Morpheus "Wee" Knighton .................................................................... Chief Misser of Reveille "Trash" Gattens ................................................................ Keeper of the Royal Boodle ''Hot" Webster. .......................................................Recorder of the Imperial Snores THE HOI POLLOI '' Ludy '' TalL ................................................................................. Chief Propagandist "Penny" Brown .................................................................... Provider of the T. N. T. " T. B." Turner. ..............~ ........................................ .. Walking D elegate of the I. W. W. ''Sleepy'' Street t.. .......................................................... Keeper of the Nitro-Glycerine "Galy" Wi lso n............................. .................................... Thrower of the Holy Bull "Wee" Kni ghton .................................... Dethroned 2nd Loot of Trotsky's Army "Sam" Trott (sky) .............................................................. .. The Guncotton Specialist "Bi ll H a rt" C ushm a n.................................................................... The Two-Gun J 11an Upholders of the R ed Flag:- Junior and Sophomore Classes. Efforts concentrated against th e Facu lty. 226 MOST MEEK AND MODEST MINIONS '' EDDIE wARFIELD "PLEBE II CHRISTIAN "Duo" DAVIS "GAL y" WILSON "DICK II ROBERTS "LADY" HALL "jOHN" BIRELY "Doc" ScHUMACHER ''jESSE'' JAMES ''LUDIE TALL "BoB" DuER "T. B." TURNER "PEP II DAVIS "HOWARD I I KINHART "JIM" SWING "KALE" HETZER II II Honorary Members:- The St. John's Battalion. 227 �.An .Analytical 1J1arrt (IN ONE AcT) Dramatis P ersonae-D ucky a nd class. Scene-Ducky's Class-room. Conditions-An exceptionally hard lesson on Monday morning. Opening Scene-(Some students are already in class-room; much noise is heard on stairway; Lowman opens door and hesitates before entering.) MOTTO MEETING PLACE On With the Dance, Let Joy be. Unrefined St. John's Gym. FAVORITE DRINK FAVORITE Foon Devil Cake Tea THE ALL-JAZZ LINEUP "Russ" Todd ____ _;--------- --------------·······----· --·····-·---- --·······---- J _ ld"ost High King of Jazz "John" Birely .....·-- --·-·····-··-----·······-·------·········---·········-----·······-·· Chief Snake Dancer "Maj" Hetzer ·····---- -----····------·······--------········-----········-----·--·······- Recorder of New Steps "Hop" Hopkins---·-·········-----········--------·····-·----·······-------Disperser of Ill-Gotten Games "Burt" Mustin_·-··········----·-·····-·----··-········-----······ The Guy Who Never Moves His Feet ''Sam'' Trott----·····--···----········--- --·--····-------·······---·---·-······----- --·····--------····-Shimmy Sam "Eddie" Warfield ___ ·--·-·····-----·--····---Small but "My, how Eddie Did Shake Me." "Sleepy" Streett.. .. -----···-·------ = ---····--··· · ·------- --- ··· ··· · ------- ··-· ·- ·-- - The Veteran Tea Hound "Bill" Morsel!___ ________________ ..........---·-···--- ··" What's that boy Doing?" We'll never tell "Mooney" Brewer.._··-----····-··--- ---·······-----·-····--· Dances to the Music of a Hand Organ 228 Ducky-Well, come in! come in, time is flying! I don't see why you all can't get here on time. (Enter Lowman, T a ll, Keller, Woelfel, Blaine and Maddox.) Yo 'all ought to get here on time. Sit down, Mr. Tall! Tall-Yes, sir, I'm sitting down now. (Takes extreme rear seat.) Ducky- I don't see why yo 'all insist on taking the back seats. Answer to your names. (Calls roll) Where is Mr. Athey? Lowman- I think that he is being detained by the Field Marshal, Professor (General laughter.) Ducky-What is that, Mr. Lowman? Lowman-! think that the Captain is talking to him in the office, sir. Ducky-Well, this is my period and I want all of you here. (Keller in the front seat, near the Professor, starts to hum.) (Ducky points violently at Tall in the rear.) Is that you, Mr. Tall, making that noise? Tall-No, sir! I'm not doing a thing. Ducky-(Unbelievingly, shaking head vigorously) I can't have that disorder in my class. We are here for work. Mr. Turner, you and Mr. Knighton stop that talking. Custis-This is· a hard lesson to-day, Professor! Ducky-(Without hearing) Mr. Turner, go to the board and take the first problem. Mr. Knighton, the next. Mr. Tall, the third. (Turner looks appealingly at book.) Why don't you move, Mr. Turner, when I call on you? Time is flying! Turner- I don't think that I can do that one, Professor. 229 �Ducky-WeJl , just leave the room! Just leave the room! I won ' t have a ny drones in my cl ass. W e a re here for work a nd if you won ' t work I don't wa nt you here. Can 't you do yours either, Mr. T a JI ? Tall-No, sir, t his is too ha rd for me. Ducky- We Jl , leave t he room ; You too Mr. Knigh ton. I won 't repor t you, but I don 't want you here if you d on' t intend to study. (Exit Turner, Knighton a nd T all. ) Ducky- Mr. Brown, yo u ta ke this first place. Brown- I don ' t know much a bout it, Professor, bu t I 'Jl try it. D ucky-WeJl ,see what you can do with it a nyway. Go to the board a nd put d own wha t you kn ow. Lowman- (Aside to W oelfel) If he teJls me to go to th e boa:r9 , I'm goin g to teJI tha t dizzy muzzler t o run his own erra nds . Ducky- Go to the board , as I caJI your na mes. Mr. Baylis, Mr. Bla ine, Mr. C ustis, Mr. F itzgerald , Mr. M addox a nd Mr. Low ma n, you ta ke th a t last pl ace. (Wri te your na mes at t he top of the board. ) Lowman- ! knew t hat he had to get me. (Bla ine ~craw ls na me across the board. ) Ducky- Oh , pshaw! . Mr.Blaine, I wish tha t I could teach you a JI to economize space. (KeJler sta r ts to work without writing his na me on the board .) Ducky- Mr. KeJler , did n't you hear wh at I said ? K eller- No, sir. Ducky- We Jl , isn't tha t s tra nge. I said for you to write your na me at the top of the board. Y ou all at your seats, work out these. (H a nds each ma n a · piece of pa per wit h a problem on it .) Blaine- (As ide to C ustis) I can't draw t his bl a~ed . th ing. Ducky-Oh , Mr. Bla ine ! you have the most unfortun a te figure. You ought to be a ble t o draw better t ha n tha t. Tha t 's just misera ble. Blaine-(Tr y ing to draw a straight line.) This is ha rd t o dra w, Professor. Ducky-Look heah! Sta nd out of the way. (T a kes chalk a nd comple tes fi gure.) Now, Mr. Blaine, see wha t you can do. (Looks a t wa tch.) _Mr. C ustis, you 're just was ting chalk. D on't t a ke two bi tes a t t he cherry . Y ou have heard me say t ha t before. (Brow n st ops work a nd looks at what he has writ ten on the board. ) Ducky-Mr. Brown, a re you t hrough ? B rown-1 think so, Professor. Ducky- Oh, psha w! Mr. Brown , you ought t o have been t hrough long ago. Sta nd out of the way ! (Examines t he problem. ) W eJI , th at is one way of doing it, Mr. Brown , but there is a mu ch easier way. Wh a t is the equ ation for a tangent t o a parabola? 230 Brown- I don't know, sir. Ducky- Wh at is it Mr. M addox ? M addox- I don't kn ow sir. Ducky-Don't you know either, M.r. Fitzgerald? Fi tzgerald-No, sir. Ducky-WeJl , here it is. (Writes equa tion on the board .) B rown-! remember it now, Professor. Ducky- Now , Mr. Brown. Wha t d o you know ? (Brown figures at random a nd ge ts a result.) (Ducky looks at Brown, pi t ifuJl y . ) Do you mea n th a t which y ou haw there, Mr. Brown ? Brown-Yes, sir. D ucky-Honestly ! Seriously ! D eliberately ! Oh , pshaw! Mr. Brown , look heah. Just move out of the way. M athema ti. s is an exact science a nd a nal y tics c is the prettiest part of it, (Bugle blows.) (Chorus of sighs of relief. ) W eJI , we wiJI ha ve to stop. T a ke the old lesson a nd fi ve pages in addition. This is very easy here a nd it is the simples t kind of a naly ti cs. (Exit cl ass singing.) " I've got the blues, I 've got the blues, I've got the an alyti cal blues " �Wqr 1J1arulty 1J1nnthall Wram This year the Faculty made St. J ohn' s name fa mous throughout the length and breadth of the land by forming the celebrated All-Star football team. Led ably by Captain Fell, they ra n wild a ll during the season. Although on ly two games were played, they won t hem both. They ra n away from the Navy, by the score of 91-0. In the second game, Buzza rds R oost put up a n aw ful figh t, a nd in a game replete with thrills a nd featured by" Ducky's" terrific lin e plunging a nd " Dum Dum's" ge nera lship we ma naged to score a touchdow n , a lthough "Ram" fa iled to kick goal by inches. "Dum Dum" instituted a new system of calling signa ls by usin g C hem istry formulas, a nd t he whole team was on their toes when H20 , C2H , H2S04, hep-N aCL, P05 was given-the sign a l for their world fa mous shift play. They expect to have a bet't:er team next year a nd M a na ger Scabby has a rra nged a great schedule as follows :September 31-University of Eastport, at Kalamazoo. October 16-West Annapolis College, at H ome. November 12-Centre College, at T oronto. November 13-Navy, at H ome. Thanksgiving-Buzza rds Roost, at Buzzards Roost. The team that played such sterlin g football during t he season of 1919 was composed of the followin g men: " Hild a" Brant ... ..................................................................... Right End " J ack " Rippere .................................................................. Right Tackle "Com " . Leasure ................................ .................................. Right Guard ''Doc'' M a rcy .... ............................................................................ Center "S. 0. S." H a ndy ········-·--·-··-········--········-··-··-·····················---L eft Guard "Tommy" Fell (Capt. ) ·· ·· ·-··-·····--······················-··-·············-L eft Tackle "Ram" Stryker .. ........ -- ---·· ·-- -·-···· ···· · ·········-··· ··· ·········· · ······ · ····· L eft End " Dum Dum " Clayton ...... -- ------· -····-········-·······················--Quarterback "Bob" White .. ................. ·---- --------· ···--···························· L eft Half Back ' ' Whiskers'' G!adden .................................................... Right Half Back "Ducky" Waddeii ....................................... - ......................... Full Back Substitutes-E. Fell, Grove, Lentz. Manager, Scabby; Sponsor, Julie; Trainer, William; Rooters, M onday's Dog, Steele, Mrs. Galloway, Miss Berry. 233 �' ' Burle ig h '' Fooks __ __ ________________ ____ ____________________ '' Nobody Knows And Nobody Cares'' "Big" S mith _____ ____ __________________ __ _______________________________ " A Good Man I s liard To Find" '' H oward '' Kin har t.. ____ __ __________________ ____ ______________ '' Take Your Girlie To The jJ;fovies '' Ed C oc k ey_________________________ ________ __ ______________ __ _ I m Losmg ltly IIeart To Someone II II II I ' r II "Dick" R oberts __ _______ ______________________________________ ______ ______________________________ _________ '' Freckles" ' ' Preacher'' C ustis ______________________________________________________ __ __ ______________ ~--------- '' Sand Dunes '' '' Burt" Mustin _____________ ____ _ ______________ _______________ __________________ _________ __ ____________ __ " The Vamp '' "Cha rlie" Fitzgerald _ _________ ___ _ _ _ ___ _ _____ _ __ _ ___ ________ " Wait Till The Sun Shines, Nellie" " H ot" Webster.. __ ______ __ ____ __ __ __ ________ __ __ __ __ ___ _____________________________________________ " IIello! Hello!" "Dewey" C hristian __ _____________ _ _______ ____________ _ _____ _________ __ _ _______ ________ __ __ " Anchors Aweigh" "Ed" Speelma n ________________________ ________ ____________________________________ " Sweet R osie 0 'Grady" " M orris" J ohns _ _ _ _ ___ __ _ _ _______________ __ __ ___ _ ____ _ ___ __ ___ _ __________ _ __ ___ ________ _ _" The Big Show" ___ ___ " H op" Hopkins _______ _ __ ______________________ __ __________ ____ _________________ _ __ _____________ __ _ ___ _ _ "Mickey" _ __ "Jesse" J ames .... " The Little Good-For-Nothing Is Good For Something After All" "pep "D a V IS _____________________________________________ ______ ___ ____ __________________________ '' Satan, I'm Iiere '' . . " Russ" T odd _ _____ __ __________ _ ___ _ ___ _ ____ ___ ___ ____________ ___________ " Take J To That Land of Jazz" l1e "S a m " T rott.. _______________ __ ____________________ ______ _________________________________________ '' Shimmy Sam' ' Blues " ' 'Howard '' Batty ..............._. ....... ______ _ _____________ ______ ______________ _ ___ '' Give j\1 e All Of You'' : [ "Johnny" Bayli s ________________ _ _____________ _ _________________________ _ . "Oh, Mother! I'm Wild" ___ "G a vvy "Jh nson ____________ __________ __ , ___________ " You Cannot Shake That Shimmy IIere " o " B'1r d.1 " W e bster.. _________________________________________ ___ ______ " Somebody' s Done ille Wrong" e "John" .. Birely _ __________________________________ _ ___________ __ ___ _____ _ ________ _______ _ __ _ "Alcoholic __ _ '' Pris '' M addox _ _ ____________________ __ ___ _______ __ _ ~ -- - - ----------------- - --------- - ----- -- --------- - - - - · - ' ' Oh! '' _ ______ _ "Eddie" Warfield ...... .............................. " All The Quakers are Shoulder Shakers" '' T · B ·'' Turner.. __________________________ ,__ __ ____ __ _____________ _______________________ _ ' ' Oh! Promise M e ' ' ____ " R ay" H yson ................ " I'll be Happy When The Preacher Makes You Mine" "Snipe" Ll oyd _____ ________________________ ____ __ _________ _______________ _____ " The Woman in Room 13" '' Ludie '' TalL ................. ................................................................................. '' P eggy'' ''G ra nd rna'' HaiL _____ _________ ___________________________________________ _____ __ _____________ ___________ __ ' 'Granny'' "Bill" Knighton .......................................... .......... " The Old Family Tooth Brush" "Fleabite" Kleback. ....... " I Ain't Going To Give Nobody None Of Jl;f y J elly-Rolt' "Galey" Wilson ............................................................................ " St. John's Forever" "Dum Dum" Keller.. ______ " Some Little Squirrel I s Going To Get Some Little Nut" "Skip" Gattens .................................................................... " Shake, Rattle and Roll" '' Ju Iie '' ------ ----- -- ---------------- ---------------- -- -----------------------------------------"Any Old Time At All ' ' "Dud" Davis __________ ________________ ___________ ___ " There is a Lump of Sugar Down in Dixie" " Jimmy" Lo ngan ......._.- ---- -------------------------- ------------ --------------------------------- " Pretty Baby" " Bill" MorseiL _________ ______ _____________________________ " When It Comes To Loving The Girls" "Wes" Everett.. __________________________________________________________ ____ ________________ " Ring Dang Doo" "Bob" Coug hla n _______ __ ___________________________ " Everything I s P eaches Down In Georgia" ''Bob'' Duer.. _ __________________ ___ _______________ ---------------------- -------- ----------- '' I'll Say She Does" ____ " J eff" Voelcher.. ______ ______________________________________ __ ____________________________ ____ " Slow and Easy" "Rush" Streett.. ______ __ __ ___________ _____________ " Oh, How I Hate To Get Up In The Morning' ' " P a ul " Cassen .... " It Takes A Long Slim Browns kin Gal To ltlake The Preacher [Lay His B ible Down" "Cra ne" H a iL ____ __________ ________ ___ _ _________ ____________ __ _______________________________ __ _____ ___ " Long Boy" __ 234 235 �L. W.- Oh , your royal highn ess, queen of the Gazoodles, My heart yearns for you; my bl ood oodles. Say but one word , 0 fa ir a nd dusky queen And we will fl y away, unnoticed a nd unsee n. Q. J . -Truly, th ou dost speak as one who often fa lls in love. L. W.-(Falling prostrate at Q. J.'s feet, u psetting two water pitchers.) -Nay, nay, noble queen , spa re those ha rsh words, Never have I fa llen to t hose Buzza rd s R oost birds , Only thee I love. (Soft music by Goldfish.) In O ne Act only (whi ch is just one act too ma ny) . Dramatis P ersonae (In other words W ho' s W ho). H er Hi ghness Juli e- Queen of t he R oyal Afri can Gazoodles. Lord W illia m-son of t he Black Kni ght Tu esd ay . H owardu s Alonzus Ba ttius-so n of Saturd ay, Kni ght of t he Bath. Galy-kin g of t he Fairies. Q. J.-Get thee hence. O ut of my sight. I could not love t hee, try as I might. with m errim ent. ) (Hits him with broom and chairs rock Lord W . a rises a nd slides down t he stairway a mid loud crash of mu sic by fa lling pitchers a nd b uckets. E nter a ll th e F a iries, eac.h garbed in a single towel, trippin g light ly a nd waving washrags a t the queen. Th ey sin g, swee tly-Pray, da rk-skinn'd q ueen, do not wax wroth , Trash- qu ee n of t he Fairies. Baylisus } T . P ay ne, T om's son LITTLE FA IRIES Earl of K eller F leabite M em bers of t he lord ly house of R a ndall; Goldfish ; a nd such pa ra pherna li a becoming so imposin g a castl e. H ere comes Batt iu s wit h your mornin g broth. by old shoes.) (Exeunt amid wild stamping E nter H owardus Alonzus Battiu s wit h noble bearing a nd a lso with th e royal chow. H e fl ourishes a nd cha n tsNever was a quee n so fa ir, truly , As her royal Gazoodle highness, Julie. the mirrors crack a smile.) (Electric bulbs brighten with joy and Q. J.-Wha t hast t hou , fool? ACT I ScENE-The elaborate uppe r ha llway in the castle of R a ndall. E nter c horu s of water pi tchers a nd b uckets, who sin g : " H a il , ha il , her hi ghn ess Juli e a pproaches from a fa r, S he doth seek us, so a ll ye-leave your doors ajar." E nter Queen Julie wit h royal broom , Lord W illi a m, M embers of the lordly house of R a ndall a nd Goldfish. M . L. H . R. bea t on t in basins a nd sin g," H a il th e Co nq uerin g H ero Comes." Q. J . -Wh y dost t hou follow m e, oh, noble sir ? Seek t hou a wife-then follow her. Ba ttius-R oyal nu t ri t ion for her royal hi ghn ess' sto mach. Q. J . -Th ou say 'st well for a fool. H ere is t hy reward . with broom, and windows break out with laughter.) (H its him on head Battius- Oh , oh , those blows a re but love t aps Comin g from one wh o some day, perh a ps, Mi ght 'st favor me with a kind gla nce. Even tho t hou dost beat upon my bean, I still adore thee, da rk a nd dain ty q uee n , I ask thee but for a sin gle cha nce. E v ' ry morn I brin g'st t o the royal chow Skillfully swiped from th e lordl y house of R a nd all. (H e ducks eggs thrown by audience.) L . . . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -,,-1 236 237 �Q. ].-Good sir, hold your peace-1 pray you-desist, cease, My royal thanks for what I eat, But not for you does my heart bea t . irlinqurnry 1£ist fur lll'rbruary 31. 192U (Waste paper basket dances the Gazoodletown shimmy. ) Battius- C urses, a ll is lost. (Swoons. R ad iators grow warm with sympathy .) Goldfish skip a round gracefully, singing in sopra no, "I wish I were a great big whale." NAME Q. J.-H old, I must to my royal duties, The time waxes late. Exc usE OFFENSE DEMERITS Turner, T . B. _____ Bed Not Made.......................... St ill In It.. .... ....................................... . (A ll turn heads while Queen J ulie looks at her ankle-watch.) 50 Banfield .. ............Smoking in Unifor m ................ Didn 't Know I Was In I t.. ................ 100 Maddox .. .... ........ Room in Disorder.. .................. T oo Lazy to Clean Up ...................... .. 30 Cockey, C. £ ....... Absent Midnight Inspec t ion .... Visiting My Brewery.. .. .. .................... Exc used J a mes .................. Absent English.......................... Forgot I Had It.................................... As the curta in fa lls , Fairies enter wrapped in towels a nd wavin g washrags a nd Fairy soap at the a udience, sing-"Wra p up your soap in a n old washrag a nd scrub, scrub, scrub. " 10 C hristia n .............. Saluting William ...................... Thought I was Still a Plebe ....... ______ _ Forsooth, 'tis past the hour of eight. Oli ve Oil. (Everybody exits.) 70 TaiL ....................Absent Dinner ....... ................... Throwing Scandal................................ 50 Davis, C. S ......... Absent Drill... ........................... Taking a Bath (? )................................ Exc used Trott.. .................. Absent Driii .. ............................ Writ ing Letters.... ................................ 25 Streett .................. Absent Tactics.......................... Sick (?) List.......................................... NO TI CE to actors and actresses-R owboats will be provided at stage door to carry you safely away fro m the violent, un a ppreciative a udi ence. 30 Birely .................. Disorder in Class ......................Scratchin g My Back............................ 40 Kleback .............. Absent Driii .................. ............Rol ling My Pack.................................. Exc used Webster, R. R ..... Disorder After Taps..................Snoring.................................................. 95 J ohns .................. Overstaying Leave ..................:.Had to Attend Ci rcus Parade ............ Excused Knighton .... .. ...... Not on Sick List.. ....................Tired of Bed ......................................... : 40 Hetzer... ............... Shoes Not Shined .. ...... ............ Birely Had No Polish.......................... 15 Lolyd .................... Neglect of Duty: Fai lure ...... .. Co uldn 't Remember Some of Their to Soak Entire Battalion ...... Names................................................ 300 Davis, D .............Trousers Not Pressed ........ ...... Slept in Them...... ................................ 45 Kinhart... ............. Not S haved for Inspection ...... Razor in Hock...................................... Excused Co ughla n ............ A. W. 0. L. ................................Letter From Balto............................... 70 J ohnso n, E. H .....Shimmying ................................ Gym Was Cold .. .................................. 5 Leasure . .............. Failure to Hold Jr. Tactics .... Ciass Didn't Come .............................. Two vVeeks 238 ..(.., . 239 �Steele-All right , I got plenty of money. Tommy-No, no, no , we can 't have a ny ga mblin g here. Lets go swimming. 1\t tqr Annual 311 arulty Jirnir A ll-Oh, yes, lets. Tommy-" Dum Dum", where is your bathing suit? Clayton-Out in Californi a they d on't wear them. Tommy-Well, you ca n't go in then . Clayton- B oo-h oo-hoo, if I fi ght J ack a nd ma ke him give me his, ca n I? ScENE-A shady nook on College Creek. Tommy-You better not try J ack. Enter the F aculty with baskets. R idgely-Y ou can ha ve min e, "D um Dum"; I'll go fragging. Tommy:-Here we a re, children , Jets put our baskets down und er this big tree a nd play some ga mes. What would you like to play? 1-lilda-Naw, lets play Bull in the Rin g. Fen on being bull. Scabby-Shucks, H andy 'd ma ke a better bull, he throws enough. Waddell-Let's play Du ck on a R ock . Jack-You a lways want to play that. We ought to call him "Ducky ", fellows. T ell you what; lets ma ke out we' re soldi ers . Let me be captain. L easure~ I 'm goin g to be a captain or I won't play. I was colonel last time. Come on, T ommy, let me be captain. I 'll drill them a real long time, a nd we 'II cut out the other games. What would you like to play, Bob? Bob- L ets pl ay Kin g William Was. I just love ki ssin g games . Roscoe-Aw , no, t here a in't no girls here. Tommy-" Dum Dum", yo u come right away from t hat water. Y ou might fall in a nd drown a nd I told your mother I wouldn't let anythin g happe n to you. Y ou fi ght so mu ch she don't know what to do with you. Where is R a m ? You boys go a nd look for him . R idgely-Here he is, behind this tree smokin g a cigarette. Tommy-Ram-es-es, I ' m surprised at you. A Ri chmond Straight Cut too. I caught Rid gely smokin g" ma kins " once, but you mu st have swiped those from your father. Handy-We haven't sufficient time to dally like this. indulge in sports. I suggest pitching pennies. 240 (They sw im, Whiske rs fa ncy diving elicits mu ch appla use. H elp " a re heard .) Crys of " H elp' Tommy-Its " Dum Dum", no its not, its Marcy. H e's a lways foolin g a round that sewer. Bob White, go over a nd pull him out. Whiskers-Lets pl ay the Farmer in t he Dell. Tommy-No, we won't drill. H e's a fi ghter from the neck up. Lets proceed to Bob- Tee, hee, lets let him drown. H e got me shipped from school. Scabby-Me, too. I tried to tell them I couldn't help it, but t he commi ttee . wouldn't even listen to me. Tommy-There Rid gely 's got him. enough . What will we do now? Ram-Lets play post Office. I think we've been swimmin g long I know some ni ce new geograp hy places. Whiskers-A h, lets eat. I 'm hungry, I never get enough to eat. Tommy-All right, go get your baskets. I' ve got some fin e sa uerkra ut. (Th ey a ll go a fter their baskets. Cries of dismay a re heard .) Ducky-(Enters cryin g) Boo-hoo-hoo. Monday's dog ate a ll our lunches, the onl y thing he dicln 't eat was your sauerkra ut. Whiskers is havin g a fit. The dog ate his sandwi ch , a nd a cent's worth of peppermint drops . Tommy-vVell, we'll all have to eat my sauerkra ut. Grove-Not me, that's what they ma ke t hem eat up atSt. J ohn's . I wouldn't touch it for a nythin g. Tommy-Well, I guess we'll have to go on home. Come on, boys. (Exit sorrowfully) CURTAIN 241 �A FEW COLLEGE ''ADS'' A FEW COLLEGE ''ADS'' UNSOLICITED, HITHERTO UNADVERTISED AND AS YET, UNPAID FOR UNSOLICITED, HITHERTO UNADVERTISED AND AS YET, UNPAID FOR GET MY BOOKLET ART GALLERY DANCING LESSONS ANL Expert Advice MUSEUM TRIP THE LI G HT FANTASTIC TOE WITH THE PERFECT MODEL Wonderful Pictures of Classy Girls and a Museum Composed of F itzgerald a nd MYSELF ME. LEARN BY MA IL COURSE UNDE RGO MY TREATME iT, GET LARGE WELLDEVELOPED MUSCLES AND LIMBS, SEE THE PERFECT MODEL NORMAN L. WILSON WILMOT D. BROWN EARL R . KELLER FOR SALE How to Box BEST GRADE LATIN Wilber E. Gattens THOMAS P. THOMPSON I WILL TEACH YOU Formal Protest on HOW TO GROW THIN ONLY 10 CENTS PON I ES. THREE LESSONS HAVE USED THEM TO ADVANTAGE. for TWO B ITS CHEAP. CO RRESPONDE NCE DO YOU NEED A TUTOR? LET ME HELP YOU FOR BEST REFERE CES, SEE PROF. GLADDEN COMPLIMENTARY BY JULIE EDWJN S. WARFIELD SEE ME ... EXTRA ... Senior Ballet DANCERS DO YOU WANT BEFORE BUYING Second Hand Shoes SIZE 12 ONLY Good Looking Chorus With Lots of Pep. See"EDDA" BLAI NE ROBERT F. DUER EXPERT ADVICE ON AFRICAN GOLF M ISS KELLER MISS KLEBA CK a nd th e THOSE LARGE, SOULFUL, G LISTENING, PENETRATING, HEAVENLY, LIQUID ORBS THAT CATCH ALL THE GIRLS? IF SO, SEE THE ONLY ATTENTION Hula-Hula Dancer I KNOW THE FINE POINTS MISS OSCAR WEBSTER Big Show Every Tuesday BY (EXCEPT FRIDAYS) PAUL M. CASSEN Admission 6 CIGARETTES OF LETTER WR ITI N . WRITE FEW and RE CE I VE MANY T el. Columbus 1492 JOHN R. STREETT JOSEPH J. KLEBACK VICTROLA LESSONS I ca n teach yo u how to PLAY THE VICTROLA IN F I VE LESSONS. EASY TO LEARN. PLAY PARTLY BY EAR RECORD SENIOR FLOOR BEAUTY SHOP I HAVE 0 HAND THE LATEST STOCK OF COLD CREAMS, FACE POWDERS, BEAUTY LOTIONS, LIP STICKS, EYE BROW PENC ILS and EVERYTH ING TO BEAUTIFY YOU. FRANCIS J. LLOYD BE A CLOWN LEARN FROM 0 E WHO HAS HAD 11 YEARS' EXPERIENCE WITH BARNUM AND BA IL EY Living Specimen ROBERT E. COUGHLAN BROKEST CHARGES- ONE NEW SUCCEEDED BY HOWARD A. KINHART BROKER DO YOU LIKE MUSIC? CHAS. RUSSELL TODD MILTON W. BAYLIS BROKE ACH, I TAKE DIS OCCAS ION TO INFORM MINE FREUNDS DAT 1 TINK IT V U N R A K INJUSTI CE DATI SHOULD GET 4.80 AS AN AVERAGE ONLY JAMES A. LONGAN The SING AND BE HAPPY Art of Love-Making TAUGHT BY A MAN SUCCESSFU L IN THE ART FOR YEARS. EXPERIENCE HAS TAUGHT ME HOW. I GIVE PRACT ICA L DEMONSTRATIONS ON WEEKENDS. We lea rned how in HANDY'S ELOCUTION CLASS and we will Gua ra ntee DISCORD THE GLEE CLUB T. MORRIS JOHNS THOMAS B. TURNER PUBLIC SERVICE BUREAU WE ARE AT YOUR SERVI CE, DAY AND N IGHT, RAIN OR SH I NE, WINTER OR SUMMER. NO FE E S C HARGED. ALL UPPER-CLASSMEN'S PATRONAGE SOLICITED . D . W. Davis R. R. Webster W. L. Krusen W. P. Maddox C. W. Fitzgerald F. C. Hall L. S. Tall W. H. Y. Knighton 1st Horrible 2nd Horrible 1st T errible 2nd T errible 1st Bass 2nd Bass 3rd Bass Short Stop The "RATS" Community Service W. J. JAMES HEADQUARTERS-----HUMPHREY AND PINKNEY HALLS The loudest and most discordant THE LEADER �~t. ~nqn'n in 11ltopia (As some upper-classmen would have i t.) ISE at 10 A. M. H ave breakfast served in room by Freshmen, who a lso sweep out room while occupa nt takes a smoke in a n adjoining room. Transported to a nd from classes by elevators a nd moving sidewalks. Comfortable morris cha irs with plentiful supply of cigarettes in each recita ti on room. Student shall dictate as to how long class s hall last and on what subj ect it shall be. H e has absolute co.n troL over the marking system, giv ing himself what he thinks is just. (Note-Marks sha ll not exceed 500). A turkey dinner will be served in his rooms by Freshmen, who take specia l care to see that no fli es are in the gravy . After dinner they shall brin g him his favorite cigar a nd magazin e, thus leavin g him until drill. H e will report for drill at 2 P. M. H e will be allowed the privil ege of drilling either in a R olls-Royce or a Hud son Speedster. (Note-No Fords are allowed.) H e can perso na lly select the Freshma n who will carry his rifle. (The Freshman cannot make a rush for this honor, but must a llow every ma n to have a chance.) The upper-cl assma n sha ll execu te drill maneuvers in the proper ma nner, taking specia l care to use cha ins on the tires if the field is muddy. The Freshman sha ll execute the rifl e exercises a nd shall himself be executed if he wakes the uppercl assman from a nap. To prevent him from becoming unnecessarily fatigued , frequent rests will be given a nd on warm days a n electri c fan will be placed at his disposal. Th e entire drill shall not last more than 15 minutes, a lthough if the drill becomes too tiresome for the upper-classman , he m ay cause recall to be blown at 2.10. The rest of the afternoon will be at his disposal. If he desires strenuous athle tics, a game of "leaping dominoes" will be furni shed, he havin g the privil ege of usin g " loaded dominoes" . Something less strenuous may be had in the game of ping-pong. Woe be to the Freshman who brings up "dogs", beans a nd tea for th e evening meal. H e sha ll be chastised by a severe sla p on the wrist. His every wish must be granted as to this meal, but under no circumstances can he break the na tion's dry law more times than he deems it fit. There sha ll be no study hour, as it would interfere with his evening' s enterta inment. Taps sha ll be blown a t midnight, but he can use his own discretion as to whether he sha ll be in or not. There shall be no such thing as the privilege of passes . H e can leave at will-or even earlier-and come back on hi s ow n volition-or on the Short Line. ~nkrn Milita ry Science Professor- " Brow n, how ma ny inches are there in a mile? " Brown-" I don't kn ow sir." . M. S. P.- " W ell, fi gure it up. " Brown-" How will I know when I get to a mile? " Prof. Hildebra nd-" Mr. Knighton , what part of a verb to th e word on the board .) Knighton-" Tha t is th e present impossibl e." IS t hat?" (P ointing Dr. M a rcey-" Mr. H a ll, if a person wo uld get somethin g in hi s ear how would you get it out?" H a ll- " Blow in the other ear." New Student-(Getting off the tra in at Annapolis)-" Isn't this invigorating?" Old Timer- " No, this is Annapolis." Bob Duer-(After show at Gayety)-" Say, Dud ; that was a pretty bl onde on the left end of the choru s " Dud D avis-" W as she a bl onde? " Co mmandant-"Longa n , why don't you take Krieger' s place in the band?" Longan- " I have not wind enough t o fill the horn." Comma nda nt-" I thought perh a ps you could fill it with gas. " Prof. Scarborough-"Well, I have a very disagreeable executi on to perform today." Tall-"What is it?" Prof. Scarborough-" A d oor to ha ng." Maddox-" Why do you suppose those Eastern Shore boys form ed a club." Streett-" Why, to iet us know they are here, of course." Prof. Clayton-" Swing, go get a litre fl ask . " Swing-" This is th e lightest one I could find , Professor." Christian-" I hea r we are going to have dumb waiters in the mess ha ll." McKenney-"Gosh, ain't the ones we have now dumb enough?" 244 245 �Galy to Trash- " Did you see T ommy Fell this mornin g? " Bysta nder- " Now, isn' t tha t ni ce la nguage for a college student ; 'Did you see T ommy fell.'" J ohnny Bay lis-(Sieepily)-" D a ng it, J esse ; tha t clock was goin g las t night a nd now its gone. " Smith- " F or P ete's sake, Kinh a rt ; what's the m atter wit h your face, have you bee n fi ghting? " Kinh a rt-"No; I have just bee n shavin' with my new safety razor." If t he fa rmer wh o tills, M a kes his li vin g by till age, D oes th e doctor who pills, M a ke his li vin g by pillage? D on't worry a bout the coal strike, it is a miner a ffa ir. There was once a girl na med Anna Who in church sang the high sopra no, W hen she fell down the s ta irs The usher d ecla red , I have heard , now I see your H osanna . Before There a re meters of accent a nd meters of tone Bu t the best of a ll meters is to mee t'er a lone. After There a re letters of a ccent a nd letters of t one But the hest of all letters is to let'er a lo ne. 246 WD 1Knnrkrr.& T he pages in thi s boo k yo u ha vc now peru sed, Yo u have la ughed wh en th ings were to be funn y, Yo u have cri ed wh en you sho uld have been t rul y a mu sed, Yo u don't think yo u' ve the wort h of yo ur money. But we've done o ur best, which is a ll we could do , We 've striven ma ny nights to succeed, And now we a re asking a favor of yo u, Tha t yo u sit , ponder, criti cise, yet read. Our boo k is not perfect, we wo ul d not wa nt s uch, There 's perhaps a mistake in each letter, The o pin ion of kn ockers is neve r wort h much, But we ask: "Could yo u have done better ?" W. ] . ] . a nd ]. R. S. '21. �THEE 248 Jatrnut~r ®ur l\~urrttsrrs 249 �Qtalrubar, Htl9 --192U St. John's College We shall endeavor, in these jew lines here , To tell what happened each day of the year, With due apologies to every man, Hoping, of course, he will understand . Sept . 17. -W ell, here we a re again. Anna polis ja il opened today. M y, bu t we had a bi g time last summer. Sept. 18.-Coach Lentz sta rts footba ll practice. The pi gskin will fly high for St. J ohn 's this year. Sept. 19. -M ost every bod y gone· to Ba lt imore. M aybe t hey forgo t to say goodbye. Sept. 20.-Exams in M ath. Everybod y fillin g ou t cards. Sept. 21.-No, we rlid not go to church today. N o orders issued yet. Now , Mr. Freshma n , will you behave? Sep t. 22.-Some big Freshma n Class th at we have t o tame this year. H a rd , everyone of them . · Sept. 23.- Lloyd a nd Bla in e try gettin g some second ha nd books off. Freshmen gettin g homesick. Sep t. 24.-Kleback co mes back wi th a ll t he la tes t styles. Sept. 25.-Studies st a rt today. Dum Dum claims facul ty tennis cha mpionship. Sept. 26.-S t ill havin g t rouble with Freshmen. Sept. 27 .-Scrub footba ll game. T oo rough for Seniors. Sep t . 28.-W ell, didn' t know there was goin g to be church formation today . M ajor fooled us. Sept. 29.- M ass meetin g, everybody ge ts St. J ohn' s spirit. Sept. 30. -Who trimmed Whiskers' beard ? J ack has a new set of jokes . Oct . 1.-Court M a rt ial on Senior Floor. R at caught t ry in g to eat two din ners. Oct. 2.-Footba ll team looks good . Birely bites a piece off of F ooks ' GalliCurci record ; he admired it so mu ch. Oct. 3. -Stud ent bod y vote to wear cadet gray again. Oct. 4.-Facul ty shimmy toni gh t . F reshmen meet Anna polis girls. Oct. 5.-R a in today . H eavy pin ochle games in progress on Seni or Floor. Oct. 6.-Y. M . C. A. reception. R efreshm ents served a fterw a rds with a pologies to the speakers. Oct. 7.-Gavvy is ta king a post-gradu a te course in Law as a Li a ryer. Oct. 8.-First Collegia n comes out today . Of course we will excuse t he editors. Oct . 9.-Birch Athey broke his coll a rbone tod ay . H a rd luck, old ma n. Oct. 10.-Still t ry in g to ma ke soldi ers ou t of rookie Freshmen. Oct. 11 .- St. J ohn's-38 . W ashin gton College-0. " Lest we forget." Oct . 12.-Nobod y awa ke yet . Oct. 13.- T eam feels pretty good a fter practice game wit h W ashin gton College. Students have sna ke dance a nd chase a ll candidates in. AN N APOLIS M AR YL AN D St. ] ohn 's Ranks "Distinguished" Among Military Colleges IJ2nd Session B egins Sep tember I 6, I 920 One of t he oldes t coll eges in the U nited States. T erms $350. Catalog on application. M ilitary Depart mentunderdirection U . S. Army offi cer. D esignated as a Senior Di vision U nit of the R eserve Officers' T raining Corps. Classical, L atin-Sci entific, Scientific and Pre-Medi cal Courses. Scholarships for Deserving Students . Thomas Fell, Ph.D., LL.D., President, ANNAPOLI S, MD. �Oct. 14.-Jimmie cleans up hi s band. Two in one day. Oct. 15.-Major gets soaked fo r dirty room. Oct. 16.-Batty has water on the kn ee a nd a woman on the brain. Oct. 17.-Coughl a n gets permanent pass to Balt imore, the Matrimon ia l City. Goodbye, Bob. Oct. 18.-St. J ohn 's- 25. M t . St. Mary's-0 . Ju st a nother practice ga me. Oct. 20.-Fooks wanted on t he telephone. Oct. 21.- Mystery, where does Legg hide himself when class call blows? Oct. 22.- Sick list beginning to work. Oct. 23.- Baylis soaked for neglect of duty. The good get bad so meti mes. Oct. 24.-Dud Davis dri ll s the company. "And a little child sha ll lead them." Oct. 25.- St. J ohn' s-14. P. M. C.-14 . Juni ors beat Sen iors and the "Bird" , 6-0. Oct. 26 .- J ohn son a nd Davis collect broken furniture for firewood. Oct. 27.-Classes still continue, but stud y in g does not. Oct. 28 .- Juni or F loor has no sick list. Oct. 29.-Jeff Voelcher, champion eater, holds the record for inh a ling two gall ons of baked beans. Oct. 30.- ln spection by Assista nt S uperintendent R evis. C layton very non-reg. Nov. 1.-St. J ohn's-12. Western Maryland-0 . Some mud. Nov. 2.-Col. E lliot died today. College in mourning. Nov. 3.-Boardin g C lu b goes broke. ot mu ch to eat today . Nov. 4.-Another Mass Meeting. Big game Saturday . Nov. 5.- Ducky se nd s Math. II to board in sq uad formatio n. Nov. 6.-D utch Frank gives the boys a li ttle hell. Nov. 7.-Nothing doing today. T omorrow we play Maryla nd State. Nov. 8.-M. S. C.- 27 . St. J o hn's Coll ege-0. Hard Luck. Nov. 9.-Freshmen t urn out to Bible Class. Nov. 10.- We think Coughl a n could demand a good position now in a rest a ura nt downtown, as this is his third year of G reek. Nov. 11 .-Armistice Day . Everybody goes to Balt imore a nd returns late as usua l. ov.12 .-Mystery of the Mess H a ll : Why d id H acketteatsuch a light lun ch ? Nov. 13.-Band turns out a nd plays two pieces, No. 1 and Facu lty March. Nov. 14.- Battalion review. 90% men soaked. Nov. 15.- Pinkney shows superiority over R andall in football. St. J ohn's -41. ·Drexel-0 . Nov. 16.-N igger fight. Nov. 17.-Todd a nd Voelcher o n sick list as usua l. Nov. 18.- Kinhart gets up in t ime for breakfast. Nov. 19.- Puzzle, find Thompson's hips. Hasn't been solved up to date. Nov. 20.-Gang goes down to call on Gov. H arr:ngton. Major says he didn't know you could only take one sandwich at a time. ov. 21.-St. J ohn 's goes to Ba ltimore a nd outroots J . H. U . at t heir own Mass Meeting. Nov. 22.-13-1 3 in favor of St. J ohn 's. H opkins fee.ls sick tonight. Nov. 23.- ot much doin g today . Nobody sober yet. Nov. 24.-Adm ira l .Scala a nd Fooks come back soused . Nov. 25.-Coach Lentz at soda fountain, " Two 'automatic' spirits of pneumoni a, please." Nov. 26 .-Leave today for Th a nksgivin g holi days . Residence Phone 614 N. FULTON AVE. GILMOR 2929 Robert Paul Iufa ORCHESTRA DE LUXE Music for WeddingsJ Receptions DancesJ PlaysJ Open Air ExercisesJ Etc. NOW PLAYING AT The Arcade Tea Room 324 NO RTH CHARLES ST. St. John's says, "Bob Iula Forever." INSERTED BY STUDENTS �D ec. 1.-College Exercises re umecl. Nobody hun gry yet . D ec. 2.-Men here at college, but t houghts still a t home. Dec. 3.-Longan training for a nother bout. D ec. 4 .- Hilcl a: " Why did you give me t hat mean look?" Athey: " Didn' t give it to you , you a lready had it." Dec. 5.-First Cotilli on hop. Kl eback sha kes a wi cked foot. Dec. 6.-Somebocly got a box from home. 0. D. didn' t eat a ny dinner. D ec. 7.-Everybocly gone to church. Nothin g else to do. D ec. 8.- Physics lab . still cold. No class . Dec. 9.-Government in spection. If t he coun t ry was o nly dry. D ec. 10.-Collegia n still being published. D ec. 11.-Smithy signed out on Senior pri vil ege again. Dec. 12.-Mystery . Where does Smith go every Thursday ni ght. Dec. 13.-Nobocly here. Dec. 14.-Everybocly gets good . Church is still the ma in problem. D ec. 15.-Corp. Blain e acq uires his usua l a mount of strength. Pulls clown the fl ag . Dec. 16.- Kinha rt a nd Fooks get off some more of their stale jokes . Dec. 17.-Gang takes Julie skatin g. Dec. 18.-Pack your bags, boys. Leave tomorrow. D ec. 19.-C hri stmas holid ays start. Everybody happy . Especiall y Kleback. 1920 J a n. 5.-Returnecl to school t oday. Nobody hun gry. J a n. 6.-New Comma nd a nt loo ks us over. J a n. 7-Still havin g cha lk battles in Du cky's class. H ei l ma kes perfect score. J a n. 8.-Com. refu ses to be a Freshman a nd walks on the grass . J a n. 9.-Same old company inspection. H ackett soaked for dirty t rousers and long whiskers. J a n. 10.-Fell ows still giving away their Christmas presents. P enn College -34. St. J ohn's College-11. J a n . 11.-Nothin g doing. Everybody goes to church. J a n. 12.- Duci-Davis got her other fell ow's letter a nd found out just how he stand s. H a rd luck, Duel. J a n. 13.-Longa n drills the compa ny. Capta in has an aw ful time gettin g it stra ightened out a fterw a rd. J a n. 14.-Seni ors a nd Juniors t urn out to have their pictures taken. Such a coll ection of tin meda ls was never seen before. Georgetown U.-24. St.John 's College-4. J a n. 15.-Fra ncis Scott K ey Litera ry Society organized. Jan. 16.-Mici-Winter H op. Kni ghton leads the orchestra. J a n. 17. -Basketba ll. Gettysburg-29 . St. J ohn 's-12. J a n. 18. -Large church squ ad . J a n. 19.- Track team starts trainin g. J a n. 20.- Tommy warns student body about fa llin g too ha rd whi le skati ng on coll ege creek. J a n. 21.-Blue Riclge-15. St. J ohn' s-17. Who said Kni ghton couldn 't use hi s stilts. J a n. 22.-Legislature in sess ion. Legg takes a course in Oratory . Jan. 23.-Faculty takes tumble on iced campu s. H a ndy says one cann ot be too careful. AIL !r B BY. BANKS~BIDDlt' Je w e l ers Silversmilhs Slatione t·s ~CD HONOR ROLL TABLETS FRATERNITY EMBLEMS, RINGS SEALS, CHARMS, PLAQUES, MEDALS, ETC. of the better kind. THE GIFT BOOK 11/uslraling and Pricing Graduation and Other Gifts mailed upon request PHILADELPHIA �J a n. 24.-Catholic Un iversity-32. St. John's-18. J an . 25.-Rain; no church . Everybody happy. J a n. 26.-]unior Floor has new mascot and J ohnn y Bayli s a new roommate. F in e dog, what! Jan. 27.-Senior Floor makes a big hit with the Suffragettes. Kinhart ·t ill trying to grow a beard . J an . 28.-Track team still running. J a n. 29 .- Everybody cram min g for exams tomorrow . J a n. 30.-No money yet. Still signi ng the payroll. Exams 111 Military Tactics. J a n. 31.-All gone home. Exams in Biology . Feb. 1.-Not much to eat today. Sund ay. Feb. 2.-Exams in Math . Tall got back just in t ime to take them . Fed. 3.-0scar did not see his shadow. Forty more days of rain. Feb . 4.-English exams. The faculty finds out how little we know. Feb. 5.- Hilda didn't come today. No exam . W here did Clayton get his red necktie? Feb. 6.- J a mes gives exhibition boxing match on Junior F loor. Blue Ridge -13 . St. J ohn 's College-15. Feb. 7.-Ciayton trys to give exam in C hemistry , but finds he has nobody to examine. Mt. St. Mary's-24. St. John 's College-14. Feb. 8 -Faculty goes to church. Feb. 9-Student government goes into effect today . Seniors expand their chests about three extra in ches. Feb. 10.-W here did Lon gan get that faraway look in his eyes? Feb. 11.-Ri fl e exercises a nd more rifl e exercises. Fooks takes a dry bath. Davis a nd E lkins College-39 . St. J ohn' s Coll ege-19 . Feb. 12.-Lincoln's birthday. H andy has plenty of material to work on. Feb. 13.-Another dance; more rain a nd broken pocketbooks. Drexel Institute-34. St. J ohn' s College- IS. Feb. 14.-Legislature gives Faculty $45,000. More graft. Wi ll it be a nother porch or a new house this time? Feb. 15.-J ames still giving boxing lessons. C hristian looks it. Feb. 16.-Everett not doing much studying now. Just got married. Feb. 17.-Custis buys three theater seats. Is it her size or just the number ? Feb. 18.-Seniors' moustaches a re growing fine. Birely has a football team. E leven on each side. Feb. 19.-Peas today for dinner. H etzer forgot his grooved knife. H ard luck. Basketball team leaves for Southern trip. U. Va.-38. S. J. C.-18 . Feb. 20.-Snipe can be found anytime in his room combing his moustache. Lynchburg A. A.-40. S . J. C.-28. Feb. 21.-Smitty tries to beat Fooks out as reporter, but fo und he lacked the line. V. M . 1.-32. S . J. C.-17. Feb. 22.-Washington's b ir thday. Of course it had to come on Sunday. Feb. 23.-Hackett appointed clean-u p ma n of his table. H e is a very efficient man at this position . Feb. 24.-New Com. turns out and watches us drill. Must seem funn y to see so many men. Feb. 25. -Jimmie came near bein g run in today for having his band forge notes. M t . St. M a ry's-42. S . J. C.-21. Feb. 26.-At last those checks came. R epublic runs threeextrashows today. Feb. 27 .-Ask Krusen does he remember today? Woelful t ries axle grease on his trombone. His music now is very slippery. J. H. U.-24. S. J. C.-13. Good game, team . ]. E. CALDWELL & CO. CHESTNUT AND JUNIPER STREETS PHILADELPHIA GOLDSMITHS SILVERSMITHS JEWELERS STATIONERS AN UNIQUE STOCK THAT SATISFIES THE MOST DISCRIMINATING TASTE Designers of Class and Fraternity Insignia Prompt and careful attention to purchases by mail Branch 75 MARYLAND AVENUE ANNAPOLIS, MD. �Feb . 28.- Track team shin es. D avis ra n so fast they could not stop him to give him his medal. P . M . C.-24 . S. J. C.-22. Feb. 29. -H echt is becomin g quite a n expert on the cy mba ls. H e is now able to pl ay most a ny part of two pieces. March 1.- Knighton still coll ecting Snappy Stories. M a rch 2.- Birely run s ou t of co ll a rs, so he find s a cuff will do just as well , but H a nd y does n't t hink so. M a rch 3.- J ack is gettin g o ut and shining up his golf sticks. H e a nd Oscar have some heavy matches sched uled. Government inspection today . M a rch 4.-Kleback dresses up. Miss T a lmadge mu st be in town. M arch 5.-H yson gets his daily pink letter. M a rch 6.-Baseball practice started today . C ha nces look good for a cha mpionship tea m. March 7.- Doc F eldmeyer has large church squad . March 8.-Dra matic club rehearses. Jumbl att goes on sick list to tra in for his part. M a rch 9. -Tommy tries to get Senior class to be missiona ries to the Fij i Islands. Thompson has been selected for various reasons. M a rch 10.- Speeches on Inter- Church World M ovement in chapel. Casse n feels at ho me. March 11.- T elephone call for H a ll from Goucher. March 12.-Legg still miss in g from College. M a rch 13.-Hot Webster gets ride to Baltimore in a utomobile. D o they have th em on the Isla nd? M a rch 14 .-All go to the M ethodist Church to hear D a niels speak. M a rch 15.-Dew Drop Everett still training his voice for a base drum. March 16.- Lacrosse team m akes its debut. M a rch 17.-Cl.ark's a rm feelin g better t oday. Batters better wa tch out. M arch 18.-H eatecl discussion in Litera ry Society. Which came first, the hen or th e egg? M a rch 19.- Presiclent J esse J a mes calls a meetin g of the roughnecks of Junior Floor. All attend with sandpa per collars. M a rch 20.- M ajor has a cold. We would suggest spats. M a rch 21.-All Juniors excused from church formation , "Rat-Tat" work. M arch 22.-Dum Dum forsakes reel necktie for cane. M a rch 23.-lt's catchin g; H a ndy a lso turns out with one. M arch 24.-Baseball goin g stron g. First scrub game today . M a rch 25.-Band surpri ses battalion , a lso themselves , ·plays at retreat. M a rch 26.- Batty hooks Birely' s speech a nd uses it in Oratory himself. Birely gets zero. M a rch 27.-Georget own-6. S . J. C.-0. Di ck R oberts pitches an excellent game. M a rch 28.-Every bocly "boulevarclin g "; plenty of girls. March 29.-Signecl payroll. Sergt. Valles deposits two hundred d olla rs. The galloping domin oes sure work ri ght. M a rch 30.-Everybocly pressing clothes. Vacation starts tomorrow. March 31.- " R at-Tat " goes to press. Everybody leaves on Easter Vacation. HENNEGEN BATES COMPANY ESTABLISHED 1857 JEWELRY SILVERWARE WATCHES CLOCKS 7 EAST BALTIMORE STREET BAL TIMOR E, MD. MAIL ORDERS RECEIVE PERSONAL ATTENTION UNIVERSITY OF MARYLAND School of M edicine and College of Physicians and Surgeons R equirements f or Admission: . Two ~ears of college work, including modern languages, Chemistry,, Bwlogy a nd Physics, in addition to a.n approved four year high school course. Women are admitted upon the same terms as men. Facilities for Teaching: Abundant laboratory space and equipment. Large gener~l hospitals absolutely controlled by the faculty and ~everal hospitals devoted to specialties, in which clinical teaching Is done. The next regular session will open October r, rg2o. For catalogue apply to FINIS J. M. H. ROWLAND, M. D., Dean N. E. Corner Lombard and Greene Sts. Baltimore, Md. �HON. H ENRY D. HARLAN, Dean EDWIN T . DICKERSON, Atty.-At-Law F orm er Chi ef Judge, Supreme Bench of Baltimore, Md. 10 2 - 5 Secretary and Treasurer Law Building, Baltim ore, Md . HOTEL MARYLAND ANNAPOLIS, MARYLAND The Law School of the University of Maryland E uropean Plan $ 1.50 per Day and Up MODERN and COMFORT.IIBLE FANCY PASTRIES AND FOUNTAIN ANNAPOLIS' FAMOUS GRILL ROOM For Catalogue, address EDWIN T. DICKERSON, Secretary BALTIMORE, MARYLAND 102-105 LAW BUILDING UNIVERSITY OF MARYLAND . DENTAL DEPARTMENT The Regular Winter Session Begins o n October 1st of each yea r, and continues until t he following May. The Annual Cat alog ue contains Courses of St udy, T erms, Etc. Attendance upon fo ur regu lar Winter Sessions will be required before the fin a l exa min at ion for the degree of Doctor of Denta l Surgery. Graduat es of M edicine, and those who ha ve attend ed one or more previou s sess ion s at a reputable dental school wi ll be adm itted to high er grades. CARVEL HALL ANNAPOLIS, MARYLAND SUITES WITH PRIVATE BATHS A NEW AND MODERN HOTEL The requirements for admission a re the sa me as in a ll other reputa ble dental colleges. FEES: SPECIAL ATTENTION GIVEN TO M atriculatio n (pa id only once) $5.00. Diploma Fee $30.00. Tuition F ee $150.00. Dissectin g F ee (pa id only o nce) $15.00. PRIVATE DINNER PARTIES For Information and Annual Catalo~ue, Address T. 0. HEATWOLE, M.D., D.D.S., Dean, Baltimore, Md. �M.G. RASI N DAVID N. BACH ARAC H NEW YORK CLOTHING HOUSE Goods Ordered by Mail Will be Sent on Approval 102 and 104 E. Baltimore Street BALTIMORE, MD. Bacharach and Rasin 50 Maryland Avenue ANNAPOLIS, MD. FOOTBALL, GYMNASIUM, TRACK AND BASEBALL 0 UTF ITTERS A. F. SCHUELE Representative Distributors for WRIGHT and DITSON 50 Maryland Avenue, Annapolis, Md. BALTIMORE, MD. 14 N. HOWARD ST. " IN THE HEART OF BALTIMORE " Leaders of Fashion You are invited lo make our club roonu your headquarters while in tile cit)'· Charlottesville \V oolen Mills ESTA BLI SH ED 1873 CHARLOTTESVILLE, VIRGINIA Manufacturers of High-Grade Uniform Cloths In A. H. Fetting Manufacturing Jewelry Company Sky and Dark Blue Shades For Manufacturer ARMY, NAVY, AND OTHER UNIFORM PURPOSES GREEK LETTER FRATERNITY JEWELRY and 213 The largest assortment and best quality N. Liberty Street Factory E ntrance, :21:2 Little Sharp Street CADET GRAYS I ncluding those used at the U. S. Military Academy at West Point and other leadi ng Military Schools of the country. BALTIMORE MARYLAND �Men's Furnishings Baltimore' Best Store Comp!t'ments of CLOTHING \V. B. CHILDS SPECIAL TIES Electrical Contractor Electrical Merchandising Payne &Merrill Office 179 Conduit Street Phone 760 662-w Howard and Lexington 203 N. CHARLES STREET BALTIMORE, MD. Visit the The Royal Pressing Club Annapolis Banking & Trust Co. RESOURCES $1 ,4oo,ooo CAPITAL, $10o,ooo . Cleaning, Pressing, Altering and Mending The John Hoos Co. Manufacturers a nd Dealers In Hotel, Restaurant, Institution and Kitchen Equipments Pays Four Percent on Savings Accounts and Two Percent on daily balances Give us a trial. We spare no pains in trying to satisfy you. on all checking accounts over Five Hundred Dollars F. HOWARD THOMPSON, jR., Treasurer JAMES A. WALTON, Prtsidmt I 3 I South Street, Annapolis, Md. J06-Jo8-JIO Hanover Street Baltimore, Maryland. �T. Chattle Hopkins Globe Furniture Co. !i<_,U/JLITY FURNITURE and HOUSE FURNISHINGS Excl usive Agency for a ll t he lead in g lines, including Vict rolas, Gra fonolas, A u to pianos, Leona rd Refrigerators, Western E lectric Appli ances Etc. "MAKE MY PLACE YOUR LOAFING PLACE" Brunswick Billiard Parlor [N ext Door to Feldmeyer's] NEW YORK Chocolates De Luxe Clothing and Gents' Furnishings As exclusive representative , for this city, we take pride in offerin g the delicious creations of this World Famous Confectioner Moore's Confectionery I - yo u know what they are lfieGD;Hub Phone .39 7 4 Main Street Baltimore, Charles and Fayette Sts. Capitol Baltimore's All Sporting News Largest Department Store Restaurant and Hotel of interest to SOLICITS St. John's Cadets IS TO BE FOU D JN THE 0 YOUR PATRO .V AGE SrEWART&(i &II CoMu1fu11 WIIJI J urnu McCitt,_. Co., lit• rwa. What you wa nt to eat When you want it The way you want it prepared Shoe Shining and Supplies Evening Capital ANNAPOLIS 0 New Goods when they are New WE CATER ESPECIALLY TO AUTOMOBILE PARTIES CIGARS A D TOBACCO 163 MAIN STREET iBraub Qllnt~ra WEST STREET at CHURCH CIRCLE Annapolis, Maryland ~nrtrty 45 Ce nts a Month $s .oo a Year 0 PolitP, Efficient Service At.tractive Price.• Main Street Annapolis �The The FOUNTAIN Chas. H. Elliott Co. Th e LarAest Co lleAe EnAravinA House in the World Wedding Invitations Calling Cards Ice Cream and Confectionery 69 Maryland Avenue ANNAPOLIS, MD. TELEPHONE 890 Strange Motor Car Company RO BE RT F. STRANGE General Man ager Commencement Invitations Class Day Program s Class Pins and Rings Dance Programs and Invitations M enus Leath er Dance Cases and Covers Fraternity and Class Inserts for Annuals Fraternity a nd Class Stationery Se~1e nteenth ESTABLISH ED 1888 TALL BROTHERS Printers and Stationers 119 Light St. Baltimore, Md. F eldmeyer Bros. DRUGG ISTS AND CH E MISTS CITY DRUG STORE Annapo li s , Maryl a nd ART PRESS THE HOUSE OF GOOD printing ANNAPOLIS, MD. SOUTH ST. You Will Do Well In purchasing your Books and Sta tionery, Newspapers and Magazines, T obacco, Cigars and Cigarettes, Athletic Goods, Eastman 's Kodaks an d Suppli es at 56 Mar yland Ave., Annapoli s, Md. Charles G. Feldmeyer St., and L ehigh Ave. Philadelphia I ce Cream Soda and Sundaes a Specialty. ]. Newton Gilbert Mandris Bros. N. Mandris Ice Cream and Confectionery Cigars - Cigarettes - Stationery PH ARMAC IST Drugs We have now all the leadi n!! Chocolates and Home-Made Cand ie;. Velvet Kind Jce Cream. Come to see us for your Ice Cream and Candies MANDRIS BROS. P ENNAN TS AN D PILLOW COVERS Hot Roasted Peanuts A SPEC IALTY Annapolis Cor. Main & Conduit DEALER IN Ki ssel K a r , Hud son , Pa ige, Velie , E ·sex, Grant Six, Briscoe, Serice Tru cks, G ra nt Tru cks, Commerce Tru cks CIGARS, CIGARETTES ICE CREAM PARLOR W e Ha ve Pleased You Before AN D SODA WATER Why Not Now? N E AT AN D SNAPPY College St)'les A Specialt)' STORAGE, REPAIRS, ACC ESSORIES OIL, GASOLINE, EATTER I ES East St. and State Circle 28-30 WEST STREET ANNAPOLIS, MD. J UST WRIGHT SHOE Geracis Barber Shop 20 1 ANNAPOLIS, MD. Mai n Street John J. Levy 69 West Street �S. C. CARDES Fine Confectionery and Ice Cream Thomas & Thompson Co. Compliments of • J. Washington, D. C. Phone 525 K. MAYERHOFER, STEAM Bakery and Cof!fectionery HOT HREAD AT 4 P . M. Ask forK . M . Bread,Pies&Cakes 13 2 Teleplzone 617-R MAl W. F. Childs €5 Son BALTIMORE, MARYLAND. A. LUTZ Vacuum Cleaning Sys tem- Gas L ighting Sys te m Gaso line and Acetylene CHAS. A. HOWARD Sanitary Engineer PLUMBING, GASFITTJNG, STEAM AND HOT WATER HEATING Dra inage and W a t<'r-Scwer Sy!:' te ms for Co untry R esidences JO State Ch·cle Phone 434 M. SHEPP, Proprietor Full Line Fresh and Sugar Cured Meats I7I Conduit St., Annapolis, Md. ISAAC SNYDER Tailor ALTERING, CLEANING and PRESSING Specia l Attention to St. J ohn 's Cadets Annapolis, Md. SERV I CE SHOE SHOP GROCERIES Hay and Feed PURE DRUGS, TOILET REQUISITES, &c. 211-213 E. Baltimore Street BALTIMORE STREET Annapolis, Md. PRESCRIPTION PHARMACISTS Cor. Baltim ore a nd Light Streets " HOME MADE CAND IES " Agents / or CARRY'S I CE CREAM Wear of Shoes ALL R EPA IR WORK NEATLY DONE AND P-TO-DATE 228 Annapolis Main St. Teleplzone N o. 640 CAPITAL GARAGE Chandler, Cleveland Cars TRUCK WORK A SPECIALTY JOSEPH LIPMAN Gentlemen's Outfitter and Haberdasher Mack and White Trucks T axi Service 173 West Street, of Annapolis Sporting Goods Smokers' Emporium Flash Lights Shot Guns, Loaded Shells, Pistols and Revolvers Ladies' & Men's High Grade J ewe lry & Watches Toys, Novelties & Musical Instruments I George J. Davis St. fohn's Stationery Athletic Goods Pennants, Banners, Pillows JOS. LEVY, Prop . 74 MARYLAND AVENUE Phone, 409-M Quick and Clean Servtce-Meal s Cooked to Order. Open Da y and Ni ght- Euro pean Plan- Good Treatment and S atisfa ction Guaranteed -Comm.utation M eal T ickets f or S ole at Reduced Prices Best Drip Coffee _ The Maryland R estaurant S. SAl\tARAS & BRos . • Props. REGULAR DINNER SERVED Annapolis, Md . Walk-Over· Shoes Annapolis, Md. Little Joe 128-130 Main St., Teleplzone 85 Prompt De/iuery Salt \-Vater Oysters and Clams COMPLIMENTS OF Republic Theater SCALA & COMPANY GREEN GROCERIES Poultry, Eggs, Butter and Mixed Nuts 168 Main Street, Annapolis, Md. 78 MARYLAND AVENUE Furnished Rooms Telephone 446-W Maryland Avenue. and Prince George Street ANNAPOLIS, MARYLAND �R. E . Strange & Sons For Good Clothes I nterior ~~AliTY SHOP Collar Hug Clothes a nd Exterior D EC ORATORS for College Chaps Isaac Hamburger & Sons r;== II R. M. Adams II SHOE ~ Ha r dware E utaw a nd Fra nklin Sts., Baltimore Wholesa le and R e ta il Dealers in T e le pho n e J AC OB J. NEC KE R Fan cy Fruits and V egetables Designer a nd M aker of ] oseph Lorea & Sons Men' s Clothes II Jl =================~ Annapoli s Creamery Company F. M . Laztnb)' , M anager 10 4 A nn a po li s, Mar yla nd W est Street Sciwtijical!)' Paslenriud Milk and Cream Wholesa le Age nts 643 N. EUT AW STREET BALTIMOR E Annapolis, Md. S E IL D AIRY PROD UCT Store, 26 Market Space, Cor .· Corn hill St . WILLIAM REPAIR SHOP 85 Main St., F oreig n a nd Do mestic B a ltim ore a n d H a nove r S t s., B altim o re ~ tl ALL WORK NEATLY DONE AT Ann apoli s, Md. IS9 Main St. and every thing J. Max Shiff 11 44 - 11 4 5- 162 TELEP HONE 32 f)altimore and LibetJY Streets Clothes C . & P . Pho nes Mt. Vernon HOR N I CE C R EAM CO . T he Smoothest an d Tas t iest of a ll Ice Cre ams. Phone II 6 A n napolis, M d. Telephone 723- M J. MILLER W e M a ke L.\1. EICHNE~ 140 W. FAYETTE ST. CLASS PINS and COLLEGE SEALS a lso furn ish FRATERNITY BRONZE SHIELDS on oak boa rd for wall decoration s. COLLEGE SEAL RINGS, LINK BUTTONS WATCH FOBS, BELT PINS, E tc ., as weli a s a fine selection o f WATCHES , DIAMONDS a nd JEWELRY 28 E. B altimore St . B altimore PERKINS STUDIO Portraiture S ep d for Ca ta l o g BALTIMORE, MD. PHOTOGRAPHERS TO THE RAT-T AT \Villiam Dunnett PLUMBING and HEA TING SEWERAGE Monogram Lunch and Dining Room 326 NORTH CHARLES STREET I 22 vV. Bal ti m ore T wo Block s fr o m Street W . B . II? A . Sta tio n BALTIMORE BA LTIMORE MARYLAND �YouR coLLEGE ANNUAL SHOULD BE A REPRESENTATIVE WORTHY OF YOUR CLASS. IT SHOULD POSSESS ORIGINALITY. OUR STAFF OF ARTISTS AND EDITORS OF OUR COLLEGE ANNUAL DEPARTMENT CAN ASSIST YOU IN MAKING IT A DISTINCTIVE REPRESENTATIVE: WE PRINTED THIS BOOK THE HORN-SHAFER CO. BALTIMORE � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Yearbooks Description An account of the resource This collection contains yearbooks from St. John's College in Annapolis, MD. Yearbooks are sometimes referred to as the "Rat Tat", "Cicerone", or "Canvas". This collection includes all published yearbooks since 1896.  Please note that yearbooks were not published every year.<br /><br />Holdings: <br />1896 v. 1<br />1898 v. 2 - 1899 v. 3<br />1901 v. 4 – 1912 v. 15<br />1914 v. 17 – 1918 v. 21<br />1920 v. 22 – 1945/1946<br />1947 – 1951/1953<br />1957<br />1982<br />1986 – 1990/1991<br />1992 – 2001/2002<br />2015/2016 – 2017/2018<br />2021/2022 - 2024/2025<br /><br />Click on <strong><a title="Yearbooks" href="http://digitalarchives.sjc.edu/items/browse?collection=21">Items in the Yearbooks Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context yearbooks Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper (bound book) Page numeration Number of pages in the original item. 249, xxv pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rat-Tat 1920 Description An account of the resource Rat-Tat 1920, Vol. XXII Published by the Junior Class of St. John's College. Creator An entity primarily responsible for making the resource Fitzgerald Jr., Charles W. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1920 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 1920 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/72b67cdf6ea566bc0ef1db7c61e18533.mp3 5d4fc87ebd2738294406a1b85d1f0ec9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:12:11 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 Alcmaeon's Islands: politics and metaphysics in Thucydides Description An account of the resource Audio recording of a lecture given on September 2, 2016 by Borden Flanagan as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Flanagan, G. Borden Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-09-02 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Thucydides. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014314 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/64dc8c255256098b6074d8ac6b29e32a.mp3 254cc2542dd7ce932b71f6ab400e5fe3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:56:46 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Poetry, Prosperity and the gods in Hesiod's Works and Days Description An account of the resource Audio recording of a lecture given by Steven Forde on September 4, 2020 as part of the Dean's Lecture & Concert Series with student panelists Alejandro Ross, George Stengren, Bridget Lynch, and Seungyoun Bang. The Dean's Office has provided this description of the event: "The ancient poet Hesiod was roughly contemporary with Homer, but his Works and Days seems decidedly un-Homeric. It is playful, mocking, not afraid to get its hands dirty—the 'works' here are plowing, sowing and reaping. This lecture will focus on the first section of the work, which seems to be a disjointed series of rather murky episodes. Here we find the famous account of the 'ages of man,' the gold, silver, bronze and iron races that Plato and other authors made use of; the parable of the hawk and the nightingale; and the story of Prometheus and Pandora. The lecture will trace a few threads through these passages. Themes that emerge include the merits of work and the best way of life, and the character and adequacy of Zeus’s providence." Creator An entity primarily responsible for making the resource Forde, Steven Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-09-04 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FordeS_Poetry_Prosperity_and_the_gods_in_Hesiod's_Works_and_Days_2020-09-04 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/816fd019a5e03ee261094b6eab533223.mp3 cfb73e60ce93e47a92a41c846b77efaf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:41:57 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 Alexis de Tocqueville on American liberty : ancient or modern? Description An account of the resource Audio recording of a lecture given on July 16, 2019 by Steven Forde as part of the Graduate Institute Summer Lecture Series. Creator An entity primarily responsible for making the resource Forde, Steven, 1954- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2019-07-16 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Tocqueville, Alexis de, 1805-1859. De la démocratie en Amérique Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FordeS_Alexis_de_Toqueville_on_American_Liberty_Ancient_or_Modern_2019-07-16 Graduate Institute Summer lecture series https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e31e1173624ad369bac8df384341b4ff.mp4 4aae7cb306e61fe6c78a30432ba636e4 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 SJC Films Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data 16 mm film Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:25:29 Director Name (or names) of the person who produced the video Hessler, Gordon, 1925-2014 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 Story Description An account of the resource St. John's College film produced in 1954 describing the college and its program. Directed by Gordon Hessler, narrated by Mark Van Doren. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1954 Rights Information about rights held in and over the resource St. John's College owns the rights to this film. Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource mp4 Language A language of the resource English Contributor An entity responsible for making contributions to the resource Van Doren, Mark, 1894-1972 McGrath, Hugh P., 1914-1995 Zuckerkandl, Victor Klein, Jacob Weigle, Richard Daniel, 1912- Scofield, Richard Brown, Ford K. (Ford Keeler) Strange, Miriam Kiefer, John Wilburn, Raymond H. Relation A related resource <a href="https://s3.amazonaws.com/sjcdigitalarchives/original/VTS_01_1.VOB" title="Original Uncompressed File">Original Uncompressed File</a> Identifier An unambiguous reference to the resource within a given context St. John's Story, 1954 Compressed Subject The topic of the resource St. John's College (Annapolis, Md.). History. Creator An entity primarily responsible for making the resource Fordel Films Alumni Deans Presidents Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b30123c8b86a4ea0d92ce1099210bb95.pdf b5d22a7d74247a6432dc1bbddffe0725 PDF Text Text ,. ST.JOHN'S. COLLEGE• �PALAES-1 RA #1 Winter 1967-1968 Editors . . . . . . . . . . . . . . George and Meredith Anthony Associate Editors . . . . . . . . . . . . . . . . . Masha Zager Steve Forman Facuity Advisor ... . . . . . . . . . . . . . . . . . . . Eva Brann St. John's College Annapolis, Maryland ·HxoµEv ~u npo~Epa(a ~crn£p«b tx Ilo~ELba(ab • 1 'T \. \ 1 ' ' d~O ~OU O'~pa~OTIEbou, OlOV bE bLa xpoVOU d ~LyµEVO' acrµ£vwb ua in\ ~~b O'UV~0EL~ bLa~el~ab. xa\ b~ xa\ ElG ~~v Taup£ou na>-.a(cr~pav ~~v xa~av~Lxp~ ~ou ~~' Bacr(>-.~b hpou dcr~>-.eov. Socrates (Charmides - -153, A) �Cover . . . . • . . . . . . . . . . . . . . . . . . • . • . • . • . • . • .. . . • . • . • . . . . • . • • . • • . . . . • . . . . . • . . . . . • • . . • . • Daniel Sullivan No Ship, No Shipwre€ked Mariner . . . . . . • . . . . . . . . . • . . . . . • . . . • . . 1 .........•...•••....••.• Elliott Zuckerman On the 1849 Photograph of Chopin . . . . . . . . • . . • . • . • . • . • . • . • . • . • . 1 ....•. · • · • · •· • · · •••••••• Elliott Zuckerman The Guest . . . . . . . . . • . . . . . • . • . • . • . . . • . • . . . . . . . . · • · . ·• · · . • 2 . . . . . . . . . . . . . . . • . • . • . . . • Daniel Manfredi . Chess Problem. . . . . . . . . . . . . • . • . • . • . • . . • . . • . . . . . • . . . . . • . • 3 .........•.••••••..•..•.••• Alan Plutzik Prose ............................................... 4 • . . . . . . . • • . • . • • . . . . . • . . • • . . Don Massell Dr awing . . . . . . • . . . . • • . . . . • . . . . . . . • • • • . . . • . . . • . . . . • . . . . 4 . . . . . . . . • • • . • • • • . . • • • Barnaby Ruhe, USNA Three Part Invention, 1967 Music Prize . . . . . . • • . . • . . . . • • • . . . . . • • 5 .•...••.•••..•••••••.•.•. Dean Hannotte Excerpt from The Half Gods. . . . . . • . . . . • . • . • . • . . • . . . . . . . • . • . • 8 .. Dap~nae, ~: · . . • . . . • . • . . . • • . . • . • . Charles E. Bell prize-winning poem 1967 . . . . • • . . • . . . . . . . • . • . • • . . • . • • 14 ....•..•..•••••.•••..•... Mine·r va- . . . . . • . . . . · • · · · • · • · • · · · • · • · • · • · · • • · • · • · • · • · • · • 15 Jam~s Mensch . . . . • . . . . . • . • . . . . . . . . . George Rowbottom Gleanings from "The Threshing Floor" •••....••.....••.•.•.••.• 16 . . . . . . . . . . . . . • • . • . • • • . Philip J. Avilia, Jr. Prize-winning Solution to the 1967 Freshman/Sophomore Math Problem ••.. 18 Photographic Essay •.. ~ . . . . • . . . . • . . • . . . • . . . • . . . Anthony Snively . . . . . . . • . • . • . • . . . • . • . . . • . • . • . • . . . • 19 . . . . . . . . . . . • . . . . . . • . • . . . . . Mark Sittler Aristotle: The Posterior Periphrastics •.••.•...•...•.•.•.•••••• 23 . . . . . . . . . . • . • . . . • . • . "Professor Arbuthnot" Almagest · · · · · · · · · · · · · · · · · • · · · · · • · • · • · • · · • · · • • · • • · • • · · 24 ......•...•..••••••••••.•. Anne Schmidt Illustration . . . . . • . . . • . . . • . • . • . • . • . • . • . • . • . . • • . . . • . • . • . • 25 . . . . • . . . • . • • . . • . • . . . • • • . . Daniel Sullivan Elegy: On a Young Composer Killed in an Accident ••..••••...•.•••. 26 • . . . . . . • . . • . • . • . • . . . • • • . Anthony Snively · · · · · · · · · · • · .• • • · · · · • · · • • • . • • •. • .•••...•••.•• 27 .. 1'• • • • • • • • • • • • • • • • • • • Barnaby Ruhe, USNA The Idiot Who Lives in the Gray House Overlooking The Bay ••.••..•••. 28 ...•..•.•.•••.•...•.•••.•.•.•John Dean Drawing Photograph. · • · . . . . . . . . . . . . . . . . • . . . . . . . • • . . . . • . • . . . • . . . . 29 . . . . • . . . . . . . . . . . • . • • • . George Rowbottom Know Your Campus . . • . . . . . • . • ~ .....•••.••••..••••.••••.• 30 ......•.•.•••.•.•.•. "Professor Arbuthnot" A. Better Place than Didi . . • . • . • . . . • . • . • . • . • . • . • . • • • . • . • • • • • 31 . . . . . . • • . • . • • • .• • • • . . • . • . . Michael Bridge �No ship, ,n o shipwrecked mariner Elliott Zuckerman No ship, no shipwrecked mariner Finds harbor here: No refuge, these wild rocks. But over creek and canyon inland men Bring musings, black as the beach below, To cliffs above this claw of the Pacific. Their spirits dive with the sportive, sad sea-otters And against the rough edge of rage They cut a private stafrcase to the sea. On the 1849 Photograph of Chopin Black of hair and black cravat Frame the face in protective jet, The nose connecting, like a phrase, The question of mouth, the enigma of eyes. Four tall vertical volumes repeat The upright posture of propped defeat, And hands are posed in potent rest Where Parisian cuff hides Polish wrist. What is the puzzle: :woman or work? Her Next novella, his last Maztirka? · l �The Guest Daniel Manfredi Round about Sarah Buntwell, the late afternoon man orial gloom of Chintz House settled itself comfortably and familiarly as if it too expected tea. This perceptible descent of "atmosphere" was an overture of sorts which the impatient woman was unwilling to receive favorably. To her mind, the Haleys were fully capable of sending down before themselves this servant of their purchased control solely for the sake of irritating their guest in every way possible. Sarah, however strong her displeasure, could not help but consider the gloom an old, trusted friend who in his encounter with the world had fallen on hard times. "Why do they keep me waiting, or why, at least, isn't tea served?" thought Sarah, mentally addressing or, rather, accusing the gloom which she imagined to squirm uneasily in the chair opposite her, unable, as disembodied representatives generally are, to do much else. Presently, somewhere not far distant, a heavy door opened and closed and hurried footsteps conveyed Richard Haley under an arch and into the hall. "Now we shall see, " whispered Sarah, satisfied with her indignation, to the gloom that smiled hopefully, if faintly, in reply. Brisk words of apology smoothed the way of his en trance into Sarah's myopic proximity. "Sorry to have kept you waiting. Are you quite com fortable? It has gotten dark, hasn't it?" With only a smiling nod to his guest, Mr. Haley went directly to the vast fireplace in which a disproportionately small fire burned, and industriously went through the motions of warming his hands, like the chairman of the board who would give you to understand that it was time to get down to business. "No, you shan't deceive me. " Hardly had Sarah thought this, when the hand warm er's consort in mail of tweed made her way into the setting prepared for her by guest, husband and lordly, unwieldy possessions. "So glad that you have come, Miss Buntwell." 2 "That's · all very well and good, " answered Sarah, even to her surprise, aloud. Mrs. Haley waited for Mr. Haley's look of bewilderment to fade from his face, a face which for perhaps the first time in her life Evelyn Haley found regretable, before ringing for tea. A short man dressed mostly in palling black, who was clearly not the owner of the silver and china he carried, entered the hall immediately. The lucid, ceremonial sound of silver on silver drew the general attention to the curious manumission of old age as the tray was placed in front of the hostess . Tea flowed and was poured . "Will you take sugar, Miss Buntwell ?" Mrs. Haley asked. "Two, please, " answered Sarah in tones anticipating trimuph . "Hand this to Miss Buntwell, Richard." Richard Haley abruptly started from his arm -supporting mantle. With an unfortunate quickness, Mrs . Haley stopped him. "Not you, dear. " And with something more to regret, she handed the saucer and cup to the other Richard. "Quite right, " muttered Sarah, taking from the butler the amber colored offering. Why is this woman here, and why is this happening, wondered Mrs. Haley darkly, as she regarded Sarah who seemed to be considering the objects in her hands as a wary buyer might the furniture of a great house about to hear the auctioneer's money-busy knocks. This was not pleasant to Evelyn Haley, a woman who knew herself well enough to know that she could never really be to blame for anything very serious. Coincidentally, this was her opinion of anyone she knew really well and, in addition, the source for Richard Haley of frequent discomfort. As for that gentle man who had now returned to the posture occupied by him before the nominal misunderstanding and a posture for which he was not quite tall enough, he knew very well why Sarah Buntwell was drinking their tea and, more, what was happening. Looking at his wife with an involuntary expression of pity, he said: �"Do you find Chintz House much changed, Miss Buntwell, since last you saw it?" It was kind and calculating of Mr. Haley to put it that way. Sarah's glance moved slowly from her tea to the face of the speaker. "The house has been an old house for ever so long. You probably find it difficult to appreciate that, but no matter . It seems unlikely that it will ever change." "But we do appreciate everything about Chintz House, which is why, at some inconvenience, we bought so much of the original furniture. " Sarah answered Mr. Haley's enthusiasm with a shrug of her narrow shoulders. Not content with mere gesture, however, she explained . "How can you appreciate the main thing, sir, which is what this house has for years and years meant to my family. You know, of course, that my late brother, the last head of this house, who always seemed to me more quaint than irresponsible in his finances, sold everything else first. No, no, if you did appreciate our Chintz House, you would tear it down and build your own 'place'." It was undoubtedly the stress with which Sarah spoke this last word, as harmless in itself as the old woman's eccentricity, that unnerved or rather erased the cosmetic calm her hostess had sought for days to perfect. "Now see here, Sarah, " (Mrs. Haley did not care to remember the agreement she had made with her husband as to how Sarah Buntwell would be addressed) "we've lived in this house for fifteen years .. . " "Sixteen, " quietly interrupted Mr . .Haley, who at this speech of his wife ' s felt more compassion for her than he knew what to do with. " . . . and it ' s our house and we belong here. " Sarah, her slow vision enameled with the composure of monomania, "took in" the room, its pompous, maddening symmetry, remembered the celestial indifference of silver on silver, and answered, "No, I do not think that one can say that you belong here." Mr . Haley saw his wife nearly distraught and realized that tea was ·over. Moving to his wife, who on receiving her sentence had stood up, he said to Sarah, "Please stay to finish your tea, Miss Buntwell, and excuse us. So nice to have seen you again." They left the room noiselessly, except for Richard Haley's ingenuously cheerful, whispered remark, inaudible to Sarah, "But, dear, she can't live much longer." The gloom was also leaving, passing into a darkness that Richard would relieve with candles, but in passing it paused, turned to the smiling woman and nodded. And Sarah Buntwell, the retired servant, who had for years and years come on her birthday to tea, nodded back. THE END White White to move and mate in 3 - Alan Plutzik 3 �Don Massell I was in one of those inactive spasms of latent creativity, when ideas and impressions pop in and pop out, barely leaving a ripple ... when nothing is produced, that state which people call daydreaming, laziness, indolence . I am never happier than when in that condition. Everything flows together, blends--until sounds, images, feelings are all fused into an inutterable blob of warmth deep down in my soul. I feel then like an amoeba, gloriously embracmg food and waste at the same time, steadily performing my functions at my leisure. I'm constantly barraged by outside elements, but I hardly notice, not even acknowledging their presumptuous attacks. I just let them fly in and fly out, and neither they nor I am the worse for it . But sometimes my amoebic nature transforms into that of an anteater's. I grab at these things--! will not let them pass--a:nd my all too willing tongue, shoots out in all directions. undiscerning, I hate it, but I can't stop it. I'll have nothing to do with it--I disclaim it! But this has nothing to do with the story at hand. . · mg, 1a t e m A ugus t ... 4 It was a balmy morn Barnaby Ruhe �5 �6 �7 �from Part III, Chapter VII of a new novel by CHARLES G. BELL Introductory Note Dan Byrne, protagonist of THE MARRIED LAND, was often accused of being me. And indeed, in my second novel, THE HALF GODS, he appears as the author of the first. But my ties have shifted since to Daren Leflore, also from the Delta, who teaches in a liberal arts college in Patapsco City, and who has been brooding and writing through the seasons of several years in a room which is the image of consciousness - - the window of sense before him, the files of recollection on the back wall, and between the two, a table heaped with sketches, the precipitate of that outer and inner. Neither his reconstruction of his Oxford journals (Summer), nor the meditations from the war years when he was a C. O. in prison (Winter), have come to anything; but in the passion of an investigation by Senator O'Malley (Fall), he has completed The Hostile Witness; it has been published; and so he receives a letter from the friend of his youth, Dan Byrne: We were born, I think, in the same year, went to the same high school, both studied abroad before the war. I have even heard that you worked at Chicago, where I did my last teaching; and now we both find ourselves in the blessed state of Maryland. If your Hearing means you 're also as reckless as I have the reputation of being, we could practically pass for alteregos ... Byrne comes to Patapsco, gives Leflore a carbon copy of THE MARRIED LAND, on which he is then working, and invites him to Woodruff Farm on the Susquehanna, where he and his wife Lucy live, as is celebrated in that story. So the Married Land is seen through the eyes of one not only cut off from its life of generation, but who has been married for years to a Communist -- Anna, lately defected to Russia. Meanwhile the counterpole, Jeffrey, known as a child in England and in aBriefEncounter after the war, has gone off to fulfill her marriage. This chapter first im plies her return into the life, which becomes the fiction. 8 T1~1E 1-IALF GODS THE MARRIED LAND, Daren thought at first, was a soggy mass. Then like a baroq_ue painting, it began to stretch into form. His playmate, crazy Dan Byrne, and done that, and it was almost there, almost alive. "He's brought if off -- the egoism and family pose, the interminable Sound and Fury style, the arrogation and slime-mold of the South; he's put it all on his goddamned Tarzan shoulders, and he's walking off with it. Toward Lucy, his Holy Light. Well, she's a sweet person. God help her." Byrne met the train at Aberdeen and drove Lefl~re back over Deer Creek, up the river hills, down the lane through the tulip wood, pointing out sights all the way: "That's the spring-- at the beginning -- where they kneel." The visit for him was another means of projecting the book. Daren had visualized it already. Most of the week, in his own Patapsco cave, he had been with Dan Byrne in Aunt Betsy's Delta dens, reaching for this dream of calm. Hester and Mardie came from the house with Corny, the yellow bitch cur, all in full cry. Lucy had committed Daren to a game of Hare and Hounds for that afternoon. ("Naw, " said Byrne, "let him run. I got fallen arches on my phallic feet.") "Well, he's a jackrabbit, I bet," Lucy told the kids. While they ripped up newspapers into a shopping bag full of tiny bits . With a fifteen minute lead, Daren lit out across rolling fields, through fall woods, over streams, sifting shreds of paper all along those beautiful river hills, making false trails, doubling back where he had started and veering off another way. In the next valley, where a stream gullied down to Broad Creek and the Susquehanna, he dodged through the honeysuckle and briar, hearing far behind the . first yelps of Dan Byrne and Lucy, Hester, Mardie, the cousins and neighborhood kids. He ran upstream to a bridge, started a trail up the steep bank on the other side, flinging paper into the brush - - over the hills and far a way--, then ducked back across the stream and down, his �loops and crossings more frenzied, a h.are cat~hing the .cry of the hounds . Where to hide? He seized clairvoyant un pulse, better than maps or knowledge, slid over the clay bank, where a flat -rooted beech had been undermined by floods . Cur led in the earth -cave, he looked through tr ail ing roots and vines across eddying water to the slopes on the other side . His trail ran right above him, but he was pocketed, under ground . Tue chase passed, bayL11g; feet pounded, loosening dirt in his hair . They crossed the stream and came back; they went up the hill on both sides, beating in the bushes, skirting around for a lost trail. The pursuit faded . He might as well be dead. The next time they closed in, not baying now but debating, "He must be around here somewhere," Daren gave a moan. From the grave. But what they heard was the echo . "On the oLher side," said Hester, "across the stream." They appeared with Lucy in the gossamer and sun motes there, Mardie in her red sweater, bright as flame. Daren gave another moan. They could not see him for the curtain of vines. He moaned again. And Hester, with her quick eyes, caught the paleness of his skin through the veil. "I see him, I see him there. " Lucy lifted up her sweet muzzle and bayed. After such a long wait, it was a pleasure to be found ... "There's one little point in your novel," said Daren that night, "which isn't quite clear to me. You were out there in the pine woods at the beginning, pulling that poison ivy as if the farm depended on you. But when you got the call from Mississippi, all you had to do was postpone some lectures in Baltimore, and rush off to look after your aunt. And even your farm-wife Lucy, who's so strong on the hussifly chores, " (he flung Lucy a glance as she sat by the fire knitting) "could rally to her uncle in Germantown at the same time. Now I've never run a farm, but I thought: It must be haymaking time, and how are they going to throw it up and disappear in opposite directions?" Though Daren had inferred the answer. He had gone out with Dan Byrne a little before to talk with an impoverished hired man about painting the barn. "You've got that bad allegation condition, " the fellow said, peeling off the scales . "It ought to be all burnt off of there and re-did." -- "Well, don't let your boys burn it off," said Dan, "or there won't be ar1y barn left to paint. They've got to keep cutting corn anyway, haven't they?" "I couldn't go into the whole economics of the farm, " said Byrne. "But we 're going to take you for a pienic tomorrow over to Dudleyville, and you can meet Ma and the rest of the Dudleys. They're the ones who farm the place. That was her husband today, only he's a Mullen. And we've invited Tilman Page from Baltimore. He knew your father long ago. And your mother. Says they met at his house." Tilman Page arrived early -- a Jamesian bachelor, stately, impressive. He was a man of family, wealth, intelligence, refinement, everything but the knack of getting ahead in the crass world of power. In youth, under Wilson, he had done the state some service, but had been jostled out, to join those Americans aware of themselves since Henry Adams as the disqualified best. Had not Daren's Uncle Hazlewood been of the Southern branch? "Your father had a client, Cornelia Ireys, I believe, who broke her hip in Baltimore when the trolley started before she was down. He came up to try the case and stayed with us, through Virginia connections; and your mother, who was teaching Greek at Goucher College, was invited that evening. " Lucy had grown up with this dear "old weaving man" (for he had taken up that art from her father), a sharer in their weekends, nature and the country life -- though he often seemed comically of the town, as when he stretched out in a steaming tub, trying to shut off the leaky tap with his toe, until it came loose and the hot water squirted out, and he sprang up yelling for help. "The Dudleys are the first land-grant setters," he told Daren, "and we're the parvenu. If you could see them at family reunion boil out of the barn like shrapnel from a trench mortar, the boys flinging themselves on steers and bulls, the beautiful fifteen year old Irene (she's run off 9 �since), on a bony mule, lashing it with a loop of barbed wire, and her red hair flying. It was only the Missus who kept things together. " They were walking in on the old coach lane, rutted and grown up in trees, a footpath now where coaches and phaetons had clattered by. They had crossed the stream on stepping stones where a Dudley of twelve, maybe, was sucking a corn cob pipe, leaning against an oak older than the farm. He answered their greeting with a grunt not so much surly as dumb. Lucy walked in the lead with a gangling grace, a motion she had picked up as a child, slipping barefoot through the weeds. You would have thought the world was a snakepit through which she danced her way. As they came out on top, the land went rolling off in all directions, fields with zig-zag rail fences, then woods, dropping to the Susquehanna, a blue lake stretching to the dam. On what had once been a terraced lawn stood the ruins of a stone mansion, burned down a hundred years ago, . below it the gawky unpainted box in which the family lived, one of those two story, bare makeshifts put up in the South after the Civil War. The old barn was an enormous skeleton of hand-hewn and mortised timbers, built like the keel of a ship; it had lost its roof in a storm and never been repainted, and most of the silvery pinesheathing had gone for the other barn, pretty large, though not up to the ruin, and already leaning and warped. They tried the house. Uncle Will was on the porch with a broken leg; he had fallen off the roof shingling; a grandchild sat by him with his false teeth in her mouth. A boy came up from the river with a pole and sack. "Any luck?" ed out, sun-burned, but still showing signs of the clear milk-and-cream complexion of English settlers, and sparkled through with the most luminous blue eyes. She was standing by a great black cow, struggling to get a calf to take the tit. It was a wall-eyed calf, blind, misshapen, a hung-down chest and 'a square lumpish head, feet cloven way up the shank; it would break loose and go in circles, butting her as it staggered around ~ She would grab it, practically lift it up, turn it around and aim it back under the cow. "Mooncalf, " she muttered, "you got to shit or get off the pot. " Then she saw them. "That ornery old blackcowdon't like this blind calf, no siree. It's not hern, and shedon't want to feed it . T'other day she backed up against me with her rear all messy, and took me just here, "patting the floursack bosom. "She knocked me against the mooncalf and he butted me back against her. Looked like they had ganged up to pass me back and forth betwixt em. " "Do you mind, Miss Dudley, " Tilman Page never called her Mullen, "if we have a picnic out on your beautiful point?" "You know you're welcome, Woodruffs, always." Mr. Page, and all the "And won 't you join us?" "Maybe I'll come later to pass the time o' day. But I can't eat, thank you." They walked out past the burying ground, where the marble monuments of the 18th century yielded to planks and unmarked mounds. The old boxbushes were charred skeletons, fired by one of the boys, trying to burn off the weeds. "Just enough to make the skillet stink." "Where's the Missus?" She was in the barn . A big woman. More muscle than fat, but plentyof both. She wore a faded blue-green dress with a blue-green old-fashioned bonnet tied over her head. A large face look- 10 Theywere washingdownbroiled chicken, darkVirginia ham and Lucy ' s brown bread with the Vouvray Tilman had brought in a plastic ice-bag, and he was telling about how he used to come to buy hens when the Dudley kids were little, and they would sail out of the house and throw them selves on the chickens as they dashed around the yard clucking. "You were lucky to get one that had a cluck left �in it. " And how all nine· of them would line up at milking time, even little Elsie, the baby, like Bre'r Rabbit ' s chillun, their heads leaned against the sides of the cows, milking away. How·so-called Liberals, Socialists, Atheists, Professors have become blind agents to carry the banners of Jewish Anti-Americanism ... "Well how do they find time to farm for you Byrnes, " said Daren, "if they've got a farm of their own?" "Why do you carry that pistol," Darren asked, pointing to the six-shooter swelling t!:le holster at Dudley's belt. "They've lost most of the land," said Tilman. "And it never pays. They have to hire themselves out like sharecroppers to keep up with the. debts. " "Why, mister, we got to be armed to defend our free dom any minute -- with all the Niggers, Jews, Communists and hoodlums, and every president for twenty years in secret cahoots with em. I wouldn't go out of the house with out a weapon. " He looked across the field and saw Mrs. Mullen com ing from the house. She was not alone. "Oh no," he said. "No. But it is. That's her baby brother. The only reliable, hard-working, energetic male Dudley . The pick of the litter; and he's made good; he's a well-driller, has his own rig, the oldest kind of a rig, but he can feel his way through the rock. And he's honest and ambitious. And you know, he's gone absolutely mad over Communism and Negroes and Jews. He argues all the time. The Rabid Right. And I can see already he's got one of those pamphlets he's always trying to educate me on. You think I can crawl into that ground hog hole?" "Mighty lucky to find you here, Mr. Page. " Bo Dudley wrinkled the skin between his honest crow-foot eyes. "I've got the proof on that plot we were talking about. You re member, by the Jews. To take over the world . Published by Christian Common Sense Press. It's a translation from the Russian." So they had to submit, as if to a new thing, to the 1905 likely forgery of Sergei Nilus, pan -Slavic fanatic, which when first translated in 1921 had stirred up Henry Ford and others, and was now to be resurrected and exploited by the new defenders of "Constitutional" America. THE MOST DIABOLICAL PLOT IN WORLD HISTORY. PROOF THAT COMMUNISM IS A JEWISH WORLD PLOT TO ENSLAVE THE GENTILES BY CREATING WARS AND REVOLUTIONS AND TO SEIZE POWER DURING THE RESULTING CHAOS AND RULE AS THE CHOSEN PEOPLE. He had dug a well at Woodruff farm for the cattle; (or with the water table always falling and the droughts, those deeper irreplaceable stores were everywhere being tapped . "For five days," said Dan as they walked to the car, "his drill and his tongue kept a -pounding. There's no reason ing with him. As with any paranoia, all your arguments serve his proof. He brought his little girls one day, and Hester was talking about a Dracula who sucks your blood. "Well that must be a Jew or a Nigger," said his five year old, "because white people don't do that." They drove back along the Susquehanna past the dam. There were dead fish everywhere on the shore, and an appalling smell. "They shut off the flow, to put in more dynamos," said Page, "against all their contracts with the state. The first thing anybody knew, ninety tons of fish had died in the pools under the dam. So they opened the flood gates and washed all those rotten shad and rock down the river and into the bay. You can't hold anything in America against assault. That was only local. But right now Pennsylvania is going to flush its sulphur-pollutedmines intothe Susquehanna, kill off everything in the river and half the bay, .and nobody can do anything; Maryland has no power in Pennsylvania, and the people who standto gain are pushing ahead." "So here you are living on this beautiful Susquehanna farm," Daren told Daniel that night, "as if you were a farmer, though you can't farm and you don't farm, and you're dependent on a broken down family of original set11 �tlers vested centuries ago by royal grant in the entire county out of which your claim and the other claims have been carved, so all the Dudleys have left is some rocky slopes over a crossroad that still bears their name, a remnant so unproductive that the whole family have to hire out like serfs on their own lost acres, scratching for money that doesn't come from the land anyway, but gets piped in from cartel investments somebody has left you happier few endowed withal --" Laying it on in high Mississippi style, though with a more collective message (the voice the voice of Anna), and at the same time ironically aware the one scrap of possession he could pull over his own threatened head was the fruit of an export trade in painted trashcans -"Talk about a symbolic fiction. You're writing of the Married Land and you've left out the Moon Calf and Bo Dudley's gun-happy Freedom-fascism spreading like wildfire -in the grassroots of America . . . " "Don't be hard on Bo Dudley," said Lucy (like her father, when a conversation got abstract, disarmingly out of it). "They've had troubles since before I can remember. His Pa was our hired man in the Depression. We laid him off time and again, thought he was shiftless and no-good, but he'd come back begging for the job, and finally he went to coughing in the hay barn and had a terrible hemorrhage and died not long after. It was T.B. thathad been getting him down. We were hard up too, even with the money from England; I don't know how we'd have made it that year, if my sister hadn't found a stamp in the attic with the picture of Washington upside down ... " "No," said Leflore . "That's impossible . SAYTHAT AGAIN." "It was in a trunk of old letters, and Daddy sent it to a dealer, who offered a couple of hundred. 'Just hold on,' said mother. So they snooped around to make sure it was real. Then they began to bid, first two thousand, then four, then five. That was what we took, though we found later the dealer already had a buyer for eight . 12 "For years after that, anybody in the neighborhood who happened on an old stamp would run to Mother : 'What about this one? You think I ought to send it to Scotts?" "All right, " Daren said, getting up and pacing the room, "I knuckle under. Your whole life is symbolic; it falls into a fiction; and maybe you 're right it's just the bridge between you and Lucy's order - - certainly nobody but a fairy godmother could have Washington and the Republic-topsy-turvy working on their side. So your novel is a celebration of structure, harmony out of discord, The Married Land. You've got it. But I haven't. And in a world of what you call Fragmentation, I'm naturally doubtful of easy settlements. " "Easy?" cried . Byrne. "You have to reckon the cost. " "The cost is negligible as long as it's a little less than everything. " Dan Byrne turned to Lucy and nodded his head. He got that. "Very well, " said Leflore. "But my life suggests a novel too, the opposite of yours. "The Half Gods pine for your abode." Some day I'll write it. There's Anna shaking the world with her Communism, and me on my rock, searching within." It was not Dan Byrne who put the question, though it required him to be framed. It resonated in the space between them, where Leflore's fiction, first outwardly exhibited, could be inwardly seen: "You mean Communism is the Active and of the East, and your self-closure is the only Western way?" No. The plot was open-ended, not yet performed. As with Daniel's Sybil and Lucy, there had to be another woman in the case -- someone as active as Anna but her counterpart. The requirements hovered in the air: charming, British, wellborn -- a temporal glitter of deeds, and under it silence, mystery, love. Daren knew very well who it was, but he did not know where. Or how far the vanished Jeffrey could have prepared herself ·for her �fictional role. He waked earlythe last morning and went to the window to watch the dawn, the mist rising from the pond, the pine woods dark across the field. From overhead somewhere came a faro ff haunting cry. Daren looked up. In the blue sector between the roof and maple there was nothing. The house door flung open and Lucy ran out, her shoulder-length hair and pale gown billowing around her. It seemed her father and mother had always sprung out of bed to welcome that migratory honking. "The geese, the wild geese," she cried. She looked at Daren and waved. He saw it as Dan Byrne had in The Married Land, Gluck's Dance of Blessed Spirits among the Elysian Fields. No wonder the book was so desperate to reshape that from within. is a dan_ger in.objects proportional to their power: the incommurucable .wash of feeling association triggers, an ultimate ~lro of titillation without meaning . Yet how else to reach mcarnate actuality, where things glow like sacraments? . . What took his eye, gathering the half light in its own iridescence was the butterfly tray his father had brought his mother from NewYork when she wasnear her time with his brother Vail. A tropical blue swallowtail was in the act of_ lighting on a. cluster of dried field flowers: yarrow, ?aisy, sweet mil~et an? clover -- so gleamingly nostalgic, 1t seemed less Ins Vails tray than the image of Iris Vail. 0 He sat at the table, overpowered. To root down into that middens of old sketches, generations deep, churn them up, _rend, group, relink, to touch -off another alchemy gropmg toward a cloudier design: "It's the first flock of the fall." And now, across Daren's range, the long straggling V cut southward, pulsing wings: Facenda in aer di se lunga riga. Their eyes met in a momentary contagion of tears. But there was nothing Lucy could have done for the lonely alterego of her own Dan Byrne but to have loved him, and that was not in the cards. If the whole show could be run again, a fresh pull from the grab-bag, maybe this very generative fortune might be his. But once the shock-haired Daniel was planted there, like the rhinoceros in the watering hole, there was not much chance of anybody else coming in for a drink. Leave her to her destiny, which must have been partly diverting, if partly a perpetual trial. A crawdad's motion is caudal. Leflore's move was the retreat he was accustomed to. As the train left the river hills, skirting the lowlands and the Bay, he felt in his pocket for the nucleus of notes he had made, a germ of hope against the solitude, to hatch in that shell of darlmess his own Unmarried Land. He entered the low light of the basement room. There THERE IS NO CONTAINMENT BUT THE FACT . . . The manifold infoldings of the fact: so many to raise up, dead and half dead, let them drink from the blood moisten the secrets from theirtongues. Aeneas'penetratio~ of the rock-hemmed lake where later Romans lolled among rose blooms in Sybaritic ennui, the bloat flesh of imperial rule - nothing; not the ghost of a single father, but hundreds of world-witnesses to question. The phone rang. It was the Baltimore wife Daphne. Even the disturbed rat learns some avenues are blind. Under the cliff, ringed and islanded in mist, the pool of the Patapsco, these fall evenings, hardly stirred by the cw:rent, so reflected the trees -- no lack of golden boughs, tulip, elm, and sassafras -- it seemed the Lake of Avernus indeed. The problem as always was to find the sibyl's cave, the deeper-than-hell opening bayed around by the trivial, daily hounds. End of Part III. 13 �DAPHNAE Jaines Mensch The way of ancient days returns; The peacock spreads her dark angelic wings; The laurel flowers in the spring, And love, no longer idleness, in turn Transforms itself in gentle seasons To invoke again its silent reasons For the chaste and chastened love that mourns: Daphnae who gave her maidenhood away To plant a grove where poets pray, Daphnae who feeds the peacocks milkwhite flesh To make the plumage bloom upon her breast; She whose laureled brow of loveliness Brought her milkwhite arms to bays May mourn her love yet calls her season blest. �. ·, . ' ' f, ' :,,. • -~n..~· ~ ,, ~ , George Rowbottom 15 �XVI A Methodist was on television, talking about blind moneychangers, but someone's mother-in-law was sick, so it didn't really matter. Genghis Kahn crune roaring down the mountain side, and went completely unnoticed, except for the match in his hand. GLEANINGS FROM "And tell me, Miss Gnocchi, just what is your opinion of birth control?" "One might not expect such an answer from an average, everyday housewife. You know what I mean, with our image being what it is. Defender of Apple Pie and the Old Morality. But to tell the truth, I've never thought about it." THE "Would you care to elaborate, Miss Gnocchi ?" "No." THRESHING FLOOR "There was a sitar playing in the background, and, as Miss Gnocchi belly-danced her way off stage, she was greeted with a resounding ovulation. XVII Lamp black pupils, surrounded by quarter inch circles of iris. A yellowish, blue-green iridescence. Those pupils, pits of clear, black water, a million fathoms deep and miles wide, surrounded by thin, pulsating color. 16 The lashes went unnoticed at first. Even after years of acquaintance, I am drawn into those bottomless pupils, forced to utilize all of my strength to keep from drowning. But the lashes were there, all eighty-seven of them on a - �Freshman/Sophomore Math Problem 196 7 Anthony Snively isosc..eles triangles . Similarly for L P1BP8 = L P7cP6 and triangle P1BP8 similar to triangle P2 AP3 . If a diagonal were to be drawn in the quadrilateral Given: Equiangular octagon with all sides commensurable sum of the angles of triangles ABD and BCD, i.e. four right Prove: The opposite sides are equal A "'b P:a.. P. ABCD, the sum ·of the angles A, B, C, and D would be the angles. nb B Therefore angles A, B, C, and D, since they are equal, are each equal to a right arigle . Further, as AB and CD, being perpendicular to AD, are parallel and similarly for AD and BC, the quadrilateral ABCD is a right-angled parallelogram. Since the sides of the octagon are commensurable , take their common measure . Then in similar triangles BP7P6 and AP5P4 , as P7 P6 is to P4 P5 as a number is to a number, so BP6 is to AP5 as a number is to a number . Let it be as bis tomb. Similarly P 1C is to DP2 as nb is to qb . Take the common measure of P1P2 and P6 P5 and let Proof: successive them be xa and za respectively . Therefore since the op- vertices Pl' P2 , .. '.. and extend P2 P1 and P5 P6 until they meet P3 P4 , extended, at the points A and D respectively, posite sides of a parallelogram are equal, mb + xa + b = qb + za +nb. Starting from any vertex, label the and in the opposite direction until theymeet P8 P7, extended, at B and C respectively. Then since in the octagon the angles at P2, P3 , P4, and P5 are equal, their supplements are equal andL AP2 P3 -= L AP3P2 =L DP4 P5 = L DP5P4 . Since if two angles are equal in one triangle to two angles in an.other, the third P2 AP3 = P4 DP5 and the triangles AP2 P3 and DP4 P5 are similar angles are equal and the triangles similar, L 18 L Subtracting equals from equals and finding the common height: b [(m+l) - (q-tn)] = a(x-z) . However, since b is the side of an isosceles right triangle and a is the hypotenuse, they are incommensurable . Therefore, as m , n, q, x and y are numbers, the area b [ (m+l)(q-tn)] is incommensurable with the area a(x - z). However they are equal, which is impossible unless (m+l) - (q+n) and (x-z) are each equal to zero. Consequently they are and x=z, or PrI>2 =P6 P5, and the opposite sides are equal . By successively labelling each vertex P1the same can be shown for each pair of opposite sides and what was to be demon strated is proved . �Mark Sittler 19 �Mark Sittler 20 �21 �I 1-1 ~ ...., ...., ..... Cfl ..l<: 1-1 cd ::E N N r �Prof€ssor Arbuthnot presents : ARfSTOTLE8 THE POSTERfOR PERIPHRASTfCS We shall now proceed to define the term "relative to" inferior carrots, as carrots go, so to speak. ( xa'tcf ), insofar as it is inherently manifest in any reason ing whereby it is said of the definition of the motionless underlying principle of subjectivity and passivity that whenever this principle is circumspected (thus a bed, although which is not actually so, but only specified as such because it is, and not otherwise, as some philosophers have been wont to say by virtue of their obstinacy and common sense; for if we plant the bed, it will come up neither a philosopher nor an underlying principle which obvious fact has apparently been missed by the aforesaid philosophers - - that is, the philosophers said afore -- which proves my point, at the expense of reason, and a bed) then the outcome of such circumspection will be a certain acuity of man "qua" circumspector, that the term "relative to" ('l?'~'t"<f) is com posed of two composing components, whereby it is com posed; these of course being "relative" ( . xc! ), which conveys the meaning of "relative to'', as it were, and on the other hand "to" ( ·~!f ), which as a preposition bears the connotation of "in a relation towards" or, therefore, "rela tive to". That "relative to" is thus composed of these two will become apparent after the previously mentioned circumspection (exclusive of circumspection as such, which must not be confused with circumcision, which mistake is not so uncommon as one might think in light of empirical facts, as it were), has been applied. For indeed, to do so would relegate one to the class of vegetable, which is not as unfortuitous as one might give oneself to ·suspect, inasmuch as, in the next chapter, I shall prove that all men are carrots, and all women are also, albeit Therefore, if "relative" can be said to denote "relative to", and indeed it can (or at least may), since we have already said it in the highly suspect first paragraph of this treatise ; and if "to" can also be said to denote "relative to", which in a certain sense, that is, the sense in which we are speaking, or writing, so to speak (or so to write, so to speak, and thus we embark upon an infinite regress, the nature of which shall be expounded in the chapter after the chapter wherein I shall proceed to prove that the infinite regress is impossible, in that it would therefore be infinite, and thus manifestly absurd; with the possible exception of a regress of which there could be no terminus, and, in that sense, would be infinite) is true; all this being true, or at least implausible in its deformity, then the term "relative to" ( xa'td) when composed of the components whereby we agreed it was composed, can be compounded to mean "relative to relative to" ( xa't~ xa'tc! ). But each of these has the same meaning, and we thereby (e.g. ) embark upon a seemingly infinite regress; but which is, in truth, not infinite, in the sense that it is finite; the reason for this being that,when "relative to" is carried to the seventyfourth (74th) power, the LAW OF DIMINISl-IlNG RE1URNS comes to bear (which shall later be explained in my treatis.e on the Analytical Posterior), relegating aud referring the meani.Ilg of "relative to" (Xll'td' ) to "a large and ferocious bicuspid whicrh inhabits the nether reaches of Chicago, eating p~ople and seeking truth" ( d'.ll:o,nv·ouve:u eO'Qa l."Japa ·1.'to~oJ"1w ). 23 �Tue Almagest Anne Schmidt Dowdy and tiny the Earth, immobile, sits rustily still at the centre watching around her the splendor of myriad sisters (with C-major whir rings gleamingly rustling blindingly bright in their cool) and the sun wildly spinning by, lighting her hopes with his presence (perhaps he will speak---?) deigns tQ favor her hair with indifferent caress as he waltzes around her with somebody else the dutiful wife she sits Somewhat creakily (getting, regrettably, not any exercise) and pretends the ecliptic can take all the -blame for the swift oblique gaze of the s un 24 . �- Daniel Sullivan 25 �Elegy: On a Young Composer Killed in an Accident Anthony Snively You were one of those strangely beautiflJl Who like a Desdemona loved the dark Chaotic waves as they press their games upon The mind, making alcoves where the mind watches, Waits . Whose illusions washed warm tears from air That dropped to be wondered at on the sand, were folded Beneath spheres, spurning the vivid stellar glow To wander falconlike before a post. And whose play was to hold and never change The seagull spread serenely in a breeze, The magic of the moments that crown creation And rest insubstantial on the dust, never Deny the blood in nativities of their light, Nor sell your bounty to the nothing of notes Structured only by reason on seeling airs . 26 As from a cloistered garden long since laid waste Where only the bell of a tear repeats the solemn Toll of names against the mastering weeds, I saw you ageless as those who in obeisance Had come to tread this livid place. Who leaning Mayfly were made to whisper as they played The echoes of earth's heart . And in your silence I saw you melt as one with growing winds. Then can we mourn our oldest if even gods' young Are lost? Though you will never die while in each Eagle is traced the melic script that sealed It to your mind, and already for you were born Earth's dances where others look a few cold hairs To primeval dust, or perceived with silent eyes Their barren sand lamented on the ground. Not in such fear of when the earth has drawn Her deliverance and with Chaos attends you Back to her darkling womb where not to be born Is best, your mortal dew was nourished through The day, and returns alone back whence it came. And though the next morning will veil your masque, Still by these lines may I laurel your light Where only the sea remembers your game. �·· '·••,_,.,.,. /),!~ < .;1' ' • ·. ,'. ' '_/ ~,~ \ Barnaby Ruhe 27 �N 00 The Idiot Who Lives In The Gray House Overlooking The Bay John Dean Birds that were sitting on the Gables of his house sat and Wondered if he would throw them Some bread. But he would dress like A cowboy and a cattle Rustler, a lobsterman and His boat, and cut the perfectly Even furrows of the summer Lawn. And he would find a point To return to his home. And He would give the hinges On the screen door a good look, And smile. Inside his head trumpets fell Out of angels' mouths and the Words that were mistaken fo r What they were jumbled with his Food and drink for a place in His mouth. And if there was one Thing he knew every day, It was the tide schedule. And every day he would watch To see that the tide still kept Coming. And every day from His kitchen he was god and God gave chuckle to the tide. �l 29 �Professor Arbuthnot says KNOW YOUR CAMPUS We humans take too many things for granted. Here's a test: (answer truthfully) are you still in possession of your navel? Honestly now, are you sure? When did you look last? Don't get all excited, I don't mean to frighten you; and by all means, don't take a frantic look while standing reading this and give the coffee shop a bad name. But do you see my point? We all take things for granted, and our campus is no exception. So few students are aware of the interesting stories behind many familiar campus sights that Prof. Arb. feels constrained to repeat what he knows about them. Mc DOWE LL HALL McDowell Hall is the oldest standing building on the campus (Randall Hall is older, but is not classified as a building by most archaeological experts: "Life as we know it could not possibly ... " etc., Scientific American CTuly 1949). One amazing fact about McDowell is that it was carved from a single piece of oak by a blind Indian in 1644. This Indian was fanatically devoted to the Iroquois lightning god Wham, and intended McDowell as an earthly abode for Wham. He believed that upon completion of the edifice he would be assumed into heaven. As he stood at the spire of the building carving the final stroke, he lifted his sightless eyes to heaven e:xpectantly, and was blasted to charcoal by the worst lightning storm recorded in Annapolis. THE PLACE OF ORACLES Randall tenants have long been privy (huh?) to one of the profoundest, greatest mysteries of all times : the Place 30 of Oracles . Above the second floor fuse-box is a large exposed wire . This wire, it is said, leads directly to Nirvana . He who is fortunate enough to participate in the sacred ritual is favored with the gift of tongues. He who would take this gift upon himself need only remove his clothing (as earthly dross) and cover himself with ritual ablutions from the Randall shower, then press both index fingers to the wire. He is immediately seen to transcend humanity, rising into the air with startling alacrity, glowing with an unearthly luminescence, and speaking in wild, unintelligible tongues . The non -initiate even benefits somewhat: he who watches the rite is blessed with a lightening of the heart. I myself laughed like hell the last time I saw it. COLLEGE CREEK Although we have all seen College Creek, few of us are acquainted with the fact that it is not a creek at all, but a huge living colloid . It subsists oillieer cans and soap suds, although it may also be the cause of the disappearance of the entire class of '38, which has not yet been explained to the satisfaction of the Annapolis police. Some of the elders of Annapolis claim that College Creek spawned 9 St. John's . MELLON HALL The building of Mellon was done by the Marx Toy Company after plans left by the blind Indian who carved McDowell . It was originally planned to be a ten story lab building, but on its dedication day it fell down, and remained in the position it occupies today . The building has never worked properly, due to the fact that no one can find the master switch to turn the building on. �A BETTER PLACE THAN DIDI by Michael Bridge The Daffodil and Didi stand near each other but they don't see. Daff, (Dressed as Daff., to aud): I am a flower wavering in the brisk morning breeze. (wavers) I am happy being a flower because a flower's what I am and because being one's the thing I do best and because it's not a very difficult thing to do. (pause) Anyway, I can't think of anything better to do, (p.ause) so I just stand here with my feet planted in the ground (looks at feet, wavers) and waver. It's not a bad life . Didi, (Little girl, not yet seeing Daff): I am a darling little girl. I know that I am a darling little girl because everyone always says, "My! What adarling little girl!" I think they must know what they're talking about because they're always married like mommy and daddy and the president and because they know how to get their own children and because they don't have to go to school anymore and because they're bigger and smarter than I am. (sniffles, wipes nose with arm) That's how I know. (pause) Sometimes they get me sick. That's when I pretend. I play house a lot with Freddy. Freddy's my boy friend and we're going to get married and he's going to be president. I made him promise. (pause) Playing house is fun. (pause) More fun than not playing house, anyhow. There really isn't too much else to do. (spots Daff, delighted) My! What a darl ing flower! (Daff eyes her suspiciously. Young couple walks by, hand in hand). She: My! What a darling little girl! (Didi blushes, hides her face. Daff tries to hide, but certain disadvantages in nature won't permit it). Didi, (Couple is gone, she again notices Daff): My! What a pretty flower! (dances around Daff, stops) Pretty things make me so happy . Makes me so happy to be with pretty things . (Daff eyes· her suspiciously) Makes me sad to leave pretty things. (excited) So I take them with me! That way I don't have to leave them and I don't have to be sad. (Approaches Daff, unties his shoes, pulls his feet out of the shoes. Painful for Daff. Didi runs off, returns with little red wagon, backs it into back of Daff so Daff flops backward into wagon, sits thus feigning indifference, legs dangling over back of wagon. Didi wheels wagon around shoes two times, exerting great effort. (stops, looks up) Well! Here we are. This is where I live. I do hope you'll be comfortable in your new home. Now you wait here and I'll be right back with something good. (runs into right wing, Daff looks around, sees audience, shrugs). Daff: Really not a bad life. (looks around some more. Didi returns with bottomless flower pot> places it over Daff's shoes, backs wagon over to pot, places Daff's feet therein, reaches in pot, ties shoe laces, stands up, picks up watering can, waters him. Daff sighs with relief.) Didi : There! (Kisses Daff on head) My pretty flower. (Daff controls himself. Didi runs off into right wing.) Daff, (Feigning indifference): Not a bad life. (looks at feet) Always wanted to be potted. (wiggles his feet) A little small. (wiggles some more) A little cramped. (pause) But I'll grow into it. (Didi enters with her dog Simon, leading him by long red ribbon. ) Didi, (To Simon): This is my new flower. Isn't it pretty? (Daff and Simon eye each other suspiciously. Simon growls, Didi slaps him lightly on nose.) No Simon! You be a nice dog! (Didi hears something, looks anxiously into right wing) Oh look! Freddy's here! I can show him mynew dog and my pretty flower! (She starts to run off, stops, returns, ties Simon's ribbon around Daff and runs off. Simon whines after her and tries to follow, jumping and pulling at ribbon, shaking Daff up terribly.) Daff: YOU STOP THAT! (Simon stops still turns, eyes Daff suspiciously, growls, circles) Piss on me and I'll mash 31 �your brains . Simon, (Shocked, assaulted): I'll have you know!. .. (stops, circles some more. Ribbon catches on stump . Simon yanks at it to free himself, shaking Daff up terribly. ) Daff: Stop that! Stop that I say! (Simon stops, looks at Daff, pulls again) Stop that! You stop that! (Simon stops, looks despairingly to Daff) Simon' s 'neck, lets it fall to ground) Simon, (shocked): Hey! You can't do that ! Daff: There . You' re free . Simon, (Frightened) : Put it back! Put it back! Daff: You're free! Run! Simon: Put it back! She'll see! Simon: I 'm caught. Daff: Let her see. She's just a child . Daff: Get uncaught. Simon: She feeds me! Simon: It ' s easy for you to say . Daff: She chains you! Where ' s your integrity? Daff: Just go back the way you came until you find where you went wrong . Simon: In my stomach! (Silence) Simon: Back? Daff: Until you find where you went wrong. The only way to get uncaught. Simon: But think of the ground I'll lose! Daff, (Reproaching): I'd . .. I'd run forever! Why if I had legs like yours , I 'd • .• Simon: You wouldn't Daff: I would! Simon: You couldn't! Daff: The only way to get uncaught. (pause, Simon takes a hesitating step backward, another, stops) A little more .. . A little more . . . (pause) There! Daff: I could! Simon: You'd get tired . Simon, (Proud): There! Daff: Never! I'd run forever . Daff: Next time be more careful. There won't always be someone around to tell you to walk backwards. (pause) Simon: You'd have to stop for food. Simon; (Eyeing Daff suspiciously) : What's your name? Daff: I drink the earth dry with each step and run all day on the sun . Daff, (Ponders for a long while): I have no name, I have no need. I waver in the wind . Simon: You'd what? Simon, (Confused): Where are you from? Daff,, (Dramatic): I fell from the sky. (Simon is. suspici ous) I am the Father of the sky! I am here to oppress your oppressor, to free you from bondage and to send you on your way . (Daff looks at Simon anxiously to see how he'll take the revelation, the forceful, extending his hand) Come here. (Simon approaches . Daff unties the ribbon around 32 Daff: I'd stick my feet in the ground .. . Simon: You can't do that when you're a dog. You need a puppy dish and someone to fill it. (pause) Daff: If I had legs . .. (Didi runs on) Didi: Simon! Nasty nasty Simon! (Slaps him lightly on nose, picks up untied ribbon, examines it) How did ... (looks curiously around, shrugs, ties Simon again, walks �confused, pondering into right wing. Simon and Daff ignore each other for a few moments, then attack each other . ) Simon: Now see what you ... Simon: Why I never .. . Daff: You stunted root! YOU LAME EARED FLAY SNAPPER! YOU . . . YOU ... Daff, (At same time): You should have run .. . (Both stop look hard at each other. Daff breaks the silence) You should have run. Simon, (Very loud): I DID NGT CALL YOU (not so loud) a hypocrite .. Simon: No place to go . Simon: Hypothetical. I said hypothetical. Daff: The whole world! Daff, (Calmed): Hypothetical what? Simon: Need a place to go . Simon, (Ponders) : I 've forgetten . Daff: Goes on and on. Daff: Then it couldn't have been very important. Simon: No place to go . Simon: Yes . We never forget the important things. (Simon glances into right wing, wags his tail, excited. Didi walks on leading Freddy, :by the hand . Simon greets them both with maudlin delight) Daff: Place after place . Simon: Maybe if there was a place . Daff: Place after place. Didi : Freddy, this is my dog Simon . He's part Shnauzer, part Cocker Spaniel, part sheep, (Simon lowers his head in shame) and part. . . part. . . part. . • PART SIAMESE • (Simon looks up shocked and barks harshly. ) Simon! YOU STOP THAT! (Simon cringes. Didi to Freddy): He's really a very nice dog ... Don't you think? Simon: Maybe if they were expecting me . Daff: Never stops . Simon: Need a place to rest . Daff: Just stick your feet in the ground . Simon: Someone to fill my puppy dish. (long silence) Daff: SECURITY! (pause) GETS ME SICK! Simon: Take your feet out of the ground and say that! Daff: IF I HAD LEGS I'D . . . I'D . . . Simon: If you had legs you 'd stick them in the ground and starve to death! Daff, (Assaulted) : I'D RUN! I'D RUN IF I HAD LEGS! Simon: There's really no sense in talking about anything so hypothetical. Daff: DON'T YOU CALL ME A HYPOCRITE! YOU . . . YOU WALKING FLOWER POT! Daff: You did! I heard . . . . YOU .. . Freddy, (Low oppressed voice): Yes . Didi, (To Simon): There. You see? Freddy likesyou . (pause, to Freddy) And this is my new flower. Isn't it pretty? (silence) Isn't is pretty? (silence) FREDDY! Freddy, (Startled): YES! (Silence, they don't look at each other . ) Didi, (Takes a deep breath): It IS warm today . Don't you think so Freddy? Freddy: Yes . (silence) Didi, (Excited): I COULD MAKE SOME ICE TEA! Wouldn't you like that Freddy? Mother has these lovely little packages and she showed me how. Wouldn'tyou like that Freddy?" 33 �Freddy: Yes. Didi, 0fery excited): Oh, I do so enjoy when you come to play with me! Now you wait here and I'll be right back. (runs into right wing). Freddy stands alone, tense, confused. Simon and Daff stare curiously at him.) Daff: He doesn't say very much. (Freddy looks curiously, confusedly from Daff to Freddy to aud. several times.) Is that all you can say? (Freddy looks from Daff to Freddy to Daff again. While looking at Daff) Is that all you can say? (Freddy looks into aud. and bawls very loudly.) Simon: Now you've done it. Simon &. Daff: DIDI! (Frightened, look around) Freddy; (Hesitant pouting, frightened, looking around): Don't... Like... (bawls) Diiiiidiiiiii... (Simon & Daff look up startled) Daff: What did he say? Simon: He said ... He said ... Daff: He didn't! Simon: It sounded like ... Daff: Ask him if he wants to be president. Daff: I was just trying to make conversation. Simon: Do you want to be president? (Instigates his bawl ing) Simon: I wouldn't have said a thing. Daff: I think he's one of us. (They look at Freddy intensely.) Daff, (Reaching out, trying to pat Freddy on head, but can't reach him): Now now now ... (to Simon) Pat his head. Simon: He looks like one of them. Can't be too sure with his kind. Simon, (Patting Freddy's head): Now now now... (Freddy stops crying) Now tell Uncle Simon all about it and we'll see what we can do. (to Daff) It's always best to talk about these things. (to Freddy, patting his head) Now now now ... (pause) Now tell Uncle Simon. (Silence. Freddy tries to compose himself, becomes frightened) Nowtell Uncle Simon. Daff: Ask him to join. Daff: Ask him to join . (Simon ponders) Simon: You ask him . Daff: Make him talk. Simon: Now tell Uncle Simon. Daff: Make him talk. Daff: You ask him . You' re closer . Simon: Never listens to me . Daff: Give him a try. Simon: He won't talk. Daff: Maybe a little prodding. Simon; (Pinches Freddy, SIMON! Simon: Pat your head with one hand and stab you in the back with the other . Freddy starts): TELL UNCLE Simon: Just kick me and pat my head. Daff: Let him know who's boss. (Simon ponders) Simon: You think he'll listen? Freddy; (Frightened, looking around): DIIIIIIIII. .. DIIIIIIII ... Daff: Only one way to be found out. Daff: What did he say? Simon: I'd rather not. Simon: It sounded like .... . Daff: We '11 need every hand we can get. Strength in hers. (Simon ponders) Freddy: DIIIIII. . . DIIIIIIII ... . 34 (Simon ponders) mun - �Simon: Every hand ... (pause) How should I go about it? Simon: But ... Daff: Have to use tact. Daff: Freddy isn't up to it. Simon: How should I go about it? Simon: But I ... Daff: Have to be subtle. Daff: Asl.<i him. $imon: How should I go about it? Simon, (I'o Freddy): We're running away. You with us? (Freddy looks interested, becomes frightened) Daff: Can't let him think we're common rebels. Freddy: I want my moo moo. Simon: How should I go about it? Daff: Can't let him think we're common rebels. Go on. Ask. (pause) Simon, (Hesitates long time, finally): We're going to beat up Didi . You with us? (Freddy stops crying and looks interested, ponders a few moments, becomes frightened, bawls loudly) Daff, (Frightened), desperate): MAKE HIM STOP! HE'LL BRING OUT DIDI! Simon: STOP! YOU'LL BRING OUT DIDI! (Freddy stops. Simon turns to Daff) Should I ask him again? Daff: Give him his moo moo. Simon, (Calling): Moo moo ... moo moo ... Daff, (Points into right wing): Over there. (Simon runs into right wing, returns with large, golden stuffed calf, admires it, gives it reluctantly to Freddy. Great thunder resounds, lightening flashes. All cringe and look up frightened. Freddy drops calf. Simon picks it up and clutches it. Freddy tries to take it back, but Simon won't give it. Silence) Freddy: Moo moo ... moo moo ... Daff: Don't think he's up to it. Simon: Can we do it alone? What can we do? Simon: He wants his moo moo. (pause) Can't do it alone. Daff: Have to think up something else. Must be an alterna tive. Daff: Give him his moo moo. Simon; (Excited): NING AWAY! WE'RE RUNNING AWAY! WE'RE RUN- Daff: Give him his moo moo. Simon: But I do so want to beat her up! Freddy: Moo moo ... moo moo ... Daff: He isn't up to it. Simon; (Frightened, excited): HAVE TO LEAVE! HAVE TO LEAVE! SHE'S COMING! Simon: But I do so want to ... Daff: Must be another way. (ponders, silence) Simon, (Breaking silence): But I do so ... Daff, (Frightened): But the preparations! You haven't prepared! Daff, (Excited): RUN AWAY! WE CAN RUN AWAY! Simon: Pick up as we go! She's coming! Have to leave! She's coming! Simon: But I do so want ... Daff, (Frightened): Then we're ready? Daff: , So much simpler. Simon, (Frightened): We 're ready? 35 �· Daff: We're ready? Simon: We're ready? Freddy : Moo moo . .. moo moo~. . (Freddy reaches for calf, Siinon pushes him away angrily . Freddy bawls.) Daff, (Frightened): STOP HIM! STOP HIM! MAKE HIM STOP! SHE'LL BE ON US! (Simon shakes Freddy to stop him. Freddy bawls louder . Simon looks into right wing, frightened, runs off into left wing clutching calf, ribbon trailing behind) HEY! (pause) All we've gone through together and he runs off without me. (Freddy starts after Simon) Freddy: Moo moo . • . · Daff: HEYl (Freddy stops) Not without me you ~on'~ · (Pause) The wagon. (pause) Ove~ t?ere. (pause) Br.mg it here. (Freddy moves quickly, eff1c1ently, never lookm?" at -Daff. .Daff unlaces his shoes, Freddy backs wagon mto Daff~ Daff flops back onto it, pulls his feet out of his shoes . Freddy pulls wagon and Daff hurried~y into left _wing. Twenty seconds and Didi comes on carrymg tray and pitcher and two glasses.) Didi, (Agitated): FREDDY! SIMONI Now where can they ha.ve gone . (Looks at iced te~_ whines) All I. went through to ••. (pause) And he runs off. · (Cries, stops, becomes frightened) I'll bet they've gone down to the creek! They'll be covered with mud! MOTHER WILL BE FURIOUS! AND I'LL GET THE BLAME! (hurrying after them) FREDDDDY . . . . SIIIIIIIMONNNNN .•. end act 1 act 2 Curtain rises. Simo_n comes running out of right wing clutchii:tg calf. Didi's distant voice is heard calling for him . He stops in mid-stage and turns to go back to Didi~ He stops agafu, moves back to the left, stops, moves back to righi:, stops, moves back to left, stops, looks confused into aud . Pause, then with finality, turns to go back to Didi . Runs into Daff and Freddy just coming out of right wing . 36 Simon: 'I was just coming after ... Daff: HURRY! HURRY! SHE'S ON US! SHE 'S ON US ! (They run in place) Simon: HURRY! Daff: SHE'S ON US! Simon: WE SHOULDN'T HAVE LEFT! WE SHOULDN'T HAVE LEFT! Daff: HURRY! HURRY! Simon: I DIDN'T WANT TO LEAVE! IT WAS YOUR IDEA! Daff: STILL TIME! STILL TIME! HURRY! Simon: Shouldn't have left .. . Shouldn' t have ... (All three stop suddenly as they hit the shore of the creek . THE CREEK! WE'RE SAVED. SHE CAN' T SWIM! Daff: Neither can I. Freddy, (Frightened, pointing into Creek): NO NO! (All look around in desperation . Simon and Daff spot raft at same time.) Simon & Daff: A RAFT! Simon: A godsend . Daff: HURRY! (Freddy looks back and forth from raft to approanhingDidi._ Simon wheels Daff onto raft. They both look at Freddy and say in unison) COME ON! (Freddy looks at them confused, unable to move . Simon holds out the moo moo and Freddy, reaching for it, hesitatingly boards . Simon pushes off. Freddy tries to jump off, but they hold him until they're away from the shore. He reaches fuHlely., pathetically toward the shore) . Freddy, (Calling): Didi. . . Didi. .. Didi, (From off stage): FREDDY! YOU STOP THAT! COME HERE THIS INSTANT OR I'LL TELL MOTHER! Freddy, FREDDY! FREDD . •• OOOOHHHHH (splash . Daff and Simon, shocked throw hands over their eyes . Long silence~- Lights dim a little . ) BACK �Daff, (Breaking silence): Good sailing weather. Simon, (To Fready): Down the creek. Freddy: I want my mom mom. Freddy: Where we going? Daff: Give him his moo moo. Simon, (To Daff): Where we going? Simon: He said his mee mee. Daff: DOWN THE CREEK! ,~·, Freddy: I want my mom mom! (Bawls Daff tries to grab calf away from Simon. They struggle and calf falls into Creek. Freddy becomes still, quiet.) Simon: Now you've done it! (Daff hits Simon on head. Simon turns to strike back. Daff blows out his chest and looks threateningly at Simon. Simon turns and strikes Freddy. Lights dim a little more. Freddy stays still and quiet. Silence.) Where we going? Simon, (To Freddy): DOWN THE CREEK! (silence) Freddy: We going fah? Simon, (To Daff): We going fah? Daff: Pretty far but not too far. Simon; (To Freddy): Pretty far, but not too far. Freddy: I want my mom mom. (silence) Freddy: Where we going? Simon: Maybe he should know the truth. Simon, (Startled): HE SPOKE! Daff: What truth? Daff: What? Simon: That we dOn't know where we're going and we're going to drown. Freddy: Where we going? Simon: He spoke? Daff: What did he say? Simon: He said where we going. Daff: Tell him we're going bye bye. Simon, (To Freddy): We 're going bye bye. (Simon stops, ponders) Where we going? Daff, (Agitated): What kind of truth is that to know? Simon: A truth is a truth. (pause) Have you a better one? Daff, (Ponders): Just follow the creek. Simon, (Concerned): He should have a truth. Daff: Just follow the creek. You can't go wrong. Freddy: Troo too... troo too. Daff: To a better place. Simon: There. You see? Simon: Better than Didi? Daff: A truth. WITH YOU! Daff: Better than everything. Freddy: Where we going? (ponders) Let me see. (ponders) I AM Simon: A truth? Simon: To a better place than Didi. Daff: No less. Freddy: Where we going? Simon, (Decisive): No enough. He needs something more. (pause) Not enough. Simon, (To Daff): Where we going? Daff: Down the creek. Daff, (Pondering): Not enough ... not enough... a truth .. a truth ... 37 �Simon, (Sheepish, frightened) : Maybe if you could tell him where he's going. Daff, (Angry): DOWN THE CREEK! Simon, (To Freddy): DOWN THE CREEK! Freddy, (Confused): We going fah? (silence) Simon, (To Daff): It's not that I don't trust you. It's just that Freddy here doesn't know yet. He should have something to let him know ... don't you think? (silence while Daff thinks) Daff, (Excited): A promise! How about a promise? (Silence .· Despaired, Daff withdraws the leaf and hands it to Simon) You give it to him . You're closer . (Simon takes leaf, admires it, gives it reluctantly to Freddy . Fre ddy clutches it, moves to corner of raft, sits down contented . (Silence) Simon: There . That should hold him . . . Until we get there . Daff: Where . Simon: 'The place we're going to . Daff: Oh yes. (Silence. Simon eyes Daff suspiciously) Simon: You will know when we 're there , won 't you? Simon, (Enthused): Could be just the thing . Daff: Oh yes. Daff, (Pondering) : Now what shall I promise? Simon: How will you know? Simon, (Immediately anxious): That you know where he ' s going. Daff: Yes . Bring him here . (brings him there) I promise you that we 're going . (Freddy neither sees nor hears Daff) Daff: It's thekind of place you can't be at without knowing you 're there. Simon, (Pondering) : Oh . (pause then anxious ) There ' s a sign? Simon; (Anxious) : And you know where . Daff: One big sign . Daff, (Reluctant) : And I know where . Simon: What's it say? Freddy, (To Simon): We going fah? Daff: This is the place . Simon; Pretty far but not too far . (looks at Daff . silence . Looks at Freddy, back to Daff) Not enough . Give him a s ign . He needs a sign . Simon; (Anxious ): Then they 're expecting us? They know we 're coming? Daff: They know something ' s coming . They 've b een w aiting since Godot . Daff: What kind of sign? Simon: Something he can touch . Something to let him know . ·Daff: But what? (Simon yanks off a leaf) NO! Simon; There . (Admires leaf) Daff: Give it back. Simon, (Clutching it): He needs it . Daff, (Forceful): GIVE IT I ' ll give it to him . (Gives takes it, examines it, hold it see Daff) Here. (Freddy 38 TO ME! (pause) It ' s my leaf. it back very reluctantly . Daff out to Freddy . Freddy doesn't doesn 't hear Daff) TAKE IT! Simon: Then they'll be ready? They ' ll have our dinner ? It is getting on dinner .time; Freddy : Hungry, hungry .... Simon: Should have brought my puppy dish . Daff: Gi ve him something to eat . Simon: Nothing to eat . Have to wait . (Simon looks hard at Daff, Freddy looks pleadingly at Simon . Daff ignores their eyes, looks off into aud . ) Daff: Shouldn 't be long . Feel the change? (Lights dim) �We 're getting near. (The tb.ree are silhouetted against a star s t udde d sky . F r eddy cringes in c orner of raft.) Simon: No. Freddy stay. I' ll be right back. (remains still) Simon, (Frightened): Maybe he' s afr aid of the dark . Simon: No reason to be afraid . (pause) Where ' s your moo moo? Freddy, (Looking around, anxious) : Moo moo . .. moo moo... (sees leaf, pounces on ·it, sits contented, holding leaf to mouth) Simon, (Hesitant): We ll. . . (determined) I'm going. Freddy ignores him) I'M GOING ! (Simon gets down and sits in wagon. Gets no reaction, walks a few ridiculous steps while still in wagon, get s up finally and walks into right wing pulling wagon after him . Freddy sits quietly a few moments, becomes frightened, anxious, looks around . ) Daff, (Pretending not to be frightened ): Should find out. Simon: Ask him . Daff: You ask . You 're clos e r . Simon, (To Freddy): Afraid of the dark ? (Freddy clings to Simon Simon clings b ack . They s it clinging in Freddy's corne; of the raft. Daff sits still and alone in his little red wagon on opposite side of raft, legs dangling ?ver si?e. Daff extends his hand t o the other two. They don t see hrm. He takes his hand back, lowers his he ad . ) end act2 act 3 Curtain rises . Raff and creek are gone , wagon is over turned . Daff lies unconsci ous beside wagon; Simon and Freddy lie unconscious a good distance away, holding hands. A tree or surrogate, s tands to the side of the stage. Light brush and dead branches lie scattered around. Simon stirs , opens his eyes, looks around. Simon: What. . . (p ause ) Where .... (s ees Daff, becomes frightened, s t ands with diffic ulty, moves anxious, hesitant over to him, tries to revive him but c an 't. Daff groans, writhes but remains unconscious . Simon turns , sees Freddy lying there, turns back to Daff, rights wagon, loads Daff onto it, hauls him into left wing, returns a few mom ents later pulling empty wagon, goes over to Freddy, revives him, goes over to wagon, stands on it with arms folded) Freddy: Moo moo ... m oo m oo ... hungry hungry ... Simon, (Pondering) : Yes . Something to eat. Freddy, (Anxious ): Hungr y hungry ... Simon, (A touch of impatience) : YES YES... (Thinks) F r eddy s t ay . I get food for hungry hungr y . (Simon doesn't move ) Freddy : Freddy go . Freddy: Freddy go. Freddy : Dada ... (pause, frightened) DIIIIDIII. .. Bawls , stops, looks around frightened, runs over stage collecting branches, leaves; builds ne st, climbs in, covers himself. Simon comes back on pulling wagon and empty handed, but chewing something. ) Simon, (Swallowing hard): No food . Have to wait . Gro cery boy comes on Tuesdays . (See Freddy's gone) Freddy? (pause, frightened) FREDDY! Freddy, (Excited, jumping up): DIDI! Simon: Ah! There you are ! (looks curiously) What have you there? (approaches , examines nest) Ah! A REFUGE! (pause) MARVELOUS IDEA! (examines more closely) Not very adequate (p aus e) but a refuge no less. (pause) And a refuge is a refuge. . . (pause) is a refuge. (pause) More over. Make room . (F r eddy does) Not enough . Get out . Freddy, (Angry determ ined): MINE! Simon; GET OUT! (Fre ddy gets out, Simon climbs incovers himself) Call me when they come with the food . Freddy: Hungry ... (eats Daff' s leaf, swallows hard, looks around suddenly, anxious, frightened, runs into right wing, back across into left wing, gasps, stumbles , hits floor. (Daff groans . ) Daff: Why don't you watch where you ' re going! (pause) Where's my wagon? (Frightened, Freddy comes running on, 39 �gets wagon, pulls it into left wing, returns pulling Daff, but never looking at him) Now where ' s that four legged window box? (Simon sticks his head up out of nest) Simon : Ah! You're back. Good to see you up and around . Daff: (Curiously) : What have you there? (to Freddy) Closer . (examines) Ah! A FORTRESS! Simon: A WOMB! Daff: A VAULT! Simon: A REFUGE! Daff: IMPENETRABLE! · Simon: QUITE PENETRABLE! Daff: IMPREGNABLE! Simon: EASILY PREGNATED! Daff: OUT! (Simon gets out) Help me in. Stand me up . (Simon does so . Standing up, Daff admires nest) Quite marvelous. Ingenious architecture . You can 't see my legs . Legs ' shouldn't be seen . (pause) Unless they're going to be used. (pause) Put the wagon in back . (pause) Wagons shouldn't be seen . (pause) Unless they 're going to be used . (Simon moves quickly, efficiently . Pause, they look around) Well! You've made it . Simon: Made what? Daff: You've found your place . Simon: THIS IS THE PLACE? Daff: Your wilderness is behind you. Your days of wandering are gone . Simon: THIS IS THE PLACE? Daff: Can there be any doubt? Simon: But but but . .. Daff: It's the place you've ended at . Simon: But but but . . . Daff: It ' s ground under your feet . Simon: But but but . . . Daff: · You can't go any farther . Simon : But but but .. . Daff: Do you hear a motor boat? 40 Simon: ·But there ' s no sign! No welcome! NO FOOD! NO NOTHING! Daff: Can ' t have everything . (pause ) You're fr e e. What more ... Simon: Free to starve to death? Daff: Free of Didi! Free to run! Simon: Free of my puppy dish! Daff: Free to do what you want! Simon: I'm hungry! I WANT TO EAT! Daff: ALL YOU CAN THINK ABOUT IS YOUR STOMACH! Simon: I'M HUNGRY! Daff: It's a question of mind over body. Simon : I'm hungry . Daff: There are finer things . Simon: No finer things. Daff: Things of the mind. Simon: AFTER I'VE EATEN! Daff: YOU AND YOUR STOMACH! Simon: YOU AND YOUR PLACE! Daff & Simon: GETS ME SICK! (silence, ignore each ot her) Freddy : Hungry hungry •. . Daff: Have to learn to be grateful for the little things . Simon: Nothing . Daff: Be grateful for what you have . Simon: NOTHING! Daff: DIDI'S GONE! Simon: SO' S MY PUPPY DISH! Daff: I'm still with you . Simon: You're not edible. (Freddy clasps hands over stomach, over mouth, runs into left wing, turns , runs into right wing, Daff & Simon following with their eyes . He wretches from off stage . Daff & Simon cringe . Freddy walks on embarrassed, frightened . ) Daff, (Hesitant, watching Freddy): Have to learn to make do with what you have . (Simon approaches threateningly) YOU KEEP YOUR DISTANCE! (Simon stops) No closer than you are. Musn 't be touched. Know your place. Simon: Didi let me closer . Daff: SHE TIED YOU! �Simon: SHE TOUCHED ME! Daff: SHE CHAINED YOU! Simon: TO MY PUPPY DISH! Daff: A chain no less . Simon: A RIBBON! Daff: A EUPHEMISM! Simon: A RIBBON! Daff, (Calmer): A chain no less. Simon: Chained to my puppy dish . (silence) Daff, (Suddenly): SHE CHASTISED YOU! Simon: WITH A LOVING TOUCH! Daff: AN OPPRESSING TOUCH! Simon: A FILLING TOUCH! Daff: SHE BEAT YOU! Simon; (Sheepish): Because she loved me. Daff: SHE SAID THAT! They always say they're doing it for you .. . when they know they're doing it for themselve s . Simon: She loved me! SHE DID! Daff: She NEEDED YOU! Simon, (Confused): SHE DID? Daff: Needed something to beat on . Simon: NO! Daff: SHE DID! Simon: NO NO NO! Daff: Just an object. That ' s all you were to her . Just an object . Simon: NO! Daff: A TOY ! Simon: NO! Daff: SOMETHING TO BE USED! Simon: NO NO NO! (silence) At least I got attention. (silence) Daff; (Scorn): Go back : Go on! Go back to Didi. (silence) Simon, (Anxious , looks around): NO! Freddy: YES ! DIDI ! (Daff turns sharply to Freddy) Simon: YES! DIDI! Daff: NO! Si mon: Back to Didi ! Back t o Didi! Daff, (Intense): THERE'S NOT GOING BACK! (silence) Simon; (Anxious ): What? Daff: We've crossed the creek . Didi ' s gone forever . (Simon and Freddy become frightened, run together, cling) Simon & Freddy: DIIIIIDIIII ...• Daff, (Frightened, Anxious): SHHHHHH ... SHE ' LL BE ON US! (All become frightened, silent, look around) Simon, (Anxious): You think she heard? (Silence) Daff: Gone forever . Simon, (Clinging again to Freddy): We'll starve! WIVLL BE EATEN! Daff: I didn't make you come. Simon: YOU (s ilence) DID! YOU SAID... (pause) you said .. Daff: It was Freddy . Simon: Freddy? Daff: His bawling. Don 't you remember? Would have brought out Didi. Don't you remember? That ' s when you ran. (silence ) Simon: YES ! (pushes Freddy away, holds him angrily by the arm) FREDDY'S FAULT! (Freddy stands wide - eyed, frightened, unable to move) Daff: DON'T LET HIM GET AWAY! HOLD HIM l HOLD HIM! (pause) TIE HIM! HERE . . . YOUR RIBBON . (Simon takes the ribbon and ties Freddy to tree .) Freddy doesn 't struggle) Simon, (Standing back): There . (silence) Daff: We should get a confession . Simon: (Excited to aud) confess! confess ! Daff: For when she comes . Simon, (Excited): SHE 'S COMING! SHE 'S COMING ! Daff: This time we ' 11 be ready . 41 �Simon: With the confession. Simon: CONFESS! CONFESS! Daff: So she'll know we ~ad nothing to do with it. Daff: Simon: Yes ..• Freddy's fault. Simon: DIIIII. .. (Muffles scream quickly) Daff: Our vindication. Daff, (Anxious, frightened): SHHHHHH .... · (All become silent. Simon lets go his hold on Freddy . . All listen anxi ous into right wing. There's no sound) THERE! DID YOU HEAR? . Simon: So she '11 know we had nothing to do with it. (silence. Simon moves threateningly over to Freddy, looks him in the eyes) CONFESS! CONFESS (silence) STUBBORN EH? I KNOW YOUR KIND! YOU ALWAYS BREAK! JUST TAKES A LITTLE PRODDING ON THE RUMP. Daff, (Anxious): HURRY! NOT MUCH TIME! Simon doesn't know what to do) PINCH HIM! (silence . Simon: Yes. (anxious)· A little prodding on the rump. (reaches hesitantly to pinch him) T~E YOUR HAND OFF HIS MONTH . (He does) Simon, (Confused, anxious): IT'S HER! SHE COMING! Freddy, (Frightened, confused): Didi? Daff: What should we do? Simon: We've got her three to one. We could have it out. Daff: Freddy's not up to it. Simon: Maybe she brought my puppy dish! Freddy: DIIIIIIII ... (Simon & Daff panic. Simon covers Freddy's mouth, muffles his scream.) Daff, (Frightened): WE'RE NOT READY YET! Daff: SHE'LL BE ON US! (Simon lets go his hold) Daff: There's no white flag . Simon: DIIIIDIIIIII .••••• Simon: I'll wag my tail. Daff, (Frightened): THE CONFESSION. Daff: She won't understand! Simon, (Confused): The confession. Simon: SHE WILL! .· . Simon: I'll run and meet her! ' Daff: HURRY HURRY! (Simon reaches to pinch Freddy again) Freddy: DIIIIII..... (Simon covers his mouth quickly) Daff: THE CONFESSION! OUR ONLY CHANCE! SHE'LL BE ON US! SHE'LL BE Simon: TOO LATE! TOO LATE! (Simon looks around, tense, very frightened, runs off desperately into left ·Wing. Freddy breaks loose, makes a hesitating move toward Didi, turns and rushes instead desperately after Simon .) Simon, (Frightened): CONFESS! CONFESS! (still covering Freddy's mouth) NO USE HOLDING OUT! ALL THE TRUMPS ARE PLAYED AND WE'RE HOLDING THE ACES . (smiles at Daff) Daff, (Confused, holding out hand toward left wing): WAIT! YOU FORGOT ... (despair) You forgot. .. (lowers his head) Daff , (More frightened): ON US! Daff: LET HIM TALK! 42 end �� 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. 45 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 Zager, Masha (Editor) Forman, Stephen (Editor) Title A name given to the resource Palaestra #1, Winter 1967-1968 Date A point or period of time associated with an event in the lifecycle of the resource 1967-1968 Description An account of the resource Issue #1 of The Palaestra. Published in Winter 1967-1968. Identifier An unambiguous reference to the resource within a given context Collegian Winter 1967-1968 (Palaestra #1) 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/823af91d0309365fc1e8315c046ba32c.pdf 26f415dccf9b0abe18b8001232fb6d72 PDF Text Text · . ~· ·- ... ·- f\_ A .. j_~ .. • ·- _ J,(F.1 )'./\ II);~ 1 ~-· • - -· J__17 \ \ / ' I I/ & -- - /"1, Ii' ''{ / =-. ""' \ '--_. . I\~\\:-; ~ \1 ~v-1 'i ; lj~ /!; ~ \/ v '\ . . : ! I: C'EA'(111·' 1N. I~ ". ~~-~-~ j . U· \,)~· 0 ;. ~ -- - -- ---- _ __, �There has been in the Palaestra and on this campus a tendency to avoid discussion of current political issues. It is tempting to believe that, as Plato said, "the business of the market-place will look after itself" and that particulars are not the concern of the true philosopher. However, the growing chaos in the last years should teach us precisely that things do not take care of themselves: the war, the riots, the assaSSTnations and the demonstrations literally force -upon us the problem of defining and establishing orderl,,;y justice in this country, for ourselves and our descendants. It is to this problem that Mr. Berns addresses himself in these pieces, and we feel that what he has to say is relevant at any time and especially so at this moment. We hope that these pieces will be the beginning of a dialogue to be continued by you in the pages of the Palaestra. Steve Forman Masha Zager �THOUGHTS FOR A POLITICAL SEASON by Laurence Berns Lincoln ' s Speech on the Perpetuation of our Political Institutions • • • ... ....• Terminal Address , Annapolis Educational Enhancement Project at St. John ' s College • • • • Page • 1 • • 7 A Letter to Congressman Morton • • • • • • • • • • • • • • g The Electoral System as Unifier. • • • • 0 • • • • • • • .11 Some Reflections Prompted by the Events in Chicago , August , 1968 • • • • • • • • • • • 12 TEE PALAESTRA Editors Steve Forman M asha Zager Art Edi tor D Sullivan an Faculty Advisor Eva Brann �LINCOLN'S SPj~ECil Gd THE FCRP.2'l'UATIGN OF OUR POLITICAL HJ::_.TlTUTIUi'.JS 1 (This, address was one of "Two ·Short Talks. 1:;1pd,_a Discussion ,: in Celeb1·a't ion of Lincoln Is Birthday"' 'Febr~y 11 , .'; ·1968 . . St. John's College, Annapolis, Md.) . , . '· It is ·almost irre:verent to ·as:k: WhY celebrate .- . Abraham Jiincoln? · Why ce.leb.r ate t~1e birthday of the· only, other man deemed,. almost universally, fit to share equal honors · in the . temple. of' 'liberty with the great 1:ra:spington, the Father o~ o1:1r, c _ untry? 9 But. we, we who · have been made aware that a. distinction may be d.rawn between the love of one's own and the love q·..f the good' who are committed wholehe a rtedly to learning, .who a:re dedicated to the proposition · that the most important· learning may · corrie _only through conversation, thr:qugh dialectic, for whom a good dis'cussion is a celebration, we are .aware that sometimes the risk of irreverence must be hazarded for the sake of the fulfillment o..f o:ur most solemn, and at the same time most pleasant, obligations . · .. . · We study Lincoln, of course, -par,tly to understand ., · . ;0urselves, ..to 1;lil<;l.erstand and th~refore, in some _degr~e 7 -to . control the spiritual forces ~1ich have s~aped our c1vi~ llves as Americans. But what I hope to show is· that vie celebra'te and study Lincoln also simply as students, hoping to le-~rn . something about · man, abo'Lit logos, about reason, about re·ason and . passion, ·about reason and religion, (I do -not . say reason and rev~J_ation); hoping .to learn something abou:t ·a problem ?lose to all · o.f us, the·. problem o.f the relati?h ~ betwe~n .· . · intellectual development and moral goodness, ·in -the pre ~ f._$e ·language of the s.chcols' about the relation 'be.tween inte:L~ lectµ.91 and mo:ral virtue. . . · . ·· . , We, the American People , Lincoln ' s· Perpetuation •. Speech (Jah. 27, 1838, Springfield , Illinois) begins, possess the·fai rest . portion . of the earth as regards· extent of - territory, :fertility of soil, and salubrity of climate • . This may · be a · condition, but not the chief . cause, for our . finding . ourselves under a- gover:rutient conducing more to th~. ends,.·of civil and religious liberty tha~ any other .the worl~ ··ha$ · · knovm. Hamtlton suggests wh::i.t th.e ca.use is in the . opening paragraph of The Federalist : · .· . · · ·..! ' '- . · -·· '· .It ha.s been :frequently -remarked, i;hat ·it seems to have· been reserved . to the .p~q.ple of <th·is . coi,.mtry oy their concluct :and example ,: to . cie - qecide that important question , wl:iether. so- ties of men are really capable .or not :-of establishing goDd governmen"\ ,from re:fl- ction e and choice, or 'whether they. are i"'dr~ve.r · destined to depend for the -political co'nstitutions on a,ccident and force. The rational str".ucture .of our institutions 'relies upon J ,: I ' �2 ~he indecorous, but nev~r failing , ~·prings of human s~lfishness, ih the words of Federalist number fifty-one, the "policy of supplying, by· opposite and rival interests, the defect of better motives'\ ·so arranging things that ambition counteracts ambition, -'that the private interest of every individual may be a sentinel over the public rights." Lincoln believed in, and, by long and constant study, appreciated the wisdom of our system of checks and balances and separation of powers . But a rational structure of institutions, even with enlightened and intelligent men at the helm, is not enough. The most important dangers to American freedom are not to be expected from the outside; they come from ourselves. The most deadly symptom is "the increasing disregard for law whiGh pervades the country; the growing disposition to substitute the wild and furious passions, in lieu of the sober judgment of Courts"; the upsurge of a "mobocratic spirit." Lincoln did not stress th~ incident cl6sest to his audience's conscience, the lynching of the abolitionist editor, Elijah Lovejoy, some twelve weeks earlier in near-by Alton. Neither shall we enter into the dreary details of recent attempts to substitute force, fury and intimidation for orderly legal procedures. Vfuat seemed most dangerous about mob action to Lincoln was its cumulative effect . He divided the general population into two classes, first the vicious portion of the population, those for whom the only effective restraint is dread of punishment. These, the lawless in spirit, by seeing violations of the law go unpunished, "are encouraged to become lawless in practice." They make a " jubilee" of the suspension of the operations of government. The other class is that of the ordinar;y good citizen, who i@V§§ tran. quility~ is patriotic, and desires to abide by the laws. The spirit of the first class is constant; what is required to deal with them is vigilance and firm government. The · effec t of mob rule on the spirit of the second class is in the iong run more serious. When the;y see their property destroyed , their families insulted, their persons injured, their lives endangered and no prospect of improvement, they become tired and disgusted with a government that offers them no protection. · The "strongest bulwark of any Government , and particularly of those constituted like ours," is"the attachment of the Pwople" , specifically of the better citiz:ens. When the affections of the better citizens are alienated from the government, when the government has friends "too few, and those few too weak, to make their .L'riendship effectual •• ~ men of sufficient talent and ambition will not be wanting to seize the opportunity '_' and overturn that political edifice that is "the fondest hope of the lovers of freedom , throughout the world•" With the entrance of this new class, the men of .tal.ent and ambition, a new dimension in Lincoln 's discuss i on is opened. -We ~pproach that problem most pertinent to popular governments , the problem of democratic or demagogic despotism , the problem of Caesarism. We return to this subject shortly . The institutional and lee: al founding of the political �3 edii'ice ; ()i' liberty, Li(lco1n's argument implies , was not sufficient . He eviden'tly knew Federalist number forty-nine well. One of the subjects of that paper is political veneration: ••• th~t venert:i tion which time bestows on everything, and without which perhaps the wisest and freest governments would not possess the requisite stability. If it be true that .' all governments rest on opinion, it is no less. true that the strength of opinion in each individual, and its practical influence on his conduct, depend much on the number which he supposes to have entertained the same opinion. The reason of man, like man himself, is timid and cautious when left alone, and acquires firmness and confidence in proportion to the number with which it is associated. When the examples which fortify opinion are ancient as well as numerous, they are known to have a double effect. In a nation of philosophers, this consideration ought to be disregarded. A reverence for the laws would be sufficiently inculcated by the voice of an enlightened reason. But a nation of philosophers is as little to be expected as the philosophical race of kings wished for by Plato. And in every other nation, the most rational government will not f'ind it a superfluous advantage to have the prejudices of the community on its side. But the Founders, for all their appreciation of the problem in general, had not sufficiently acted on their knowledge, had not sufficiently founded their political edifice in the hearts and spirits of the people. "Let reverence for the laws ••• ", Lincoln said, "~ecort't€ _ the political religion of the nation ." Political religion addressed primarily to that larger group of normall;y dec~nt citizens, is to be the preventive medicine against those maladies that could lead to the disaffectioD of the people from their government. Lincoln goes on, "While ever· a state of feeling, such as this, shall ••• generally prevail ••• " every effort to subvert our national freedom will be in vain. By a contrast between the generation of the revo1 ution with present and future generations, Lincoln specifies those passions of the peopl e with which in normal times statesmanship must deal. Jealousy, envy and avarice, "the passions so comillon toa state of· peace, prosperity and · conscious strength," these and nthe deep-rooted principles o:f l.1ate, gesentment, indigna~ion and anger/. and ti:e powerful motive of revenge," were, during the revolution, directed · against the British nation. "And thus, from the force o:f circumstances, the basest principles of our nature were �4 either made t.o be. dorin~nt , , :or to be:c~me 1 the ~l'cti,ve agents in the advancement .bf the -ndblest- of · cause/8/ •••• " . -We note . how Lincoln mitigates the s'iing· of' this hardl;y flattering - ' description of the people by emphatically including· himself . among them •. . _ He suggests that one should not expect these · passions to be eliminated; they are rather to be mitigated by more general intelligence, and, i:f not .' used., t6 be overwhelmed bv the . feelings .erigende"red and s.timul~ted b:y poJ itical religion, fee,lirigs which include gratitude 'to our fathers, concern for our ,t:;OC?teri tY, ·~he J.ove of · justice, and affection for humanity,. , We turn novv, from the people,_ from ~he many 1 to the few, to the men of talent and to their ruling passion, ambition, the love .of glory, the craving for distinction. During the revolutionar;y period al1 who sought fame. and distinction staked their all on the. success of the revol_ ution. "They succeeded ••• This field of glory is harvested, and the crop is already appropriated. But hew · reapers will arise 1 and tI:ey 1 too, will seek.. a field." Lincoln draws a distinction within the men oi' talerit between the "many great and good men sufficie1·itly qualified for · any task they shol;lld undertake" and the ''towering genius". The· danger comes from the latter, .who will not fail to seize upon the opportunity presented by general di~affection du,e to mob rule. -Towering genius disdains a beaten path. It seeks regions hither.to. unexplored. --It sees no distinction in adding sdlory·to story, upon the monuments of fame, erected to the memory _of .others. It denies that . it is glory to serve under any ·chief'. It scorns to tread in the footsteps of any predecessor, however illustriohs. It thirsts and burns for dis. tincticm; and, if possible, it will have .~t, whether at .the expense of emancipating .s laves or enslaving f'reemen. · f:·· ·r We note with Harry Jaffa and ;Edmund Wilson the fite of this language, which seems 'to derive as much from admiration as from apprehension.' (Harry V. Jaffa, Crisis of the House · Divided, Doubleday, 1999, p. 183 • . Chapter nille is a compre~ hensive interpretati"" n · of Lincoln's "Perpetuation Spe,e ch- .) " In contrast to the para~raph on the people~ the towering · genius is referred to with the impersonal "it"~ Ambitionj Lincoln wrote .to General· Hooker,: .. "within reat::fo:nable bounds, . does good rather than harm." (Letter, Jan. 26., 1863): How much .of what'is now called ic]eo1ogy functions so as to disguised from political men . the .e normit;y of their own personal ambition? · How .much demagqguery and .political fanaticism might be prevented,~if the politi~ally a~pirirtg or their educators were once again educated by ·.those classical authors who made ~t' their business to ' try to trgin political ' men to appreciate' t,he sublety Qf. their 'own ambition, - to train them to mastep · ~he:rr : rna.~ter passion? ' -. · · 1 �5 ··"' In .a political announdement at the age of twentythree Lincoln took: cognizance of his own ambition: • ' ,, :· · Ever,y man is said to hav.e his peculiar ambiti on. Whether it be true or not, I can say for one that I have no other so great as that ··pf being truly esteemed of my fellow men, by · rendering myself worthy of their esteem. (March 9, 1932, . "To the People of Sangamo County_," New Salem, Ill-.) It is clear· that Lincoln no more expects ambition to be rooted out of the he.arts of the poli ticall;y talented than he expected envy and ·avarice .to be removed from the people. What reasonable : bounds are large enough to encompass the ambitions of those Lincoln calls men "of the loftiest genius,' potential Tu~acbeths, potential Caes3rs? (Lincoln's "family of the lion, or- the tribe of the eagle" probably comes from M!cbeth~ I, 2, 1.33, his favorite Shakespearian play~ See Letter to J.h. Hackett, Aug. 17, 1863.) The clue; I think, may .be found by watching more closely what. Lincoln himself has done. in this · speech. In the third ,paragraph :from the end of the speech Lincoln prepares for his finale by recounting how: the generation of the revolution possessed living histories of' tl1ose great events in the persons of their ·kinsman: . . • · • •• ·• l The ctinsequence was,that of thos~ scen~s , in the form .of a husband, a father, a son -or a brother, a · living history vvas. to be found i n every family - a history bearing the indubitable testimonies of its own authen:tici ty' in the limbs mangled, ..i:1 the scars of wounds received, in the midst of the very scenes related -- a history . too that could be read and - understood alike by all, the wise and : the ignorant, the l:earned and the unlearned. --But those . histories a~e . gone. They can be r ead no more fore ver. Phey we r e a f ort ress of strength ; but , what -invading foeman could never do, · the silent artillery .of, time has done; · the levelling of its walls • .· . They· are gone. -~ They ~ a forest of giant oaks; but the all-resistless hurricane has swept over ' them, and left only, here and there, a lonely trunk, despoiled of its verdure, shorn of its foliage ; unshading and unshaded , to murmur i n a few more gently breeaes, and to combat with its mutilated limbs, a few more ruder storms , then to sink, and be no more. They were the pillars of the temple of liberty; and now, that they have crumbled away, that temple must fall, unless we, their descendents, supply their places with other pil- �6 lars 1 he~m from the solid quarry of sober reason. Passion has helped us; but can do so no more. It will in future be our eriem;y. Reason, cold, calculating, hnimpassioned reason, must furnish all the materials for our t'uture supvort and defence. --Let those materials be moulded into gene~al intelligence, sound morality,.and 1 in particular, ~ re~erenc~ for the constitution and laws: and, that we improved to the last; that~ during his long sleep, we permitted no hostile foot to pass over or desecrate his resting place; shall be that which to learn the last trump shall awaken our WAS~IINGTON. Upon these let the proud fabric of freedom rest, as the rock of its basis; and as truly as has been said of the only greater institution, "the gates of hell shall not prevail against it." The old pillars were of wood, they have crllinbled away. The new pillars must be stronger. The;y are hewn from a quarry, they are the rock of the basis o.f the proud fabric of freedom •. Under the direction of cold, sober reason men of the l oftiest genius have the mission to use their political, rhetorical and poetic powers to mould the minds and affections of what is to be an improved people "into general intelligence, sound morality, and, in particular, a reverence for the constitution and laws." This refounding and transmission of the temple of liberty in the minds and hearts of men, for those who have eyes to see, is a task of" almost messianic proportions, a task equal to, or greater than, the first foµnding, a ·task capable of attracting, and perhaps even purifying, the ambition of a Caesar. By linking the spirit of the Bible to the spirit of' political 'liberty, the spirit of the Gospel According to Matthew to ·the Cons ti tuti ,Jn of the United States, Lincoln showed us by example wha.t he meant by political religion. It may be a little too much to link so intimately our political salvation with our personal salvstticn, to have us answer on the Day of' Judgment to George Washington as well as to God Almighty. The young Lincoln, surely1i is not in as full control of his materials here as he is in the great speeches of his later years, but, I believe, no speech reveals more clearly than this what he regarded as the mi ssion of his life. We must turn to t he Sef'ond ··Inaugural and tl3.e Gettysburg Addresses to appreciate tha t md:ss ion in all its sublimity. �7 TERMINAL ADDRESS· ANNAPOLIS EDBCATIOI,;AL ENHANCElV:ENT , PROJECT AT .ST. JOHN Is COLLEGE .~ . ,• . '.· ·. •. (~ti~ ·speech :"'! WFZS ~ 0i veri at the closing ceremonies of' :the\ Educa.ti·o-nal .Erihancemept .Project on August 9, 1968_. ,, The Project.· was of the. Vpward..:~o.und . type and was ru.n . on,· a 'volµnteer basis . by. members of the St. John.' s· faculty·, ) .. · .1 · -: , You' .have VG'iunteered to -devote six vacation vieeks. to the iiµprovement of your. -~~nds ~nd, we hope·, yow _ arts. heWe congratulate _you for having ·the good sense to chqose to · do so, and fot ha:vihg the good heart to stick, it out to:. the end· All .ar:ir~#1s ·pe~d fd?d 1 all. :~i;m~~s . .ne.ed shelter. and almost all animals·need farrnlies. In this.respect man is no diff'erent frb,.rn the qther animal·s. · ; But man is the talking animal and the thinking ' animal. Man is, the animal which by his power to talk and to thi11.k, vi.:J;1ich, ·added together is the power to learn,-- man is the animal which through learning has the power to modify his feelings·; to control his feelings, to improve his feelings, to improve his likes and dislikes. This sounds very rosy. It is not so rosy. This great opportunity which Nature, or Nature's God, has opened up for man is a two-edged sword; it can cut one way and it can cut the other way. For man's thinking and his talking, his power to learn, makes its way to man's feelings through the force of habit, through the· formation of habit 1 and --~ . . habits can be good or bad. The sword of learning is a twoedged sword, a dangerous instrument, because it can lead to bad habits as well as good habits. Man is the learning animal, and because of this even when he does the things all the other animals do 11 eat, seek shelter and have families, he does it with a difference: man can't just do things the other animals do, he's got to do them with style. We always watch each others' style - to see whether it's good style or bad. A man or woman's style points to what they have learned. It's wha t he learns that counts: he can learn to spoil his feelings, to corrupt his feelings, to make his likes and dislikes worse as well as to make them better. In fact, it's probably easier to do that than to make them better. If you don·• t put your mind to work at forming good habits, it's likely that, whether you know it or not, it will be working to form bad ones. Forming good habits, I believe, is what the business of educa tion is chiefly about. We must continually search :for those teachers and those books which can guide our learning power towards improving ourselves, which can teach us how to be strong and sensitive, courageous, tender and thoughtful all at the same time. The best teachers (and this refers to books too) are the ones that tea ch us and move us to become our own teachers, to become thoughtful critics of' ourselves, that arouse in us the habit of constructive thoughtfulness. The best teachers and the best books make us aware of how much we lose when we waste our time. �8 There are some who think that the most important thing about a man is the size of his bankrol.l , or the sharpness of' his clothes, or the size of' his muscles, or the color of' his skin. No matter how many of them there are, and there ,;3.re a lot of· them~ they art:: very superf'icial people • . What counts ·is . the quality of' a man's mind and heart, what he does and has done , with his power to l'earn. · I should like to end this talk with some words f'rom Dr. Martin. Luther King, Jr., f'rom his book Strength to Love: May l of'fer a special word to .our ;young people ••• Many of'· you are in college and many more in high school. I cannot overemphasize the importance of these years of study. You must realize that. doors of opportuni t;y are opening now that were not opened to ;your mothers .and fathers. The great challenge you f'ace is to be ready to enter these doors. · ·· \ "' ... .. - ' ' ' ' •. '. ~ ••• J ·~ ,' ,· , . ··._·.:.: ,.-, . ~- : ' ' ,_"· · . .· , .· �9 (The following is a letter sent to Cengressman Rogers C. B. Morton on April 8, 1968.) Dear Congressman Morton: . · First I should like to thank you for the memoranda you have sent me over the years. · Those I found most memorable were the one where you admitted and analysed your initial error in the matter of Adam Clayton Powell and the one wher.e you described how you resisted popular pressure for a hasty rat control bill in order to gain passage of a more reasonable and effective measure a short while later. Prompted by the events of the last few days, I should like to urge ;you to give your immediate attention to securing adequate gun:...control legislation. I am open to being sho"Wn . I am 1Nrong, . but it seems to me t hat given pres.e nt cir.cumstances no reasonable man can doubt that such legisla tion is urgently -needed. I am aware that placing one more area of · behavior under government control, considered in isolation from everything else, diminishes to s cme degree the .li be:I"'.ty we enjoy as members of a free society. But v.rhen and . wher:-e the dangers from the abuse of tha t small liberty can pcse threats. to ·t he fundamental fabric of liberty itself -the ~esser ev~l must b~ chose1:1,. and as quickly as possible, that is . as qurckly as. is possible for sober reasonable and effective action to be taken. (I am under no illusions about ~uch legislation being able to remedy the deeper cau~es, the spirit · of almost self-righteous l awlessness, a t the root of much of the peculiar criminality of our times. ) · What is most urgent however is not al vvays rr ost profound. Evid. nce of large-scale frontal atta ck: upon the e miseries of life in the Negro ghetto is now also urgently required. I urge you to give your attention to securing prompt passage of a Civil Rights Act. Open housing legi s lation, the creation of some kind of Job Corps, equal opportunity in employment legisl ation and a massive effort to improve, or even recons titut e, the schools i n these areas must not be de l ayed. These schools should be made not only as good but even better, as far as facilities and staff are concerned, than schools in more affluent areas. The training of young Negro le aders with reason to be gr a teful to the system tha t allows t hem to get ahead should, or must, be given special considerationo (If possible, local option as to the use and administra tion of the funds with federal auditing should be written into the Act.) It may be that the employment problem can be solved more adequately by plans based primarily on the utiliza tion of private resources and enterprise, but I don 't see how the problems of the schools can be met without direct and l ar ge expenditures by government. Consequently I urge you to consider and s upport whatever tax increases should be necessary . Fiscal irresponsibility, too, has become too dangerous. I am aware that urging you to support t ax increases amounts to asking you to risk your �- -· 1 10 ·. . office. · There ' is a pos.~ibility that your electorate will . the gravity of the situation and .the need for new taxes 1 but I would not presume · to suggest that ~uch ineasures are likely to be popular. However, these are times when there is no substitute for the courage to do what ts right~ even though,:_it may be unpopular, and even though 1 t may be at the cost of\ losing office. I am confident that you and the .majority of your. colleagues unde!'.stand better thap I what the true . honor of high pf'f'ice entails, and therefor.e I ·ove·r come my reluctance . at urging a man tq . aS.Sl;lIIle risks . which L cannot share. · · . . I am not sanguine about the legislation I am urging you to ~upport beirig able. to accomplish all that its more vehement advocates . laim for it. Our situa tion is aggravated c · by the. vv:ell- and ill-intentioned aro\lsal . of unreasonable expect?:tions. · There is a pressing need to reach, especially ·the Negr.o poor, with messages warning . them against those who create .·: Unreasonable expe.c.t ations, and whose zeal in some cases masks, , .f rom themselves as well as thei.r f'ollowers, political ambitions detrimental to . those whose interests they claim to ~erve, .as well as, to civil .1i~ert;Y in gen~ral. . It is very important . for the large maJority of well-intentioned reformers to begin ~ to consider more . carefully the dangers flowing from the. arpu.s al of' unreasc;maq~e . exp~ctations. Eowever ,. be that :as it m;;i.y, long-~standing inJustices . and neglect hay-e plagued 1 these c·ommuni ties, and unreasonable expectations have been aroused;". Extraordinary ef;forts must be made to right the injustices and to und.o the 11eglect : .firstly, because it is ritht to do, or to try to do, . so; .secondly, in order to vi/in back the · allegiance of those who have been stra;ying from the paths of' law and order; and. thirdly, to enable the nation to impose criminal sanctions on those ;,vho incite to l awlessness , and to undertake whatever action may : be required to , compel lawabidingness Viri th good conscience, with no questior;i. about where : :t~e weight of moral principle lies. ~ ~pp~eciate "1' . . '··' ,• . - I I I �11 THJ Ell":CTOHAL .SY:~TEl\:l AS UNIFI:ZR {The following letter to. the ~di tor of the "'.? S]!ington Post was ;:ublished by . thst. newspar.-er after tr e ne;,ub' ican National Convc·ntion, OJ.1 August 25~)· One important feature of the Party convention system seems no\ to have received enough explicit acknowledgment: the way it contributes to national unity. That so many and diverse areas can be formed into one Nation should not be ·taken for granted. · It was possible to see, after viewing the rj3cent convention for more than an hour or two, how Party leaders from all over the country are forced to become aware of and even familiar with the pressures and opinions governing their counterparts from all the di.fferent parts o:f the country, and how they learn to modify and to · moderate their own preferences and objectives so as to arrive at candidates and policies that mrnght provide effective national leadership. These lessons must, of course, be learned even more thoroughly by the candidates themselves. It is insufficiently realized that. our Electoral College system, as it has developed, with its "winner take all" system in each state tends to educate politicians and moderate politics, that is, direct it away from the extremes to theswing votes in the middle, within the states in a similar way, thus contributing to statewide consensus. Those who too thoughtlessly advocate national primaries and the abolition of the Electoral College seem to be w1aware of the potentially divisive effects of their recommendations. Such advocates and advocates of proportional representation, it seems to me, make two mistakas, at least. ' They confuse the Declaration of Independence's "consent of ,j:he governed" with wisdom of the governed: that is, by overestimating the power of reason in most men's souls they tend to rmdervalue those institutions which protect us and unify . us by balancing out and moderating t 11e effects of human : unreason. By their abhorrence of the doctrinal impurity of our politics of muddle, compromise and moderation they betray an illiberal failure to appreciate the classical distinction between theory and practice. . One final, not unrelated observation: it was comforrting to see how succee:sful most of these practicing politicians were at resisting the efforts of the news-media men (who are to be commended for their skill in ferreting out information) to overdramatize and whip up excitement in their endeavor to give their audiences a good show. It is more than a pity that most news~media men and their employers are not sufficiently.concerned about, ?r not sufficiently aware ofi . the destructive effects of their efforts to present an excitint show, when those they are affecting lack the resistance of professional politicians~ �12 SOME REFLECTIONS PHOMPTED BY THE EVEN'l1 S IN CHICAGO t AUGUST, 1968 These general reflections will come under three heads: the Convention itself, the demonstrators outside the convention and the press. Only brief notice will be taken of the :first and 1a st topics. There are those who regard what took place within the Convention as symptomatic of the bankruptcy of the convention system itself. One might perhaps argue just the other way: despite inept leadership and very difficult attendant circumstances, the Convention accomplished its two main tasks rather successfully. After an unusually free and open debate: an intelligent platform was decided upon. The leadership leaned over backwards to provide dissenting minority groups with as much publicity and opportunity to be heard as anyone could reasonably demand. As a matter of fact one could question whether their treatment or dissenting minorities was not only fair, but perhaps even over-indulgent, that is, whether it served more to educate and to satisfy the dissenters about t he virtues of the politics of reasonable compromise, or whether it served more to inflame the intolerant among them by leading them to indulge themselves with unreasonable estimates of their own power. For the sake of fairness the leadership risked, and it has proved a costly risk, exposing t he extent of the Party's divisions to the nation's view. The other chief task of the Convention was, of course, the selection of presidential and vice-pres idential candidates. I f one was inclined to think that the leadership was overindulgent, one might argue, that since no institution or system of l aws can function well without men willing and able to make them work , one elementary task of the leadership of any organization is to prevent thos e who are unwillin5 or unable to make it work,and wno have nothing better to offer , from getting into positions where they can do much damage. Those ·who are more interested in wJ:iat has come t o be designated by tha t tautology, "symbolic speech", than.they are in winning elections ana in governing the country effectively do not belong at national ~ olitical conventions. The institutions 1 of course, can be improved, but the failings which many claim to have observed , if th~y are failings, may stem more from a failure of leadership than fro m iri.herent defects of the institution itse lf. The problem of the young demonstrators outside the Convention is probably, in the long run, the more serious problem. This problem, considered as part of t he general problem of student revolts, can be analysed on many different levels. I can onl;y allude to a few of the topics within this vast subjec t with which I will not be able to deal here: affluence and the attenuation of the fear, both disciplinar;y and narrowing, of not being able t o make a living - the en9rmous increase in the student popul a ti on anc1 t he absurdity of trying t o det;l with educational, i .e. personal, problems with mass-production techni ques - the licentiousness and sense of indirection fostered by over-permissive child training - the roots of that f g �13 : · .. .:... -_apparent debunking of authori ta.ti. ve "values" th::lt :follows from the teaching, or the popularization of .. the teachings o:f scientistic social s~ience. 1 : · · ' Judging fr-om· the faces ..and the accents of many o:f -_the young. cJ,emonstrators outside _of the Convention, · they · certai-nl~ d? not come from the . lo,f1est stra_ ta of our : population. How sad it. i s to see those who .would, and should,., to the best o:f their abilities' protest and' oppose the igno ol,e' the petty' , the . 9ehuman~zing elements of li:fein technol?gical society, . bending their efforts rather to the d_ structibn o:f the very e conditions that allow f'or the free pursuit ·: o:f whatever _ might be positive in what they seek. By attacking the ' · instruments o.f liberal change they strengthen the hands o:f t~9se who~e tal_~nts and inclinations are more for illiberal, ·or despotic, change. . ._. · _. . .. . In addi tioi: to ~his prodigal waste .of' spir_ :i;t?- however, · there is another dimension to the problem: Plato.' s dialogues seem to - suggest that where there is "corruption o:f the youth" sophists produce it, but both sophists and philosophers pay :for it • ..Academic influe- ce on our· political li:fe is almost n bound to increase in coming ye.ars as educational opportunities are 'Opened up to larger proportions of the -population. It has __ nQw become urgent to change that influ~nce for ~he better from the inside, before it gets changed :from the outside. Republican~lib~rty 1 th~ , pre-condition for free inqu~ry,. thrives only when its 1nstitut1onal base, _the rule of law, is tended by _and .directed by ·a responsible educated class. ·· _ - -.. · · Moderation, one might think, rather than revolution, would be the .watchword of an educated m&n. Those who have become aware of how difficult it is to prepare even oneself for genuinely rational discourse, how much self-restraint, self-censorshipand self-discipline is required, they, one might expect, shovld also be capable of understanding how much ·m ore difficult apd complicated it is to prepare a. way for reason to enter into that discourse among large groups and crowds. that constitutespolitical life. One part of education should be dis-illusionment, learning how easy it is to . go -wrong in a good cause. (Should not, ta take the most pressing example, any sound approach to · the issue of the war .in Vietnam consider the implications of the fact that there are substantial . numb.ers of men who are both honest and intelligent on both sides of the issue?) Theory, as well as experience, however, points to. why j':1stice, the political.virtue par exce+l~nce, cannot preva~l apa:i;t fror:i r:i-oderat1on: .the . 9ogn:Lt=!-v~ elemen. J?redo~inan~ ~n pol,i;tiqa l and ~ocial 11:fe 1 t in_pol1 tical prac;t;:Lce, ; 1s opinion, np,t kpowl~dge, and . opinions are. always disputable,, not to sa:y controv~rs1al. Because opinions are essentia;l_y disputable' it i$ frequently' if not l usua;Lly, mqre imp()rtant for poli ~ical p_ ractice to maintain reasonable .,rrocedures for settJ,ihg · ~n_q dispensing with ·· problems than it is , to be ce'r 'tain that the solutions to lsee Leo Strauss, Natural ,Right and~ .HistorY:;- Chicago, Introduction andl. chs. 1&2; '. What .. is ·IJoliticl;l.1 Philosophy, Free Pre~s, ch.• l ·; .: apq.: this - ~i't;er' $. Speculations·_ Libefal oi:· and J.1.]..ib~;r?J:. Poli tics, :t,963, St·. ,Johnl s Cbllege Library and bookstore. · ·, , . - - ' · ·· 1 �14 ' the problems be correct solutions. 2 . Imperfect solutions can be tolerated in a free . society; v.rl;l\3.t cannot be tolerated is . , action tha~ could destroy those procedures and institutions · for compro~ise and debate which, . b~~ the discussion attendant upon them, open up the way for reason to make that limited qut saving eontribution .thet it can.make to our political lif'e . It is a gross misunderstai'iding of the First A...'Tiendment to the ·Constitutidn of the United States t.o think that it can be involted to justif;y action that would deprive constitutionally authorized governmental and part3r officials of that freedom from coercion, intimidation and pressure which is the condition that allows them to make maximUII1 use of their own capacities for. rational discourse _and debate . The rights of free speech and peaceful. asse'.nbly · in· the Fi3st Amendment, . (as one of ~he Ci.eepest studie~*I know .s uggests ) , were conceived of at first as :guaranteeinet 0all citizens certain privileges and immunities wij:h regard to their political spe~ch, which had before then .been granted only to members of legislative bodies in their respective legislatures: the ·entire citizen body as far as its political speech is concerned is ·conceived of in analogy to a deliberative assemblyo In line. with this perhaps too generous conception, it would be folly to allow what wa s meant to serve as an instrument of unintimidated rational deliberation to be used to destroy the pre-conditions for rational deliberation in those places where, not something analogous to unintimidated rational deliberation is needed, but unintimidated rational deliberation itself. There is a tensionl I believe 2 between what m any are now calling participatory aemocracy (if the phrase means more than transferring authority to local pol itical institutions) and the meaning of the Declaration of Inde pendence 's statement thlt governments derive "the.ir just pmvers from the consent of the governed". Representative government, according to what we understand to be the more adequate philosophical psychology of the , Founding Fathers, derives its just powers not from the will_ of t he governed but. f rom the consent of the governed. The re:presentati ve should represent not the "passions" nor the "inclinations" but the "interests" (:The Federalist, nos. 49 and 71), the well-being, of the represented. · The people are understood to be qualified to judge periodically by means of elections their leaders and the gener9l effects of the policies formed by their . l eaders; thus they check and inflluence their leaders. However, t hey are not regar,J ed as qualified to make policy, they are not regarded as some mystical repository of political wisdom or political virtue. 'Th~ actual formation and execution of policy is to be carried'! out b;ythose best qualified t o carr;y ·it out, a democra tic . leadership . A libera1·1y educated leadership, . in the classical view, fosters enliGht ened government ·and justly secures its own· position by (1) controlling the over-a,mbitious, t he demagogic and the autoc1:atic, within its own r anks; (2 ) by dispensing justice, and (3) by providing moral examples, moral . : . . . *of the subject . . , . . ' ·' ' . ~Ae~ch~/lus, Oresteia, · especially Eumenides. Geo. ge Anastaplo, . (The Constitutionalist)_ , Notes on the First r Amendment ••• , Doctoral Disserta tion, Univer$ity of-Chleago, available in St. John' s College libraries. · �15 leadership for the great bulk of the population. One might wonder how long any polity could last - how long it could count on the respect of ordinary citizens - that would tolerate the kind of organized, well-publicized, largescale shouting of obscenities about its chief executive that 4 took place last August before Chicago's Conrad Hilton Hotel. The power and the influence of the press in our political process has been greatly magnified by new communications technology, especiallJr the development of television. Some review o:f our thinking about freedom of the press in the light of these developments seems to be required. The problem was brought to the nation's attention dramatically by some of the deplorable manhandling of newsmen on the streets of Chicago. Is it the duty of the press to publish everything they are able to learn? Can rights to privacy take precedence over the public's "right to know"? Should freedom of the press be re~tricted if it jeopardizes a man's right to a fair trial? - if it interferes with the efficient and orderly operation of essential political and governmental functions? How should peacekeeping officials view the press in situations where the presence of the press is the essential condition and stimulus moving others to embark upon unlawful civil disobedience? Should the press be restricted in riot situations where the presence of a television camera regularly attracts people on to the streets, impeding control and endangering lives? Should freedom of the press be restricted only to those areas, i.e. political areas, where citizens require information and opinion in order to fulfill citizen functions? The problem is complicated by the fact that the press not only informs public opinion, but can mould it as well. Is it not the duty of every responsible newsman to consider the effects of what he says or writes upon his hearers, to consider whether what he says makes his audience better or worse citizens, better or worse human beings? Here again, to recur to the main theme of this paper, the winning, the survi val, and the extension of freedom are seen to depend not only on sound laws and institutions, but upon the abilities of the recipients of :freedom to use freedom well. More importantly, not only the survival but also the value of any freedom is dependent upon the same abilities, that is, upon the virtues of the citizens, and, prirndrily, upon the virtues of those who are befitted by nature, by training and by education to guide the rest. 4c:r. above, "Lincoln's Speech on the Perpetuation of Our Political Institutions", paragraph 5. �� 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. 19 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 Zager, Masha (Editor) Forman, Stephen (Editor) Title A name given to the resource Thoughts for a Political Season by Laurence Berns (The Palaestra) Date A point or period of time associated with an event in the lifecycle of the resource 1968-09 (circa) Description An account of the resource Issue of The Palaestra entitled "Thoughts for a Political Season" by Laurence Berns. Published in [Fall 1968]. Identifier An unambiguous reference to the resource within a given context Collegian Winter 1969 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 Contributor An entity responsible for making contributions to the resource Berns, Laurence, 1928- The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/85931ec72720fcd97a2d1489766244a2.pdf 30af3776656cdb4e51462a7bce10b1ca PDF Text Text na~afrrrpa ~· �PRIZE ESSAYS Fall, 1968 Senior Thesis page The Stand Standing Under Aristotle is the Word Unheard and Understood Deborah Schwartz 1 Sophomore Essay Who Is So Blind As My Servant? 17 Sarah Harrison Who Was the Serpent? 25 Melanie Sollog Freshman Essay A Criticism of Plato's Political Philosophy George Henry Elias 39 PALAESTRA St. John's College Annapolis, Maryland Editors Masha Zager Stephen Forman Advisor Eva Brann Art Editor Dan Sullivan �The Stand Stc-.. nding Under Aristotle Is th2 Word Unhea.rd and Understood by Deborah Schwartz If the lost word is lost, if the spent word is spent If the unheard, unspoken Word is unspoken, unheard; Still is the unspoken word, the Word unheard, The Word without a word, the Word within The world and for the world; And the light shone in darkness and Against the Word the unstilled world still whirled About the centre of the silent Word. 0 my people, what have I done unto thee. Where shall the word be found, where will the word Resound? Not here, there is not enough silence Not on the sea or on the islands, not On the mainland, the desert or the rainland, For those who walk in darkness Both in the day time and in the night time The right time and the right place are not here No place of grace for those who avoid the face No time to rejoice for those who walk among noise and deny the voice "Ash Wednesday' T. S. Eliot �All parents -expect their child to· begin speaking and proudly mark the -days when the first words or se,l'.ltences are uttered, however-clumsily . Men seem to regard speech both as something natural in the growing child and something good; but parents' judgments are not sufficient proof of its merit a child is also praised when he adopts their attitudes and prejudices. There is a difference in th.at we would anticipate the first praise from even the wisest parent. If we are to become wise, it is the example of the wise that we should follow, seeking to understand it. Our present example is Aristotle, who listened closely to the words of the philosophers and the common men. He drew from them not only the truths in what they said, but also the reflection of those truths in the fact and manner of their speaking. He saw the activity of the logos exercising its influence in everything, from the blooming of the first spring flower to the haggling in the market place. Let us follow him, translating his speaking into ours, that we may someday come .to sh.are his insights about language. We will begin with a broad description of the universe and man's place in it, not because that is most knowable to us, but in order to _ f.ix in ou,r minds the general meanings and relations of Aristotle's ~ords. In the second section we will see the unity of what is knowable in the .world and what is knowing ;in man, and the overflowing of its activity· into speech. Finally, ,we will briefly indicate the role of speech as it carrJ.es the marks of_ its origin into the structure .of our· lives . · 2 �I Being is spoken of in n:a.ny ways - according to substance and the other categories, as it is true or false, as accidental, and as actual ana:~-pot,:ehtial. The categories are _ . figures (schemata), and truth and . _ falsity are the characteristi· of relations according to them; they all apply to being in relation to thought, while accidents are only certain kinds of relations among existing things. It is the actual and potential that apply to all things because they are, without qualification. The purely actual is self-sufficient being whose organization is simple, whose activity is unmoving, whose existence is eternal and unchanging. The purely potential would be without organization or activity, yet to be come something and . with no share in the process of existing, if such a thing were said to 1 be'. But the things of this world are neither unchanging nor undifferentiated; they are 'pieces ' of the potential with a complementary degree of the actual. Their activity is the tension of the potential which is to be actualized or organized and the actuality it is to be; it is the nature of activity, like motion, to have an end, although should all the activity of this world reach its actuality, the world would cease to exist. Each activity, then, is drawn towards a complete end·, but as . it reaches it and is becoming ·actual, it is also relative to its potential and produces more activity. Activity is broken up in .space and time; in striving for its wholeness, it repeats itself again and again in both dimensions so it may be everywhere and all the time; it is divided into separate actions so it may do and be everything always . In this way activity as a whole approaches the ~elf-sufficiency of the actual. Tha identical numerical repetition produc_es _ many: -things of the same kind, species, and each species ha'i!r a oertain organization of activity which is neither simple nor entirely unique. All motion requires a mover who is the same as the moved, has the same organization, so they may 'touch 1 , and who is: as well different from the moved so it may impart to it the motion it did not have before. There are primarily two ways of being orge.ni zed, to be that which is acted upon or to be that which acts. All matter i s organized to be acted on and changed; its actual_ ity is potentiality. A thing may be use.a as it is to become part of a larger thing (as a brick is in a house) or it may be broken down into the simplest parts that retain organization and reassembled in another way {as food is). All material objects imitate pure potentiality in this way; in respect to the organization they will have, the y are now undifferentiate d Having a soul is characteristic of acting or liv:ing things; that is, each one has within it its own .actuality, a fixed organization towards which its activities -are-directed as towards their end and rest. Each kind of soul, species, is the organization for activities directed towards a more 3 �complete rest, from which will come more organized activity. The simplest living soul is the nutritive soul in plants; its end or actuality is to make more life. Plants absorb matter and reorganize~ actualize, it to . be plant, the plant grows larger (is more in space) and produces ' another plant like itself (is more in time), so that the permanence and self-sufficiency of its soul may come to be in matter. Animals' souls, , as well as being organized for nutrition, ·are organized for sensation, appetite and locomotion· It is .through sensation ·. that . the first . · separation can be made between organization and the matter which is organized. Sense organs do not take in the material of a , thing as .food for the body is taken; they · do not break the matter down or change the organization of the things they sense. Inst~ad of eliminating it and replacing , t with their own, they i absorb it. · A sense organ on perceiving an ~bject respqnds to the activity of the object by being organized in respect to the same medium. If we say that sound is in the form of a certain ratio of vibrations that an. object puts into the air, then we would say that the air impresses that same ratio in the matter of the ear; the sensitive soul is now ratio acting in the animal. · Sensation is accompanied by p).easure when the perceived . object is helpful to the animal, by pain when it is harmful. _ Comparing the forms in its soul, the animal comes to recognize the similarity in many impressions of one species of object and to identify the object when it is .perceived again. It will identify an object the riext·time, · recalling its species as pleasant or painful, and pursue or avoid it accordingly. By being organized in this way, the soul serves to .delay pain and death and the return of the animal to less organized matter. The end of the animal soul is to make more existence as it is nutritive arid to make and preserve pleasant existence a.s· it is sensitive. Th:e world for animals is not only organized according to the elements of matter, but divided into . two larger groups that which pleases the animal and increases organized life through it, and that which harms, reducing the lev~l of organization. Because an animal can move himself and other objects, he can in a genera'lway arrange the world to suit him ·by choosing the. pleasantest places and caring ·ror them. '' There is one di s tinc tion t o be m de among a nimal s , for a man has in addition a rational soul. When the ear perceives a sound., the mind perceives the organization of the act of hearing~ the organization of the contents of. the sensitive soul; knowing the organiza:tion, hearing the sound, seeing its source, the man perceives the audible as it is in the .s ounding object. As rational, the s6ul contains only the organ1zation of an object and not that aspect" of it which has a personal, material relation to him. Comparing the forms in his soul, the man comes to recognize the similarities and dissimilarities of objects as they are for themselves .and can identify them when they are perceived again. Perceiving the activity of objects in the world as organization and matter separ~te and together and having this same organization active within him, he can imitate it, taking the organization from the forms in his mind and making them 4 �act in his mind or in matter. ~e cart move things according to their own orga.nizci.tion so they will best be what they are and will best serve him in their proper ways. In a world of articulated form, the end prescribed by the rational soul, which is form, is that there be more form. Soul in g~neral then is the actuality, the end for whose sake the body takes in matter and form from the wOrld, so that the actual can be in act and bring the motion of absorption to a rest-point, but only in order that the living thing may return more of that motion to the world• II Having made a preliminary identification of man anc1 the world he lives ., in, we proceed tci analyze more closely his distinctive characteristic, the rational soul. We have said that the mind, like the sense organs, is most simply a kind of matter upon which perceived forms are impressed; but it remains to explain precisely what this perceivable and knowable organization of matter is and how the mind deals with it, Sense perception presents us with "confused masses" (thing::: having been poured together), for we are continuously and simultaneously aware of many objects th.rough each of our senses. We can begin an analysis of them by distinguishing the three aspects of sense perception: each sense is affected by the form of its proper object - sight by color, hearing by sound - but sight also takes in the entiret:ri of the object and is responsible for an awc;i.reness of the 'common .sensibles", those qualities which accompany a thing because it is a per- · ceptible object among other objects, such as motion, magnitude and unity, and thirdly the sensitive soul associates all of these with the object from which they came. Sense perception is bf the particular as it has these universal characteristics (visibility, unity, etc.). . The mind perceives the organization of the sensitive soul, the forms left by these universal kinds of activities. Corresponding to the three aspects of sensation are three aspects of mental perception: when a sense perceives, mind perceives the. organization of that perceiving, when the sensitive soul associates the perceived qualities with their object, the mind associates th~ forms with the object, and when the senses perceive the natural concomitants of a sensible object, the mind perceives th.em as concomitants of a formed object (the organization which is unity rather than unity in a thing). When the mind has been formed by these various separate sense perceptions of qualities which all belonged to one object, it has taken the place of th.at which 5 �held them together in the object - a .particular way of being organized, a particular relation or proportion (logos) of the elements ...: and .the mind has become the logos of the object. Knowledge beg:l,ns here, with what is most knowable to us, the confused wholes of mental perception. When this organization is considered in connection with the perceived .o bject, it is the eidos, meaning visual appearance; considered alone; it is th~ eidos, species. In the original perception of the object; no distinction is made; a piece of metal and a youth's locks ~re both seen as golden, but the color of the metal is characteristic of it as a species, while the color of the boy's hair is characteristic only of his individual appearance. The latter is an accidental attribute and not a true object of knowledge, for knowledge answers the question, what is it, and strictly speaking, 'it is a blond' is not satisfactory, while to say of a metal that it is golden is part of identifying it and its species . The mind, then, must have a way of distinguishing between the two meanings of form in its perceptions. The distinction is made first by sensation; having taken the perceptible forms within itself, the sensitive soul can compare and contrast th.em, 'feeling' the sameness in all water, for iristance, in a river, puddle, or bowl. But this is sameness whose primary importance to the animal is that water is pleasant to drink. The mind knows itself as the same organization each time it considers water, as an organization that always produces wetness and a tendency to flow in the object, while the waves which may accompany th.is organization are of indeterminate kinds. Waves are part ,of the appearance,. but wetness and. ·fluidity are necessary qharaqteristics ·of the species. The mind fixes these qualities, brings them to rest with itself as matter and them as form, anp makes for itself an object · to be a new source of motion when it is perceived. Then this object . which is the species can be compared .with other such objects and through the same process of determining the common, necessary characteristics, yet another more general object, a genus, is created. I n a simil ar manner, the many perceptions whi ch contribute to the perception of a whole object - or group of objects can be fixed in the mind; repeated perceptions of waves in water, milk and fields of wheat lead man to treat them as a definite kind of thtng, as do repeated experiences of emotions, although they are not instances of a form residing in its own matter, but reside in the matter of the objects to which they are ·attributed. But where is the assurance that c'o lor is not in fact the necessary characteristic and surface only an attribute or that still w~ter is not actually deficient and ,that waves are not essential to true water? And what indicates that the genus ·is · 'higher' th.an the species, that -plants as having the stmplest souls or minerals as unmoving are · not to -be held in , higher esteem th.a n man, whose soul is complex and conflicts · with itself and many of whose motions are restless and undirected? The proper question to ask is why - why are color and surface always found together, and why is man so confused while minerals are so certain and composed? Only man will ask this 6 �question, for an animal is not concerneu v..i.tJh -.rh<.{,rn::L' "true water must be moving, it only cares that the waves be small enough to let it drink. The answer is to be found in our original description of the universe. Each activity is striving for perfection, for its own sake and for the sake of the whole; some activities can come to a more complete rest than others wh-0se ends are their beginnings. If the hierarchy of ends were known, then of each kind of activity we could say which characteristics are necessary to its ends, and to what extent it ~xists for the sake of others, contributing little of its own to organizing the whole, and to what extent others exist for its sake and how much. of its own ~s given to the organizing of th.$ whole. Genera are therefore said to be the causes or principles o( a thing's existence; for activities are determined by the actual form that is their end - the species or the end of the species which is the genus ar:.d which in turn 'acts' for the sake of higher genera. When a species is securely placed as the result of the last division of the last genus, it is known; its formal and final causes are the genera it belongs to; ;its efficient cause, its 'parents', are the members of the species reproducing themselves; and its material cause is the elements through which the organization acts. The logos, the knowable relationships within the object, takes on a second, more restricted meaning, being limited to the definitive activities and not all of the perceptible ones. We have shown how man might come to know the world, but we have not considered how he comes to know himself. He is aware of the activity in his own soul, but for all he can tell about the people he passes on the street, he is the only rational animal in existence and there is no species through which he could be defined in relation to the other species in the world. If man's rationality were a faculty of his body as sensation is, th.en he could recognize it in other bodies just as other animals identify themselves and the members of their species th.rough sense perceptions; but rationality is hidden somewhere in the center, and a soul that only conversed with itself th.ere in silence would never perceive or be perceived by another rational soul. So man has speech in order that men may know themselves and each other as sharing in a common principle of organization, and he makes particular 'speeches' to express the many different activities of his complex soul in his complex body. To say that man is by nature a rational animal is to say that by nature he is a speaking animal. · There are two bodily functions necessary to animals who vocalize - the ability to produce sound and the ability to hear it - although neither belong to th.em for the express purpose of speech. For the animal with the ability to move, hearing serves the necessary function of detecting and identifying objects before they are approached so that the pleasant may be pursued and the unpleasant, avoided. Sound 7 ( �is.produced by the impact of air against an object; voice, by air against the 'windpipe' (atteria); but air is inhaled for the sake· of the lungs and the heart. An animal must choose · to make sound and direct the air against the windpipe to make it. Animals who articulate do so with a tongue whose necessary ·. function is taste and which again must be directed by choice to form definite sounds . Speaking and hearing what · is spoken are luxuries, for the sake of the well-being, not the being of the animal. Voice, then, is primarily undifferentiated sound. Animals, h.aving . ·s ensations of pleasure and pain, can determine or control the sounds they produce in a general way to express pleasure and pain - as purring or yelping - and to express the anticipation of either - as growling. Man, having more clearly articulated impressions, can utter more carefully articulated sounds. In the flowing matter of voice he marks out and defines a set of . elements or letters, andthey are very like proper elements with matter and a simple form of their own. Because voice can be given a construction analogous to that of objects, speech, more than the other faculties of man, can imitate or express these objects. Imitation is natural and pleasant to man, more .so thanfor . any other animal; for man has the clearest forms in his mind and the most accurate ability to order forms and .so manipulate things according to themselves in order to produce exact or similar . copies or to distort. Man takes pleasure in putting these forms into other things, making an activity that was not there in that way before, because he can do it by choice and do it well . . To 'imitate' one thing exactly with a voice is to 'name it to point to, symbolize or.mean the object - so a name is the . first significant part 6f speech, the first significant combination of letters. But names are significant only by convention and not naturally as the ·arts are; for an object is in no way the sounds that. can be made about it, while a picture is a natural representation because it can share visual characteristics with an object. Names as a specie.s of formed things are made to s'tand for objects as formed things. Speech is not limited to imitating objects as they can be pointed to, but can also indicate time and the passage of time. Names which indicate in respect to time are verbs. The basic sim;i larity of names, or nouns, · and verbs - which are regarded as being quite distinct) sharing only the category, 'word', in modern grammar books - is the result of the in separability of an object and its activity, activity that includes, along with its being and being such as it i s, its moving, making, acting, doing, etc. Nouns, representing the static char~cteristics, need not be separated from verbs • representing the moving, anymore than they are in man's perception of an object. It is the function of a sentence (logos) to express both aspects as the unity that they have · in the object; this unity is precisely the logos of the object and the logos of man's mind. But even this unity 8 �'is spoken of in many ways', to.which there correspond many of sentences •. The concern of the present discussion is the relation of speech to human knowledge and the relation of both to the world, for which purpose we need only consider propositions. type~ An object has many aspects both in relation to itself and to other objects which are .all the activities of its organization and being, and therefore of interest in the study of propositional sentences. They are grouped according to the categories: substance or individual existence, quantity, quality, relation, place, time, position, state, activity and passivity. (We are given no explanation of the necessity for this particular arrangement, nor will we attempt to suggest one.) A proposition is an imitation of these aspects; it names the object and one or more of its aspects. This is known as predicating (kategorein); technically it can mean accusing in a proposition, a man 'accuses' an object of having some specific aspect. He will be either right or wrong, and the proposition will be either true or false. The formal structure of language is very general and very simple, although it seems to be sufficient for expressing quite complex ideas; but then there is a sense in which the world is simple, too, being divided into animals, vegetables and minerals, which are also somehow sufficient for a high degree of complexity. There are a limited number of words verbs for motion, nouns for rest, and conjunctions for making relations - and a limited number of ways they can be. combined in a sentence; but the conjunction of things in motion and things at rest seems to exhaust the possibilities (with the exception of pure actuality and potentiality). So the man who can read things into this structure will see the expressions of objects' activities, and the man who speaks can communicate them to the one who listens. Whenever a noun is used, men know that it is indtcating an object or something which in being thought of as an object; even if they are unfamiliar with the thing signified, they know that it must have a kind of matter, a form, and a set of characteristic activities; and depending on the case of the noun, men know that it is , for instance, an originator of activity (when it is used in the genitive). The different words in the predicate are similarly revealing: a noun refers to a genus or species (man is an animal) - although we do say the table is three feet long, we mean that the table is an object having a magnitude of three feet; adjectives indicate qualities (the grass is green) or states (the man is armed); and similarly for the other categories. It is this 'formula of knowing' in language that permits man to learn from speech itself. 9 �Man's ability to deal with forms· apart from the bodies they organize and apart from the sensible activities of the forms as they affect man personally distinguishes him from the other animals; it reveals itself in his speaking and in his learning from speech, in his kriowing and in his learning from what he knows - that is, in the natural reactions of a rational soul to the forms of sense perception (speaking and knowing in.a simple sense) and in the continuing process which takes these as its beginnings, as new perceptions to ·· react to (learning). The related states of being knowable, known and · knowing are· all manifestations of a common principle of organization, of living, acting organization itself, whose aspects appear in different bodies at different times, so that, being separate, they may be in act and come together ·:.. the logos of the object that makes it knowable, the logos of the mind that can know, the logos (the 'formula' of each logos or sentence) of speech, and the organization itself, the living logos that is actuality. We hardly need point out th.at the rigor and clarity of language and logos, although rational:, is not human, for 'human' includes the notion of animal, and as an animal, man's place is to be part of the confusion that man's senses perceive. The first result of th.i.s is a. certain imprecision in his language and thought which is mistaken from the point of view of the rational mind, perfectly natural for the · human, and ·.· . useful to those who employ language in their craft and art · (as do the rhetorician and .the poet) . . L et us consider the human. He can say that the table is three feet long, and in living his life - eating off the table, making it, moving it ~ · . he is not concerned with what the table is.in itself or the fact that a table ,i s not feet, but mat.tel:' .measured in feet, but · only with the ch,aracterist~cs of the table th.at will aff~cit him personally - whether it will fit between the wall and the bookcase. Although when man is defined as animal and biped instead of animal and rational, we may run the danger of being presented with a plucked chicken by way of example, the shoemaker is only interested in man because he walks and does .· it on two feet. The human is not living a life without reason , a life of illusion and mistake, th.at ought to be avoided ~s · far as possible; the man moving his table knows where it belongs and why, the shoem~·~::er has ident :·:..~'i ':'d the 'essential' characteristics of the spi::,cies. The hu.rr: n is living .h.'is own life and the reasoning that is within hio power by nature is directed to the daily events of his own l if 2. His reasoning is practical and he will t .ake sh.or~ ~ c .. lts in his theoretical : .· thinking whenever the longer way is·of no use at the moment. The rhetorician and the poet both address their l.!inguage .t o humans, speaking about ·human activities and for the purpose of evoking human reactions, so they too will employ hum:~. n .imprecision and human short ~cuts. They can, for instcFl '.~ 2, select one characteristic of an object which is outstaD~~ng or most noticeable, and equate .it with the object - in t:".le statement that gra.ss is green, they can allow the greenness 10 �to stand for all the attributes· of the grass and even for other perceptions that are taken in with the sight of green grass. They are using the form of rigorous language to represent the confusion of the perceptions from which it came,, and 'green' now comes to stand for freshness, a certain smell, fertility, springtime, and the growth that will follow. Then they apply the adjective with its signifying of one whole to a whole which is similar in the respect they wish to emphasize, and they speak of a beginner or a youth as 'green'. This is imprecise, but it is not without reasoning, in fact, bears a close resemblance to it. It uses the process of comparison which reason makes between forms, although its beginnings are in perceptions, not as general forms, but as they actually occur in individuals; like reason, from a confused whole (a man's life) it separates out the parts (that age Which is green), but not parts which are separate and distinct notions (the green age does not stretch from a given day in one year to a given day in another; it has an end, not knowledge, but signifying somethin~ to another individual in a way that will interest him.) There are many ways in which language can be used by and for human beings, but the study of them belongs to a detailed analysis of language itself, not to an attempt to place language in the. life of a rational animal. We will only indicate a few. A statement can be made and, instead of supporting it by dull but logical proofs, examples may be given of the occurrence of that or a similar activity in other times or places. Of the many words with overlapping meanings, such as father, teacher, master, ruler and tyrant (which reason will tell us name quite separate activities), one can be used in the place of another to indicate the attitude which is taken by the 'th:ing being organized' toward 'that which organizes it'; it might be said of a ~uler that he was the father of his country in the sense eithe: of generating it through his leaderahip or beirig paternal in his rule, and of a teacher, that he is a tyrant in the classroom. In each case, the method is that of re a.son_, al though · the practice is human . Both the rational anc1 the human manipulation and orderj_ng of forms are evider:.:?.e of the freedom of man's mincl 1 1·1th rP18J'."iP1 ct to the phy-3 :teal world he lives in: he may iolloE .H ·: '_.<;~anization far beyond the manifestations, he m:;.y a:;- _·~::; : '. . it to serve hiis own pFrposes, he may plea?:; ldmself wii.;l., : . : .;,ry and art, he may play with it, punning and distortin'.< · 11 �III ·) We have now established first a living, unified cosmos of actual and potential and second · a single species that is both human and rational. Let us try tq put the species together and return to the unity of our beginning. Given a particular incident in a man's life - a friend has asked him to keep a gun for him and comes now, in a highly emotional state, wanting it returned, but the man isn't sure he should give it back. If he appeals to pure reason, it might answer that it is in the nature of a thing lent to be returned, without mentioning when or where or the condition ·. of the friend or the fact that the gun is a dangerous weapon; so there must be some other organization in him which will .. suggest an answer if we are not to conclude that man acts according to chance, while he thinks according to reason. Pure reason begins with the forms of sense perception, analysing, comparing, deducing until it knows form; but man is more than the forms of sense perception, offers the methods of reason .more than one starting point. Man is said to have experience; that is, he as one 'confused mass' has ah extended and complicated relation with other 'confused _ masses'; what is experienced as a sort of unity in time and .place impresses a sort of unified form in the soul. Experiences can be compared and grouped in 'species' according to similarities in the way the man 'feels', the circums.tances that precede or follow, the series of activities involved, etc. Most of the comparisons can not be exact .: . feelings are usually vague, circumstances rarely repeat themselves twice, and when the a6tivities are identical, the occurrence is ' either a necessary one or one which is more properly classified as technical skill than experience. Nor do the comparisons always result in truth, for much of a man's experienc~ may be reiated to his idiosyncra'8ies. Nonetheless , having identified the experience for himself, the next time he faces it, h~ teels he can choose how he wiil act, for he 'knows' what the effects of his actions will be in this case and can choose .the ones that will bring about the end he wishes. ·· We speak of choice because those experiences which do not allow choos.ing ·are necessary or forced, two small subdivisions of activity for the species man. Man's ability to choose is also part of his nature; having knowledge, he knows the proper ends of activities in themselves, but as a living thing he desires activities to have their ends in his needs and pleasures. Pure reason can not dire ct him to abandon all ends but its own, for it would never have the forms of sense perception to begin with were it not for the body which perceives, the body which lives in the world reason thinks about. These activities are performed to serve reason's end as well as their own, as all activity in this world is for the sake of its own end and higher ones. Just as that which knows activities as they are knows their ends and orders them accordingly, that which 'knows' experiences and the ends that can be reached 12 �- --------------- -------------------------------------------- through them orders them. This.latter is practical reason, the organization of the soul, for the sake of the intellect, which a man may choose to refer to in ordering the activities of his life. Pure reason, in analysing activity, recognizes it as continuous in so far as it is activity in general and divisible in so far as it appears as separate actions uniting their participants. That which is continuous and divisible admits of the more, the less and the equal. In the case of actions, their proper existence depends on a certain equity there is a proper form for sight, but if the object is too bright for the eye, as when a man has just left a dark room, the activity will not be completed - the participants must strike a balance in relation to each other or the activity will end in distortion or failure. Thus pure reason states that if an activity.is to come to its proper end, the participants must complement each other in all of the aspects involved, regulating their activity or having it regulated according to the mean; and practical reason, for the ends of pure reason, determines the mean for each 'species' of experience because it knows its nature and its end, in the general manner which constitutes 'knowledge' of experience . The possibility of ranging between two extremes which belongs to participants in human activity is called state of character (hexis), and that state which is disposed toward the mean of practical reason is virtue. Virtuous activity is accompanied by pleasure, for pleasure is just that 'feeling' which arises when something is done well and reaches its proper end. Let · us return briefly to the man who has been keeping his friend's gun. He now knows that he must act according to a mean, that each part of his entire situation must be seen in its proper perspective : the time , the place, the people and things involved, the degree or extent of activity, the effects all must be considered and given proportional weights in determining the decision. Only the individual who must act can t a ke into a ccount the aspec ts whi ch ar e relevant and balance them in order to reach his decision, for it is the nature of a truly voluntary act---EO have its source completely in the actor. But the man must remember that neither the determination of relevance, nor the balancing, nor the expected end is exact, for that is not in the nature of human -life nor should it be wished for there . The question remains , how is virtue acquired , or even a virtue. We have already suggested its two aspects in coming to our description of it; first there must be the experiences whose perception impresses ) a form of virtue on the soul, for they will be accompanied by pleasure and the man will desire their repetition and second there must be knowledge of the dictates of practical reason so that the actions will be done for its sake and not for the sake of pleasure alone. In the first case, he must be led into the habit of virtuous 13 �expei."ier1ce, anr1 in the [._;t: conc i '.1c mnst °'.J 8 pe2s'.laded :; for persuasion is to the comprehending of every day life as teaching is · to knowledge. The highest moral virtues (for we are not dealing in this discussion with the intellect and its virtues) are those which .involve the whole man, for the ends of the whole always stand above and include those of the parts; and one of these is friendship. It is not a relation between people acting together .as a necessary means for some other end (as debtor and creditor do) nor for the sake of pleasure, for neither of these reach up to the ends of a rational animal. It is a relation between men because they exercise the human choice which ·makes 1 virtue' a significant word. The virtuous man acts for the sake of his friend, and the friend for his; and they .create a miniature cosmos, the man's activities directed toward the good of the friend as their end and that actuality coming to life in the good actions of the friend toward him, so together they contain both activity and living actuality as the cosmos does (that ia, self-sufficiently, for any living creature is active and actual). This is one of the ways in which man strives to attain the perfection of human activity. A man will desire to lead his friend, and his children, to vir.t ue be ca. se he is a virtuous man. He will give them u examples in his own activity; for his children he will establish the habits o:f those virtuous activities whose pleasures the young can appreciate, ·and, with virtuous restraint, always for their own good, punish their mistakes; he will persuade them, convince them with his words, that what they truly desire is virtue and that it is what he describes it as. But the ends of a virtuous man are not limited to himself and those close to him, for his ends are the ends of his species; .he will wish all men to be virtuous, and for this purpose, men live in states. A state is organized for the good of its members; like an individual, it has activities directed toward useful ends, pleasant, and virtuous ones, all ultimately for the sake of the rationality of the species. Its elements are its citizens, who are held together by a logos of common activity and common speech . and language. BUt the state can not lea.d its citizens to virtue in the same way an: individual leads h.is friends or his children; if it were to speak and act as an individual to each of its citizens, it would be through many minds and mouths and many bodies, and each leader would have a personal relationship with each of those he led . The particulars of their . personali.ties would influence· what was said and .done; speech and activity give up their logical, knowable form and unity on :this level. Ins.t ead of a whole, · organized according to one form, the state would come to resemble the chance juxtaposition in space and time that is characteristic of matter. So the state has iaws·, · a kind .of discourse that lies between the purely rational - wh:i..ch ·:ts unaffected by the character of the speaker, tli.e inflec·t ion of his voice or his choice of words, and 14 �.· · '· - ,. --- ~~...,...,,...~----- unaffected by the ·time or the place it is spoken or the person hearing it - and the human, which aside from its generally rational · structure is composed according to just those considerations. Although laws are formulated by particular men and for particular people, they are presented as impersona~ documents addressed to the state as an impersonal whole; they are written, having no inflection, and according to a formal style, so the word~ lose their flexibility; and although they are made of sentences, these are not propositional statements containing truth; although they were made in a definite time, they were made for indefinite generations to follow. So the force of law is greater than that of the individual, and less than that of reason; which is the proper mean for that which rules over human lives. The species of.man is unified again, for the proper balance of the rational and the human is found in the state. Man has created an organization which organizes him; he will act for the good of the state, and the state for his as one of its members. Each having its end in the other, a stabilit. is created, a miniature cosmos, self-sufficient because it is good and good because it is self-sufficient. Now that we have listened to the philosopher who listened to men and heard the world speak th:rough them, we can draw our first conclusions. All existence is activity caught between the actual and the potential. We have discussed it exclusively as it moves toward the actual, coming to be, one activity for the sake of another - although its passing away is according to the same form and just as much for the-sake of ends - because the actual is its source and its goal, while passing away is its falling short. Following the continuous progress of the actual once more, we might say: a plant grows for its own sake until it reaches the size determined by its logos (and our interest is in the plant), being able to progress no farther alone, it reproduces for the sake of the species (our interest turns to the species), and the plant dies and decays in order to reappear later when its matter is eaten by another plant or animal (our interest is in the animal); the animal grows and seeks pleasure for its own sake, reproduces for the sake of the species, and continues maintaining itself (our interest turns to the part of its life which continues longer than is necessary to the species); man eats, harnesses or tames many of these animals during their 'extra' life, easing the burdens of his own life in order that he may extend and enrich its 'extra' activities (our interest has abandoned the animal's decaying corpse). In this leisure he obtains, man performs the activities that are uniquely human. Reason is the formal and final cause of this 'extra' life, for it is that in virtue of which he has 15 �mastery over the world he lives in ana that for the sake of which he lives. Language is part of his leisure, his freedom from physical necessity. More than any object in the _world, it feeds his mind, works in his harness to obtain what he needs or desires, and is tamed for his pleasure. Language is also part of man -himself, the reflection of his soul .through his physical body, revealing man to himself; and language is a reflection of the . world through man's soul. Mart, knowing language, sees the things whose ref1lection it is - himself and the world ... united in it. · Out of man, by language, is the miniature cosmos · of the state, where man may best satisfy his needing, his wanting , and his wondering. In every step the logos manifests itself, from the limiting of the plant to ·the freeing of the man. We began this study qy noting that men praise children for bringing forth speech, but perhaps they would be ~iser to praise the logos for having brought forth the child. · coda For pure reason the world is simple and known. For pure common sense or instinct, it is simple and natural. In between, it is complex and mishandled. Common sense knows that c_eanliness is next to godliness. l Reason knows why God is clean. In between, we have to decide each day when to take a shower. 16 �Who Is So Blind As my Servant? Who is so blind as my servant, so deaf as the messenger I send? Who is so blind as my envoy, so deaf as the servant of the Lord? Isaiah by Sarah Harrison INTRODUCTION: A Note on Language Paradoxes are made possible by language, but the very stresses that make paradoxes possible would, it seems, weaken the usefulness of language as a. tool for finding the truth. For the fact that all men use the same sounds to express their reactions to certain experiences is a most persuasive argument for the correlation between what men think they perceive and what is in fact there to be perceived. If the word is the same to all men, so the argument goes, does it not give us enough evidence to say that the th.ought is the same, and if the thought is the same, is that not good enough evidence to say that the thing experienced is likely to be common. In fact it is often stated that if things are not as they seem to be, it would be useless to talk about them, for we would be unable to communicate .any_ thing. Now if we let paradox into this tight little system, does it not destroy it? But it is also true that men do not always use the same word to refer to what they consider to be the same thing; nor do they always . 11 meanthe same things" by the words that they use. And so it happens that different meanings arise for one word and that .· different words come to have the same meaning. When the speaker (or writer) does not make clear which of the several meanings he intends, the result is confusion; but when he uses several meanings simultaneously and consciously, paradox is the result. So it must be noted that paradox is not just a species of confusion, because it is not in the ear of the listener alone. The author must have meant to express some sort of multi-layered meaning. Nor is it a species of surprise, the result of the author's putting in a different meaning than the listener expects in that particular context . For example, to say that those who mourn are happy is not paradoxical if all that is meant is that those who are presently mourning will at some future time be happy. In that case, the author has merely surprised the reader by intending, by the word "happiness", a future, and presumably 17 �grea ter happi ness, whi ch he contrasts with a passing sorrow . On the contrary, the person who meant that statement to be a paradox .would have to mean that those. who mourn are happy under the same circumstances that they are sorrowful. (Perhaps that the cause of their sorrow was also the cause of their happiness.) . But,, applying the same argument used above in reference to the relevance of human thought to the universe, ;if such statements exist and if they have understandable mE:an).ngs, what does this say about the nature of the universe? . . Christianity is based on a whole series of paradoxes, of which the most paradoxical is perhaps the most basic - that God, the Creator and Ruler of the universe became man, a descendant of fallen Adam. Not a demi-god like Herakles, half man and half god; but all man and at the same time completely god. But not content with this supreme paradox, Christianity asks us to accept another - that having done so, He died, and not just any death, but that of a criminal, even though He was the most innocent of men (indeed the only innocent man). Christ's teachings are almost as full of paradox as His life what does it mean that the last shall be first, etc.? With this· kind of background it is not surprising that St. Paul makes so great a use of paradox in his writings. So extensive a use, in fact, that I can hardly hope to cover all of them; but I do hope to be able · to shed some light on the problems posed by paradox in the discussion that follows. "For God's foolishness is wiser than human wisdom, and God's weakness is stronger than human strength • . . the wisdom of this world is foolishness to God."l There are any number of questions posed by this statement. One of the most obvious assumptions to make is that this is merely a blanket indictment of reason - that man can never come to know God through the use of his reason since God is infinitely wise and His wisdom is so far surpassing that of man that it might as well, as far as man is concerned, be of an entirely different realm . . But there are several objections to this view, if this is indeed St. Paul's point. From where does man get his reason if not from his likeness to God? If man can never unde r stand God through his reason, how then iB God the source of all truth, some of which obviously can be discovered by man's reason? Even more difficult to understand is how one is to interpret St. John's description of Christ as the Word of God, if the wisdom of God (which must be in some way tied up with His Word) is completely unfathomable to His creatures? What then is the relationship between man and Christ supposed to be? What has happened to the God -man; He seems to have been torn apart. If St. Paul is simply dismissing reason as useless, or less than useless, does he not then imply that it might be detrimental to man in his search for God? But how can this 18 �be if reason was given to man by God ; if it was given uniquely to him it ought to bS helpful in his unique search. No~ while his view was related to this, I hope to show that it was slightly more complicated, and fraught with fewer objections. First, it must be remembered that Adam fell, and when he fell he became subject · to temptation from all sides. Tht; gifts given him by God for his happiness became drawbacks if uninformed by God's subsequent gift of salvation. In the same way, rr.an's reason in its present state is a drawback if uninformed by ·God's gift of faith (which may be what St. Paul mean~ by God's foolishness). Consequently, when Christ redeemed man He restored his reason to its proper state. But the reason "of the world" is still unredeemed, and therefore still unwise . So St. Paul says , . "But we have a wisdom to offer those who have reached maturity."2 There is a wisdom that is other than of the world:, one that is compatible with God's foolishness. That Paul means the unsaved world when he speaks of the "world" in this context is clear from his other Epistles. In his letter to the Ephesians, he says, "For it is not against human enemies that we have to struggle, but against the ·Sovereignties· and the Powers who originate in the darkness of the world"; and speaks of man before Christ as being "as good as slaves to the elemental principles of the world" in Galatians.3 The word .that is translated as "world" in these passages is alwv , the same word used in the abovequoted passage on the "wisdom of the world". Atwv ·. orig-inally meant one 1 s life or the period thereof, and from there it naturally came to refer to an age of the world, or a long p~riod of time (as it does in the English word eon); but in the New Testament it has two meanings: - forever; or a world· that has built into it a transitory character, .world in the sense of a present ~twv to be contrasted with the dlwv to come. A picture is presented quite clearly by these quotations of a world in the process of passing away; it has been under the influenc.e of powers of evil for most of its history, but the coming of Christ has defeated those powers and brought a new world into being, for the followers of Christ have died to .t he old world through Christ's crucifixion and have been born into this new world, in which they are not the slaves of a corrupt order, but heirs of the new world of Christ's kingship (the kingdom of heaven of the Gospels). But God, who is rich in mercy out of the great love with which he loved us, even when we were dead through our t~espasses, made us alive together with Christ , and rais.ed us up with him, and made us sit with him in the heavenly places with Christ Jesus • • • so then . • . yo~ are fellow citizens with the saints ;and members of the household of God, . built upon th.e foundation of the apostles and 4prophets, Christ Jesus himself being the cornerstone. 19 �Now the rulers of this world are passing away and the heirs of the new have a wisdom that they have never known, "for if they . had, they never would have crucified the. Lord of glory!"; if they had not been under the sway of evil, men would have recognized Him. Their own wisdom was the end of their world, the end of the kingdom of evil, for in Christ's death men were freed from their. slavery to sin. "For the law of the Spirit of life in Christ· Jesus has set me free from the law of sin and death. 115 Now this is quite a paradox in its own right. The world's wisdom is indeed wise in the word and yet it brought about the destruction of that world. But is the old world completely vanquished? In his second letter to the Corinthians, Paul tells them that they "will gladly bear with fools being wise' 1 • Since, in their wisdom they have suffered so many fools, they will surely allow one more, himself, to speak. Why is he a fool? Because, he says, he boasts, and yet still he does boast, nor is he without irony in calling them wise. No, they are wise because they have accepted the picture of the triumphant Christ as I have painted it; accepted it and celebrated it, while he has immersed himself in the old world of sin. But their acceptance hints of smugness; it is a p" cture easy to interpret smugly. It would i be pleasant to think that your salvation meant that you had been whisked away into a new world in which sin held no attraction to y6u. It is all too likely that the Corinthians had fallen into this pleasant trap and that Paul is, in this passage, trying to extract the~. He is a fool, because he acts as if this happy world that he has told them about did not exist, and yet his foolishness is God's foolishness, wiser than the wisdom of men. For to say that Christ has freed us is, strangely enough, not to say that we are free. It is as though we had literally been imprisoned, and the door had been unlocked - we are free to leave or to remain imprisoned, but the cell is so homey that we _might never leave. Freedom is a frightening thing and the familiar eins are a comfort of sorts. But here we are, left with a paradox worse than the one that we have "explained" in some manner. The follower of _Christ must believe that the "form of this world is passing away" and yet he must be like Paul and fight it as though it were in no danger of even be ing di minis hed, let a lone deal t 6 a death-blow. For 11 the last enemy to be destroyed is death", _ and sin is a type of death. He must "deal with the world as if he had no dealings with it".7 To summarize: when man was created his intellect was such th.at it allowed him direct conversation with God, but when he fell h:e became damaged in some manner by the knowledge of · good and eviL In this state , man cont i nued for some time , but always God gives to some individuals what all men had once been capable of - the knowledge of "His ways". Th.en God sent His Son to redeem man, that is to extend to men the possibility of regaining their previous state. With that redemption, man's bondage to sin is no more; the one act of 20 �Christ ' s death has saved all men, yet it is an act that must be enacted in each man. So man's intellect is reinstated, but the intellect of each individual is still imperfect and God must work with each individual, even though the human · race has been saved. Because of this dichotomy, Paul advocates a dichotomy of action - ·of dealing with the world as if one had no dealings with it. This dichotomy is caused by the fact that God exists outside of time and man in time. Consequently, God can act, and His action is at once nnow" and "forever". Christ can redeem man in an instant and man's redemption can still be a continuing process, to be worked out in each man. Because any such action - one that involves both God and man, must exist on both of. these levels (must be both in time and outside of it), ?-ny such action will be paradoxical to a being whose life is on only one of them and whose knowledge is not all-encompassing. Both levels will exist in full force, they are not mixed, in the sense that they join and produce a third level, but they are both present; the mind of God and the mind of man meet, but both retain their autonomy. But how are the Corinthians to escape the trap that they have fallen into? ,Again Paul supplies the answer - nBut we", he says, "preach Christ crucified".8 They have accepted their redemption while ignoring the instrument by which it was brought about. It is the Christ that was crucified who has saved them, but they prefer to separate Him into parts and remember only the triumphant Christ. This was a mistake - 11 it behooves us to glory inthe cross of our Lord Jesus Christ".9 They must not forget that Christ died for sins, that salvation was effected neither pleasantly nor easily. And as He did, so must the Corinthians; they must die to their sins as He died for them in order to rise with Him. God "has exalted the humble and put down the mighty from their thrones";lO in order to be exalted, one must become humble, as did Christ. It is no coincidence that the solution that Paul proposes for the Corinthians' problem lies in what is perhaps the central paradox of Christianity: that of Christ's death. This is a motif that runs through all the Old and New Te_ taments - that of God exalting the humble, and from Paul's s point of view, it ~each.es its culmination in Christ. The story of Israel can be seen as a series of humblings and subsequent exaltations - the Chosen People are taken out of Egypt where they have been oppressed, they become proud and rebel from God, who causes them to wander in the desert for forty years; thus humbled they are led into their land, where they again become proud and are led into captivity a second time; again they cry out to the Lord, who again delivers them. The same thing has happened to all mankind in Adam all men rebelled against God, but when they are humbled He will deliver them. This time, however, with a difference 21 �He delivers them before they are humbled. In other words, Christ died before all men had humbled themselves; but here we must remember that God is outside of time and therefore for Him an action, even an action at a specific time, is eternal; and also, we must remember that each man must humble himself before tnis salvation can apply to him. He must, indeed, humble himself in the way that Christ did. In short, in order to share in Christ's glory, . the Christian must share in His process of humility. Have this mind among yourselves, which you have in · Christ ·Jesus, who though He was in the.form of God, did not count equ(ility with God a thing to be grasped, but emptied himself, taking the form of a servant, being born in the likeness of men. And being found in human form, He humbled Himself and became obedient unto death, even death on a cross. Therefore God has highly exalted Him and bestowed on Him the name which is above every name.11 But is it possible to share in this particular humility? This is the ·problem involved: Christ humbled Himself in becoming man, He emptied Himself of His Godhood and became a servant. Now the servant part ought not to be difficult in theory (although there are enough probleJTlS with it in practice). ' But precisely how can man humble himself in the way that Christ did? His very humility comes from the fact that He is God as well as man, and was God before He was man . If He were only man, there would be no problem in imitating His humility; but what is it that man can empty himself of that would allow him to . imitate the humility of God? God's glory makes Him God, that is, it is His very exaltation above us that makes us worship Him. All the other attributes that contribute to our awe are results of His glory: His power, the fact that He created us, et cetera. Now what is it that makes man what he is; what does he have that is comparable to the Glory of God? There are two . things that contribute to man's humanity - his ·reason and his will; and both of these he must give up in one way or another. He submits his reason to God's wisdom when he makes the act of faith that causes him to seek for God. It is his will t hat he st ill · retains and that we are interested j_n at this point. It is man's will that .led him away from God in the beginning; the discovery that he could ' exercise his will othe~ than in accordance with thq.t of God; and it was his will that, as he discovered thi!5.enslaved him. And, in true Pauline fashion, it is the submission of his will to God's that gives him freedom. It is in his emptying himself of will that he imitates Christ, and this is at once an act of humil i ty and one of freedom. In reuniting his will with God, man regains his lost freedom, because God's ·is the only completely free will in the universe. It is by this method that man can find "the mind that you have in Christ Jesus". And it is for this reason that the last shall be first and that the meek and the 22 �persecuted are happy, because they are imitating Christ in His suffering and therefore also in His glory. As Paul says :. It wa§ to shame the wise that God chose what is foolish by human reckoning, and to shame what is strong that He chose what is weak by human reckoning; those that the world thinks common and contemptible are the ones that God has .chosen - those who are nothing at all in ,order to show up those who are everything.12 For no man is everything, and man must know it before he can come to the realization that he needs God, he must be shamed into it, or else he will, naturally enough, never take the first step out of his cage. But .with the "shame", with the realization that he is not everything comes, also because of Christ, the realization that this is his salvation, for the . Lord hears those who call on Him. When he accepts the cross, he also receives the glory; but what the Corinthians have done is to try to take the glory without the cross, and that is impossible. And so, because they think themselves wise, they must become foolish. But once a man has become foolish, with what does he meet God, that is to say, with what does he grasp the paradoxe implicit in his relationship with God? Not with reason, because in order for reason to function, it must already have premises. (Which is why proofs of the existance of God are quite convincing to people who already believe in God and not at all convincing to those who don't - the premises that have to be accepted already imply the existence of some sort of God; as did, for example, St. Anselm's.) · But to say, that God cannot be found through reason is not to say that man cannot find God. Reason is a tool: once we have made assumptions, we can use it, but not before. Now these assumptions together with the use we make of them through reason, we call reality. Neither alone is of much use. But what allows us to make these necessary assumptions? When we have found that, I think that we will have found what it is that allows us to accept faith, and with it, to accept paradox. First, why are the two - faith and paradox - so closely related? Because of the problem of communication that I noted earlier. God is outside of time, and man within. In order for man to have faith, he must be able to accept paradox; first the paradox inherent in his temporal separation from God and then the other paradoxes that serve to make God's actions incomprehensible on any but His own terms, which are the terms of faith. The example that I gave above will serve to illustrate this. The redemption is both an action taking place at a particular time, in a certain place, and an action (if a thing taking place eternally can even be called an action) that is only operable in the individual man, and that 23 �only if he makes it so. To put it in the most paradoxical terms possible - Christ redeemed man and yet man is still liable to damnation. This is explainable because of the "time gap", as -;is Paul's attitude toward the old and the new worlds~ So it is necessary to accept paradox in order to have faith, and yet it is that faith that makes the paradoxes palatable. Paradox allows us to build a bridge between the two planes - the t~111eless plane of God and the temporal plane that we live in; and faith crosses the bridge, to allow us to see both sides. The metaphor can be carried even further, but it raises two questions. Who builds the bridge, and out of what materials? The second question first: and to answer it we have to go back to the paragraph before this. Man makes assumptions, and he applies to them a reasoning process and comes up with conclusions. What makes him think that his conclusions have any relevance to the world? A type of faith in him, as a rational creature, that tells him that if his assumptions are correct and his reasoning without error, then his conclusions are indeed true; not merely valid within an arbitrary system, but true in the world in which he lives. This is not so easy a step to take - there is no reason to think that the world is as reasonable as we are; why should we think to discover anything about the universe? We could be twisting a completely irrational universe into our little mold. But in order to keep our reason (in more ways than one) we give ourselves over to this faith in the rationality of the "outside" world. So there must be in our intellect another faculty, not completely separate, but different from reason, that allows us to have faith in this reason. Is there any reason why this faith should not be rel.a tea in some way to the faith that allows us to accept God? But if the faith is within us, now is it a gift from God? The 11 Faith" that is with.in us is actually closer to a lack that was at one time (before the Fall) filled, leaving us with a predisposition to accept faith, which we receive from God. So we have answered also the first question who builds the bridge - ultimately God, who has given us the ability to have faith, and even when Adam turned away from Him, left him with a recollection, a niche that only He could fill. What is the purpose of paradox in this system? It is unsatisfying to our reason, but it is quite satisfying to this other thing in the intellect. It serves to remind us of our lack, by expressing a truth that is beyond reason. "Tell me, where does wisdom come from, where is understanding to be found? The road to it is still unknown to man, not to be found in the land of the living . • .God alone has traced its path and found out where it lives", says one of Job's comforters. And paradox serves to remind us of this. We realize that what it says is true, but also th.at it is true in a way th.at we could not understand if we were completely reasonable. We appreciate it without quite knowing why; and by reminding us, it brings us to the realization th.at, as it also says in Job - rrWisdom? It js fear of thP J.ord, Understanding, avoid:1n<~e nf evtl. 11 24 �Bibliography The Oxford Annotated Bible, Revised Standard Version, edited by Herbert G. May and Bruce M. Metzger; New York: Oxford University Press, 1965 (cited in notes as Oxf.) The Jerusalem Bible, edited by Alexander Jones, et al.; Doubleday & Co., Inc. (cited as Jer.) Liddell and Scott, An Intermediate Greek-English Lexicon, Oxford: The Clarendon Press, 1889 (impression of 1964) Notes lThe First Letter of St. Paul to the Corinthians, Chapter 1, verses 25,26 (Jer.) 2First Corinthians 2, v. 6 (Oxf.) 3Ephesians 6, V. 12; Galatians 4, v. 3 (Oxf.) 4Ephesians, chapter 2, v. 4-6, 19-21 (Oxf.) 5Romans, chapter 8, v. 2 (Actually this is taken out of context, for Paul makes it quite clear that the Law of Moses is hardly of the kingdom of evil.) (Oxf.) 6corinthians, chapter 15, v. 26 (Oxf.) 7First Corinthians, chapter 7, v. 31 (Oxf.) 8First Corinthians, chapter 1, v. 23 (Oxf.) 9Galatians, chapter 6, v. 14 (Jer.) . 10Luke, chapter 1, verse 52 (Jer.) llphillipians, chapter 5, v. 5-9 (Jer.) 12corinthians, chapter 1, v. 27-29 (Oxf.) l3Job, chapter 28, v~ 12-14, 22, 28 (Jer.) 25 �Who Was the Serpent? by Melanie Sollog Introduction·. Throughout history man has been preoccupied with his fallen or limited nature, trying to explain why, and especially to what degree he is affected. Luther, at one extreme, thinks that nothing man can do by himself is good in any way. Calvin also presents this view, although with some rather fuzzy reservations designed more to preserve God's justice than to redeem human nature. On the other hand Plato, and to a greater extent Aristotle, divide the soul into various conflicting parts, some better than others. In this way they allow man some rectitude, while admitting the difficulty of rising above the passions and appetites. No matter what the school, or philosophy, or era, one thought seems universally accepted: man is not perfect. But it will not be the aim of this paper to explore preor extra- Judeao-Christian tradition as to the reason for this corruption or infirmity. Plotinus would be a good reference for those who might decry this limit. The scope of this paper could not contain such a multitude of first principles as would be necessary if we divided our attention betwe~n the Bible and all the other world views presented in philosophy. Therefore we will . devote our complete attention to the account given by the Bible of the first man and the first sin, attempting to answer only one basic question: What caused Adam to sin? In order to prevent complete chaos, several other questions will have to be answered also. Some notion of God's nature, a description of the first man before his . fall, and a definition of sin should be provided. But in order to proceed to the main problem with some facility the prior questions will not be dwelt upon. Indeed, some of them have answers which are generally given and accepted by the major theologians from Augustine on. This, of course, would not normally be proof of or justification for these answers. The fact that 'everyone is saying it' does not require a thinking individual to immediately believe it. But for the purpose of this paper such evidence ought to be sufficient. Hence it should not be wondered at if no more than cursory attention is given to generally accepted doctrine or dogma of the church. After all, the primary problem here is also one which remains within the boundaries of Judeao-Christian tradition. Therefore what will follow in the first several sections of this paper ought to be regarded in the same way which one regards Euclid's definitions or common notions. They will be assumed for the purpose of argument. 26 �The method used in these first sect~ons is that of question and answer and there are several. reasons for this. The primary one is.that of clarity and expedition. The question is set out, the answer proposed and briefly discussed, an extremely uncluttered, precise procedure, especially since most of the answers are assumed from venerable authority when they seem to agree. When they disagree violently, or else had little to say, the question was dealt with using scripture and the Whore Reason. Another justification for using this method is fo follow, in some way, Augustine, when he says that scripture may have a variety on interpretations, all true. Presenting a question to the motley throng of Christians and exploring briefly their differences can be of assistance when trying to extract an answer of sorts from the mountain of Christian verbiage. A third reason is that these answers are merely assumed for the discussion in section IV. No pretence is made that the answers given here are the 'right' ones, except insofar as incomplete faith and faulty reason might dictate. It is therefore preferable to present the questions and answers as such, so that it may be absolutely clear what is assumed in the answers. In the last section there is only one main question. However, since it is to be more discussed than answered, it is treated as a problem. Hence the formal question and answer method is abandoned and a more in a sense relaxed approach adopted. However, it is to be remembered that the main question throughout, and not only in the last section, no matter what wording of it is being used at the moment, is: Who was the serpent? I The first group of questions concern themselves with the nature of God as Creator. 1. Whether God created everything that exists? I answer that, · God indeed created everything that exists. The Bible says that, nin the beginning God created the heavens and the earth. The earth was without form and void. ;i J Augustine claims that nothing spiritual or corporeal exists except by virtue of the fact that God gave it being . 2 Aquinas, in Questions 44 and 45 of Book I, deals with this question at his usual length. His co~clusion . is very similar to Augustine's, namely that 11 all beings, other than God are not their own being, but are beings by participation. 1. Luther and Calvin also concur in the belief that God created all things . . It can easily be seen th~t this is a necessary 27 �conclusion, given an omnipotent God. For if there existed something which was not created by Him, it would have originated in itself. This would be absurd in the light of God's omnipotence, for we should have to maintain the contradictory position that God did not have dominion over all things. There fore, God created everything that exists. 2. Whether everything that exists is good? I answer that, everything that exists is good. The consensus of opinion here is also in the affirmative, namely that everything that exists, and thus necessarily created by God, is good. This presupposes of course that God is absolute goodness, but that follows upon His omnipotence. In other words, when a being has absolute and complete power over all other existing things, then anything this being does is perforce good~ Otherwise we have another absurdity consisting of an omnipotent being subject to higher laws of morality. But let us refer to Aquinas. In Q. 6, art. 4, he says: It is absolutely true that there is something first which is essentially being and essentially good, which we call God . . • Everything is therefore called good from the divine goodness, as from the first exemplary, effective and final principle of all goodness . .Nevertheless, everything is called good by reason of the likeness of the divine good belonging to it, which is formally its own goodness, whereby it is denominated good.4 Augustine simply says that everything that is is good. This is also corroborated by the two major non-Roman theologians. 3. Whether God could create anything that is not good? I answer that, God could not create anything that is not good. Is this not obvious? The mere fact that God created would necessitate goodness . However , Anselm has an int e resting discussion of this, specifically as regarding God's power to do so. On the surface it would seem that to deny God the ability to create something that . is not good would entail denying Him omnipotence. It is the old sophistry about making a stone so big that He could not lift it. Anselm, on the other hand, rejects this. For he who is capable of these things (that is, corruption, falsehood, and so on) is capable of what is not for his good, and of what he ought not to do; and the more capable of them he is, the more power have adversity and perversity against him; and the less has he himself against these. He, then, who is thus capable is so not by power, but by impotence. For he is riot said to be able because 28 �he is able of himself, but because his impotence gives something else power over him.5 · This may not be entirely clear, although it is an irit,r igu,in point of view. Another aspect which may shed more light involves jumping ahead to the nature of evil. Let th.at be assumed as an absence or lack, which will be sh.own in more detail later. Then it follows that God would not create anything that is not good in itself.· This can be shown by using the same argument adduced in the previous question. To create something partaking of the nature of evil, or not-good, that is, lacking something, there would have to be a corresponding lack in the Creator, which is absurd. All things were created perfect, ih accordance with the perfect plan in the mind of God. We are not saying that all things were created equal with God - for that is patently false. The perfection we are speaking of is that by which a created thing-exists or acts in perfect harmony with its end, the will. of God. At any rate, there are several arguments to support that which will now be admitted as given in order to proceed. God could not create anything th.at was not good. This means that everything that existed in the Garden of Eden was created by God - man, everything in him, the Tree of Knowledge of Good and Evil, and the subtle serpent itself. Also, everything existing in the Garden was good, conditionall~ including the serpent, depending on what he is taken to represent. For example, if he is Satan in disguise, then he represents that which is evil; but this will be dealt with later . Here the intent is to show that, however sin or evil got into the Garden, God neither created it nor put it there. And Creator section man, as so we have obtained an idea of God as the all-good of all things. Let us therefore move on to the next and set up some definitions concerning the nature of originally created, before his fall. II In the following discussion of man, we must be very careful to set out the type of man to be dealt with. Man, as normally thought of, connotes the fallen creature, with his fomes and concupiscence. That is not the topic here. It would be senseless to present man's fallen nature as the given situation, from which to derive the reason for his fall. Therefore, in the following questions, we will consider man only as first created. ],. What, in man, was created · in God 1 s image? I answer that, man's free will was so created. 29 �Both Aquinas and Augustine agree that the intellectual capacities of man are that which is ±n God's image. Referring to Aquinas in the act of quoting Augustine will indicate precisely what they mean by intellect. "(On the contrary~ Augustine says that memory, understanding and will are one mind. 16 I must admit that th.is is very strange to me. The intellectual powers of man, excepting will, are so completely entwined with time that it is difficult to see how they can image God. Reason is, a series of steps in time. Memory implies the past. Understanding, insofar as it is intuitive, could perhaps be seen as instantaneous, and therefore out of time, although it is usually the result of reason. It seems to me that only insofar as man differs from all created beings by having intellect, and as man was created in the image of God, which can be said of nothing else, are the two necessarily relatable. My preference is to place all of intellect except will in the category of the formal nature of man. In other words, simply because God intended man to be a reasonable creature, and thus capable of will, was man created with intellect. This would leave will to account for the image of God, a much more palatable view, since God is will, and man's will, taken by itself, is in a sense out of time. Dante propounds this when he has Beatrice say: The greatest gift of God's largesse, when He Created all, most prized by Him, and best, As most akin to His own quality, Was the Will's freedom, crown of all the rest, Whereof all creatures made intelligent, They all, they only, were and are possessed.7 Hence it is in the intellect, and especially in the will,; and most specificaliy in free will as being the image of God's will which is of necessity free, that we find the image of God in man. 2. Whether man was created perfect? I answer that, man was created perfect . The answer to this question is to be found in the first section of this paper. Man was created perfect with reference to his end, as were all created things. This perfection of course includes his free will. 3. What is man's ·purpose or end? I answer that, the glory of God is the· end of all creation, including man. This question can also be stated another way. For what reason was man given free will? The only possible explanation, the only humanly comprehensible one which does not completely reduce God to human terms, is that everything in creation 30 �exists for the glory of God. All these things are present as manifestati.ons of His glory and goodness and power. And all exist for the further purpose of making the invisible of God visible to man. Since man is different from anything else in creation, it is reasonable to seek for a different purpose. But basically it is the same as all other created things, since man also is a creation. But man has a choice . Therefore man can choose to turn towards God and thereby glorify Him in greater measure than things unable to do anything else but give glory to God . Or he can turn away. It must be remembered at th.is point that we are now speaking purely of unfallen man, a man who was capable of giving himself to God purely out of love by his free will, and that that was his purpose or end. Whether man is capable of that now, without the aid of grace,. is an open questio n which sh.all not be considered here . Now we have established th.at man was in a state of perfection as created by God. His free will was, in the beginning, united as it should be with God . III Before speaklng of man in the act of falling, it will be helpful to enter into a discussion on the nature of evil and sin. This will serve to indicate exactly what is meant by 'The Fall . ' 1. What is the nature of sin? I answer that, sin is anything which causes a separation from God . The Bible is relatively consistent in regarding the effect of sin as a separation from God. To quote a representative passage , I saiah 59 :2 reads 11 But your iniquities have made a separation between you and your God. 11 Paul says in Romans 14 :~ that "whatever does not proceed from faith is sin." Now faith is a dependence on God . There fore if something does not proceed from a dependence on God, it must proceed from dependence on something else, which implies separation. Thus we may conclude that anything which causes a separation from God is sin. Aquinas, as usual, has an extraordinarily definitive discussion of the subject, and since he is expounding on Augustine's view, I will reproduce the pertinent paragraph. I answer that, as was shown above, sin is nothing else than an evil human act. Now an act is human because it is voluntary • • • whether it be voluntary, as being elicited by the will , e.g., to will or to 31 �choose, or as being commanded by the will, e.g., the exterior actions of speech or operation. Again, a human act is evil through lacking conformity with its due measure. Now the conformity of measll:re in a thing depends on a rule, from which, if that thing depart, it is without measure. But there are two rules of the human will: one is proximate and homogeneous, viz., the human reason; the other is the first rule, viz., the eternal law, which is Goa's reason, so to speak. Accordingly, Augustine includes two things in the definition of sin: one pertaining to the substance of a human act, and which is, as it were, the matter of sin, when he says, 'word, deed or desire;' the other, pertaining to the nature of evil, and which is the form, as it were, 8or sin, when he says, 'contrary to the eternal law.' This also means that whatever does not proceed from faith obedience to the eternal law - is a sin, and therefore causing a separation. 2. Whether evil exists? I answer that, evil, in a certain sense, does exist. This might seem a superfluous question, but if the first section of this paper is called to mind, one will realize that evil could not possibly exist for two reasons. First, everything that exists is good because everything that exists was created by God. Second, God could not create anything that was not good. Yet still there is such a thing as evil, something in this world that is not good. Where did it come fr·om? Some have posited an uncreated evil, namely which. exists previous to God, or at least which came into existence independently of God. This is also impossible given our hypothesis of an omnipotent God. So it would seem that evil is not anything. Which is exactly how we must look at it. Aquinas says that evil is the lack of something, or the privation of something, where the thing lacked is normally present or due.9 Therefore, it would b~ evil if a man lacked hands, since hands are natural and due to that man. He also says that actions are always directed toward some good, but that direction toward a particular good does not necessitate eventual direction to the final good, or God. Hence an action can be evil because it lacks direction to the final good. Again, the presence of a particular good may prevent the presence of the final good, that is, the particuJar good causes privation of the final one. Augustine also holds this opinion if we look at Book · IV of the Confessions. 11 The good things . which you love are all from God, but they are good and sweet only as long as they are used to do His will. They will rightly turn bitter if God is spurned and the things that come from Him are wrongly loved. 11.10 . 32 �The question of how evil comes about will be dealt with in the last section of this pape.r. From the above we can see that evil does indeed exist, although in a negative sense. But if God created everything perfect, how cquld this lack or misdirection come about? That involves 't he free will of man, and only that; for even today, nothing but man is evil according to its purpose. 3. Whether God created evil? I answer that, Goa did not create evil. Does God do anything to engender evil? In °·nn~ sense, God could indeed be viewed as the creator of evil, or sin, for He created the purpose for each creature, to deviate f rom which is wrong. This is what is meant when the Bible says that before the law there was no sin. But, in James 1:13, we find, "For God cannot be tempted with evil and He Himself tempts no one." And Luther describes how God works with both good and evil, but does not anywhere create new evil . 11 When God created everything as a manifestation of His own glory, and man with a free will as a further manifestation, He created nothing that was evil. This leads directly to the next question. 4. Whether the possibility of evil was necessitated by man's purpose and the greater glory for which he was deetined? I answer that, the possibility of evil was necessitated. In other words, did God leave the door open for evil, so that His glory might be greater? This is probably true. Man was given free will, which implies choice, so that by choosing correctly, God might be exalted. That is why there was a prohibition placed on one act while man still lived in the Garden of Eden. What an empty thing free will would be if there were nothing to choose between. Therefore, to permit man to choose good, he must have been able not to choose it, and there would be no way for him to manifest this choice if everything in the Garden were within his reach. So inher ent in man 1 s purpose, which i s to freely unite himse lf with God, is the possibility of not doing so, which is evil. But is man capable of separating himself from God? Do. s e God have to withdraw? Must there be a possibility of sin in order that man might separate himself from God? One wonders if, in the absence of any restrictions, man could have effected the separation. Would he have been able to rebel in his heart? Given his rational nature, could he have been so irrational as to deny the. absolute goodness and plenty of his surroundings by saying "It is not enough. I want to be God, not merely like Him and united with Him," when for all intents and purposes he was? Or was the · prohibition needed to indicate to man his position of obedience? But these speculations, while interesting, . do not help in answering tne main question, simply because they 33 �posit a situation which did not exist. In order to avoid complete chaos, we must remain within the bounas presented to us, namely man in the Garden disobeying the one commandment given to him. At any rate we can see from the above discussion that free will necessitated the possibility of evil or sin. Therefore, in Eden, the sin of man caused a definite separation from God. Man was literally cast out of the Garden. Before that evil was not present, because the only things present were put there by God; but in the free will of man a possibility of evil was posited. IV · And so the question finally presents itself: who was the serpent? As the scene opens we find man, the image of God, in the Garden surrounded by all the good things which God has created. God has created him of dust but He breathed life into his nostrils. Man was given dominion over all things in creation and a helper fit for him, namely his wife, Eve. And he was given a command. "You may freely eat of every tree of the garden; but of the tree of the knowledge of good and evil you shall not eat, for in the day that you eat of it you shall die."12 "And the man and his wife were both naked, and were not ashamed."13 So, for an unspecified length of time they dwelt contented in the garden. Until one day the most subtle of God's creatures came to Eve and told her that if she ate of the forbidden tree she would not die but become like God, knowing good and evil. "So when the woman saw that the tree was good for food, and that it was a delight to the eye, and that it was to be desired to make one wise, she took of its fruit and ate; and she also gave some to her husband and he ate."14 What was this subtle creature? There are two possibilities. Either the serpent was an influence outside of man, which tradition names Satan, or he was something within the nature of man itself. The first consideration is more easily dealt with. It merely has to be said that Satan, an evil intelligence or fallen angel or what have you, came to man and opened up to him the favorable(?) possibilities that could result if man used his free will. Man obviously found it alluring to be like God, to find out something he did not know. It could simply have been curiosity on man's part. (From now on I will lump Adam and Eve together, seeing that they both did sin, after all.) Another possibility, linked with curiosity, is a desire to test God. The serpent outrightly states that God didn't mean it when He said man would die. This is the only falsehood uttered by the serpent, although, if it was Satan, 34 �he might have known about the salvation of man through Christ, which knowledge would have made his statement at least partial+~· true. But that is neither here nor there. However, given the existence of Satan, a further problem presents itself, namely how Satan became evil. And since, I believe, th.e answer to that question will be identical to the answe~ to the second possibility, it would be more fruitful to abandon the above speculations and pursue the notion of rebellion arising, perhaps spontaneously, in man himself. From now on the serpent will be considered a metaphor for the intellect of man. This is to me much more believable than the idea of Satan. For example, one would think that a man who knew enough to name all the creatures of the earth would not be tricked into disobedience so easily. It seems clear that, even if Satan did exist, man was predisposed to believe him. I think that man knew very well that he was forbidden to eat of the tree, and also had some idea why not. But it was, of man's own choice, the wrong idea. I think the real nature of the fruit of that tree was not intellectual knowledge, but knowledge in th@ other sense in which it is used in the Bible. God meant, that if one ate of the tree one became acquainted with gooa and evil by actual experience, simply because, if one ate, one had committed a sin, that is, had actual contact with evil. This is borne out by the text. It is not said that man immedizttely became omniscient, or even that he knew everything that was good and evil. The Bible says that they knew they were naked. The only knowledge that man gained from the sin was that he was guilty and ought to be ashamed. He obviously did not become aware of good in any real sense because the next actions he takes are also sins. He is ashamed of his nakedness. He lies to God. He tries to slough off the blame onto his wife, who tries ' to shove it onto the serpent, claiming that he beguiled her, stole her senses from her. What kind of knowledge of good and evil is this? Besides, if man really did obtain the promised knowledge, of what use was the law of Moses to be? Supposedly man already knew what was right and what was wrong. However, it is hard to think that man could really have had such a mistaken ·idea about the nature of the fruit. It would almost appear that God had ·misled him, which is impossiblE I think we have to say here again that man wanted to think of the tree in that way, just as he wanted to believe Satan, if Satan is posited ... Man was determined to· sin. But why? The two most likely reasons are a desire to be like God or a desire to . test God or both. And how were these desires possible in a very good creation of an all-good God? Simply because man was given the gift of free will so that he might proffer even greater glory to God. But man, because he had an intellect and thus might look at himself as well as the rest of creation, was tempted into self-glorification rather than the opposite. He wanted to be as God. However, before 35 �this is elaborated, a general survey of major opinions on this subject might be helpful. Calvin presents a confusing picture of the 'heinous crime' of Adam. He says that it stems from pride, disobedience, arrogance, infidelity, and a host of other evil attributes which make it appear as if he viewed unfallen man with just, about the same venom as he viewed fallen man. Calvin here ' seems to doubt the goodness of God's creation.15 Aquinas is very difficult to pin down on this point, but he does make a few statements in the Reply to Obj. 2, Q. 89, art. 4. He is talking about mortal and venial sin, but in the discussion he accidentally, as it were, gives the following view. This vainglory, which preceeded man's downfall, was his first mortal sin, for it is stated to have preceeded his first downfall· into the outward act of sin. This vainglory was followed, in man, by the desire to make the experiment, and in the woman by doubt, for she gave way to vainglory merely through hearing the serpent mention the precept, as though she refused to be held in check by the precept.16 Augustine comes very close to my own opinion when he speaks of this matter in The City of God. He says that God created the will good, but the evil will came as a sort of falling away from the works of God to its own works.17 If he had just gone that one step further, he could have given a reason for this, namely the intellect as a whole. But instead he goes · into an involved discourse in which he says that Eve was deceived by the serpent but Adam was not. According to Augustine, Adam sinned out of affection for Eve and because he did no~ want to be alone. This is an unfortunate direction for Aug~stine to take, even if he does revert to the former opinion in a later section when he says that the soul becomes an end to itself; the devil succeeded only because man had begun to live for himself. Luther says that unbelief is the ~§le cause of sin, including the occurrence in the Garden of Eden. From the above it can be seen that common ground is found among all these learned minds. In all cases is sin seen as the cause of sin, and in no case does any one of them seem interested any further in the matter, although Aquinas and ~ Augustine come very close to completely explaining it. Perhaps Calvin is right and there are certain things reserved only to the secret recesses of God. But it is hard to think of this topic as such a thing. It did involve a man acting by and within himself, and it ought to be within man's power to come to some conclusion. My suggestion is the notion I described earlier, that is, man as an intellectual being, was able to look at himself, and thus was capable of self-aggrandisement. 36 �Perhaps it happened this way, and I shall express it in the form of a likely story, since anything more positive would be presumptuous. Man sat in the Garden. He looked at the trees and the animals and said, "God has given all these things intd., my dominion. Glory be to God. 11 Then he looked at himself and said, "God has made me along with everything else, but especially in his image. This means that I am in my own dominion. Glory be to God." Then he looked at the tree of the knowledge of good and evil. He said, ::Wait a minute . If God gave everything including myself into my dominion, how could He venture to forbid me to eat of this tree? What am I? Am I or am I not in God's image? If I am, well then, glory also be to me." And ate the fruit of the tree and died. Who then is the serpent? It is man's own intellect, the most subtle of God's creatures. This is not to say that man's intellect is evil. That would be meaningless contradiction. It is only to say that man's ability to think and speculate about himself, coupled with his free will to act on his speculations, acted however innocently, to lead him to forsake God and devote himself to his own end. Are not your thoughts oftentimes beguiling, even as Adam's were? 37 �NOTES lThe Bible, Revised Standard Version, Genesis 1:1 2confessions, St. Augustine, (Penguin Books, London, 1961)~ p.312 \ .3Aquinas, Summa Theologica, Book I; q. 44, art. 1 \ 4Ibid., Book I, q. 6, art. 4 5Anselm, Proslogium, (Open Court Publishing Company, Lasalle, Ill., 1962), p. 12 6Aquinas, Book I, q. 79, art. 6 7nante, Paradiso, Canto V, 1. 19-24 8Aquinas, I-II, q. 71; art. 6 9Aquinas, -Summa Contra Gentiles, Chapter II lOAugustine, p. 82 llLuther, Selections From His Writings, Dillenberger, (Garden City, New York, Doubleday, 1961), p. 192 12The Bible, Genesis 2:16,17 13Ibid., Genesis 2:25 14rbid., Genesis 3:6 1 5calvin, Institutes, {Grand Rapids, Mich., Grand Rapids Bo9k Manufacturers, 1966), Vol. I, p.213 16Aquinas, Summa Theologica, I-II, p. 89, art. 4 17Augustine, The City of God (Brittannica Great Books Edition) Book XIV, Ch . 11, 12, 13 18Luther, p. 22 38 �A Criticism of Plato's Poli~i6al Philosophy :by George Henry Elias \ Although it may prove difficult to ascribe merely a standar of utility to any other study which men consider a part of philosophy, it would be literally idiotic to judge political philosophy, understood as the science for the achievement of the just for man, by any other criterion. Such a standard is, of course, . not intended to be a mean one, it is "'_pnly that I do believe th.at the worth of any man's thought to be in its at least potential applicability to our problems - wherever they lie and whenever they occur. To say that in his political writings Plato fails absolutel. by this measure would clearly be wrong, perhaps to the' same degree as maintaining that he must and will remain unexcelled in them. It is much less clear, however, as to the value which can be derived from him. Moreover, this general problem is obscured by two ancillae: Even if Plato has profoundly misconceived and misinterpreted the nature of politics, we are still served by this very profundity, for to understand and to refute him we must think just as deeply. In addition, the position is held by some that Plato, through .Socrates,* frequently exaggerated in order to clarify and to bold-face. Nevertheless, and these latter two qualifications notwithstanding, I say that Plato's answer to the problem of securing justice for man, as examplified in the Gorgias and the Republic constitutes an abandonment of it. I say that beginning with · a concern for the justice of the entirety, his final statements are most notable for the lack of such a feeling, implied or otherwise. I say that because of his conclusions regarding the importance of life and the relation of man and his reason to the physical, Plato has misdirected the whole of his political philosophy, thereby depriving it of even potential applicability to the problem of attaining justice for even a · part of humanity in our own day or any man's: the value of Plato's philosophy lies only in its stimulation. The true Platonic Statesman is an ultimately ineffective political entity, for he seek;s justice alone, whose worth in comparison to other statesmen seeking justice for all can only be minor. * It is not one of the purposes of this paper to examine the relationship between Plato and Socrates; I only wish to criticize the body of work which we call "Platonic. 11 Whet.h er this work came from Socrates or Plato I am indifferent; I arn not questioning its possible origin but its possible effect. 39 �The relationship of Plato to the politics of his times is an important one for it is his reaction from it which to a large extent determined the course of the remainder of his life, orienting it to that of a teacher rather than that of a politician, to that of a philosopher rather than that of an active man of affairs. Plato writes in the Seventh Letter that in his youth he "cherished like many another the hope of e ntering . upon a political career" just as soon as he came of age. (324e) At the time when the group which in history is known as the "Thirty" took power, the opportunity did arise and Plato was invited to join them ("assuming my fitness for the task," he writes), some of the Thirty happening to be relatives and apquaintances of his. But the machinations of the Thirty soon revolted"' him, making the former government "look in comparison l _ke an age of gold." i (324d) Among their many maneuvers to consolidate their power, and that which undoubtedly appeared to Plato the most vile, was an attempt to connect Socrates with their government by forcing him to help bring a citizen to his execution. Plato's reaction is best expressed in his own words, "I withdrew in disgust .from the abuses of those days." (325a) It is difficult to give the precise reasons for the actions of any man . and especially in trying to explain the motive of one entering politics. He may be moved by a desire for gain either of money, of distinction or of power - or, and much, much more rarely, he may be moved by a genuine desire to aid people, generally or particularly. In the case of Plato, I believe, from what we know of his life and of his writings, his motive was surely the latter; moreover, we can be certain what form his aid would take - justice. He himself writes in this vein when describing his anticipation of the actions of the Thirty: 11 I cherished the belief that they would lead the city from an unjust life, as it were, to habits of justice ) 11 (324d) . In other words, it is plain that Plato viewed politics as an instrument for achieving justice and he first entered that profession with the express purpose of securing it for the greatest number of people as would fall within his range. After Plato left the government of the Thirty his life was still characterized, of course, by a desire for justice, but to an ever diminishing extent, outside of politics. The more he considered matters, the more difficult it appeared to him to administer a government correctly. The reru lt was that I, who had at first been full of eagerness for a public career, as I gazed upon the whirlpool of public life and saw the incessant movement of shifting cu~rents, at last felt dizzy, and, while I did not cease to consider means of improving this particular situation and indeed of reforming the whole constitution, yet, in regard to action, I kept waiting for favorable moments, and finally saw clearly in regard to ·all states now existin~ that without exception their system of government is bad . (325d) 40 �And so, finding politics, or the structure ("their system of government") in which it operatel!'l inadequate for providing justice, Plato turned to teaching and philosophy. ~he direct result therefore of Plato's not perceiving any way in the existing order of things to secure justice in anY, degree was his adopt ion of philosophy. He continues in the same.. passage, "Hence I was forced to say in praise of the correct philosophy that it affords a vantage point from which we can discern in all cases what is just for communities and for individuals." (326b) Plato's initial reaction to his first experience in politics - the withdrawal - can hardly be criticized. Unfortunately, a pattern of withdrawal became symptomatic of his entire political philosophy; and much more "Seriously, the withdrawal was accompanied by a constricting sense of justice. Having begun with an undoubtedly deep sympathy for the general, Plato finished with a prescription for the individual. It is the task of this paper to demonstrate that Plato failed to offer a satisfactory solution .to the main problem of political philosophy - that of achieving justice on this earth. And that furthermore, even if Plato's principle contribution to political philosophy is considered to be his delineation of the ideal, he still fails in that he does not elucidate the relation of these ideals to their corruptions, thereby reducing any potential disciples to practical impotence. The body of the Republic, Plato's most influential political writing, arises out of one of the most crucial questions of political philosophy. Implicit in the quest for justice is the assumption that it is desirable; and it is just this assumption which Adimantus and Glaucon eloquently attack in Book II, asking Socrates whether the just rnp.n , not the unjust man, is truly the happy man. A measure of the completeness of their case is the fact that Socrates is unable to resort to his usual means of refutation - pointing out the internal contradictions in the arguments of his interlocutoJ Socrates replies that he would be delighted to discuss such an i mportant question but wonders if the relation between the just and the unjust man may be more easily discernable in something bigger. "Perhaps there would be more justice in the larger objec.t," he says, "Let us first look for its quality in states and then only examine it in the individual." (368e) This is the origin of Plato's state in which strife and factionalism are eliminated and a stable order provided so that its inhabitants may achieve the greatest good for themselves. To quarrel and to find fault with an opus of the magnitude of the Republic can be a much less rewarding labor than would be a straightforward attempt to appreciate it. Possibly it is a trait of any great work that it has many different meanings for many different people. And it is therefore no surprise that this is also true of the 41 ' �Republic. Although. it may have begun as a political treatise or even have been intended ··to be just- that, it certainly would be a misrepresentation arid diminution of its quality to have its worth stand or fall on that category alone. The Divided Line and the analogy of the Cave are just two examples of extrapolitical sections in the Republic; even though these may of course also be of great significance to a political scientist, their great relevance to other men is undeniable. But it is the contention of this paper that construed as an exposition in political philosophy the value of the Republic is misleading if not limited. The first criticism is of the ambiguity of Socrates• answer to the original question of Adimantus and Glaucon. Socrates, in his demonstration that the unjust man is much. less happy than the just man, unrealistically conceives the unjust man to be unjust in toto. The difficulty of such a reply is subtle. On the one hand, it will be unconvincing to the man who merely wishes to commit occasional injustices - in the sense of sacrificing a vague general interest to his own definite, particular interest and is aware that from his own experience he is better off for having done them (i.e., his added material comfort substantially outweighs any mental discomfort). On the other hand, and much more seriously, if a man is completely convinced by Plato's arguments, which supposedly deal with the incompatibility of injustice and happiness, he will be at best unsure and at worst hamstrung as a statesman having to deal with practical political problems which frequently require permitting present injustice for the sake of future justice. Moreover, Plato maintains and enforces this ambiguity in the Gorgias, making it more difficult for the statesman who is interested in achieving justice for most men to accept Plato's philosophy. .na~rowly At one point in the Gorgias Plato lays down a standard of improvement by which to measure all statesmen. First, Socrates interrogates Callicles, • . • since you are just beginning to enter public life and invite me also and reproach one for not do i ng so , shall we not examine each other and ask, Come now, has . Callicles ever yet improved any of the citizens? (515) From this Plato expands the argument and Socrates al:iks if Callicles can name any of the orators of old "from the time of whose first appearance to address the public, the citizens, who had previously been worse, are said to have been improved?" (520b, italics mine). And finally, when Callicles is unable to put forth any Athenian Statesman of her Golden Age who can m~et this test {Themistocles, Pericles, et al.), Socrates makes a ~eclaration which is the epitome of Platonic political philosophy, a statement which is the philosophic equivalent of the young Plato's "withdrawal in disgust" from the welter of Athenian politics: "I th.ink that I am one of very few Athenians, not to say the only one, engaged in the true political 42 �art, and that of the men of today I alone practice statesmanship." (52ld, italics mine) And so in Platonic political philosophy a man who disdains participation - and at one of those critical eras when a polity most needs men of great ability - becomes the'· only one to practice statesmanship. Thi.s is naturally not 'to criticize Socrates in that he was assuredly more effective in helping establish justice in the role of a teacher; but it is extremely censurable to hold that he was the only true statesman. The foundation of this statement is the conviction that it is the task of the statesman to improve the citizens. But even here it would seem that Plato is still begging the question, for the establishment of justice must be the prior responsibility of the statesman. The first prob.lem of' the statesman is to provide the necessary conditions for the improvement of the citizens - the maintenance of order, the opportunity for education, etc.; in a word, justice; and then, only after the achieveme nt of justice, is the task of improving men practicable. The statesman must first work to provide the environment in which education may take place before he can even attempt education itself. Again, in an attempt to find the applicable in Plato we discover that he has set up an impossible standard (in that the posterior improvement, cannot exist until the prior, justice, does~, awarded the title of "Statesman" to somebody who will not even try to establish justice in general in his polis and passed over some who at least provided a degree of it. Plato's complete withdrawal from political philosophy is in the Republic. Assuming that the establishment of justice in this world is the. central concern of political philosophers, it is here in which Plato finally denies its realization. Plato's created city in which justiqe is to · exist becomes "a pattern laid up in heaven" and "it makes no difference whether it • . . ever come into being." (IX, 592b) It makes no difference whether political philosophy has utility, no difference. Furthermore, .he writes, "Until philosophers are kings or the kings and princes of this world have the spirit and power of philosophy . • • cities will never rest from their evils." Is not this an abandonment of the question? It . is .as foolish · as saying there will be justice wh.e n men become just? Is Plato merely wishing one section of humanity to .be just? Is this what Plato's answer has come down to the wistfully wishing a part to have a trait which the whole lacks? · The main criticism therefore. of Plato 1 s political philosophy is that he ultimately leaves the problem of the achievement of justice unsolved. Because of his fundamental beliefs concerning life and man's relation to the physical he chose to solve the political problem under the more general aegis of philosophy. We may conjecture that this happened because Plato first began 43 �.to contemplate philosophy itself before he turned to consideration of a part of it. This is not an unreasonable assumption for it is hardly surprising that a man should examine life in its entirety before he examines a particular of it. In a very real sense then the foundations on which he constructed his political philosophy predetermined its conclusion. If a statesman's primary concern is justice on this earth, the implication of this concern is a love of life in all its aspects or at least a basic belief in its importance. And it is this very T\ assumption which Plato firmly disavowals in the Phaedo. o him happiness is only obtained after death. The problem of a rational man 11 consists precisely in the freeing and separation of soul from body." (67d) Life, simply defined as the temporary union of the soul and the physical, is an "unwelcome association"; "true philosophers Li. e., those most able to achieve. happiness_/ make dying their profession." (67e) If at its release the soul is pure and carries with it no contamination of the body because it has never willingly associated with it in life • • . then it departs to that place which is like itself, invisible, divine, immortal and wise, where, on its arrival, happiness awaits it • . . • (Boe, italics mine) Is it such a wonder then if a man who abhors life neglects a question which is essential to any sort of happiness on earth? After all, if happiness may only be gained after death, does it really make any difference if the just state is merely "a pattern laid up in heaven"? It is plain therefore that the reason for the difficulty in applying Plato to our own problems in political life is precisely because Plato did not intend his political philosophy to be used as such. For him the central problem of political philosophy is not the establishment of justice, but merely the discovery of means to separate the soul from the physical. Because the solution of no earthly problem can result in happiness, any problem is irrelevant to the task of freeing the soul from the body. The fundamental difficulties involved in applying Platonic philosophy to the everyday problems of securing justice become most apparent when examined in the context of the life of a statesman who has embraced completely Plato's philosophy. Such a life is that of Dion of Syracuse whose principle concern throughout his political career was the freeing of his native city from the oppression of a tyranny and the establishment of justice within it - exactly what I have maintained should be the principle concern of political philosophers. Indeed, Dion is an excellent subject on whom to test with rigor the use of Plato's political theories, both in terms of politics and of philosophy. He seems to have been made to be the archtypal philosopher-king. Politically, he was the brother of one of the two wives of Dionysius I who first established the tyranny in Sicily in the fourth century, B.C. But, as Plutarch relates, Dion at first only "found an 44 �honourable reception for his sister's sake; but his own worth and parts soon procured him a ne·arer place in his brother-inlaw 1 s affection." (1156) Dion was a man of exceptional political talent and soon became one of the ruler's most trusted and most powerful advisors. Dionysius I's opinion of Dion's "worth and parts" is well illustrated by the-: freedom which he granted him: not only did Dionysius order his treasurer to advance Dion any amount of money he demanded from the public coffers, but also Dion was the only man who 11 durst speak boldly what he thought." (1157) These privileges were allowed by a man whose trust in others was so slight that he permitted no one, not even relatives, to come-into his presence until they had stripped naked and been examined by guards. When Dionysius I's son and namesake ,..a ssumed power upon his death, Dion easily maintained his former · position, despite his being the oldest representative of thB interests of a rival claimant to the tyranny of Syracuse. At the first council Dionysius II held "Dion discoursed so well of the present state of affairs that he made all the rest appear in their politics but children, and in their votes rather slaves than counsellors." (1158) Dion's philosophical credentials are even more impressive. Studying under no less an eminent teacher than Plato himself, he adopted and began practicing his philosophy at an early age and in spite of an environment in which, as Plato writes, most men avoided all industry "except such as is devoted to banquets and drinking bouts and painstaking attention to the gratification of lust." (Seventh Letter, 426d) Plato writes that Dion "was very quick of apprehension and especially so in regard to my instruction." Plato further praises him, reporting that he responded to his teaching "more keenly and more enthusiastically than any other man I ever met." (327) Furthermore, Plato comments on Dion's excellence as a ·subject , for testing his ideas. "I set before him in theory my ideals for mankind and advised him to make them effective in practice." (327) On still another passage in the Seventh Letter Plato explicitly names Dion "the man who intended to make justice effective. 11 (335c) Nonetheless, it is the argu.i1ent of this paper that despite Dion's many advantages of birth, character, talent and teaching, he was an ultimately ineffective political entity, . for he sought justice alone. Moreover, it is maintained that the major mistakes of his political career - those which occurred crucially in his valiant but disastrous attempt to secure justice for the citizens of his land - were the direct result of his instruction in Platonic philosophy. In much plainer words, I say that Dion's adoption of the ideals of Platonic philosophy - although they may have, controvertibly, led him originally to make the trial - ultimately prevented him from realizing that justice. Plato, though he delineated the ideal, reduced his disciple to practical impotence. 45 �Dion's attempt to establish justice in Syracuse took place in two distinct stages. The first stage was purely Platonic and during it Dion enjoyed Plato's full aid and blessing. This plan for securing justice for the people of Syracuse envisioned the improvement of the young Dionysius by instruction in philosophy; after making him· a philosopher•king,----. , just ice would follow. · The second stage, of which Plato \ · strongly disapproved, was a military expedition led by Dion to free Syracuse by force, evict · Diohysius and establish justice. Except for the ridding of Sicily of Dionysius both devices were complete failures. ' Upon the assumption of the tyranny by Dionysius II, Di·o n · hoped that the young man, more susceptible to teaching than his father, might be influenced by philosophy to .halt the incessant debauchery of the court of Syracuse and work for justice, as he himself .had done. Dion felt, as Plato writes, that if Dionysius were to do this, "the result for him and for the rest of the Syracusans would be the attainment of a life beyond all calculation blessed. 11 (327c) For this reason Dion asked Plato to leave Athens and try to put his ideas into practice. If Plato were successful with Dionysius, Dion "had great hopes of creating, without bloodshed or slaughter . • • a happy and genuine way of living throughout the land." ( 327d) . The success of this venture depended on one person Dionysius. Plutarch says that Dion supposed that Dionysius' dissipated life was the result of "ignorance and want of education. 11 (1159) It is just this deficiency which Plato and Dion endeavored to correct, and it is here that they failed. Dionysius proved to be impervious to any sort of learning and Plato left in disgust. He was induced, however · to make one more attempt, after hearing reports that Dionysius had become "marvellously devoted to philosophy." (338b) But once again Plato failed; this time also Dion was expelled and his property confiscated. Therefore, the possibilities of the method exhausted, Dion resolved more drastic action; he would conquer Sicily by force. Taken as a whole Dion's action was in complete contradiction to everything Plato had taught him. Instead of suffering injustice he took it upon himself to commit it. We can take it as a measure of how far he was pushed that he was forced to abandon the very principles on which his entire life had been based in order to accomplish something he knew was right. When the moment for decision arrived Dion put his .first belief - the establishment of justice - over the teachings of his master, although his entire thinking must have militated against it. But Plato displayed no such. inconsistency. When the time came to choose between the possible freeing of a people by a virtuous man and the establishing of justice, on one hand, and, on the other, an untainted life of solitary justice, he unhesitatingly chose the latter, with no regrets. 46 �If he Lt he wise man_/ th ink9 that the con st i tut ion of his city is imperfect, he should say so, unless such action will either be useless or will lead to his own death, but .he must not apply force to his fatherland by revolutionary methods. When it is impossible to make the constitution perfect except by sentencing men to exile and death, he must refrain from action_s and pray for the best for himself and for his city." ( 33ld~ italics mine) When words are no longer efficacious and improvement thereby impossible, the wise, 11 Platonic 11 man main.t ains his judicial sterility by having recourse to prayer. EJato is unable to condone. the necessity of committing injustice in order' to prevent a greater one. The then-pr~sent sufferings of the Syracusan .people at the hands of a wastrel tyrant were hardly sufficient to cause the philosopher to mar his singular sense of justice. This statement is a concise abstract of all the difficulties inherent in Plato's political philosophy. Within the compass of a few words Plato denies the need for relative justice, maintains the use of words and reason as the sole means for achieving desirable ends and prohibits the use of compulsion and injustice by the wise man in pursuit of justice. We can imagine the perplexity of a man like Dion when confronted with a choice like this one. We can only admire the depth of his feeling for people and his desire for justice. The unfortunate point, however, was .that although he abandoned Plato in this larger object, he still tried to apply him within it, for the source of ~11 his errors during the subsequent campaign was his refraining from actions of sentencing men to exile and death, even when by doing so it would have b~come more possible to perfect the · constitution of the state and alleviate the sufferings · of some people. \ The entirety of Dion's campaign in Sicily is marked by poor judgement; in many cases it was only Dion's extraordinary eptitude which saved situations which he himself had created. From the beginning Dion had everything in his favor. Plutarch says that in his exile his agents· reported tQ him that Syracuse with 11 lift-up hands implored his help, and with open arms was ·ready to receive him." ( 1166) There was but one mind and one wish or prayer among them all ,lthe citizens of Syracuse_/, that Dion, would undertake the design, and come, though without eithej navy, men, horse, or arms, that he would simply put himself aboard any ship, against Dionysius. (1166) And to compound his good fortune he was able to land in a friendly port in Sicily while Dionysius was away in Italy. Even the report of Dion's arrival was delayed. · He marched triumphantly across Sicily, . gathering men and supplies continuously. Upon his entrance into Syracuse he 47 �was greeted by the most important men.of the city clad only in white; ana ·soon after the populace spontaneously turned on all who were · of Dioriysius 's party. The Syracusans celebrated Dion's coming as 11 the solemn entrance, after an absence of forty-eight y~ars, of liberty and popular ·government." (1170) . · l~' Dion 1 s subsequent blunders, which reversed this s i tua-t :L,on, arise out of two areas. Firstly, fostered by his instruct~n in Platonism, Dion still had a particular and aoristic sens~ of justice, having singularly failed to develop a greater sense both in terms o.t: time and people, and was therefore unable to permit momentary acts of injustice which would have led to greater justice. Secondly, Dion had an amazing blind spot in regard to one of the most elementary concepts in the mechanics of governing, a concept which Plato in his writings either ignores or regards as an implication. Dion had a.ppar·e ntly no conception of the necessity of establishing a foundation of power iri the preliminary steps toward founding a state, just or otherwise. In one way it is not unusual for it is a carryover of Plato's insistence on· words and reason as the prime mover of men. But it is nonetheless strange, for many lesser men, in terms of both experience arid ability, have clearly recognized its necessity. . This lack of insight may be explained by Dion's close adherence to the doctrines of Plato . (In fact, Plato writes in the Seventh Letter of what Dion would have done, had he been successful. One of the points is that Dion would have 11 brought the citizens under discipline by instituting an appropriate and ideal system of laws, 11 a point which is consistently Platonic but manifestly impractical.) · After Diori arrived in Syracuse the remaining suppo~ters of Dionysius withdrew into the citadel of the city, and the problem of the people and their leaders became one of siege and dislodgement. While they remained, however, the danger of incursions from the fort was continually present and the : city lived in a state of uneasy restlessness. · As should have been expected, the people soon lost their feeling of massive gratitude for Dion and b~gan to suspect him, as they do of most men not readily inclined -to their wishes, of usurpation. Heraclides, whom Plutarch describes as a man "of no constant purpose, of a fickle temper, and least of all to be relied upon when he had to act with a colleague in any honourable command," ' (1172) understanding that the foundation for the rule of any government is power and perceiving that Dion was laying no such basis, realized that because of this the power, in this case, resided with the people. He therefore courted and won them (1172-1173), leaving Dion alone except for his small band of mercenaries and his political ability, which the severity of the occasion demanded Heraclides to use. "Heraclides openly professed the highest respect for Dion, and made him great acknowledgments for this favour .[his appointment as Admiral_/, attending him with all deference, as ready to receive his commonds; but underhand he kept up his dealings with the populace." (1173) Heraclides 1 control of the people grew 48 �so great that despite the fact that Dionysius esooped by sea through Heraclides' obvious negligence, he was not only able to persuade th~ people to refuse to pay Dion's mercenaries but also to convince .them to elect a new generalissimo in place of Dion. Dion's confusion of immediate justice and finai. Justice . ( _ reached absurd heights when he hesitated greatly to ~pl:>ptect _,,, even his person against a mob of citizens when leaving the city after having been relieved of his command. Even P:_lutarch takes no notice of the ludicrousness of his dilemma', "Here Dion was ·in. a great strait, being necessitated eith:er to ' fight against his/ own countrymen or tamely suffer himself and his faithful soldiers tc»'be cut in pieces." (1176) Dion's · . _ choice was between his life, in which the interests of Syracuse were focussed, and the lives of some citizens whose interests were not just immediately particular but were also intolerant of those of the whole. Soon after Dion left the city Heraclides ably demonstrated the magnitude of his talents by his incapacity even to provide orcler in the city. Dionysius' men, still in the citadel, saw the disorder and attempted to retake the city; but the Syracusans, with tears and lamentations, hastily recalled Dion, who just as hastily returned to save matters. But not before the citizens, again thinking themselves safe, tried to reject Dion once more; but fresh attacks from the citadel persuaded th.em otherwise. - .~- After Dion had provided order Heraclides voluntarily surrendered himself to Dion. In the true manner of the Academy Dion treated the entire affair only as it impinged upon himself, utterly forgetting that Heraclides' depradations were of concern to the entire city. "/He_/ wish.eel _ to let the world see that he valued not himself so much upon- excelling Heraclides in ability and conduct as he did in outdoing him in justice and clemency." (1180) Dion therefore pardoned the man and released him to set further obstacles to the establishment of justice in Syracuse. In so doing he of. course won .the commendation of Plato, for he was following his dictates, but he certainly lost the applause of the. men concerned with the interests of Syracuse. Heraclides continued to stir up the people and to militate against justice. Finally, even Dion recognized his mistake and had him s.ecretly killed, but Plutarch maintains that his murder continued to trouble him and was ·like a blot and stain upon his life. (1185) (Compare with what Sartre says in The Flies, 11 The most cowardly of murderers is he who feels remorse. 11 ) . Heraclides did not succeed in his designs only because of his obtuseness and not due to any especial acumen on Dion's part. Dion was soon after killed by his implicit faith in the goodness of men. His assassin was his closest advisor who had been with him in all his military service and was the 49 I I I I I ,I .1 �first of his friends. Dion trusted him so much that he allowed him to participate in subversive activities, supposedly in order to report them to Dion. But the man, caught by his _ambition,; decided that the power of the tyranny outweighed '--tQ:at of friendship. Evidently Dion_was unaware of the propositi'on that men are occasionally altered by changing conditions. · Throughout l)is career Dion was hamstrung by Plato's narrow sense of justic'e. He ably served the two tyrants primarily because they .iould shoulder the necessary unjust acts an~L _ , allocate the~ rjust ones to Dion. And so when the time came -:['()_ _ r Dion to provide leadership he faltered. In control of the city,.who_ rulers he had so long advised, he began tO' make s.e enemies - oh all sides and generally "knew not what course to take." (1181) His errors may be concisely summed up: unaware of the necessity of establishing a basis for rule Dion did not recognize the need to exile and to execute men who were clearly setting up power bases for personal ends. This mistake was rooted in Plato's similar non-recognition of the problem and reinforced by his absolute injunction forbidding momentary injustices - an injunction of which the foundation was a standard of justice particular to the man. A final examination of the value of Plato's work must not depend on the intentions of the author, for men will always try to make something more than it was intended to be and often succeed in doing so. The actions of Plato himself are a point in fact, for he not only consented to the application of his ideas to the situation in Syracuse but actually urged it. We must therefore search for the fault of Plato's political philosophy within that very context, rather than within another section of Platonism. \ The mistakes which anybody makes in attempting to accomplish any desired goal can frequently be traced to a lack of the requisite technique in the field in question. For example, the mistakes a doctor makes can be attributed to a lack of precision in diagnosis. If he fails to cure a man of a · - -. specific disease, it is because his technique of identifyi ng that disease was faulty. In a similar manner Plato':? political philosophy can be scrutinized. His technique in investigating the milieu which we give the general name "politics" was philosophy in the sense that it "affords a vantage point from which we can discern in all cases what is just." (Seventh Letter, 326b) A fuller statement and a more beautiful description of its value is to be found in the Phaedo. Every seeker after wisdom knows that up to the time when philosophy takes it over his soul is a helpless prisoner chained hand and foot in the body, compelled to view reality not directly but only through its prison bars, and wallowing in utter ignorance. And philosophy can see that the imprisonment is ingeniously effected by the prisoner's own active desire, which 50 �makes . him first accessory to his own confinement. Well, philosophy takes over the soul in this condition and by g~ntle persuasion tri~s to set it free. She points out that observation by means of the eyes and ears and all the other senses -is :entirely deceptive, and she urges the soul to refrain from using them unless it is necessary to do so, and encourages it to coll.:SC.l;;. .» 1lnd . concentrate itse--lf by>itself-~· trusting nothing oat its own independent :ju'dgment upon object~ .. ~.e_n~Jder~.d in themselves, and attributing no truth td'·anyth4.ng ·· which ·-~- . it views indirectly as being subject to variation, because such objects are sensible and visible but what the soul itself sees is intelligible and invisible . (82e) . . . · - --~ --· ·· --- · I think that, paradoxically, Plato's mistakes lie in his not exploiting the use of philosophy to its highest potential. Plato did not pick the vantage point with the clearest view. The essential nature of political philosophy is reflected in the motives which drive a man to enter politics. As postulated earlier, they are a desire either for gain or for justice. But a de.sire for gain is merely the desire for power, for with the proper amount of power any object may be obtained. There are therefore two types of men, differentiated by their main motive force, who occupy the two opposite ends of a spectrum: the man who desires absolute justice and the man who desires absolute power. Although these two specific types may never have actually existed, all political men are more or less a mixture of them. The circumferen~~ ot these two words - power and justice contain the whole of political philosophy. Although empyreal just ice is the goal mund~ne power is the means. - ·rt. is the task of the politic~l . phi"losopher to clearly explain their relationship. In other words _ given the ~- m.ot i ve fqrces of , the two basic types of political men - that force which determines the nature of their actions - how is justice to be obtained through the use of power? The most significant and heartening point to arise out of this inquiry - if we assume complete use of Pla,j;;_ s philosophic vantage point o' is the realization that both -power and justice result through the proper use of either method. In the first case, the man whose main concern is gathering power (the corollary being the desire for maximum power) very quickly realizes that if he always instantaneously seeks power, he will eventually acquire less than if he sometimes acts in the interests of the whole - being just. He becomes aware of the relationship between particular time and interest, on one hand, and general time and interest, on the other; and he soon learns to manipulate these in order to secure the maximum power. The process which occurs is an 51 �expansion of his quest for power in a particular time to a quest for power in a general time, slnce this sort of power is larger and more durable. If this happens, the expansion from particular time to general time, the question of justice is solved, for over all time the most just will procure the most power. But, if there is no such expansion or it is a limited one, the question of justice is not solved, unless it is ·spe<;!ifically raised. Th.is is the case of men from Cleon to · H1t1er-i'" ::.> -'···.· ..,.,...._ ' ·-··· ----- --_ -:; :-\ ... ~ ~ .. In _the :~econd case, \ e riian whose _ prin9tple ,qgric.~.rnJis _ securing just.ice (the colol-lary 1).eing"'"the protect iori. o'fi' his .__ conceived . interests) rea~ig;~s :-·that if he-- is to enter :;public l'~fe he shouJ(o :-no ,: longer \f5e · interes~ed. in ~ustic~ m~rely f6r himself (self-interest) but rather in Justice for all who fall within his domain. His particular -sense of justice ~ ~~pands to a general sense. If this is what happens, the expansion of the particular into the general, the matter of the maintenance of power is subsumed within it, for the self-interest of the man concerned with general justice is the interest of the entirety; if someone attacks him, he is striking the whole, which he has axiomatically vowed to protect. But, if his sense of justice does not expand, the problem of power is never answered, unless it is specifically raised. This last case is, I submit, the case of Plato. Because of his prior considerations of philosophy, his particular sense of justice never expanded. The clearest example of his judicial pointedness is his dictum, "/y-ve_/ must also hold it a lesser evil to be victims of great wrongs and crimes than to be doers of them." (Seventh Letter, 335) The conflict between this local sense of justice and a postulated concern for achieving general justice is the dilemma which must be solved, if possible, by all who wish to make Platonic political . ph~losophy applicable . . . _., ... -----~ · ··" 52 �,, � 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. 55 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 Zager, Masha (Editor) Forman, Stephen (Editor) Title A name given to the resource Prize Essays, Fall 1968 (Palaestra) Date A point or period of time associated with an event in the lifecycle of the resource 1968-09 Description An account of the resource Issue of the Palaestra entitled "Prize Essays 68". Published in Fall 1968. Identifier An unambiguous reference to the resource within a given context Collegian Fall 1968 #2 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/fffe5f81d31dfe53ea69907ebdcd07d7.pdf e690ad524eba8b50e761f2db73cecef0 PDF Text Text �1 If N s \Jaters 's David into the 's of 2 Harrison Three For a Soldier 5 len 6 Venus Allen Sonnet Arthur Luse In 7 of the Wind Snive :?laces, Brooke Harris 9 Winter Intoxication 12 13 Editors Sinnreich Steve Dan Sullivan Advisor Eva ~3rann �s ? �s e 2 �on �B Harrison ����uances �exc s see One my section of s and societ sa 9 ��to live on a. in s 11 �er ion er I On peace moves �c.ome? 0 s a er e a ems announce vox vox p e ous? unter �was s a ers er es c t,~ew se �I .... we our story G: B B: D: Barsketcas s ? . je morte s 00 I ess me one a as st �er s on s s man e e e e ee ee �answer it at on s ice for se en enj ? t It ·was a bore & some . ::; �s sson: s t �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 21 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 Sinnreich, Masha (Editor) Forman, Steve (Editor) Title A name given to the resource The Collegian, February 1969 Date A point or period of time associated with an event in the lifecycle of the resource 1969-02 Description An account of the resource Issue of The Collegian. Published in February 1969. Identifier An unambiguous reference to the resource within a given context Collegian Feb 1969 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/f386e24f851a93a6ec29a46419006828.jpg 09473de499076d9bb9d6a93e2717aa05 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 25 x 20.5 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Fox, Cecil H. Title A name given to the resource Portrait of Ford K. Brown Seated on a Bench in the Quad in front of Randall Hall, St. John's College, Annapolis, Maryland Date A point or period of time associated with an event in the lifecycle of the resource 1972-08 Description An account of the resource 1 photographic print : b&w Identifier An unambiguous reference to the resource within a given context SJC-P-0023 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Subject The topic of the resource Brown, Ford Keeler. Format The file format, physical medium, or dimensions of the resource jpeg Type The nature or genre of the resource still image Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ab9eab567b5e9d3a82024f4314ab2de8.jpg ada9b16e084d426a2597207178f9aeb8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Fox, Cecil H. Title A name given to the resource Ford K. Brown Giving a Lecture "Shakespeare and Chartres" in the King William Room, St. John's College, Annapolis, Maryland Date A point or period of time associated with an event in the lifecycle of the resource 1972-08-16 Description An account of the resource 1 photographic print : b&w Identifier An unambiguous reference to the resource within a given context SJC-P-0025 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Subject The topic of the resource Brown, Ford Keeler. Format The file format, physical medium, or dimensions of the resource jpeg Type The nature or genre of the resource still image Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/38a6b1928421f83e297c4f3482ab2a2f.jpg 0f43e90dea3c8001aa168642b1d09c5a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Fox, Cecil H. Title A name given to the resource Ford K. Brown Giving a Lecture "Shakespeare and Chartres" in the King William Room, St. John's College, Annapolis, Maryland Date A point or period of time associated with an event in the lifecycle of the resource 1972-08-16 Description An account of the resource 1 photographic print : b&w Identifier An unambiguous reference to the resource within a given context SJC-P-0026 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Subject The topic of the resource Brown, Ford Keeler. Format The file format, physical medium, or dimensions of the resource jpeg Type The nature or genre of the resource still image Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/83f65002ec0eeda6f322fe18437cbddd.jpg 5fd4e4e5dba73c83aa6cf58d52863515 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Fox, Cecil H. Title A name given to the resource Ford K. Brown and John S. Kieffer Seated at Formal Lecture "Shakespeare and Chartres" in the King William Room, St. John's College, Annapolis, Maryland Date A point or period of time associated with an event in the lifecycle of the resource 1972-08-16 Description An account of the resource 1 photographic print : b&w Identifier An unambiguous reference to the resource within a given context SJC-P-0027 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Subject The topic of the resource Brown, Ford Keeler. Kieffer, John Spangler. Format The file format, physical medium, or dimensions of the resource jpeg Type The nature or genre of the resource still image Deans Tutors